In considering the SECTIONS framework presented by Bates (2015), the following are my reflections in response to questions on the application of this framework to my design idea.

 

  • What are the affordances and limitations of the framework?

The affordances of the SECTIONS framework are that it affords one to consider multiple factors in the design. It is also a specific framework that has been modified for distance learning. In terms of limitations, there are several other factors that can also be important provided in other models including cultural friendliness and flexibility. In this way, I believe the framework may be a bit more limited into these more specific considerations including accommodating the design for more of a diverse, modern perspective.

 

  • How well does the framework align to your existing educational and pedagogical practices?

In evaluating the affordances and limitations of the SECTIONS framework, there are still a number of factors that align with my own pedagogical practices. For one, my approach is learner-centered, and the framework begins with detailed thinking about the learners. One of the aspects to consider is that students have a wide range of needs and utilizing multiple media will better accommodate for multiple needs than accommodating for specific learner styles. This aligns with my own approach to strive for a varied delivery of media in the learning I design. In addition, the SECTIONS framework has a focus on the logical aspects of design; this represents my educational practice of designing for the learner but within the realm of reality for the client. This is emphasized in SECTIONS in including cost, organisational issues, networking as well as security and privacy. Through my experience I’ve found that no matter how innovative the learning may be, if the organisation cannot afford to maintain it or the culture is not ‘ready for it, it will not be effective.

 

  • How did the application of the framework impact your decision-making process?

The application to my framework impacted my decision-making process by making me aware that access to my digital learning resource would be limited if it would be posted to the BC Bioenergy Network (BCBN)’s website alone. It opened possibilities to post to YouTube, social media and other places. This impacted my decision-making process as my design plan would be impacted if I chose to increase access to multiple platforms. This was something to consider carefully in line with BCBN’s requirements as well.

 

  • Which components of the framework did you find most valuable to your decision-making process? Why?

The most valuable to my decision-making process was the question of cost. Considering the costs of the digital resource that I was going to create for BCBN, I realized that the organization required specific design that would have a low cost of maintenance and continuous development. This is due to limited human resources and financial resources, especially for the educational initiative as it is not the organization’s major focus. It also meant that I would need to select content that could be used for a long period of time and that I’d need to really evaluate what I was using, so that it would not go out of use too quickly. This was extremely valuable to many decisions, including content selection and delivery, in my decision-making process of designing the digital resource.

References

Bates, A. W. (2015). Chapters 6-8. In Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver BC: Tony Bates Associates Ltd.