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001 3-5 Inter-Filter

This version was saved 12 years, 4 months ago View current version     Page history
Saved by Wilma Clark
on July 23, 2010 at 3:37:53 pm
 

SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS


[Study Home]  [Study Phase One]  [Study Phase Two]  [Study Phase Three]


[3.1] [3.2] [3.3] [3.4] [3.5] [3.6] [3.7]


3.5 Inter-Filter

 

In this stage of the study and remaining, here, with the card game example, I focus attention on the ways in which the category elements: Knowledge, People, Tools and Environment may be filtered. In and through game play, it became apparent that the potential of MAPs to act as scaffolds for learners in the game was filtered by their proximity to the learner (the table was long and rectangular rather than square) and age. Older peers had greater understanding of the potentials of the various technologies 'in play' but were often too far away to see the learner's 'hand' of cards. They could participate aurally and contribute orally but could not fully benefit from visual connections. Further the long reach of the table meant there were difficulties in reaching card decks and in exchange cards with other players. In play, it also became evident that there was an optimal number of participants, with a minimum of 4 and a maximum of 6 - as this impacted on the length of time taken to play a game and the length of wait between goes. In this sense, the participatory design of the card game and the application of the EoR Design Framework to the category elements helped to identify opportunities for scaffolding and adjustment of resources through a focus on the ways in which the elements were filtered during game play.

 

A key point of interest to come out of this was a focus on ambiance within the physical environment - ambient noise, light, etc. and on notions of proximity/distance between players and between players and resources, as well as identification of less tangible filters such as age, time, experience, affect (motivation, interest, etc.).

 

Key adjustments generated in and through game play were thus:

 

  • a need for management of player numbers
  • a need for a manageable playing environment (in terms of dimensions and social interaction)
  • a need for a manageable set of components (to prevent players becoming overwhelmed by choices) 

 

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