SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS

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2.3 Typology Relationships

Typology Relationships are used to identify types of things. For example, the Planetarium is a particular type of room in the Royal Observatory. A space simulator is a particular type of interactive exhibit, and so on. In the elaboration of the EoR resources in the table provided in  Phase 2, Step  1, I identify some more typological elements. For example, types of people, resource, tools, etc. Within this notion of 'typology' are ideas relating to:

• qualities
• attributes
• characteristics
• relations 

The idea of 'what kind of thing' relates not only to the thing itself but to its contextual arrangement and interactional potentials.

The rationale for identifying types of things is that we can then highlight the Typology Relationships between these things and other elements in the learners's EoR. The kinds of relationships which might be included or highlighted by the typological description of an EoR resource or filter are notions of quality, attributes, characteristics. For example, the Shop is a type of room in the observatory which is designed to persuade visitors to buy resources. Situated between the Simulator room (where visitors can play) and the Exhibits room (where visitors can learn through reading, listening and interaction with exhibits) it is well placed for browsing by visitors as they pass between rooms. 

So, for example, in this study example, types of thing in the learner's EoR were identified as people, tools, technologies, etc. The types of relation between these things may exhibit themselves as filters (opportunities and constraints). Relations might be organisational and characterised by notions of proximity, distance, ambiance, accessibility, relevance and so on. Identification of similar types might also provide opportunities for alternative solutions to ways in which the learner's learning need might be met. This process of identifying Typology Relations might also, for example, shed light on the potential of a range of people or tools which might act as MAPs as well as characterising the contextual range of these people or tools vis-a-vis the learner's learning goal. 

Types of people might be, for example.

A museum attendant - whose general remit is crowd control, giving directions, monitoring safety of exhibits.

A shop assistant - whose general remit is to inform and/or serve the learner in relation to available products, their prices, etc.

A planetarium narrator - whose general remit is to inform visitors (including the learner) about a specific scheduled showcase event, e.g. a talk about "The Night Sky"

An astronomy expert - ex situ and pre-recorded audiovisual commentary - remit is to support and contextualise learning opportunities for the learner.

Learning mentor - remit - to support learners (learning, safety, behaviour, etc.)

Attached to these types of people are types of role and environment. These Typology Relationships expand the contextual understanding of the potential of these people to respond to the learner's learning needs and bring with them notions of rules, norms, conventions, roles, environment, timings, etc.