Before you criticise, try drawing a Scrabble board on a moving train…

I went for a game of Scrabble after work yesterday with Laura. I’m just working in Bath, staying in a hotel for a few days but, as Laura lives near here, she knew the best pub with a Scrabble set. As i walked out from my hotel this morning, i passed by the pub where we had played: no longer one of many anonymous watering holes but, instead, the pub where i won. The place had taken on a new meaning. That’s how it works when we explore somewhere: we stop for a coffee, we meet friends, we map meaning onto places and imbue landscapes with stories. We develop a sense of place, a legacy from our actions.

We do the same when we learn: we take away residual memories, shadows of things we read, heard, said, traces of the experience live on, changing us in small but important ways. We learn from relationships we have, from jobs we did, from injuries and heartache, accidents and success. Every action leaves a trace.

When we design learning, we have to think about this: are we facilitating people making a map, or are we just pushing them down a travelator, through a process? Meaning doesn’t sit equally, everywhere. Only one pub in Bath will be forever the place that i won at Scrabble, only one house will be the first you ever live in.

About julianstodd

Author, Artist, Researcher, and Founder of Sea Salt Learning. My work explores the context of the Social Age and the intersection of formal and social systems.
This entry was posted in Environment, Experience, Exploration, Game, Games, Learning, Learning Design, Learning Journey and tagged , , , , , , , , . Bookmark the permalink.

6 Responses to Pathways

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  3. benoitdavid says:

    Quite true… Makes me remember back in the day when we included a note taking feature in CD-ROM based CBTs… In today’s terms, this could be applied in blended programs, with a “journal” type feature, in which students would be directed to record their thoughts, or as you put it, “residual memories, shadows of things we read, hear, say…” as they go through their learning experience. When back in the classroom or group protion of the blended program, they could revisit their journal and share their thoughts with their peers… Was this done already? Probably… 🙂

  4. Pingback: Pathways | Levi Heiple Online

  5. Very true. When designing courses, based on our understanding of the learners, we could deploy elements which would enable learners make connections in their own way and form mental maps that guide them to their goals (i.e., the goal of the course).

  6. Pingback: Familiarity: never stop exploring | Julian Stodd's Learning Blog

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