Engagement within interest-driven learning environments
Source TitleMapping learning environment evaluation across the design and education landscape: An international symposium for research higher degree students
Mapping learning environment evaluation across the design and education landscape: An international symposium for research higher degree students
PublisherLEaRN, University of Melbourne
AffiliationArchitecture, Building and Planning
Document TypeConference Proceeding
CitationsShapiro, B. (2015). Engagement within interest-driven learning environments. LEaRN, University of Melbourne. University of Melbourne.
Access StatusOpen Access
ARC Grant codeARC/LP130100880
This paper develops a theory of short term, shared engagement accompanied by a spatial notation system in open ended, interest driven learning environments to support, extend and assess interest-driven and connected learning (Ito et al., 2009; Crowley & Barron, 2014) across everyday, informal and formal boundaries. It simultaneously introduces the notion of personal curation, broadly defined as the ability to capture, edit and share information with personal information devices, to describe emerging socio-technical practices that expand the possibilities of interest-driven, connected learning. The empirical basis and setting of this research is a two year ethnographic study to understand how visitors cultivate interests in and learn about the diverse historical and cultural heritage of American Roots and Country music while visiting a nationally renowned museum located in the mid-South region of the United States (“The Hall”). We conducted 22 multi-perspective video recorded case studies of visitor group mobility and interaction (including 11 family groups) across a complete visit within the museum’s gallery spaces. We additionally conducted 1-2 hour post visit interviews with all visitor groups that often included walks back through the museum, and when possible, we followed online content curated by visitors from their museum visit across a variety of social media platforms. Our analysis and findings reflect a growing body of research focusing on how learning can depend on or arise from making places for engaging with entities or phenomena that interest learners relevant to both the design and evaluation of formal and informal learning environments (Ma & Munter 2013; Lave, 1988; Lave, 1984).
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