enactment

=Enactment=

According to Dabbagh´s definition, the Enactment phase is about "generating instructional strategies that are congruent with theories of learning and the instructional or training context".(Dabbagh, 2005, p.134). This alignment of the learning theory with the context and the instructional strategies has to be rolled out. The enactment phase is informed by the information gathered in the exploration phase. Dabbaghs waterfall model describes the process of designing learning tasks. It begins with the beliefs and learning theories, which results into a pedagogic model. The pedagogic model serves as a basement for the instructional design and having defined this; appropriate learning tasks can be developed and rolled out (Dabbagh, 2005).

**Pedagogical model**
"As described in this paper, pedagogical models are cognitive models or theoretical constructs derived from knowledge acquisition models or views about cognition and knowledge, which form the basis for learning theory. In other words, they are the mechanism by which we link theory to practice."(Dabbagh, 2005, p.32)

The pedagogical model links theory to practice, which means in the case of the Image discussion, based on assumptions on the learner. Dabbagh proposed five different pedagogical models, where the open/flexible learning seems the most interesting one for the kind of intervention we plan. The student at www.fotoschule.at is confronted with a defined curriculum, which is aligned with his context. The online image discussion will enhance his flexibility in learning and by providing other channels of communication like chat or video conferencing.

This pedagogical model is not pure open learning as described by Dabbagh. There is the collaborative part of the Learning Community model, because students should support each other in their learning by discussing the others work and forum posts.

Instructional strategy
There are many instructional strategies in the world and the choice depends on the grounded pedagogical model, the cultural background of the students, the learning problem and the overall context. McLoughlin and Oliver proposed ten design principles which should be considered when designing a learning task (//McLoughlin &Oliver, 1999//). Their focus was on integration of cultural issues to the instructional strategy. "Overall, the goal of these instructional strategies is to create a learning culture where collaboration, learning with self-awareness, multiple perspectives, and self-management are promoted, and where the role of the teacher is reciprocal, supportive, and communicative as it is responsive to learner needs." (McLoughlin &Oliver, 1999 cited in Dabbagh, 2005, p.33)

A very important role in the instructional design plays the strategy of authentic learning tasks. In Figure //4.// we can see twelve different strategies, which are forming three different groups: Exploratory, dialogical and supportive strategies.

We can look at Dabbagh´s design model (Dabbagh,2005), which has the components: beliefs, learning strategies, pedagogic models, instructional strategy and finally learning tasks. The character of the intervention, according to the model shown in Figure. 4., is scaffolding and reflective, which are supportive and dialogical strategies. In this learning task we mentioned already the scaffolding character and the multiple perspective and reflection character. So these strategies are in the dialogical and supportive group.

Figure 4. Authentic Learning Activities(Dabbagh, 2005)

ICT adopted
The use of the right technology is crucial for the success of an online learning intervention. Here the analysis of affordances according to Bower (Bower, 2008) was convenient to use for choosing the right technology. The term affordance is used before by Norman, who states that "//The term affordance refers to the perceived and actual properties of the thing, primarily those fundamental properties that determine just how the thing could possibly be used. A chair affords (‘is for’) support and, therefore, affords sitting. A chair can also be carried". (Norman, 1988, p. 9)//

Bower developed an affordance matrix. In his affordance analysis e-learning design methodology (Bower, 2008,p.8) he proposed to match the required affordances of the task with the tool, which affordances match best. Our task needs the following affordances: Here, we analyze the requirements and correspond these requirements to the affordances of the proposed tool. The task requires an online, asynchronous, interactive tool. The student must respond in written form and there must be a possibility to manipulate an image. There is also the need of providing readings and instructions. These instructions will be given via video screen cast.

Read-ability: The student has to read content or the discussion View-ability: Images discussion needs images to discuss, so the tool must provide view-ability. Watch-ability: content should be provided in different channels, as well with video. Write-ability: the interaction is provided written. Draw-ability: Image discussion can be done also directly on the picture. Video-produce ability: Just for the developer: production of video material Resize-ability: Images and videos need to be resized. Move-ability: Images and videos needs to be transferred from a server to a client. Playback-ability: The video playback ability is important to watch the content. Access-ability: The student need access, there is no open space foreseen, to access everybody. Share-ability: The discussion should be shared among the community to let them learn from a previous discussion.
 * Affordances of the task**

If we look at these affordances, we have to find proper tools, which can provide these affordances. If we consider a forum as a tool, just the read-, view-, write-, access- and the share-ability are fulfilled. The watch-,video-produce-. draw-,resize-,move- and playback ability are uncovered. The video-produce-ability has special needs, like a video camera, a computer with a video cutting software and a screencast software. This affordance is necessary just for the producer of content. The draw-ability and resize-ability needs a tool which can draw, like a standard painting software. The playback-ability needs a playback tool or software. There is not just one single tool in action when performing this learning task. A combination of different tools are engaged in the process and we must differentiate between the learner and the tutor or producer, who has more specific affordances, like the video-produce-ability.

The production team of the task need:
 * a computer
 * an internet connection with moderate bandwidth.
 * a internet browser installed.
 * a simple paint program.
 * a video playback plugin in the browser or a video playback software.
 * a video cast program.
 * a video camera.
 * a video cutting software.
 * optional a document production software(PDF)

The teacher and the learner needs:
 * a computer
 * an internet connection with moderate bandwidth.
 * a internet browser installed.
 * a simple paint program.
 * a video playback plug-in in the browser or a video playback software.
 * a PDF reader.