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This work is in the public. Excerpt from Paper Sloyd: A Handbook for Primary Grades Miss Blake's idea that there should be no break in the hand and eye training from the kindergarten to the fourth grade, where wood sloyd and sewing properly begin, encouraged the working out of the series of simple models herein pictured and described.
The sloyd class is student centered and allows every student to work from their own ability and motivation in creating artifacts. This includes both intellectual and manual work. The problem is that these individual processes often demand hands-on instruction and guidance on an individual level. Traditionally, the teacher guides and demonstrates sloyd techniques on demand, as there is a lack of ready made instructional material, which would be flexible enough to support the individual learning process.
At the time of writing, the content of the learning objects are being created, at the same time as the first iteration of the mobile software is just about ready for being tested on the targeted end-users sloyd educators and learners. We want to encourage learners to build their own story in order to capture the essence of the why, how and what within the creative sloyd process. Students can with the help of TT visualize their story of the product they are making as well as their learning related to this process.
The learning resources or in other words the transmedia affordances provided by TT, involves utilizing a variety of media tools that complement each other. We argue that humans are by default transmedia storybuilders based on our multichannel sensory system and multimodal brain. Our cognitive and emotional brain interprets these perceptions into experiences. Learning is the process whereby knowledge is created through the transformation of experience Kolb, Media tools function as extensions of our bodies McLuhan, and, hence, educational media tools can be described as extensions of our bodies and senses to assist transformation of experiences into knowledge.
Figure 1. Illustrating potential learner choices resulting in an individual learning process of transmedia storybuilding, eventually reaching an ultimate learning experience and proximal development. Every step in the transmedia flow allows for additive comprehension and adds to our understanding Jenkins, This equals the hypothesis that we learn better the more different ways we learn something.
Figure 1 shows how examples of learning resources x1 — xn , or in other words transmedia affordances of the multimodal learning environment, are assisting the learning process both in reaching a better understanding of the subject, and in gaining a more positive learning experience.
The aim of the variety of transmedia affordances is to allow students to learn more additive comprehension and increase positive emotions user experience. The assumption is that the ultimate learning experience, and hence proximal development, is the result of deep learning and high motivation. Note that the examples x1 — xn in the figure could be any learning resource in any variety of order chosen by each learner individually. Today, socio-cultural theory, in which learning is based on the relation between the collective and the individual, is relevant in the design of educational technology where social media often is an important ingredient.
Social learning theorists would argue that learning could even be constrained by the lack of social presence as development of knowledge is a social process Naidu, The use of social media ingredients in TT supports self-studies, but it supports peer learning in particular, where all learners learn from each other, teach each other and advise each other. The characteristics of the medium itself will affect society McLuhan, ICT allows for new strategies of solving problems and provides an atmosphere of trial-and-error-testing for learning.
This new approach towards error-making is of significance for how we learn, and learn to learn in new ways with the help of ICT. We want to emphasize on this, since it is part of what this research is aiming for; investigating the learning process while using new technological tools and learning objects as a means for learning — both from a learner as well as a teacher perspective.
One important function of TT is to visualize the learning process and make it a transparent entity for the learners to reflect on. The learning objects created for TT holds content about techniques, materials and tools used in sloyd. Transmedia seams are the choices of actions you make for learning in a transmedia learning process.
The multimodal affordances provided by a blended learning environment assist a transmedia storybuilding process, which allows for additive comprehension of the learning content. The idea behind using transmedia content is to make the learning situation flexible and make use of tools that can enhance and visualize materials in multiple ways.
It is the voices of co-creation in the sloyd conversation. The intention is to put the learner through a constructive act, not merely transmit content. One transmedia affordance of TT is, for instance, microblogging. This provides students with opportunities for creating a conversation around their sloyd projects. We want to know if this is true, and how this is true, in the case of TT. Our research questions include an appropriating perspective: How does this new tool for mobile and multimodal transmedia learning change how we act, interact, teach and learn in sloyd education?
How are sloyd learning activities enhanced, facilitated, and supported by the use of TT? How do learners create their own transmedia story within the sloyd learning process assisted by TT?
Another assumption is that learning, as in integrating, elaborating, memorization, etc. In other words, the assumption is that comprehension and user experience are interrelated in the learning process of transmedia storybuilding. Therefore, we assume that tools for additive comprehension enable increased motivation, interest and enjoyment, and vice versa.
Our research questions further include a designer perspective: What can we learn from a learning design perspective about the TT-based transmedia learning experience, in which the story is created across a number of media tools and fragmented learning objects? How is learning related to user experience in the transmedia storybuilding process?
How are the voices of co-creation influencing the conversation in the sloyd class and outside? Experiential Learning. Philadelphia, USA. Faucoinner, G. The Way We Think.
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