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001 DS7 - Planetarium Photo Sets

Page history last edited by Wilma Clark 13 years, 8 months ago

SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS


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Data Sample 7 - Photos from a visit to the London Planetarium

 

Categorisation of the resource elements involves identifying resources according to the EoR concepts of Knowledge, Environment and Resources. At this level, whilst analysis may produce reflections on MAPs and Filters also, the focus remains on the higher level categorisation as a precursor to the later reconfiguration of identified elements. The reason for this is to ensure that the elements are not narrowed down too significantly at too early a stage. For example, a particular category element may ultimately incorporate any or all of the qualities of MAP, resource, filter and identifying them too soon as belonging to one of these subsets may mean that their attribution to a subsequent subset is missed. 

 

 

In the sections below, I first of all provide a synoptic overview of the activity contexts for these images derived from research field notes captured in situ. These brief snapshots are often useful as additional context/framing for those (in the research team, interested in the research, in the participant group, etc.) who were not present at the time the data was generated. They can also provide a fruitful launchpad for discussion between researchers and participants in the evolving design. Following these synopses, I provide a tabulation of the identified category elements as Knowledge, Environment and Resources. Resources include people and tools. Tools may be material or psychological.

 

Synoptic Overview of Photos as Situated Artefacts

 

This selection of photos taken during learners' visit to the Planetarium illustrates well the kinds of knowledge, environment(s) and resources available as part of the learner's contexts, both individual and social. Visual data are rich sources for contextual analysis as they are able to capture not only objects and people but also their relations in space. The selected images in this data sample have been chosen purposefully to provide an overview of the range and variety of environments - indoors, outdoors, interactive, passive, seated, standing, etc. A brief synopsis of each of the images and the context within which they were taken is provided below (images are identified alphabetically A-G, moving from top left to bottom right).

 

A - This image represents three learners (two male, one female) sharing an interactive experience using a simulation game to plan a journey into space. The simulation game was located in a somewhat tight corner of an 'interactive exhibits room'. The simulation was a one-player game. Whilst one learner played the game, the other two learners had an opportunity to support him as MAPs through commentary and questions.

 

B - this image shows the group of learners pausing in the entrance hall to the Planetarium. It is a narrow passageway with much throughput of visitors. There is a museum attendant on hand. The learners are pulled in by the interesting exhibit of a very old meteorite. A sign indicates that they are permitted to touch the exhibit. The signage also acts as an informational cue about the exhibit. The learners are excited and enthused by this information. A majority take out their mobile phones and capture the experience using the digital camera function. This causes a jam in the passageway. The museum attendant intervenes, asks them to move on and states that photography is not permitted. There is no signage nearby confirming this prohibition (as there is in other areas, e.g. within the Planetarium Dome itself).

 

C. This image shows two visitors (an adult and a child) who are not part of the learner group. They are viewing some audiovisual materials in documentary format projected above an interactive tabletop. The information is disseminated in multiple modes - text, image and audio. It is a linear sequential production and the viewer has little control over order, pace or content (see E below re. activation). The speakers are experts on astronomy. Whilst the visitors are viewing, they are taking up space around the interactive tabletop so that it cannot be used at the same time. The passage through this exhibits room is very narrow. It is also dark - in order to enhance the viewing process.

 

D. This image shows the learner group arriving at the Planetarium. They are inside the built environment of the Royal Observatory. It is raining. They have split themselves into age and gendered groups (older/younger boys and girls). The two girls are attracted to a building housing a lunar telescope. They are fascinated by the material in which it is constructed which has a marble-like quality to it. The boys are eager to get out of the rain and hurry towards the Planetarium building.

 

E. This image depicts the interactive tabletop. An image of the galaxy is projected onto the surface. Hotspots are randomly displaced across its surface and a series of tactile devices are strategically placed upon the table. When applied to the surface, the words "Move Me" appear. When placed on a hotspot (the large glowing 'star' above the line in this image) the audiovisual materials described in image C commence.

 

F. This image shows the three girls in the learner group viewing a 10 minute video about the Galaxies. The film is projected onto three screens whose dimensions reach from wall to wall and floor to ceiling. Three overhead projectors are employed to give the viewer a sense of being immersed within the scene unfolding before them. In contrast to conventional films, action within the film sweeps from right to left and zooms in and out as though to emphasise the spatial dimensions of the cosmos. In the bottom right hand corner of the screen, inset, additional commentary is provided in sign language for deaf viewers. There are three benches facing the three screens, those to right and left are angled. The girls select the central bench. Each bench accommodates four people. The area is darkened to enhance the viewing experience. Next: Data Sample 8.

 

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