E-maturity of the Learner Model

– Janice Staines
 E-maturity of the Learner Model
Following on from the ‘Think Piece’ work that was undertaken by a number of
writers, this linear model was developed to illustrate e-maturity of the learner.
 E-maturity of the Learner Model
Subsequent discussions and work with colleagues from subject association
suggested that this linear model did not reflect the cyclic nature of learning and a
spiral Venn (or sVenn) diagram was proposed as an alternative.
 E-maturity of the Learner Model
At a meeting with the project development group a compromise model was
proposed.

The suggestion was that E-maturity of the learner comprises:

•personal attitudes, behaviours and characteristics
•ICT capability and engagement with technology
•effective learning skills (with or without technology).

Progression can be shown through the third dimension as four stages of

learning.
 E-maturity of the Learner Model
Stages of Progression E-maturity

Independent Learning

Supported Learning

Guided Learning

Directed Learning

ICT Capability and Effective Learning Skills

Engagement with
Technology

Personal Attitudes, Behaviours and

Characteristics
 E-maturity of the Learner Model
Whilst the visual nature of the model might need further work, we are close
to reaching agreement on the essential component elements of the model
and the stages of progression.

Four stages of progression have been identified to date:

•Directed Learning;
•Guided Learning;
•Supported Learning and
•Independent Learning.
 E-maturity of the Learner Model

Directed Learning
This stage is where the teacher/tutor usually decides what the task is, what
resources the learner should use, how the task should be undertaken and
what the outcome will be and often models the process for the learner.

Guided Learning:
This stage is where the teacher/tutor usually owns the task but is open to
some negotiation on how it is achieved and what the outcomes will be. The
learner is provided with a limited choice of resources (including writing frames
and software templates) and support is provided to enable them to access
and use the resources effectively. The teacher/tutor encourages regular
review of progress and provides feedback to the learner.
 E-maturity of the Learner Model

Supported Learning:
At this stage the learner begins to take a lead in determining what the task is,
what resources should be used, how the task should be undertaken and
what the outcomes will be. The teacher/tutors role adapts to challenge the
leaner, encourage regular review of progress and provide effective
feedback, offering other support as required.

Independent Learning:
Here the learner determines what, when and how learning will take place.
The teacher/tutors role adapts to facilitate the learner by offering critical
analysis, review and feedback, and making suggestions for further study.
 E-maturity of the Learner Model

We have started to illustrate/exemplify each of the levels within the

component elements.

To begin to answer questions like: What does ICT capability look like for a
learner who is at the guided learning stage of the model?

What would be considered effective learning skills for a learner at the

supported learning stage? etc.

But a major question remains to be answered…

What is it?
E-maturity of the Learner Model
• a theoretical model?

• a planning tool for the

practitioner?

• an assessment tool?

• a negotiating tool for the

learner and mentor?

YOU DECIDE!