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EarthShapes Studio is presented as both a pedagogical strategy and a methodological tool, grounded in the idea that tangible effects of relating to places and others are central to learning and support anticipation of alternative futures. The paper analyzes EarthShapes using Mellet-d’Huart’s action model, spanning potentialization, virtualization, and actualization.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/earthshapes-potential-for-place-based-teacher-learning-between-the-virtual-and-the-actual/597350/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/earthshapes-potential-for-place-based-teacher-learning-between-the-virtual-and-the-actual/597350.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the EarthShapes teacher learning project?","Question",{"text":112,"@type":113},"The project centers on in-service teacher learning experienced through an online/offline art studio where teachers collaboratively engage with particular local landforms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does EarthShapes Studio function in the paper?",{"text":117,"@type":113},"It serves as both a pedagogical strategy and a methodological tool, emphasizing how tangible, material effects of relating to places and others shape learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What analytical model does the paper use to examine EarthShapes?",{"text":121,"@type":113},"The paper uses Mellet-d’Huart’s (2006) model of (en)action, built on Francisco Varela’s work, and discusses three overlapping spheres: potentialization, virtualization, and actualization.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597350,1792231519,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","EarthShapes: Potential for Place-based Teacher Learning between the Virtual and the Actual  \nValerie Triggs, University of British Columbia, Canada  \nAbstract  \nThis contribution investigates a recent research project involving in-service teacher learning as experienced through an online/offline art studio in which common experiences of relationships to particular local landforms generate imaginative and collaborative processes and practices of teaching and learning. EarthShapes Studio is both a pedagogical strategy and a methodological tool for teacher learning that acknowledges an emerging view that the tangible, material effects of relating to places and others are central to learning and can generate anticipation of alternative futures. This paper analyzes EarthShapes through Mellet-d’Huart’s (2006) model of (en)action which is based on the work of Francisco Varela and includes three co-existing and overlapping spheres of potentialization, virtualization, and actualization.  \nRésumé  \nCe texte examine un récent projet de recherche impliquant des enseignants en apprentissage pédagogique vécu dans un studio d’art  \ninteractif/autonome dans lequel des expériences communes de liens à une forme terrestre locale particulière suscite des procédés et des pratiques imaginatives et collaboratives d’enseignement et d’apprentissage.  \nEarthShape Studio est à la fois une stratégiepédagogique et un outilméthodologique pour le perfectionnement des enseignants, qui reconnaît un nouveau point de vue, que l‘effet matériel, tangible de se rattacher à des lieux et autres places est central à l’apprentissage et peut permettre d’anticiper différents futurs. L’article fait l’analyse de EarthShape Studio par le biais du modèle en action de Mellet-d’Huart (2006) lequel est basé sur l’oeuvre de Francisco Varela et comprend trois sphères qui coexistent et se chevauchent : la potentialisation, la virtualisation et l’actualisation.  \nKeywords: teacher education, relationality, collaboration, artmaking, place  \nOur relationship to the land is an intense one, but it is often only over time that we come to see how particular places and landforms influence us and change our ways of living and communicating with others (Ellsworth & Kruse, 2005a) . The fact that all learning happens in bodies and in places with others supports an emerging view that the tangible units of knowledge are primarily material and are experienced through movement and sensation in  \n74 Canadian Journal of Environmental Education, 14, 2009  \nways that are transphenomenal, yet only one of an infinite set of possible conditions of experience. Conceiving of experience in this way extends Marcia McKenzie’s (2008) argument for learning that takes place between what is thought and what is sensed through the relational aspect of active engagement.  \nA recent and growing awareness of the nature-culture continuum (Davis, Sumara, & Luce-Kapler, 2008; Massumi, 2002) looks across nonsensual qualities of experience in sociocultural and natural world learning systems and considers relation as scientifically fundamental and as embedded in the observable data of classically empirical assumptions and modes of research. Although our relations with place are nonsensual in that they lack recognizable form and structure, experiences that work to increase these connections extend potential for movement towards a belief in our belonging to each other and to the physical world. In this theory, the particularities of our own and others’ relationships to places offer an interrelatedness that initiates a collective sense of the world prompted by and through experiences. These experiences are not so much about any quality of personal feeling, but rather, concern a virtuality that is larger than any quantity of personal feeling and which continues on, preceding other experiences of relation. Consequently, environmental education may be best benefited by seeking to foster this ethos of attending to the virtuality","cbCaictnlXzUd2Jt","https://ap.wps.com/l/cbCaictnlXzUd2Jt","pdf",177326,18,"English","# Abstract\n## EarthShapes Studio as a strategy and tool\n## Analysis framework: action, potentialization, virtualization, actualization\n## Learning between bodies, places, and others\n## Nature-culture continuum and environmental education implications\n## Implementation with rural teachers in Saskatchewan","[{\"question\":\"What is the main focus of the EarthShapes teacher learning project?\",\"answer\":\"The project centers on in-service teacher learning experienced through an online/offline art studio where teachers collaboratively engage with particular local landforms.\"},{\"question\":\"How does EarthShapes Studio function in the paper?\",\"answer\":\"It serves as both a pedagogical strategy and a methodological tool, emphasizing how tangible, material effects of relating to places and others shape learning.\"},{\"question\":\"What analytical model does the paper use to examine EarthShapes?\",\"answer\":\"The paper uses Mellet-d’Huart’s (2006) model of (en)action, built on Francisco Varela’s work, and discusses three overlapping spheres: potentialization, virtualization, and actualization.\"}]","EarthShapes - Potential for Place-based Teacher Learning between the Virtual and the Actual | PDF",1792084856,45]