SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS

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Data Sample 9 Field notes relating to learner reflections on technologies after trip to Planetarium

In this data sample, generated just prior to a planned trip to the London Planetarium, the application of the EoR Model and Design Framework to this discussion between learners and their mentors raised some interesting issues around ownership and affect as influences/filters on learners' interactions with/adoption and/or use of available technologies. Even a preliminary level of analysis through the lens of the EoR model revealed additional aspects which filter/influence learner's negotiation of their available ecology of resources. For example, environment was not just physical, but social, psychological... elements such as inclement weather, responsibility etc. emerged as potential barriers as being in conflict with affective influences such as wanting to enjoy the trip (untrammelled by responsibility). At the same time, that this was not a rejection of technology use was clear in learner's comments that they had their own. There was also evidence that size matters... and weight... small, portable, handheld, personal devices were preferred over institutionally owned, high quality (expensive, heavy) tools. There was also a suggestion that the burden of responsibility for these tools was such that it might impinge on learner's freedom to interact mentally as well as physically with the visited environment... In this respect, the EoR was particularly useful in foregrounding positive/negative filters on learner selection of available resources relative to particular situations and environments. Next: Section 1.4