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Piloting the
‘Talking Tools’
smartphone app
__________________________
Annika Wiklund-Engblom
Kasper Hiltunen
Juha Hartvik...
2
3
Main affordances
Instructional videos via QR codes Document, reflect, share, collaborate
4
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 ...
Participants and context:
11 teacher students
compulsory sloyd course
working on an assignment called ‘The Battery Guzzler...
Part 1:
Blog content analysis of teacher students’ documentation
Part 2:
Post-questionnaire analysis validating the conten...
8
Part 1: Blog content analysis
Resulted in seven categories
1. Concurrent process notes
2. Retrospective summary notes
3....
Reflect on your own process and what you learned during the course:
1.Analyze and explain the significance the course had ...
Inductive keyword coding
What, why, and when they documented
Deductive category coding
•Concurrent process notes
•Retrospe...
Product DevelopmentProduct Development
““I documented my own process, and I did it step by step.”I documented my own proce...
12
Why they documented
Finding solutions to problemsFinding solutions to problems
““To document the sloyd process is impor...
Intrinsic motivation
“I enjoy seeing my own sloyd process”
Extrinsic motivation
“I didn’t document for myself ../.. the as...
14
When they documented
DocumentedDocumented ccontinuallyontinually
““It has been very useful to document continually, the...
15
Deductive category coding
Based on the results from the blog content analysis
1. Concurrent process notes
2. Retrospect...
“The best thing about this way of documenting
was perhaps the ease of taking a photo
while working, and thus, be able to
d...
“The biggest problem was really to remember to document.
Sometimes you had worked a whole lesson, when you
remembered that...
“My documentation included everything from demonstrations to
own viewpoints and work steps [..] To me, it is important to
...
“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 be...
“I enjoy seeing my own sloyd
process.”
“Obviously, everyone likes to see
progress, and, therefore, I took
pictures to ulti...
“Sometimes, the text disappeared when I wrote, sometimes pictures
disappeared and the camera was not functioning properly,...
• Discuss the purpose of using TT
• Build positive attitudes
• Set goals
• Discuss documentation strategies
• Discuss the ...
The subjective student post-questionnaire
replies validated the categories found from
the interpretations of the blog cont...
Thank You!
annika.wiklund-engblom@abo.fi
www.mediacity.fi
Twitter: awengblom
Skype: annikawe
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Imcl 2014 presentation wiklund engblom

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Annika Wiklund-Engblom presenting a pilot study on using the Talking Tools smartphone app for documenting and visualising the creative design learning process in sloyd education.

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Imcl 2014 presentation wiklund engblom

  1. 1. Piloting the ‘Talking Tools’ smartphone app __________________________ Annika Wiklund-Engblom Kasper Hiltunen Juha Hartvik Mia Porko-Hudd Marléne Johansson
  2. 2. 2
  3. 3. 3 Main affordances Instructional videos via QR codes Document, reflect, share, collaborate
  4. 4. 4 Instructional videos via QR codes The need for situational instruction Creating autonomy in class
  5. 5. 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
  6. 6. Participants and context: 11 teacher students compulsory sloyd course working 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 6 First pilot study of using Talking Tools
  7. 7. Part 1: Blog content analysis of teacher students’ documentation Part 2: Post-questionnaire analysis validating the content analysis 7 First pilot study: Steps of analysis
  8. 8. 8 Part 1: Blog content analysis Resulted in seven categories 1. Concurrent process notes 2. Retrospective summary notes 3. Lecture notes 4. Notes of peer activities 5. Communication with peers 6. Emotional comments 7. Response to the Talking Tools app
  9. 9. 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 skills b) 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
  10. 10. Inductive keyword coding What, 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 10 Part 2: Post-questionnaire analysis
  11. 11. 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.” ReflectionsReflections “… 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….” 11 What they documented
  12. 12. 12 Why they documented Finding solutions to problemsFinding solutions to problems ““To document the sloyd process is important, because during the writingTo 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”
  13. 13. 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.” 13 Attitudes and motivation
  14. 14. 14 When they documented DocumentedDocumented ccontinuallyontinually ““It has been very useful to document continually, then I can go back to myIt 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.” DocumentedDocumented end resultsend results Documented duringDocumented during pausespauses Documented when beingDocumented when being remindedreminded ““Often I forgot to document when I was working…”Often I forgot to document when I was working…”
  15. 15. 15 Deductive category coding Based on the results from the blog content analysis 1. Concurrent process notes 2. Retrospective summary notes 3. Lecture notes 4. Notes of peer activities 5. Communication with peers 6. Emotional comments 7. Response to the Talking Tools app
  16. 16. “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.” 16 1) Concurrent process notes
  17. 17. “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.” 17 2) Retrospective summary notes
  18. 18. “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.” 18 “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
  19. 19. “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.” 19 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.”
  20. 20. “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.” 20 6) Emotional comments
  21. 21. “Sometimes, the text disappeared when I wrote, sometimes pictures disappeared and the camera was not functioning properly, etc.” 21 7) Response to the Talking Tools app
  22. 22. • 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 22 Challenges, opportunities, guidelines
  23. 23. 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 23 Conclusion
  24. 24. Thank You! annika.wiklund-engblom@abo.fi www.mediacity.fi Twitter: awengblom Skype: annikawe

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