imcl 2014 presentation wiklund engblom
TRANSCRIPT
Piloting the ‘Talking Tools’ smartphone app__________________________
Annika Wiklund-Engblom
Kasper Hiltunen
Juha Hartvik
Mia Porko-Hudd
Marléne Johansson
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Main affordances
Instructional videos via QR codes Document, reflect, share, collaborate
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Instructional videos via QR codes
The need for situational instruction Creating autonomy in class
Students’ work processes are visible; from idea to the finished product
Inspiration, ideas, problems, solutions, emotions …
Example: Vera’s blog
14.11.14 Åbo Akademi | Strandgatan 2 | 65100 Vasa 5
Documenting the sloyd work process
Participants and context: 11 teacher students compulsory sloyd courseworking on an assignment called ‘The Battery Guzzler’6 teacher-led lessons of 135 minutes each
Research methods: Documentation = 478 blog entries (273 pictures; 205 texts)Post-questionnaire
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First pilot study of using Talking Tools
Part 1: Blog content analysis of teacher students’ documentation
Part 2: Post-questionnaire analysis validating the content analysis
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First pilot study: Steps of analysis
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Part 1: Blog content analysis
Resulted in seven categories
1. Concurrent process notes2. Retrospective summary notes3. Lecture notes4. Notes of peer activities5. Communication with peers6. Emotional comments7. Response to the Talking Tools app
Reflect on your own process and what you learned during the course:
1.Analyze and explain the significance the course had to:a) your own sloyd skillsb) your own teachership in sloyd
1.Analyze your documentation and describe situations in which you have chosen to document something in your work. What did you document in these situations?
2.What are the possibilities and limitations you see with this kind of documentation?
3.Describe your experience of using your smartphone as a support for your learning.
4.Describe your thoughts on using the smart phone as a learning tool in school.
Part 2: Post-questionnaire
Inductive keyword codingWhat, why, and when they documented
Deductive category coding•Concurrent process notes•Retrospective summary notes•Lecture notes•Notes of peer activities•Communication with peers•Emotional comments•Response to the Talking Tools app
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Part 2: Post-questionnaire analysis
Product DevelopmentProduct Development““I documented my own process, and I did it step by step.” I documented my own process, and I did it step by step.”
Reflections Reflections “… during the writing process you reflect and then you may find solutions to problems.”
Technical Know-HowTechnical Know-How”…to note down things that are extra important to think about, which can easily affect the outcome….”
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What they documented
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Why they documented
Finding solutions to problemsFinding solutions to problems““To document the sloyd process is important, because during the writing To document the sloyd process is important, because during the writing process you reflect and then you can come up with solutions to problems.” process you reflect and then you can come up with solutions to problems.”
Linking theory and practiceLinking theory and practice
Remembering the contentRemembering the content
Ability to going back to the materialAbility to going back to the material
Monitoring the work paceMonitoring the work pace“When I documented, it was usually because I either had succeeded with something, or that I had failed and needed a break”
Intrinsic motivation“I enjoy seeing my own sloyd process”
Extrinsic motivation“I didn’t document for myself ../.. the aspects that the teacher probably wanted to hear.”
Technology nudging them to document“I notice that I have documented more when I had access to Talking Tools.”
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Attitudes and motivation
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When they documented
Documented Documented ccontinuallyontinually““It has been very useful to document continually, then I can go back to my It has been very useful to document continually, then I can go back to my notes and see how my process developed.” notes and see how my process developed.”
Documented Documented end resultsend results
Documented during Documented during pausespauses
Documented when being Documented when being remindedreminded““Often I forgot to document when I was working…”Often I forgot to document when I was working…”
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Deductive category coding
Based on the results from the blog content analysis
1. Concurrent process notes2. Retrospective summary notes3. Lecture notes4. Notes of peer activities5. Communication with peers6. Emotional comments7. Response to the Talking Tools app
“The best thing about this way of documenting was perhaps the ease of taking a photo while working, and thus, be able to document all the work steps you wanted.”
“I tried to document step by step by taking photos.”
“I documented thoroughly every new work phase, so that I will be able to build a similar artefact in a few years time, only by looking at my drawings and documentations.”
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1) Concurrent process notes
“The biggest problem was really to remember to document. Sometimes you had worked a whole lesson, when you remembered that you had not documented anything at all.”
“Often, I documented when I paused in my work, because then I remembered to document. But I documented when someone reminded me [..] Or at the end of the day.”
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2) Retrospective summary notes
“My documentation included everything from demonstrations to own viewpoints and work steps [..] To me, it is important to document what has been done, so that you later on can go back and link theory to practice.”
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“The situations I chose to document, were either when I was unsure, or when I learned something new and important. The documentation will be useful to me as a sloyd teacher. Then, I can go back and remember specific details, how to use a machine or a tool.”
3) Lecture notes
“I thought it was rather fun to be able to see other’s work. But if you have comments, or wonder about something, it is better not to use the phone.”
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4 and 5) Notes of peer activities & communication with peers
“You always have access to the works of others, which makes it handy, in case you like to see something from someone else's work, or, like in the case where I had documented a mathematical formula, and a fellow student needed to obtain the same information, and it was available online.”
“I enjoy seeing my own sloyd process.”
“Obviously, everyone likes to see progress, and, therefore, I took pictures to ultimately be able to create before-and-after images.”
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6) Emotional comments
“Sometimes, the text disappeared when I wrote, sometimes pictures disappeared and the camera was not functioning properly, etc.”
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7) Response to the Talking Tools app
• Discuss the purpose of using TT
• Build positive attitudes• Set goals• Discuss documentation strategies• Discuss the value of a ‘creative break’ for reflecting
• Discuss communication and collaboration opportunities
• Give reminders to document
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Challenges, opportunities, guidelines
The subjective student post-questionnaire replies validated the categories found from the interpretations of the blog content
The Talking Tools-app affords• Increased documentation • Increased reflection • Multimodal literacy• A new culture of transmedia storybuilding
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Conclusion
Thank You!
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