Here’s a short video explaining more:

It took a little while, but we finally persuaded some wonderful older people to visit a small group of Year 8 & 9  in our Student Support Centre. Over the course of two sessions, the students found themselves asking dozens of questions; in fact the original purpose of discussing photographs was quite subverted by the quality of the dialogue itself. In the end we only got to add one photo to the History Pin data base, but we’ll certainly run future sessions and try and expand the project further. History Pin is my discovery of the year!

photo Wikipedia transferred from Geograph. Copyright Tim Marshall

The only building that survives is the control room of Hams Hall substation. The exterior is vaguely reminiscent of a mosque, though guarded with razor wire and liberal coatings of anti-climb paint. Indeed on my first visit, late on a stormy November night, the place was less than welcoming, and I failed to get inside.

Thanks to information from some helpful locals, I was able to return for a closer look. I knew what to expect; a circular control room with an extraordinary glass “flower” roof.

I planned to make a 360 degree image to show the room properly. The floor is covered in glass and it’s extremely dark inside, meaning that the exposures had to be lit with a torch. Here’s the finished panorama on 360 Cities:

Hams Hall substation control room in England

I’ve published the image as a full screen, high quality panorama on a personal page as well, since 360 Cities is getting a little cluttered . Click the image below:

Decrepit old buildings can hide all kinds of fascinating secrets. I don’t believe this building is protected in any way, although it is very well sealed up. Maybe it should be listed? Either way, it’s an important part of the local built environment, and a pretty special place. Perhaps we should get students to think more critically about the value of certain brownfield sites? The substation would make a really great local studies classroom, or some other kind of publicly-accessible building, where the unique roof and control panels could be protected from further damage.

The hobby has benefited both History and Geography lessons. This weekend we visited a hidden deep shelter, built to house 2,500 people during WW2. It was a surreal time walk:

I made this video for a local teacher (I had the song going around my head while exploring the shelter) Others might also find it useful:

My Year 8 project Wellington Stories aims to create a series of geo-located, short stories, poems and videos; and is reaching maturity. The students have created a really interesting series of short pieces that explore their relationship with place. These have all been mapped and the real-world locations tagged with QR codes. The final stage of the project is to publish a photographic record of the QR codes, and to contact the local press with details of the project. Thanks to all those who’ve commented on the work so far.

For those who haven’t seen “Wellington Stories” yet – here’s a short sample:

GC’s poem: Upon Cloud 9
KC’s video poem: The Wellesley Cinema
JV’s story: My story of Woolworth’s
GA’s movie: Wellington Youth Centre
EB’s story and videos: Bike Jumping

Download all the stories as a Google Earth file

Related posts here and here.

Several students have opted for poetry as a way to express their opinions about the local area. I particularly liked the video poem about the local cinema.

Setting up the website:
While the students have been busy creating their stories, I’ve been experimenting with the best way of publishing their work, given the constraints of a filtered network and the e-safety imperative. Originally the plan was to publish the stories on Posterous as this site isn’t filtered (yet) and it offers the advantage of overwhelming simplicity. However it didn’t seem to work well in school (an IE6 issue?) and it doesn’t support the embedding of Google Maps. I was also attracted towards Google Sites because many of the students have Google accounts, and it would have been easy for them to contribute and edit their work and manage photos and video from within the Google network. I wanted members of the public to be able to comment on the students work, but niether Posterous nor Google Sites feature comment moderation, so I looked elsewhere for a solution. I’ve settled on a WordPress.com blog – with just one post on the home page and the rest of the content published as pages. It’s not ideal – for example there’s no point in subscribing to the RSS feed, but it’s easy to manage comments and embedded content, and hopefully I’ll be able to give some of the students authoring rights. The project site is located at Wellington Stories.

The stories:
The students are busy creating their stories and many have opted to use photos and video. In order to sustain momentum, I got them to produce a short placeholder story for their individual page. Each story gets it’s own page on the blog, a unique QR code, and a placemark on a Google My Map.



View Wellington Stories in a larger map

I was delighted with the placeholder stories which are short, funny and completely immersed in local place. Try a sample – the poignant My Story of Woolworths, and a response to antisocial behaviour: A tree caught on fire are good introductions.

Next steps:
During the course of next week students will start tagging the physical locations of the stories with QR codes and we’ll start a photographic record of the project. We’ll also start uploading some of the more detailed multimedia work and the local paper will be contacted in order to encourage people to download a QR code reader.

Please visit Wellington Stories and drop the students a comment or two!

QR code

More on QR code at wikipedia

Introducing the project

The project began with a question for the class “What do you think is meant by the term “Personal Geography?” Having elucidated a number of very interesting and perceptive comments from the students, we settled on the idea that the places in which we grow up shape our values and attitudes, and the way we percieve the wider world.

Next, we watched a short video…

Inspired. Danny MacAskill from dave on Vimeo.

Fortunately none of the students had seen the clip, and although one or two had heard of the rider Danny MacAskill, nobody knew anything about him. Without giving away any clues, I asked the class to make some inferences about the place where MacAskill had been brought up. The class was almost unamimous in their view that it must have been a rural community. There were many reasons including:

“There can’t have been much to do around his house, so he got into riding”

“He didn’t have many friends when he was growing up”

“It would be too dangerous to learn his skills in city streets”

“He treats the city like a playground”

There are a number of framed pictures of various places on my classroom wall and it didn’t take too long for the class to identify correctly the photograph of the place where Danny MacAskill grew up – the Isle of Skye…

The discussion re-focussed on the idea that many of the objects in our surroundings become familiar, to the point where we cease to notice they exist. However to a skater or bike rider, the same objects become challenges and opportunities. The concept extends to anyone who uses a place for a particular purpose. A dog walker and a surfer arriving at the same beach are focussed on completely different aspects of the environment. Those students who take the bus to school don’t connect with their surroundings in the same way that students who walk to school do. We also discussed ideas of psycho-geography; the way in which places inspire an emotional response.

The aims of the project

I then pitched the idea of the fieldwork project to the class. The aim is to get the students to consider their connections with the immediate environment. They have been challenged to devise a piece of work that will be published on the internet, and connected with the actual location via QR code markers.

Students were given a sheet on which they could sketch out their proposals. I knew that some suggestions might need to be vetoed, or require parental consent. The suggestions were brilliant – in fact I have rarely been quite so excited by the prospect of a fieldwork investigation. Ideas included:

“Cloud 9″ A poem about a favourite shop

“Memories locked inside me” – looking at the places that hold my menmories

“A movie about the parts of the town that make me angry”

“Places to ride and jump on bikes” – the outcome will be a map

“Unique Wellington” – a photo essay looking at the aspects of the local area that are unique

“A map of trees my stepdad has worked on or cut down”

“Improving the local park” – a series of interviews and videos about the problems of the local park

“Secret stories of the squared bench” – an intriguing idea for telling some of the events that have occured at Wellington’s favourite hang-out spot

The various outcomes planned include poems, maps, stories photos and videos. I was struck by how intensely personal some of the planned projects are. The “secret stories” idea is uncannily reminiscent of the opening lines in the seminal Headmap Manifesto (link to archived version) from several years ago that presaged the arrival of location-aware mobile computing devices and the social  implications of augmented realities and ubiquitous wireless internet. For the first time the notorious “squared bench” will be able to tell of some of the funny stories to passing adults that regard it as “just a bench”

The students will be working on their projects mainly in their spare time, though I’ll teach them how to create a Google My Map and the other ICT skills that may be needed. The next stage is to spread the word about QR codes via the local paper – since it would be great to engage members of the public into downloading a QR code reader for their phone and maybe even commenting on the students work – which is likely to be uploaded to  Posterous.

QR codes were discussed at the inaugural Geography Flash Meet – see this page for the archive

Part 2 of this post