Affordance Analysis Design Methodology
This week we read an article entitled "Affordance analysis – matching learning
tasks with learning technologies". The word affordances refer to the perceived and actual properties of the thing, primarily those fundamental properties that determine just how the thing could possibly be used (Bower, 2008, p.5). In this article I learned about Affordance Analysis Design Methodology. It is a step by step process which serves as a guide in matching educational goals to appropriate technology in order to construct e-learning designs (Bower, 2008, p.8). The steps include (a) Identifying educational goal/s, (b) postulating suitable tasks, (c) determining affordance requirements of the tasks / determining the affordances available, and (d) e-learning task design. These steps require solid understanding of pedagogy, content area as well as of the technological affordances available.
This process is a really helpful for me as a designer. Learning how to execute this methodology will help give structure to my designing processes. Identifying the educational goal being the first step also acts like a lighthouse that serves as a navigational aid. It is best approached by revisiting the content academic standards. By having a clear goal, I will then be able to allow my creativity to complete the succeeding steps resulting, hopefully, in a meaningful e-learning task design.
Using this methodology will potentially improve the quality of instructions / lessons that I create for my students. It will also simplify and streamline the process of selecting appropriate technological tools for each of my educational goals. And, ultimately, make students learning lasting and more meaningful.
tasks with learning technologies". The word affordances refer to the perceived and actual properties of the thing, primarily those fundamental properties that determine just how the thing could possibly be used (Bower, 2008, p.5). In this article I learned about Affordance Analysis Design Methodology. It is a step by step process which serves as a guide in matching educational goals to appropriate technology in order to construct e-learning designs (Bower, 2008, p.8). The steps include (a) Identifying educational goal/s, (b) postulating suitable tasks, (c) determining affordance requirements of the tasks / determining the affordances available, and (d) e-learning task design. These steps require solid understanding of pedagogy, content area as well as of the technological affordances available.
This process is a really helpful for me as a designer. Learning how to execute this methodology will help give structure to my designing processes. Identifying the educational goal being the first step also acts like a lighthouse that serves as a navigational aid. It is best approached by revisiting the content academic standards. By having a clear goal, I will then be able to allow my creativity to complete the succeeding steps resulting, hopefully, in a meaningful e-learning task design.
Using this methodology will potentially improve the quality of instructions / lessons that I create for my students. It will also simplify and streamline the process of selecting appropriate technological tools for each of my educational goals. And, ultimately, make students learning lasting and more meaningful.
I like your comparison of the educational goal to a lighthouse. Learning is the ultimate goal at the end of the day. The tasks and tech are tools to get to that goal. I think you are right--this process should streamline the selection process. I am thinking back to the charts at the end of the article: a comparison of what's required and what's offered. What's the right "learning connection"? :D
ReplyDeleteI agree, applying the right tool can definitely make the students learning more meaningful and exciting. In my blog, I talked about the process of trying to find the right tool. By applying an affordance analysis you will be able to simplify and streamline the process but if you continue to use the same lessons, you might have to continue this strategy as new technology come out or students needs change. - Mike
ReplyDeleteThe order that you talked about made a lot of sense to me. I notice that teachers try to fit lessons to the technology available. When smartboards first came out, I remember my school feeling guilty if we weren't using them for every lesson. We had fundraisers, and grants, and administration stressed how lucky we were. But sometimes, the technology doesn't fit the lesson design, and that's ok.
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