1,720,968 research outputs found
Learning-through-Touring: Mobilising Learners and Touring Technologies to Creatively Explore the Built Environment
No full textLearning-through-Touring uncovers ways in which people interact with the built environment by exploring the spaces around, between and within buildings. The key idea embodied in the book is that learning through touring is haptic – the learner is a physical, cognitive and emotional participant in the process. It also develops the concept that tours, rather than being finished products, are designed to evolve through user participation and over time. Part One of the book presents a series of analytical investigations into theories and practices of learning and touring that have then been developed to produce a set of conceptual methods for tour design. Projects that have tried and tested these methods are described in Part Two. Technologies that have been utilised as portable tools for learning-through-touring are illustrated both through historical and contemporary practices. In all of this, there is an underlying belief that what is formally presented to us by ‘authorities’ is open to self-discovery, questioning and independent enquiry.
The book is particularly relevant for those seeking innovative ways to explore and engage with the built environment; mobile learning educators; learning departments in museums, galleries and historic buildings; organisations involved in ‘bridging the gap’ between architecture and public understanding and anyone who enjoys finding out new things about their environment
Learning-through-Touring: A Methodology for Mobilising Learners
No full textThis chapter presents elements of a creative methodology for learning-through-touring in the built environment. In this, the key purpose of the tour is to provide opportunities for discovery and to develop skills associated with making discoveries. The mobilised learner is introduced as a participant who interacts with technologically embedded cues that prompt change and action whilst ‘on the move’, between, in and around buildings. Three pairs of productive concepts and conceptual methods drawn from theoretical investigations and design practice: subjective archaeology / micromapping, sensory interplay / haptic referencing and critical tour guides / ground untruthing, are presented as building blocks for the methodology that was developed from projects that developed attributes of the mobilised learner. The research aims to open up thinking around what we mean by mobilised learning and how this contributes to the design of tools and services for exploring places
Mapping Boundaries: Reading Everyday Urban Text
No full textThis paper presents design narrative as a method of reading urban space. It uses the metaphor of boundaries to map physical and conceptual production of everyday urban place
Mudlarking in Deptford: Prototype toolkit
No full text'Mudlarking' developed a prototype toolkit for users to participate in and produce locative media-based guided tours. The research contributed to the emerging international agenda concerned with mobile learning drawing on pervasive technologies, content authoring & situated experience, creating a new interdisciplinary concept - '��e-touring'. Uniquely, the project used handheld computers and GPS technology, inviting participants to produce the tour as they took part, gathering imaginative responses then available to the next tour group
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Transecting the Strand Union Workhouse: An Excursion into Social History along Digital Geo-located Paths
No full textTransects have been used in science, forensics, ecology and archaeology as a path along which data is captured in situ that can then be visualised to show patterns, frequency of occurrence, density and volume of ‘finds’. We have taken this data collection method into visitor tours to explore how location-based learning might inform the social history of buildings. By utilising a Twitter account linked to a mapping tool we have made a service, transecTour, that enables users to draw a geo-located transect path and log the frequency, occurrence and type of things or finds spotted along that route. In this project, finds are manifested in multiple ways – from a conversation with the receptionist at a local community centre, graffiti messages on a wall, to worn away tarmac and decaying medical posters. These are the kinds of ‘here and now’ features that enable a building to be annotated with personal, everyday, ‘off the cuff’ geo-located data
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Designing Education: Theorising a Critical-creative Practice
Full text linkThis body of work seeks to develop the theoretical underpinning of designing education as a critical creative practice. Bringing together a range of theoretical and practice-oriented concepts from pedagogy, design and design anthropology, this work seeks to outline our distinct approach to designing education as the fusion of a critical practice (of Design) with a critical pedagogy. The context of this work is to both ask questions of and offer theoretical constructs for developing philosophical platforms for creative learning that might situate, alter, question, or challenge knowledge about/within our designing education practice.
Through collaborative engagement with our colleagues in the Philippines and beyond, we have taken an iterative approach to developing the theoretical perspectives that underpin our approach to designing education, so that they are informed by and, in turn, inform our designing education practice. The methodology for this body of work starts with a review of relevant literature to inform a conceptual start-point for participant action research (PAR). Then, as part of the PAR study, we work with colleagues in RP to explore how such theoretical underpinning supports a philosophical platform for praxis (reflection and action), rooted in and supported by diverse critical theoretical constructs that seek to empower both educators and learners. This work will be supported by the award of Newton Institutional Links grant of £110K (Feb 2019 to Feb 2020)
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