Category of description for experience variation | Experience relevance structure (descriptive guidelines for levels of complexity) | Related pedagogy |
---|---|---|
Tasks and obligations | - Doing the tasks or requirements, that’s it - Doing tasks of interest, for coursework or assessment relevance - Tasks become related to other; coursework, purpose or interest - Researching topic, beyond coursework, related to wider interest, engagement | Inquiry-based learning Discovery Exploratory Gamification Problem-based Creative |
Discussing | - About who does what for tasks or requirements - What the tasks or requirements are about or for - What tasks mean in connection with location and discussions - Discussing, sharing, of content, relating to wider relevance | Dialogic learning: Peer learning Collaborative Cooperative Groups |
Being there | - Going to location, do task, that’s it - Some locations record for facts and tasks - More relationships between location content and task - Seeing wider setting for locations, tasks, content and further relevance | Place-based learning: Creative Exploratory Discovery Gamification |
Knowledge & place as value | - No interest or engagement, don’t create content, don’t read anything, see it all as pointless - Low interest, basic content made (e.g. screenshots, a few selfies) - More engagement, more reading or content making, very focused on location - Seeing personal gain (in content), deeper reflections, potentials, possibilities, wider application | Creative learning: Student directed Place-based Inquiry-based Gamification Problem-based Project-based |