DIGITAL EDUCATION, MULTIMODALITY, LEARNING SPACES
For the duration of this semester I am spending every Friday in the Edinburgh School of Architecture and Landscape Architecture, observing students and tutors involved in an undergraduate course in Architectural Design. This ethnographic study mirrors my fieldwork in an American History course where I'm observing tutorials and lectures, all in support of my Doctoral research into multimodal assessment across the disciplines.
Each visit to the Architecture School begins a little before 9am with a meeting of the course tutors. They discuss teaching, assessment and other aspects of the course. There is coffee, conversation and a passionate commitment to subject and students. After that the tutors make their their way to the design studio to meet with their groups. The studio occupied by these second year undergraduates achieves the effect of feeling subterranean without in fact being below ground: as one of tutors ruefully put it when attempting to sell the space to her group: "There's a window at the far end - make sure you all get a chance to look out of it." From the uneducated perspective of the observer, the creativity and imagination demonstrated in the models, sketches and other examples of student work sits in stark contrast to the seemingly drab and claustrophobic studio space in which they are constructed or displayed. It is something of a relief then that studio time is interrupted by excursions out of the Architecture building. So far this has included a visit to the Fruitmarket Gallery to see an exhibition by Damian Ortega ("To get you to really think about how you present your work in the studio" as a tutor introduced the exercise) and more recently by a site visit to King Stables Road in the heart of Edinburgh.
The purpose of the visit to King Stables Road was to introduce students to the site for the architecture school they will design for their assessment exercise this semester. The group I followed were encouraged to spend time experiencing the environment that will be central to their thinking in the coming weeks and months. As we assembled in the shadow of Edinburgh Castle, the tutor encouraged the group to go beyond merely taking photos and to include time for discussing and reflecting upon what they experienced, in order that they would be able to make a visual, emotional response to the site ahead of the following week's tutorial. For the purpose of my own research I used my iPhone to gather some of the sights and sounds of the exercise, as the group navigated its way around the puddles, discarded wine bottles and polystrene takeaway detritus of King Stables road. I have collected the recorded images and sounds together within this short video:
While the video does the intended job of providing me with a record of the site visit, what it fails to do is adequately take account of the wider experience of the excursion, or the atmosphere in that particular corner of the city. This would seem to echo the tutor's instruction for students to talk and think about their surroundings, rather than rapidly traversing the site whilst gathering photos for later consumption. This emphasis on critical reflection-whilst-walking reminds me of the work of Dicks et al. (2006) where they introduced and critically considered the possibility of multimodal ethnography. Drawing on research where they investigated communication and meaning-making within a Science visitor centre, the authors reflected on the opportunities and limitations of gathering visual data, including photographs and video recordings. While these digital visual approaches were able to go beyond what it was possible to record using conventional field notes, they were insufficient in themselves to take account of movement and the materiality of a space. In response, the authors took to walking through the Science visitor centre in order to experience its ‘physical flow’ and ‘living, material, kinetic environment’ (2006:87).
As the architecture group made its way around the perimeter of the King Stables Road site all of the dozen students took photographs to a greater or lesser degree. In some cases this was augmented by making sketches, peering over walls and pausing to point out different aspects of the site. On another occasion around half of the group stopped for several minutes to variously take in the scene and enter into conversation. In this instance (which is seen and heard in the final photos in my short video), I would suggest that the students went beyond the gathering of photos to think about constructing meaning in-the-moment. Their gathering of photographic representations of the site was interspersed with discussion and then moments of silence as they seemed to reflect on what they could see, hear and feel around them. Perhaps the conclusion to draw here is that although photographs and video recordings provide a useful way of representing particular qualities of our surroundings, they cannot do justice to the sensation of being hit by water dripping from an overhead archway, or of the distinct aroma of last night's discarded take away and tonic wine.
Dicks B, Soyinka B and Coffey A (2006) Multimodal ethnography. Qualitative Research 6(1): 77-96.
Multimodal dérive in Amsterdam
Listening to The Street
I am an ESRC-funded Doctoral student in the Centre for Research in Digital Education at The University of Edinburgh.