SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS
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Data Sample 5 - Student timetable: Preliminary analysis grounded in the data
| Theme |
Examples |
| Time |
Structured, unstructured, shared, individual, 'in-centre', at home, elsewhere (clubs) |
| Knowledge |
Formal curriculum (biology, physics, chemistry, English, maths); creative curriculum (art, drama, film, cooking, publishing, music); hobby curriculum (horse riding, rock school, drama, piano, guitar) |
| Resources |
People (Ian, dentist), spaces (cooking, chemistry), clubs (Rock School), time (evenings, weekends, holidays - half-term, structured/unstructured) |
| Practices |
Learning group, community meetings, end of week review |
The student timetable is rich in data about this particular learning context and this particular learner. What is interesting in this example is the blurring of boundaries between 'in-centre' learning and 'out-of-centre' learning. The mix of traditional curriculum subjects with other less formal objects of study (creative arts and hobbies). Also, the shift from structured time to unstructured, from community setting (mornings) to individual setting (afternoons, evenings and weekends). Even the inclusion of elements such as Evenings/Weekends is an interesting element foregrounded in this learner's timetable. The visualisation and mapping of time as a resource reveals a holistic perspective on learning and learner that is entirely concomitant with the EoR Model and Framework. It also points to the potential of technologies to bridge contexts and to support the learner across contexts, e.g. in the use of Publisher by this particular learner. At the same time, this drawing together of the multiple learning contexts of this learner reveals the multi-dimensional, multi-layered nature of learner activity. Using the EoR Model and Framework, we are able to begin to understand these inter-related complexities of learner activity and resource use and so work together with the learner to design effective and appropriate solutions to enhance learner interaction with and awareness of their multiple learning contexts. Next: Data Sample 6
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