SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS

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[Study Home]  [Study Phase One]  [Study Phase Two]  [Study Phase Three]

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[1.1] [1.2] [1.3] [1.4] [1.5] [1.6] [1.7]

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1.1 Brainstorm potential forms of assistance (ZAA)

 

Here, we present a range of data generation techniques used in the very early stages of the study. Typical data collected included: field notes and sketches fromin situ observations, audio logs and transcripts from semi-structured interviews and a range of documentary data generated by the participants in their own context (e.g. the Staff Handbook illustrated below).

 

It is important to emphasise that the design process in this particular study involved a very open approach initially. Little was known about the learning centre, its participants, process and practices. There was no specific question to be answered at the outset. A very loosely focused scope for inquiry into the setting was framed as: learners learning with digital technologies and other available resources across multiple contexts.

 

The following table shows a selection of the kinds of data generated in and through the interactions of the design team (researchers) and the beneficiaries (participants) in the initial stages of the study

 

Data Collection

 

Time	Data Source	Data Type/Description
Visit 1	Observations	Layout sketches, field notes/reflections, still image photos
Visit 1	Documentary data	Handbooks, learning agreements, reports, timetables, information leaflets, website, maps
Visit 2	Semi-structured interviews	Audio recorded and transcribed, learners and learning mentor (focus: learning and technologies)

 

On a preliminary visit to the setting, the elements and categories of the EoR Framework and Model were not explicitly employed. The researcher simply gathered available data through observation of, and interactions with, the physical, material and social environments of the learning centre. The physical environment might be understood as the physical infrastructure (buildings, roads, gardens, etc.). The material environment (whilst this also includes the physical) might be understood as objects and artefacts within the setting (e.g. fixtures and fittings, and other tangible resources such as books, televisions and the like). The social environment might be understood to include elements such as people, relations, histories, ethos, norms, conventions, etc. During the initial visit to the setting, these data were captured by the researcher in the form of handwritten notes, photographs and hand-drawn sketches. 

 

Some key questions arising out of the iterative process of data generation at this stage were:

 

• what kind of space is this; what are its physical, material and conceptual attributes
• who occupies this space and how are they related to each other and others beyond this space
• what kind of learning space is this
• how is knowledge perceived, accessed, shared, constructed, what kind(s) of knowledge(s) are present in this space (or affiliated to it)
• what resources are available and what form do they take (e.g. people, spaces, tools, frameworks)
• what kinds of relationship exist between environment, knowledge, resources and the people occupying this learning space
• what is the relation of this learning community to the wider community beyond the immediate context
• taking all of these things into account what, in this learning context, has potential to support and scaffold learner activity and development and how and why this is/might be so.

 

On a second visit, the researcher adopted a more focused (but still flexible) approach, using semi-structured interviews with participants to gain a more coherent understanding of the social aspects of the setting. These were then recorded and transcribed. These follow-on interviews were also shaped by the preliminary observations generated during the first visit to the learning centre and drew on some of the kinds of questions outlined above - questions which, themselves, were generated by the preliminary batch of data from the first visit to the setting.

 

The above examples of data generation and initial interactions between the design team and the beneficiaries in the research setting are just some of the characteristics of the brainstorming stage of the EoR Framework and Model.

 

In the next section, we look at the actual data samples generated in these early stages and consider how and why these data were useful for brainstorming potential Forms of Assistance, i.e. we describe the gradual (sometimes iterative) process of applying the EoR Framework. 

 

The data samples shown below reflect the types of data outlined in the table above. These data were generated during the first and second visits to the learning centre. The section below identifies each data set by type, e.g. Observation, and provides a visual representation of that data. At this stage, the notion of the 'learner' whose context is being explored represents a generic rather than a specific learner.

 

After each data visualisation and set of links, a brief commentary is provided on why these data sets are useful. The links beneath the examples connect to further examples showing how these data were analysed to produce an initial ZAA (Zone of Available Assistance) for the learner's context. The first link (A) provides a general first level of analysis grounded in the data. The second link (B) provides a more specific analysis linked to the EoR Model. All of the data sets were first analysed at the level of (A) then reanalysed at the level of (B).

 

1. Observation

 

Data sample 1:  Layout Sketch - generated during visit one to the learning centre.

Data Sample 1 - Preliminary analysis grounded in data

 

Data Sample 1 (the layout sketch) is useful in terms of understanding the physic, material and sociocultural environment of the learner's learning context. It shows the kinds of spaces available for learning and the relations between those spaces in terms of the learning context as a whole. It also includes annotations about the kinds of uses certain areas are put to, e.g. the use of wall space for information and display (showcasing) or the designation of particular areas as e.g. 'quiet'. There is no attempt at this stage to fully interpret the available spaces and the researcher simply made notes of what was seen (physical objects and spaces) or heard (uses of spaces) during the visit.

 

The identification of elements within the learner's learning environment is the starting point for framing the Zone of Available Assistance (ZAA) of the learner insofar as these elements represent potential resources (Forms of Assistance) to support the learner's learning needs.

 

Data Sample 2:  Field Notes - generated after visits one and two to the centre - researcher reflections of events.

 

 

Data Sample 2 - Preliminary analysis grounded in data

 

Data Sample 2 is useful in that it adds to the observational data in Data Sample 1 by bringing in participant and researcher reflections on the learner's context. These reflections, notes and commentaries both extend the range and scope of the learner's context as well as furnishing additional information about the ways in which the various Forms of Assistance (learning spaces, contexts, tools and people as resources) are or can be used to support the learner's learning needs. So here, for example, notions of ambience, locale and sociality are brought to the fore. 

 

Data sample 3:  still images/photos

 

These still images represent a range of random snapshots of activities in the learning centre. They provide additional contextual meaning for the ZAA and the different kinds of things that may contribute to or support the learner's learning needs. The visual image allows added depth to emerge in ways that are often missing in transcripts of general talk or interview sessions (i.e. elements such as spatial relations, proximity, social interactions, norms and conventions, etc.). If, for example, you compare these data to the initial layout sketch, you see that there is a much richer, more nuanced representation of the learner's learning context. Photo sets like these can be used by the design team as a supplement to other data. They can also be used with participants to generate discussions around practices and processes within the learning context or to frame follow-on interviews and discussions. Available Forms of Assistance revealed by these data might be: people (learning mentors, peers, researcher), tools (trowel, pen, voice recorder), or even norms, e.g. the Compliments/Complaints box.

 

Data Sample 3 - Preliminary analysis grounded in data

 

 

2. Documentary Data 

 

Data Sample 4: Student Resource for Learning and Staff Handbook for Self-Managed Learning

 

 

This data sample is useful insofar as it provides contextual background to the kind of learning and the kind of learning environment in which the learner's learning context occurs. It identifies a range of people, of norms and conventions, activity types and social interactions. These, even at a glance, can very easily be seen to frame and shape and tie into EoR elements and categories such as Knowledge, Environment and Resources - with a focus on People and Tools and Spaces and Artefacts and their organisation. We also can see, at a glance, a range of potential MAPs - whether these are people or artefacts. A resource like this can make a very useful launch pad for further discussion with participants.

 

Data Sample 4 - Preliminary analysis grounded in data

 

 

Data Sample 5: Student Timetable

 

 

 

Data Sample 5 - Preliminary analysis grounded in data

 

This data sample is useful insofar as it contextualises the temporal organisation of the learner's learning context(s).As a snapshot of a 'self-managed learning' context - it makes for interesting reading. Like the Handbook in data sample 4, this kind of artefact maps quite well onto the EoR Model and framework and provides a launchpad for discussion of the learning context and available resources with participants.

 

3. Semi-Structured Interview

 

Data Sample 6: Interview transcript with learning mentors and learner input about a possible trip (I = learning mentor, R = researcher, T = learner)

 

 

 

 

Data Sample 6 - Preliminary analysis grounded in data

 

This data sample is useful insofar as it not only provides an overview of the process of identifying a Focus of attention, it also illustrates clearly the participatory nature of the EoR design framework. It is a useful snapshot of the relations between researcher (R), participant mentor (I) and participant learner (T). It also provides a glimpse of the community contexts of the participant setting where learning is planned and organised by learners in and through a community meeting. Further elements of the learning context as a multi-setting environment begin to be elaborated. 

 

Using these cumulative sets of data, we are then able to generate a preliminary outline of the kinds of things, within this learning community, that might emerge as potential Forms of Assistance according to the EoR Design Framework. By "forms of assistance" we mean the range of available things, potentials or opportunities that can support the learner to meet the their learning needs in a particular situation (at this stage it does not matter if these resources are actually "activated" or not). In the present example, then, an initial (uncategorised) brainstorm of the data might generate a Learner's ZAA which looks like this:

 

This ZAA was able to be generated through a fine-grained analysis of the data samples exemplified via the above links (Data Samples 1 to 6). At this stage, the Learner model is grounded in the data rather than directly framed by the deeper principles of the EoR Design Framework outlined at the start of this worked example. The brainstorming phase has generated a range of data through which the question "What is there in the learner's context that is available to the learner to support and advance the learner's learning?" At this stage, there is no specific question being asked, e.g. about technologies, or people, or locations or activities. The brainstorming phase, then, may be said to be aiming to draw out a loosely framed, general description of the Learner's context or, in EoR specific terms the learner's ZAA (Zone of Available Assistance). It must be emphasised, however, that the exemplar study represents a setting where there was no initial focus for the participatory design that would follow, other than the learner, their context and the role of technologies in supporting the learner. In other situations, e.g. where a product design team is looking to develop a particular solution for a learner or a learning context, the brainstorming stage and initial stages of data collection may be slightly more focused than in this example.

 

From this example, it is clear that Phase 1, Step 1 of the EoR Design Framework - BRAINSTORMING - is all about framing the learner's context and the assistance available to the learner within that context. The following relationships are revealed during this step:

 

1. The learner's context (real world) is equivalent to the Zone of Available Assistance (concept)

2. The material (e.g. objects, physical environment) or relational elements (e.g. people, practices, interactions) of the learner's context (real world) are equivalent to Forms of Assistance (concept) 

3. The Zone of Available Assistance (ZAA) and Forms of Assistance are related concepts within the EoR Design Framework.

4. All Forms of Assistance are fully "immersed" in the Zone of Available Assistance.

 

Now that we have some preliminary ideas about the framing of the learner's context and potential forms of assistance, we can draw on the data samples to go on to the next step: (1.2) specifying a Focus of Attention.