The Currency of Art: a collaboration between the Baring Archive and the Graduate School of CCW.

This publication arises from a collaborative project undertaken by The Baring Archive and the Graduate School of CCW (Camberwell College of Arts, Chelsea College of Art and Design and Wimbledon College of Art, three of the constituent colleges of University of the Arts London). In 1995, ING acquired the business of Barings plc, after Barings became insolvent as a result of unauthorized trading. Along with the acquisition of the company came a collection of archival material relating to the long history of Barings, whose origins stretch back to 1717 when John Baring of Bremen settled in Exeter and set up business as a merchant and manufacturer. In 1762, his three sons established the London merchant house of John & Francis Baring & Co., later known as Baring Brothers and, by the nineteenth century, the firm had expanded to become a leading financier for overseas governments and businesses. Documentation and objects relating to the illustrious history of the bank were augmented by portraits – eighteenth and nineteenth century paintings of the Baring family by leading practitioners of the period, such as Thomas Lawrence, Benjamin West, John Linnell, Ambrose McEvoy and William Orpen. From the 1970s onwards, a distinguished collection of water-colours was added to the historical archive, containing works by artists such as Paul Sandby, Francis Towne and David Cox, and Barings, with great discernment, had also accrued an impressive group of modern British artworks to hang on its office walls.Prunella Clough, L.S. Lowry, Paul Nash, Matthew Smith, Stanley Spencer, Keith Vaughan and Carel Weight are just a few of the artists represented. The Currency of Art is one outcome of a collaboration initiated with ING seven years ago. Staff and students from Wimbledon College of Art, and pupils from three of its neighbouring secondary schools, were invited to create new works in response to the painting collection which now hangs in ING’s offices at 60 London Wall. The staff, students and schoolchildren – diverse communities in themselves – brought fresh perspectives, distinct from those of financial historians or more traditional academics, to the collection. Residencies, symposia and workshops generated responses to the paintings, culminating in two exhibitions hosted by ING, re:MAKING and re:INVENTING, whereby the newly created works were hung alongside the originals that had inspired them. This represented an unusual opportunity, given the problems associated with conservation and stewardship that often inhibit such a combination

More notspots than hotspots: strategies for undertaking networked learning in the real world

Much of the mobile learning literature implies that connectivity between devices can be taken for granted. This is not clearly not true with patchy network coverage and variable signal strength even in well developed urban areas. In this paper, we describe strategies devised for overcoming the challenges of variable connectivity quality to ensure mobile learning in authentic field locations and also bridging contexts (home, school, work). We consider three approaches: the use of Wi-Fi, 3G phone networks, and working locally with post-activity synchronisation. We conclude with recommendations for practitioners and researchers

Geophysical and Archaeological Investigations of Enslaved Peoples at Cannons Point Preserve, Georgia

Geophysical and Archaeological Investigations of Enslaved Peoples at Cannons Point Preserve, Georgia Amy Sowers Collins1, Dr. Eileen G Ernenwein1, and Dr. Lindsey Cochran2, Department of Geosciences1 and Department of Sociology and Anthropology2, East Tennessee State University, Johnson City, Tennessee Cannons Point Preserve at St. Simons Island, Georgia was the site for the 2022 East Tennessee State University archaeological field school. The study area was believed to have once housed enslaved peoples at the plantation. Ground penetrating radar (GPR) and magnetometry surveys were performed at the preserve. These geophysical surveys are a common first step in archaeological research, because they can detect and map buried historic and prehistoric features prior to excavation. A real time kinematic (RTK) global navigation satellite system (GNSS) instrument was used to place stakes in the ground demarcating 10m x 10m grids for data collection. GPR data were collected using a GSSI-SIR-4000 system with a 400 MHz center-frequency antenna in south-north traverses spaced 0.5m apart. The system was set to record 100 scans per meter, 512 samples per-scan, using a 50 ns range. Magnetometry data were collected using a Bartington Grad601-2 fluxgate magnetometer in south-north traverses every 0.5m. Magnetometry collects eight readings per meter along transects. GPR data were processed using GPR-Slice software and magnetometry data were processed with ArchaeoFusion. Magnetometry anomalies that could be archaeological features were detected on the west and north side of the survey site. Two rectangular features were detected at 1-1.10m below the surface with GPR. Several linear features were also detected with GPR in the central and southeastern sections of the site. Although no test units were excavated deeper than 0.6m, some of the anomalies in the 0.3m-0.4m GPR slice were verified by excavation. Excavations in focused areas detected with magnetometry yielded ferrous (iron-containing) materials, burned pottery sherds, and burned bricks, as expected at a historic site. GPR and magnetometry successfully mapped buried archaeological features and helped direct excavations. Insight into the material possessions and living conditions of enslaved peoples on the island helps tell the history of those who were not recorded in the written record

The challenge of supporting networked personal inquiry learning across contexts

Supporting learning across different contexts can be challenging. Defining formal, informal and nonformal learning is the subject of continuing debate as each can be difficult to describe. We report on a study that evaluated the effectiveness of a Personal Inquiry toolkit on supporting personal inquiries into the sustainability of the food cycle, carried out across the contexts of home and an after school club in a UK secondary school. The toolkit consisted of a web-based Sustainability Investigator that could be accessed from any location, together with a selection of data-gathering tools such as environmental sensors (e.g. temperature probes) and cameras. It was designed to support students through the process of carrying out inquiries within the club and between the club and their home. Our main focus here is on describing how the Sustainability Investigator supported students' inquiries that were conceived and designed within the club and conducted at home. The 30 students (aged 12-14 years) chose to investigate home food storage, packaging and preservation. Our focus is on exploring the nature of the semi-formal club context and how this mediated students' use of the Sustainability Investigator. Analysis of our field notes, log files of students' use of the Sustainability Investigator, together with video and audio recordings of club sessions and interviews with teachers and pupils, suggest that while the pupils' use of the toolkit across contexts was sporadic and varied between students, they successfully completed personally relevant inquiries and developed positive attitudes to the process. This was different to the predictable, sustained and consistent use of the toolkit identified in our previous studies when the students used it (again successfully) to support their inquiries in a formal classroom setting (see e.g. Scanlon et al. 2009). Three main features of the school club context that mediated the ways in which the Sustainability Investigator was used by the students across contexts were: 1) the students' aims and priorities, 2) affordances and constraints of the technology, and 3) institutional priorities. We use this example of a study of learning across contexts to suggest implications of the work for the potential of a Personal Inquiry toolkit to support learning across the life course

Supporting location-based inquiry learning across school, field and home contexts

Here we explore how technology can be applied to support inquiry learning spanning a range of contexts. The development process of a location-based inquiry learning toolset is presented for a secondary school GCSE Geography project. The design framework used and the process of participatory development is discussed with regard to the co-development of the activities and tools involved in an inquiry project. The lessons learned relate to the formation of a motivational context for the inquiry; the role of personal data collection in the field; the use of bridging representations across field and classroom activities; and the development of flexible, re-usable tools to support and bridge sequences of activities

Challenges in personalisation: supporting mobile science inquiry learning across contexts

The Personal Inquiry project (PI) aimed to develop and implement personal inquiries in secondary schools in order to motivate engagement in scientific inquiry through its focus on inquiries of personal interest to young learners. This paper describes the authors’ experiences working with teachers in one school over three years, iteratively developing the nQuire toolkit* and pedagogical support across different inquiries which can be used in and across different contexts, ranging from the classroom to field trips and at home. As nQuire is web based, and can be accessed in different locations and on a range of networked devices it supports mobile inquiry learning and is the main resource for bridging between contexts. This paper discusses issues related to developing personal inquiries in schools, working across different contexts and focusing on three aspects of personalisation: choice, personal relevance and learner responsibility. It discusses the challenges faced when developing personalised inquiries in science, both in more traditional classroom contexts and in the less formal environment of an after school club. Drawing on technology supported inquiries from both these contexts it reflects on some of the constraints and tensions in providing learners with choice in their inquiries, identifying both the constraints and successes