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001 2-2 Component Relationships

Page history last edited by Wilma Clark 13 years, 11 months ago

SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS


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[2.1] [2.2] [2.3] [2.4]


 

2.2 Component Relationships

 

Component Relationships is a way of describing resources or filters in the ZAA where these elements are part of another. For example, when illustrating the related notion of Influences Relationships in Phase 2, Step 2, I suggested that in the category element of Knowledge, the resource comprising the body of knowledge that is Astronomy might have as its component parts (in this case acting as filters to the wider body of knowledge) elements such as Galaxies, Planets, etc. Component Relationships may also be identified as sub-components, for example, The Milky Way might be viewed as a sub-component of Galaxies which itself is a filter of the resource element Astronomy. A similar construction was made around resources and filters in the physical environment. For example, shops, workshops, exhibits, etc. were presented as having a Component Relationship with the Royal Observatory in the sense that these rooms and artefacts represents parts of the bigger building.

 

The identification of Component Relationships is an important aspect of the EoR in terms of optimising the learner's interactions with available resources. Identifying existing relationships of this type allows you (and the learner) to identify elements which work in tandem or which have a close relationship. The nature of this relationship may mean, for example, that it is necessary to ensure that all the component parts are present in order to optimise the learner's interaction with a particular resource. Alternatively, the Component Relationship may signal opportunities for expansion of the learner's activity beyond that initially identified. For example, where a digital device such a mobile phone or a simulator must have some form of input/output component that is integral to the device, an environment such as the Royal Observatory may have many rooms, but their designated purposes is not an integral but a selective use of the available architecture. In the first case, the Component Relationships are a necessary part of the function, in the latter they are a supplementary part of the function of this relationship.

 

We could, for example, think of Component Relationships as a form of systems within systems. If we take the category elements of the EoR as applied to the Planetarium trip explored in this study, these relations might look like those shown in the figures below.

 

 

In these illustrative examples:

 

The Milky Way is a component of the Knowledge Resource 'Galaxies' and this, in turn, is a component of the Knowledge Resource 'Astronomy'.

 

The rooms in the Observatory (Planetarium, Shop, Simulators, Exhibits, Cinema and Workshops) are all component parts of the Environment Resource that is the building in which the Observatory is housed.

 

In the final example, a space simulator console, each of the elements shown (inputs - starter button, directional joystick and level options; output - audiovisual panel) is an integral component of the console as a whole.

 

From these we can see that the idea of Component Relationships is attached to ways in which particular groups of things combine to provide a "purposeful" set.

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