The following table provides indicators for the Eight Affordances Framework for exploring pedagogical possibilities of digital educational resources described in the second chapter of this resource.
Affordance |
Indicators |
1. Ubiquitous Learning |
- Anytime, anywhere availability to broaden educational access
- Blurring the traditional boundaries of space and time: extending the scope of learning beyond the walls of the classroom and the cells of the institution’s timetable
- Curriculum-community connections
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2. Active Knowledge Making |
- Learners as designers of knowledge and meaning
- Demonstrated capacity to collect information, conceptualize its meaning, think critically and apply in real contexts
- Making knowledge artefacts: projects, objects, social interventions
- Learners have autonomy, control and agency as knowledge creators
- Discovery and exploration
- Opportunities for innovation and creativity
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3. Multimodal Meaning |
- using a variety of modes of meaning (text, image, space, body, audio, simulations, virtual and augmented reality)
- Making available a wide range of digital media resources
- Supporting learners to make knowledge resources in a wide ranges of digital and non-digital media
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4. Recursive Feedback |
- Appropriate feedback during learning and feedback-on-feedback
- Assessments for learning that promote learning from mistakes and foster deeper meaning
- Digital learning analytics
- Peer review
- Dashboard visualizations that make progress explicit to learners and instructors
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5. Collaborative Intelligence |
- Peer-to-Peer learning
- Group activities and social networking
- Distributed cognition: learning by thinking, aware of the social nature of knowledge
- Acknowledging the community and intellectual provenance of information and concepts
- Networks of knowledge and learning
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6. Differentiated Learning |
- Variable learning paths
- Adaptive and personalized learning
- Self-regulation and self-management of learning
- Recognizing learner diversity and harnessing diversity as a productive learning resource
- Supporting students to express their own identities, develop personal pathways
- Trust and open-ness: nurturing digital citizenship
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7. Metacognition |
- Cognition = the empirical, the topic, the theme — always linked to metacognition, hence multilevel thinking
- Metacognition = the disciplinary framework, thinking conceptually/theoretically, regulating one’s own thinking processes
- Linking concrete and particular to the abstract, general and conceptual
- Complex problem solving, addressing challenges with holistic, multiperspectival thinking
- Authentic learning, linking disciplinary practice to local and personal circumstances
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8. Accessibility |
- Affordability (with Open Access as one option)
- Ownership: credit to creators, whether resources are free or at a price
- Interoperability, removing digital systems silos in a way that a system can freely communicate and operate with other external systems and thereby open to them
- Hybrid deployment across multiple platforms, browsers, operating systems and devices in a way that an application or resource is accessible over more than one platform like Windows, Mac. Android, Unix and Ubuntu
- Universal Design for Learning (UDL) requirements for disability accessibility
- Internationalization of functionalities in all resources and their interfaces, facilitating ease of translation
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