Affordance-based Instructional design modelMarch 23, 2007
Today i wrestled with composing the user-centered affordance-based Instructional design model. It will be part of the paper we have prepared for Ed-Media 2007 conference:
The Dynamic User-centered redefinition of the Distributed Activity System Affordances in Web 2.0 Learning Designs.
This figure is quite preliminary and we hope to make it better – more precise and visually more appealing.
The analysis of learning affordances in iCamp Trial enabled the development of the user-centered affordance-based Instructional Design model for the distributed activity settings. This model takes into accont that the affordances of the tools, as well as, the affordances of the Distributed Activity System what is the basis of the new Instructional design, must be inferred from the user-behaviour evaluation. The learning affordances, which the learners perceive emerging in their interaction with the tools in certain activities must be evaluated in respect to their effectiveness for learning. The results of this evaluation can be used for: a) giving feedback to the students for indicating to the problems in their shared affordance perception of the learning environment for effective learning, ii) deducing, which are the fuzzy sets of user-defined learning affordances, that characterise each Web 2.0 tool, when performing certain activities, iii) separating the affordances from certain tools, and relating them to the activities performed in the knots of the Activity System. The two last steps of the affordance based Instructional Design model enable the coupling between the learning affordances the instructor has defined as part of the Activity System with the free selection of web 2.0 tools on the basis of learning affordances, which they support in certain activity settings.
Our study indicated that the learning affordances of Instructional Designs, which favour the personalised application of Web 2.0 tools, must be defined on the basis of users‘ perception in concrete activity settings. The tutor has to observe and evaluate the dynamic process of the emergence and attribution of learning affordances to the certain web 2.0 tools in different groups and give feedback if the group faced problems in establishing the common set of learning affordances for the tools of their Activity System.
Several aspects must be addressed in the implementation of such Instructional designs, such as:
How to observe the different students‘ perception and application of the learning affordances of the tools in different learning activities dynamically during the activity?
How can the tutor measure the effectiveness of the applied learning affordances of the tools from the task perspective, and give feedback to the student groups to enhance their perception of affordances of their Activity System?
How to support the learners in establishing concensus in the affordances of the tools during the certain activity?