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Emergent Methods for Studying Spatial and Embodied Dimensions of Learning
Sun, April 15, 8:15 to 10:15am, Sheraton Wall Centre, Floor: Fourth Level, South GranvilleSession Submission Type: Symposium
Abstract
This symposium provides a diverse view of ways researchers are approaching the study of spatial and embodied learning practices. Increased attention to the spatio-temporal arrangements of learning phenomena has led many researchers to seek out new ways of documenting and analyzing learning at multiple scales of space and time. This symposium brings together four studies that offer innovative strategies for studying spatio-temporal learning phenomena, with special attention to the agency of learners. The assembled papers examine learning in a range of formal and informal contexts, including classrooms, museum exhibits, musical rehearsals and performances. Each attends to learning processes that are embodied, improvisatory, and emergent, documenting ways that these learning phenomena are distributed across space, time, and participants.
Sub Unit
Chair
Papers
Making the Absent Present: Improvised Representational Fields in Students’ Negotiations of Meaning With GIS (Geographic Information System) Tools - Raedy Ping, University of Chicago; Joshua L. Radinsky, University of Illinois at Chicago; Emma Hospelhorn, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago
Constructing Quartets: A Framework for Analysis in Musical Groups - Emma Hospelhorn, University of Illinois at Chicago
Map Performances: Expanding Spatial Thinking With Embodied Activity - Nathan C. Phillips, Vanderbilt University; Kevin M. Leander, Vanderbilt University
Parsing Patterns: Developing Metrics to Characterize Spatial Problem-Solving Strategies Within an Environmental Science Simulation - Leilah Lyons, University of Illinois at Chicago; Emily Minor, University of Illinois at Chicago; Moira Zellner, University of Illinois at Chicago; Brian Slattery, University of Illinois at Chicago; Tia Shelley, University of Illinois at Chicago
Fostering Mathematical Discovery: One Tutor’s Strategies for Ushering the Construction of Proportional Schemas Via Mediated Embodied Interaction - Dor Abrahamson, University of California - Berkeley; Jose Francisco Gutierrez, University of California - Berkeley; Timothy Charoenying, University of California - Berkeley; Andrea Negrete, University of California - Berkeley; Engin Bumbacher, Stanford University