Context: Rules & Division of Labour

Purpose: To interrogate the rules which structure the learning activity and the roles played by participants.

References: 43, 49

1. What are the rules surrounding the learning task [including education institution & workplace rules]?
1. How formally are the rules of interaction stated?
2. How have these rules evolved? What are the sources of those rules?
3. How widely understood are these rules?
4. How are the rules being enforced?
5. How are infractions being dealt with?
6. How is dissension expressed?
7. How is dissension received by the teacher or other group members?

2. External limitations:
1. What are the assumptions about time and effort to be expended on this activity?
2. What are some of the limitations to learning imposed by other demands/requirements placed on the learner? [e.g., home duties, workplace duties, job-seeking tasks]
3. What are some of the limitations to learning imposed by lack of suitable artefacts? [e.g., outdated or incompatible technology/software, printed texts not accessible]

3. How does the activity share the responsibility for the essential part of the work between teacher and learner/s and among learners?
1. Who decides? How? Why?

4. Does the division of labour [including power relationships]:
1. embed and impose a certain division of labour?
2. make the work organisation visible and comprehensible?
3. enable the reorganisation of the division of labour?

5. What roles surround the learning activity?
1. Who has traditionally or historically assumed the various roles?
2. How are those roles assigned?
3. How have these roles changed over time?
4. How permanent are these roles?
5. Are the roles person-specific or task-specific?
6. How well accepted will these roles be by the learners? The institution?