Table 2 Summary of experience relevance structures and related pedagogies in a smart learning journey (Lister, 2021b)
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 |