SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS

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

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

1.5 Identify Learner Resources

In steps 1.3 and 1.4, we considered the kinds of available resources and related filters that might frame the learner's ZAA. The resources were generated by brainstorming the learner's context (the environment within which the learner is situated or with which the learner's learning need is associated. Related filters were identified by examining the attributes and relations between resources, between resources and learner and between resources and environment. We pointed out that resources and filters were sometimes interchangeable. For example, the environment can be both a resource and a filter (e.g. as a physical space, it may be act as a resource, e.g. it's easier to play football in a park than it is in a kitchen; as an ambient space, it may act as a filter, e.g. of cold, heat, light, etc.).

Step 1.5, by contrast, relates to resources which are more directly learner-related, in the sense that they "come from" the learner. These resources may be cognitive, emotional, physical, psychosocial, etc. They may also reflect such things as the learner's existing level of understanding, knowledge and skills. The aim of identifying such resources is that in the same way that the preceding steps in phase one assist in modelling the learner's environment, identification of these "internalised" learner resources facilitates the generation of a "model" of the learner, i.e. Step 1.5 helps us to better understand how learner and context fit together.

An example of ways in which learner resources may be identified can be linked back to Step 1.4 and the identification of filters. For example, following the process of categorisation in Step 1.3, we selected the knowledge category of "astronomy" from the range of available resources. In Step 1.4, this selection was further analysed to reflect the kinds of filters that might influence the extent to which a learner in a particular situation might be able to satisfy a learning need related to the topic of The Milky Way.

In an ad hoc conversation between one of the learners and the researcher, the learner who instigated the trip to the Planetarium indicated that she had a particular interest in learning "more" about The Milky Way. In terms of this learner's resources, we might identify the following types of resource:

In turn, these resources may be filtered by other resources external to the learner or by related "internal" resources. For example, the learner's access to knowledge about astronomy on a visit to the London Planetarium may be facilitated (by the available resource of) an exhibit or simulation or film, and may be filtered (by the external influence of) other visitors, scheduling of shows, exhibitions, etc. or (by the internal influence of) the learner's own motivation, understanding, level of confidence, etc. 

Learner resources have an important part to play in supporting learner interactions with the learning environment in response to a specific or potential learning need. Identifying these then supports identification of available MAPs.