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Mapping Audio Data with Students: Some News for a Didactical Approach
Mapping Audio Data with Students: Some News for a Didactical
Approach
An extension of the work presented before, with some new elements…
Thinking about how to represent data
Didactical background
Didactical transposition from scientist kwonledge (Chevallard, 1985).
Didactical transposition from social pratiques (Perrenoud, 1998).
Personal Epistemology of students (Perry, Moore 2002)
Didactical Transposition from scientist Knowledge
Geographic Sonic Model
A first experience of a sonic GIS: ChAOS
Didactical transposition from pratices: Mapping parties
Personal Epistemology of students
It defines different positions in the learning experiences of students:
• Dualism (positions 1 and 2) knowledge is considered as true or false and the teacher is the person who transmits truth
• The multiplicity (positions 3 and 4): This category begins with the modification of dualism when the person realizes and accepts the existence of unresolved issues.
Project: Creating Sonic experts for local governement
Step 1: Simulation: experts sonic group for advise local governement: the Akousticom company.
Step 2: Creating workgroup
Step 3: The fieldwork
Step 4: Creating maps
Step 5: Spatial analises and advises
The Akousticom Company
It’s a simulation based on a blog where the students manage a sonic expert company.
Their Mission: giving advises about the sonic policy of a local governement.
Their Tools: soundmeter, mobile devices, GPS in fieldworks
Creating workgroups
Each group is composed by 4 ou 5 elements
People who listen to the noise
People who listen to the sound
A collector of noise
A collector of sound
Each members have got differents missions
During the Filedwork, each student play a role
Creating Maps, new groups
During Fieldwork: Cooperative work
•Photographer
People how listen to the
noise
Collector of noise
Collector of sounds
People how listen to the
sounds
•Photographer•Group 2
People how listen to the
noise
Collector of noise
Collector of sounds
People how listen to the
sounds
Creating Maps, new groups
Back in the Classroom: Collaborative work
People how listen to the
noise G1
People how listen to the
noise G3
People how listen to the
noise G2
Collector of noise
G1
Collector of noise
G2
Collector of noise
G4
Collector of noise
G3
People how listen to the noise G1
Creating maps: indications and debate
For each map creating with the collected data, each group have got some references into a evernote account
Each group debate about how they can maping the data
Some examples of sound maps
Introduction into the curriculum
Some advices …
Where the township of Limoges must implement some noisemeters for controlling the evoluation of the noise in the city ?
Two answers of students:
Near the traffic roads
In a calm place, particulary in the public gardens
Conclusion and perspectives
For the didactical transposition:
Simulation: Creating experts groups
The Fieldworks
Creating maps
Spatial Analyses
Conclusion and perspectives
For the didactical transposition from practices:
Simulation: Creating experts groups
The Fieldworks
Creating maps
Spatial Analyses
Conclusion and perspectives
The status of students as mapping contributor ?
Haklay, 2011
Conclusion and perspectives
The status of data and the personnal espistemology of students
Conclusion and perspectives
The status of data and the personnal espistemology of students
• For 64% of students, the reliability of data is about 50%.The most important reason is the temporality of noise and sounds.
• To increase the percentage, two answers: calibrating tools and given more details to the data including time
