SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS

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Data Sample 8 - Ad hoc discussion en route to Planetarium

In this data sample, I have picked out elements based on the EoR Model and Design Framework relating to, for example: Knowledge, Environment, Resources, People and Tools. At this level, motivational aspects are starting to emerge, i.e. how learner selection of available resources is influenced by interest, purpose, excitement, etc. Relational aspects of learner interactions as potential influences on selection are also emerging: e.g. relations with peers, with adults (mentors, parents, etc.). There is also evidence of intentionality (planning ahead for a purposeful activity - buying a disposable camera, soliciting aid of a parent, costing printing, etc.). Notions of temporality are also revealed as important contextual elements... e.g. casual time for discussion (on a walk to the park), special times of the year as memorable events (end of term, end of 'schooling') leading to an increased motivation, purpose in a learner's activity; as well as evidence of existing levels of knowledge, skills and understanding - e.g. 'turning activity (taking photos) into a production (book)... drawing on available resources (Dad as MAP, dad's printer as available resource) and making judgements about those resources, illustrating reflections on 'fitness for purpose', e.g. it is not just a printer, but a high quality printer... and special circumstances, e.g. photographic paper and not merely printer paper.

Drawing on these two examples, we can also begin to see how the environment (home, urban/built) environment can have a part to play in learner's ad hoc learning opportunities... e.g. an advertisement generates interest amongst peers, and a sharing of knowledge between learners (male) and learning mentor (female).

What the EoR Model and Design Framework brings to these examples is a frame for context, a lens through which to adduce kinds of spaces for learning, relations between people and things as well as highlighting implicit knowledge... what is known, what is partially known, about what, by whom, etc. and through these and consideration of the overall contextual potentials... opportunities for advancing learning. Next: Data Sample 9