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001 3-6 Within-Element

Page history last edited by Wilma Clark 12 years, 2 months ago

 

SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS


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


3.6 Within-Element

 

This step builds on the previous step which looked at filters between individual elements, here, the focus is on filters between "sets" of things within particular category elements, e.g. a set of related objects in the category element Knowledge in the self-managed learning study might be relationships between the different kinds of card - technology/issues/activity or relationships between the cards and the activity pad (which learners used to record their ideas based on a scaffolded framework which matches the card options).

 

Within-Element - Relationship between resources in Knowledge Category Element 

 

The development and design of these resources and the rules of relation between them in particular were worked out in participatory dialogue with learners as part of the study. For example, the utility of the technology cards was strengthened by adding a non-textual colour coding strip which encouraged learners to be reflective in their negotiation of knowledge contexts across and between technologies, their functionalities, etc. Also, the inclusion of an activity pad to record ideas as they happened is an example of ways in which the rules and processes of the game were adjusted to provide additional scaffolding for learners.

 

 

 

Within-Element Relations - Peers as co-learners at the London Planetarium 

 

Within-Element relationships may also, for example, relate to people, e.g. a group of peers as co-learners. As indicated in earlier examples, there was no attempt to provide actual scaffolding or adjustment to learner's learning situations during the trip to the Planetarium. Nevertheless, observations were made about ways in which technology provision might be optimised. In this example, for instance, there was no opportunity for learners to collaborate with each other whilst engaging with the interactive exhibit, other than through speech. Further, there was no opportunity provided for learners to input self-generated questions or ideas, e.g. to contribute to a 'bank' of questions to be answered by experts. These were areas where future adjustments and additional scaffolding could be introduced.

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