SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS

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1.2 Specify the Focus of Attention

Having (1.1) collected an initial set of data and brainstormed potential Forms of Assistance, it is possible to start trying to identify possible foci of attention. In this example, we have drawn on an extract from one of the semi-structured interviews identified in the Brainstorming section. The interview illustrates a discussion between researchers and learning mentors, with an ad hoc contribution from a learner made in passing. The interview highlighted a potential gap in the learner's knowledge that might usefully benefit from some additional Form of Assistance, e.g.  the use of technologies to support learning on a trip. The gap is represented by the need to match the learner's interests to the available Forms of Assistance, taking into account possible constraints and opportunities generated by the learner's context. In this example, the learner's context involves more than one setting/location, i.e. (1) the learning centre; (2) a journey between the learning centre and London; and (3) the environment of the London Planetarium as a visitor attraction. At this stage, however, we are not looking to match/consider all of these things, we are simply identifying the gap in light of what we already know about the learner's context based on the brainstorming activity in the previous step.

Data Sample: Identifying a potential focus of attention in a semi-structured interview (with potential Focus of Attention highlighted in yellow)

As can be seen from the range of (general) thematic coding in this example, the specification of the Focus of Attention is intended to result from a participatory process, a dialogue between researchers and beneficiaries. In this example, we also see the learning mentor (I) acting as a Form of Assistance (a resource) to the learner, in terms of making a decision about when to make the planned trip. Additional context: prior to the semi-structured interview, the learning mentor, the learner and other learners within the learning centre had already had discussions about potential trips. The ethos of the learning centre is that learners lead the learning - this is evidenced, here, by the comment that T (the learner) "is organising a trip". In this study, this ethos is an important aspect in understanding ways in which the Focus of Attention might be reached. For example, in a setting such as this one, where the learner is responsible and accountable for their own learning, an understand not only of the learner's context but of the learner's own perspective on that context was crucial in elaboration and evolving the EoR Design Framework and the EoR Model.

From this example, we can see that Phase 1, Step 2 of the EoR Design Framework - SPECIFYING THE FOCUS OF ATTENTION - is all about attempting to identify, within the learner's context, an issue or problem that would benefit from a solution. In this case, the focus for the solution was use of technologies (but in other cases, it might be something else). The following elements, relevant to the framing of a potential Focus of Attention were revealed during this step:

1. The learner's role in designing her own learning

2. The location of learning across multiple contexts

3. The relevance of the learner's interests, motivations and existing repertoire of skills, relations, resources

4. The participatory identification of a possible Focus of Attention

At this stage, no specific forms of technology have actually been identified - although processes in which they can be used (to record, or assist with recognising or reflecting on learning) - are indentified. However, a procedure for identifying possible technology solutions at a future date is generated through a participatory discussion between learning mentor, researcher and learner. In addition, a preliminary framing of context is made... a trip organised by the learner which involves a journey to London and a visit to the London Planetarium.

We might, then, describe the preliminary Focus of Attention as:

"Identifying ways in which technologies might support a learner's learning context on a trip to the London Planetarium"

With such a loosely framed Focus of Attention, several iterations of back and forth activity between Step 1 (Brainstorming) and Step 2 (Refining the Focus of Attention) were needed in this study in order to achieve a suitably refined Focus of Attention. Once this stage has been reached, however, the next step is to(1.3) categorise the elements of the EoR. This involves mapping the available Forms of Assistance to the category elements of the EoR Model, i.e. Environment, Knowledge and Resources. In this worked example - the categorisation of data for this step draws on data from the learners' actual trip to the London Planetarium.