Generating Accessibility. A videographical study on openings in course interactions

Author(s):

Matthias Herrle

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES F5, Pre Conf Parallel Session

Time:

2009-09-26

09:00-10:30

Room:

HG, HS 30

Chair:

Florian Waldow

Contribution

The PhD-thesis “generating accessibility”, I am working on, is located in the framework of the project “Image and Word: Educational Videography – Research in Course Interactions” (BIWO, cf. Kade/Nolda 2007a). By capturing and storing audiovisual data of interactions (cf. Kieserling 1999) in events of adult education, this project aims to analyze the particular dynamic of interactional processes that cannot be discerned by looking at written audio-transcripts or descriptions of participant observations. Whereas the linguistics and the social sciences already directed their focus towards visual aspects of social interactions (cf. Schmitt 2007, Knoblauch u. a. 2006), the educational science – especially the adult educational science – has been lacking in including visual aspects in qualitative studies. Discerning this deficit, our project can be considered as an attempt to handle this problem on the levels of theory (cf. e.g. Herrle/Dinkelaker/Kade 2009), methodology and methods (cf. Herrle 2007, Nolda 2007, Dinkelaker/Herrle 2009, Herrle/Kade/Nolda 2009). Adjusting the attention on visual aspects of interaction situations seems to be indispensable, if one wants to explore the constitutive characteristics of openings in course interactions – asking the questions: how do openings begin? How are they brought to an end and what happens in the meantime? As the audiovisual data shows, openings consist of several, mostly nonverbal, activities of teachers and learners. These activities are related to each other as well as to organizational determinations (like starting time, spatial configuration of the classroom, topic, role allocation etc.). Between the poles of those organizational determinations on the one hand and the orientation and acting of the individual participants on the other hand, patterns of coordination and cooperation take their shape. The analysis of the empirical data suggest that “generating of accessibility expectations” is the focal problem, individual activities and mutual engagements in opening sequences are referring to. So it can be discerned that the ongoing process of teaching and learning starts not before the participants consider this problem as to be solved – and interrupts when sufficient accessibility is no longer expectable. Thereby accessibility does not only bear on different kinds of spatial and temporal co-presence of the participants. It also bears on the addressability of these participants as learners and teachers as well as on their content to adjust the attention on certain subjects. Focusing openings allows identifying various kinds of activities and patterns of coordination and cooperation, dealing with accessibility expectations.

Method

In order to discriminate various kinds of activities and patterns of coordination and cooperation, dealing with accessibility expectations in opening sequences, it is necessary, to combine several qualitative methodical manners, dealing with synchronic (or spatial) and diachronic (or temporal) aspects of interaction situations. The tools we developed in our project are called configuration analysis, segmentation analysis, sequence analysis and constellation analysis (cf. Dinkelaker/Herrle 2009). They bear on different sociologic and linguistic approaches of interaction analysis (cf. for example Erickson 1992, Kendon 1990, Knoblauch 2006, Scheflen 1964). The available data is a collection of over 100 video recordings of lessons with different topics, which took place in different institutions of adult education in Germany. To compare opening sequences for identifying large and small variations of activity forms and interactional patterns, this corpus can be used selectively.

Expected Outcomes

Focusing openings based on video data allows identifying different kinds of teachers and learners activities and patterns of coordination and cooperation, dealing with accessibility expectations on different levels. So the outcome of this research might be a theory about accessibility as a structural characteristic for opening sequences of classes in the area of adult education. This characteristic is functioning as a constitutive requirement for initiating imparting and acquiring knowledge and skill in classes. It is also a tacit requirement for proceeding the latter, what can clearly be seen in cases, the interaction shifts from it’s orientation towards teaching, learning and evaluating to (re-)generating accessibility.

References

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Author Information

Matthias Herrle

Goethe-Universität Frankfurt/Main

Fachbereich Erziehungswissenschaften, Institut für Sozialpädagogik und Erwachsenenbildung

Frankfurt/Main

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