SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS
[Study Home] [Study Phase One] [Study Phase Two] [Study Phase Three]
Developing an EoR model to highlight influences relationships. In Phase Two, I generated an EoR model of the Planetarium trip. Working my way through the arrow-indicated relations of mutual influence was quite interesting.
One of the interesting things in developing this EoR model is the unusual circumstances of learner agency. For example, where in a typical classroom situation, the leaner has little control over the knowledge/curriculum resource area and more control over the environment/organisation area – in this example, it’s the other way round. The learner has more control over ‘curriculum’ type choices, but has less control over the environment/organisation of semi-formal public space.
The notion of aberrant behaviours in public spaces is an interesting element when it comes to considering influences between resource elements and the learner’s interactions with these. To make sensible use of the model, you need to assume that the learner will not willingly break the rules, norms of interaction. At the same time, however, having to consider the mutuality of influences does contribute to the design framework by generating questions about the use of an environment, the rules of that environment and whether those rules are preventing learning from happening. This activity also enables public spaces that are ‘participatory’ in a traditional, authoritarian way to be examined from a different, user-oriented rather than institutionally-oriented way and thus offers a potential route to reconfiguring/improving/reviewing modes of interaction in public spaces.
Some examples relating to behaviour/environment and influence: the use of a camera to capture a memory, e.g. of a fascinating fact – like a meteor... Planetarium rules (orally expressed by a member of staff – but there was no actual signage prohibiting photography) might be instigated for reasons of health and safety if an area generates a bottleneck, but otherwise photography might be permitted. Using a voice recorder to capture the narration of an event might, however, be prohibited for reasons of copyright and protection of Intellectual property. Using flash photography might be prohibited as it could disturb/diminish the enjoyment of other visitors; in some instances repeated use of flash might impact on quality of exhibits.
In other situations, however, where an artefact isn’t valuable in and of itself (in a material or intellectual property sense) or where digital technologies can be used without disturbance (no need for flash, etc.) use of the EoR model and consideration of the relations/influences/impact of learner’s interactions with resources and context can identify opportunities to enhance learning whether through learner’s own technologies or in situ designed technologies. Furthermore, this form of activity can also identify areas where in situ interactions/exhibits are not working to their best effect (e.g. lack of space, time, replay, relevance) and hence support improved design methods which are more relevant to user needs.