Browsing by Subject "taidon oppiminen"

The purpose of the study was to investigate how experience in recreational crafts aids students in their work on a course for a new craft technique, i.e. basketry. The idea emerged from my own reflections as a basketry instructor. On the courses, some students work adeptly and produce skilful basketry despite being involved in basketry for the first time. The hypothesis was that previous involvement in recreational crafts yields a positive influence on learning a new craft technique. The study population included two groups enrolled at an adult education centre, one of which comprised craft enthusiasts participating on a basketry course taught by me. Eleven adult women enrolled in the course. The second group constituted the control group and was collected from among willing students participating in courses not related to crafts at the adult education centre. Ten adult women signed up for the control group, 9 of whom completed the entire course and one dropped out before the final basketry technique. The research question was: In what way is prior involvement in recreational crafts evident in learning a new skill? An answer to this question was sought by observing video recordings of the courses. To support the observations, the students were asked to fill in a questionnaire regarding their educational background and hobbies as well as their thoughts and opinions about basketry after the course. The material was analysed by means of content analysis, categorising the observations according to the main themes of skill learning, transfer of learning, and expertise. An extensive involvement in recreational crafts had a positive effect on learning basketry skills. The crafts enthusiasts who had experience and skills in several fields of handicrafts performed the best in all categories. The crafts enthusiasts with experience in a narrow field of crafts did not perform as well, with the exception of two young, highly educated participants. Out of the crafts novices, a few did well and exhibited a particular reflective ability and active learning. During the short course, those with previous experience in recreational crafts were no doubt aided by familiar practices, i.e. the context of crafts, resulting in a swift immersion in the work. The novices had a slower start, but the differences evened out towards the end. In conclusion, an extensive and in-depth experience in crafts is helpful in working with a new craft technique. On the other hand, adult students have accumulated a multitude of knowledge and skills over the course of their lives, which can be useful when facing new challenges, but such factors were difficult to visualise in the present study.

The purpose of the research is to develop support material for learning the weaving pedalling order. The objective of the research is to consider the challenges and opportunities of developing support material and of its functionality, to have test users test the support material developed, and to analyse how the support material helps in understanding the weaving pedalling order and in learning the skill. Test users of the research were persons needing special guidance, because the idea of developing support material originates from their needs. However, the intention of this research is not to emphasize the special nature of the learning context, because the purpose is to examine the functionality of the support material, particularly from the skills learning point of view. My research was a design research and as the data collection method I used participating observation and video recording. Test users for the support material were three persons, whose previous experiences of weaving were different. During the research there were two different support materials developed, the other one of which guided the weaver more. The test users tested both support materials and experimented different pedalling orders, first without support material and then with the support material. The research results showed that the support materials developed helped the test users in learning the weaving pedalling order. Thanks to the support material the weavers could advance in learning the skills at their own pace. As a rule, the use of support material speeded up and smoothed weaving, reduced the need for guidance and the number of errors, as well as increased the test users' motivation and confidence in their own skills. An essential conclusion in this research was that it is possible already with relatively small changes to promote the different stages of learning the weaving skills. The learning environment should support learning in many ways and through different senses, by utilising new technology. From the point of view of learning the skills, the motivation and the positive experiences of the weaver played a key role. With the help of the support material the weavers experienced feelings of success, which increased their self-esteem and feeling of own ability.

Objectives: The aim of this study was to create an educational video, which portrays how to sew a t- shirt, so that with the support of the video students would be able to learn the pro-cess independently. Theoretical basis for developing was formed on the concepts of learn-ing of skills, self-determination and video learning material. Learning of skills is strongly practice-based, led by an example given by a skilled maker (teacher). Self-determination theory is -- agency Methodology Making of the thesis was guided by the principles of design-based research. A developing team consisting of the author of this thesis and a textile craft teacher, whose students would also test and use the material, carried out the design project. To determine usability, sev-enth grade students tested the created video. Data collected consisted of careful documen-tation of the whole design process. Methods of documentation include notes of design meetings, interviews, and notes made while observing testing. Collected data was analysed using qualitative content analysis. The design process and results were described in chronological order in a so-called development depiction. Results and conclusions The project fortified the understanding that well designed video as such is not enough to serve all students. Therefore the implementation of the video should be considered early in the process. Now only those students who were already capable of independent work were able to benefit from the video. Nonetheless, as such the video made the teacher’s work easier, and the students working with the video were able to advance in their work.