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Learning-Through-Touring

  • Book
  • © 2012

Overview

Editors:
  1. Juliet Sprake

    1. University of London, London, UK

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  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Technology Enhanced Learning (TEL, volume 6)

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xvii
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    1. Introduction

      • Juliet Sprake
      Pages 1-4

  3. Productive Concepts

    1. Front Matter

      Pages 5-5
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    2. Productive Participants

      • Juliet Sprake
      Pages 7-25

    3. Mobilised Learning

      • Juliet Sprake
      Pages 27-79

    4. Traits of the Tour and Tour-Guide

      • Juliet Sprake
      Pages 81-145

  4. Conceptual Methods

    1. Front Matter

      Pages 147-147
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    2. Haptic Referencing

      • Juliet Sprake
      Pages 149-183

    3. Micromapping

      • Juliet Sprake
      Pages 185-207

    4. Ground Untruthing

      • Juliet Sprake
      Pages 209-237

    5. A Methodology for Learning-Through-Touring

      • Juliet Sprake
      Pages 239-248

  5. Back Matter

    Pages 249-257
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Keywords

About this book

Learning-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.

Editors and Affiliations

  • University of London, London, UK

    Juliet Sprake

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