Fo m@ e - Open Jou nal pe la o mazione in e e
ISSN 1825-7321, ol. 17, n. 1, pp. 4-17
DOI: h p://dx.doi.o g/10.13128/ o ma e-20159
© 2017 Au ho (s). Open Access a icle dis ibu ed unde CC BY-NC-ND 4.0
Fi enze Uni e si y P ess
h p://www. up ess.com/ o ma e
a icoli
C ea e scena i pedagogico-dida ici che s u ino la ecnologia pe
p omuo e e le compe enze di osse azione delle app endis e sa e
C ea ing echnology-enhanced scena ios o p omo e obse a ion skills o
ashion-design s uden s
Valen ina Ca usoa, Albe o Ca aneob, Jean-Luc Gu ne c
a Swiss Fede al Ins i u e o Voca ional Educa ion and T aining, alen ina.c[email p o ec ed]
b Swiss Fede al Ins i u e o Voca ional Educa ion and T aining, albe o.ca ane[email p o ec ed]s
c Uni e si é de F ibou g, jean-luc.gu[email p o ec ed]
Abs ac
Sape osse a e è una compe enza ile an e pe i p o essionis i in di e si se o i. Tu a ia,
allo s a o a uale, si è dedica a poca a enzione alle modali à pedagogico-dida iche con cui
p omuo e e l’acquisizione di ques a compe enza nella o mazione p o essionale di base.
In ques o s udio, engono p opos i due scena i dida ici pe a o i e l’acquisizione di
compe enze di osse azione nelle scuole di sa o ia. Ciascuno dei due scena i è s a o
implemen a o p ima in e sione ca acea e poi ico endo alla ecnologia, in modo da
indaga e in che misu a ques ’ul ima possa con ibui e alla p omozione dell’osse azione.
Ven o o a i i à dida iche sono s a e moni o a e in due scuole di sa o ia pe un in e o
semes e; le a i i à hanno coin ol o sei insegnan i e 71 s uden i. La accol a dei da i è s a a
e e ua a a a e so in e is e semi-s u u a e, ocus g oup e ideo- egis azioni delle
a i i à. I da i sono s a i analizza i u ilizzando un app occio di analisi del con enu o. I
isul a i mos ano che l’uso della ecnologia è pe cepi o come un alo e aggiun o
nell’aumen a e la quali à dell’insegnamen o e nell’a i a e gli in e en i degli s uden i in
seno alla discussione di classe.
Pa ole chia e: osse azione; scena i pedagogici; o mazione p o essionale; s iluppo
p o essionale; sa o ia.
Abs ac
Obse a ion is an impo an skill o p o essionals in many ields. Howe e , so a , li le
pedagogical a en ion has been paid o ins uc ional me hods ha p omo e he acquisi ion
o his skill in ini ial Voca ional Educa ion and T aining (VET) sys ems. In his s udy, we
sugges wo ins uc ional scena ios o os e he de elopmen o obse a ional skills in
schools o ashion design. Each o he wo scena ios was implemen ed i s in a pape -
based e sion and hen in a echnology-enhanced one in o de o in es iga e o wha ex en
echnology can con ibu e o he p omo ion o obse a ion. Twen y-eigh lea ning ac i i ies
we e un in wo ashion designe schools o e one semes e ; hey in ol ed six eache s and
71 s uden s. Da a we e collec ed h ough semi-s uc u ed in e iews and ocus g oups. All
ac i i ies we e ideo eco ded. The da a we e analysed using a s uc u ing con en analysis
app oach. The indings show ha he use o echnology is pe cei ed as an added alue ha
inc eases he quali y o eaching and igge s s uden pa icipa ion in class oom discussions.
Keywo ds: obse a ional skills; ins uc ional scena ios; oca ional educa ion; compe ence
de elopmen ; ashion design.
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1. In oduc ion
Obse a ional skills a e essen ial o se e al p o essions as hey a e necessa y o
p o essional success. Medical doc o s and nu ses, o ins ance, need e ec i e obse a ion
skills o ecognize pa e ns, disce n meaning ul de ails and de elop a diagnos ic easoning
(Jasani & Saks, 2013; Pellico, F iedlaende & Fennie, 2009). Teache s also need good
obse a ional skills in o de o no ice class oom e en s ha nega i ely o posi i ely
in luence s uden lea ning (Seidel & S ü me , 2014; She in, 2007; an Es & She in, 2002).
In ac , obse ing is no me ely seeing; i is goal-o ien ed seeing (Boud eau, Cassell &
Fuks, 2008), and aining should help s uden s no only obse e a a su ace le el bu also
hink beyond ha le el (S engelho en, 1993). In his espec , Goodwin (1994) in oduced
he concep o “p o essional ision” which “consis s o socially o ganized ways o seeing
and unde s anding e en s ha a e answe able o he dis inc i e in e es s o a pa icula
social g oup” (p. 606). Acco ding o he au ho , h ee p ac ices can be used o de elop such
ision, namely coding – used o classi y e en s in a p o ession- ele an way –, highligh ing
– making speci ic de ails salien – and p oducing and a icula ing g aphic ep esen a ions.
These h ee p ac ices should inspi e eache s o design ins uc ional ac i i ies aiming a
helping newcome s o he ield de elop p o essional ision.
Se e al s udies ha e also sugges ed ha eaching isual li e acy could be an e ec i e way
o suppo obse a ion (Naghshineh e al., 2008). Visual li e acy is de ined as “ he abili y
o cons uc meaning om isual images” (Gio gis e al., 1999, p. 146). As “ isualizing”
complex objec s migh be di icul o no ices, schola s ha e sugges ed se e al speci ic
ins uc ional s a egies, such as o e laying (Gleiche e al., 2011), con as ing cases
(Schwa z & B ans o d, 1998), o isual cueing (Renkl & Schei e , 2015; Tullis &
Benjamin, 2015).
In he p o ession o ashion design, good obse a ional skills a e needed o p ecisely
analyse a piece o clo hing, o ind ou whe he i migh mee cus ome demand and o
e en ually ep oduce i and adjus i o a gi en size and body shape. Despi e he impo ance
o his skill, o he bes o ou knowledge, he ques ion o how o each i o beginne s in
he ield has no been explici ly add essed, no has he po en ial o echnology been
in ol ed in such a e lec ion.
The e o e, he aim o his s udy is o de elop powe ul scena ios o he eaching o
obse a ion skills in his domain oge he wi h oca ional school eache s, exploi ing some
o he abo emen ioned s a egies, and o es i and how echnology could add alue o he
implemen a ion o he same scena ios using only pape and pencil.
2. Suppo ing obse a ional skills h ough isual cueing and image o e lay
Building on Goodwin (1994), se e al s udies ha e con i med ha isual cueing and image
o e lay can be wo e icien s a egies o suppo he de elopmen o obse a ional skills.
In pa icula , ecen s udies ha e highligh ed cueing as an e icien app oach o making
in o ma ion mo e isually p ominen (Boucheix, Lowe, Pu i & G o , 2013). Fo example,
e iewing success ul app oaches o cueing, de Koning Tabbe s, Rike s & Paas (2009)
sugges ed ha cueing in ol es h ee unc ions: selec ion – guiding a en ion o he ele an
poin s –, o ganiza ion – ocusing on he s uc u e – and in eg a ion – s essing he
ela ionships among he elemen s. They concluded ha a en ional cueing can acili a e
s uden iden i ica ion o ele an in o ma ion and imp o e lea ning. On ha ounda ion,
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Lin, A kinson, Sa enye and Nelson (2014) analysed he impac o isual cues and di e en
ypes o sel -explana ion p omp s on lea ning, cogni i e load and in insic mo i a ion in an
in e ac i e mul imedia en i onmen . By assigning 126 college s uden s o di e en
condi ions (cueing s. no cueing and p edic ion p omp s s. e lec ion p omp s s. no
p omp s), his s udy showed ha cued anima ions imp o ed bo h lea ning and in insic
mo i a ion mo e han any o he condi ions. In an in es iga ion o why cues a e powe ul,
Tullis and Benjamin (2015) concluded ha he highes impac on lea ning comes om cues
gene a ed by he s uden s hemsel es in acco dance wi h hei own idiosync a ic encoding
and pe sonal expe iences. Sel -gene a ed cues ac ually suppo mnemonic pe o mance
be e han any o he cues.
O he s udies ha e demons a ed he impac o echniques ha acili a e he compa ison o
objec s. Robe s (2004) examined h ee speci ic echniques ha allow mul iple iews o an
objec o be linked: eplacemen , eplica ion and o e lay. O e lay allows “di e en
ep esen a ions o he same in o ma ion in he same display o be laye ed oge he ” (p. 155).
Gleiche e al. (2011) show ha o e lay is a use ul me hod o de ec ing simila i ies and
di e ences be ween objec s which a e simila enough o be compa ed on he same plane.
Following hese p omising examples, we decided o adop s uden -gene a ed isual cues
and image o e lay as basis o he de elopmen o wo scena ios aiming a suppo ing he
de elopmen o obse a ional skills in ashion design s uden s.
3. Me hods
3.1. Pa icipan s
Two schools o ashion design in he I alian-speaking pa o Swi ze land pa icipa ed in
he s udy. Six eache s ag eed o pa icipa e, as did 71 s uden s (65 emales and six males).
Fo y pa icipan s we e in hei i s yea o aining a ha ime ( ou classes), 10 we e in
hei second yea (one class) and 21 we e in hei hi d and inal yea o aining ( wo
classes).
3.2. P ocedu e
The esea che s and eache s held se e al mee ings o design wo pa allel lea ning
scena ios. The wo scena ios co esponded o wo daily ac i i ies in mos schools o his
p o ession: adap ion o exis ing pa e ns and analysis o a piece o clo hing. Fo each o he
se en classes in ol ed, each scena io was implemen ed wice: once wi h pape -and-pencil
d awings and once using an online pla o m called Real o. In o al, 28 lea ning ac i i ies
we e ca ied ou o e one semes e . Wi h Real o, eache s and s uden s can sha e
p oduc ions, anno a e and commen on hem o highligh impo an ea u es; addi ionally,
Real o p o ides some speci ic ools o help eache s conduc class oom ac i i ies. Two o
hese ools we e used in his s udy: image o e lay and anno a ion ools.
Scena io 1: O e laying pic u es. The scena io s a s wi h he eache assigning a ask: he
s uden s ha e o adap a ski pa e n o he needs o a hypo he ical cus ome . The s uden s
wo k on his ask indi idually, comple ing he pa e n using h ee measu emen s: wais ,
o al leng h and wid h. The eache hen g oups he pa e ns based on he mis akes hey
con ain. She also scans he pa e ns and c ea es anspa encies o each scan so ha she can
p ojec hem on op o he own pa e n, which is used as a backg ound o p o ide a model
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image. The s uden s’ d awings a e hen co ec ed in plena y. The eache p ojec s he own
pa e n on an A4 shee o he en i e class. She hen asks he s uden s how o make he
changes equi ed by he cus ome . The s uden s sugges possible ways o p oceed.
Depending on hei sugges ions, he eache o e lays he co esponding inco ec
anspa encies on op o he own pa e n. The class oom discussion and, mo e speci ically,
he s uden s’ obse a ion a e s imula ed h ough e lec i e p omp s (e.g. Wha do you
no ice he e? Is any hing missing?). Al hough he anspa encies make i possible o
supe pose wo o h ee d awings, mo e han h ee canno be supe imposed, so he eache s
has o cons an ly change he o e laid d awings as new ideas a e discussed.
The same scena io is also done using Real o. Unlike he pape -based e sion, Real o
au oma ically makes he s uden s’ pa e ns semi- anspa en and allows eache s o display
and emo e hem by clicking on hei au ho s’ names on he lis on he igh o he sc een
(Figu e 1). Mo e han one s uden pa e n can easily be displayed in pa allel, and mo ing
om he one o he o he is done wi h a simple click. This pa , howe e , is no di ec ly
isible on he s uden s’ p o iles, since his unc ion is only accessible o eache s. The e o e,
he eache connec s he compu e sc een o he p ojec o so ha e e y s uden can see he
o e laid pa e ns on he class oom sc een.
Figu e 1. The o e lay ea u e.
Scena io 2: Cueing pic u es. The second scena io ocuses on cueing di e en pa s o a
piece o clo hing (e.g. a ski o ouse s) and iden i ying he manu ac u ing de ec s isible
in he pic u e. The i s implemen a ion o he cueing ac i i y is done using pape and
pencil. The eache p o ides each s uden wi h a shee showing wo pic u es o he same
piece o clo hing (i.e. on and back) and asks he s uden s o: i) iden i y each pa o he
i em using a colou ed pencil o d aw a ows, ii) iden i y he ype o clo hing by indica ing
i s de ining ea u es and iii) indica e possible manu ac u ing de ec s using a ows, ci cles
and ex . To ensu e image quali y, he eache connec s he compu e sc een o he p ojec o
so ha s uden s can see he wo images on he big sc een as well. She hen gi es he s uden s
20 minu es o wo k on he ask indi idually. When hey inished, he s uden s gi e he
eache hei cued images, and she pu s hem on he desk so hey a e isible o he
co ec ion. The eache hen s a s he discussion, dealing i s wi h he uppe pa o he
piece o clo hing and hen wi h he bo om pa . In his case as well, he eache guides he
s uden s’ obse a ions using p omp s (e.g. Why his pa is no pa allel o his one?). In his
i s implemen a ion, only one s uden pic u e can be shown a one ime.
8
In con as , he echnology-enhanced implemen a ion allows mul iple anno a ed pic u es o
be supe posed simul aneously on he class sc een. The s uc u e o he scena io is he same
as in he pape -and-pencil implemen a ion excep o he use o Real o, bo h in he s uden s’
indi idual wo k and du ing he discussion. The anno a ion ea u e allows he s uden s o
anno a e any pic u e using a ows, ci cles, ex , e c. While he s uden s wo k indi idually,
he eache can obse e hei wo k on he own sc een. She can also keep hei wo k hidden
om hei pee s un il hey inished he ask. When he ac i i y is closed, he eache can
display any s uden ’s wo k o he whole class by icking ha s uden ’s name in he box on
he igh . The selec ed laye s a e displayed on op o each o he so ha all he co esponding
anno a ions appea on he same ( esul ing) pic u e (Figu e 2).
Figu e 2. The class oom anno a ion ea u e.
3.3. Measu es
To e alua e he possible added alue o he echnology, da a we e collec ed by ideo
eco ding he class oom ac i i ies and h ough semi-s uc u ed in e iews wi h each o he
eache s (N = 6 indi idually) as well as se en explo a i e ocus g oups (Bloo , F ankland,
Thomas & Robson, 2001) wi h he s uden s (one ocus g oup pe class). The pa icipan s
in he ocus g oups included 63 s uden s (59 emales and 4 males) di ided in o g oups on
he basis o hei g ade. The a e age numbe o pa icipan s pe each g oup was nine. Each
ocus g oup was hen conduc ed in he class oom se ing and mode a ed by one o he
au ho s. The eache in e iews las ed an a e age o 50 minu es (min = 38’; max = 62’),
while he ocus g oups ook 38 minu es on a e age (min = 19’; max = 70’). The in e iews
and he ocus g oups add essed he p os and cons o image o e lay and isual cueing and
he added alue o echnology. In pa icula , all he in e iews and ocus g oups we e
audio aped and ansc ibed e ba im. Da a we e analysed using NVi o so wa e o
s uc u ing con en analysis (Miles & Hube man, 1994) h ough he applica ion o h ee
mac o- hema ic ca ego ies mos ly esponding o he opics on which he in e iews we e
de eloped: i) use ulness o he o e lay and cueing echniques independen ly om he pape
o he echnology condi ion; ii) compa isons o pape -based and echnology-based lea ning
scena ios (i.e. p o and cons o image o e lay and isual cueing); iii) added alue o
echnology (e.g. sa is ac ion o pa icipan s, quali y o eaching, speci ic ea u es only
suppo ed by echnology). Due o p i acy cons ain s, only nine ac i i ies o he wen y-
eigh conduc ed we e ideo aped. The sec ions o he ideos conside ed he e las ed
9
be ween 30 and 42 minu es and conce ned only he pa o he ac i i ies aimed a co ec ing
he s uden s’ wo k. So a , ou ideo eco dings ha e been ansc ibed in hei en i e y
using he Beha io al Obse a ion Resea ch In e ac i e So wa e (Bo is) and coded by
applying ou ca ego ies c ea ed by he au ho s a e Flande s (1966): eache ’s
explana ions (gi en ei he as an answe o one o s uden s’ ques ions o o p o ide mo e
de ail on he concep unde s udy), spon aneous obse a ion (made by he s uden s wi hou
any p omp s om he eache ), induced obse a ion (made by he s uden s as a eac ion o
a eache ’s hin ) and s uden ’s in e jec ion (spon aneous s uden commen du ing class oom
discussion no ela ed o he obse a ions). Fo each ca ego y, he equency o occu ence
and i s du a ion (bo h o al and mean) we e also indica ed. The o al speech ime o he
eache and o he s uden s espec i ely we e also compu ed in each ac i i y.
4. Resul s
In his sec ion, we will epo he esul s o he analysis o he a o emen ioned ca ego ies.
We will s a by p esen ing he esul s o he in e iews and he ocus g oups, and hen we
will p esen he analysis o he ideo eco dings o he lessons.
4.1. In e iews and ocus g oups
As he in e iews and he ocus g oups we e conduc ed in I alian, he quo a ions p esen ed
he e a e ansla ions made by he au ho s. E e y ansla ion was discussed qui e ho oughly,
bu he e migh be some sligh di e ences in wo ding; u he mo e, in some cases, e bal
exp essions had o be edi ed sligh ly o he sake o cla i y.
Images o e lay
Wha e e he condi ion (pape -and-pencil o echnology-enhanced), eache s and s uden s
s a ed ha compa ing di e en pa e ns in a semi- anspa en way no only helped hem
be e isualize he mis akes, i also helped hem see whe e o in e ene in o de o ix he
p oblem:
“Fo example, i you d aw he hip line wi h a ip, when you o e lay you see he ip and his
is no good, so you ha e o ix i . You can see i .” ( i s -yea s uden )
Fu he mo e, o e laying mul iple pa e ns on he same plan helped s uden s be mo e awa e
o he di e ences be ween hei sugges ions and he shape hey had o p oduce:
“I helps you unde s and wha mis akes you make and he di e ence be ween you idea o
he pa e n and how i eally is.” ( i s -yea s uden )
Teache s and s uden s conside ed o e lay a use ul way o sha e di e en obse a ions on
he same piece o clo hing. Image o e lay mo i a es s uden s o ac i ely pa icipa e in he
class oom discussion and also opens new a gumen s o eache s o discuss. Fu he mo e,
as some s uden s poin ed ou , o e lay makes he eache ’s eedback isible. In ac ,
ecei ing eedback based on isible elemen s helps s uden s unde s and hei mis akes
be e han a g ade o a w i en explana ion:
“I unde s ood mo e whe e he mis ake was; ha is, by seeing he igh one and my mis ake,
I unde s ood be e whe e he mis ake was and how I could ix i . The eache [be o e using
he o e lay, nda] used o d aw a ed line and ell you i was w ong, bu you could no
unde s and i p ope ly because you had o co ec i a home, and a he end he eache is
no he e wi h you.” ( i s -yea s uden )
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Technology-based o e lay s. pape -based o e lay
An o e lay wi h Real o is mo e p ac ical han he pape -and-pencil e sion o he scena io,
since i allows o e come some limi a ions o he pape . In pa icula , eache s and s uden s
s a ed ha he o e lay wi h Real o makes i much easie o handle and e ie e he pape s
o compa ison. They also commen ed ha s uden s’ submissions can be compa ed mo e
quickly and p ecisely since he compa ison can be done wi h jus a click. The o e lay is
he e o e mo e con enien using Real o as i also educes he eache ’s wo kload in e ms
o ime needed o o ganize he ma e ials o be co ec ed:
“I was no supposed o co ec each pa e n be o e [ he lec u e, nda], line by line, bu he e
I had he ma ix below and by o e laying hei wo k, I could see immedia ely whe he he
ski was comple ely w ong. Also, i was quicke o explain, o help he pupils see he
mis akes… so I epea , i was e y as ” ( eache )
S uden s and eache s also poin ed ou he powe o echnology o allow “immedia e” and
“be e ” isualiza ion o a pa e n’s de ails and mis akes. Addi ionally, eache s app ecia ed
he echnology’s ex a ea u es, such as image p ojec ing and zooming in, ha in ol ed all
he s uden s in he isualiza ion p ocess a he same ime. Acco ding o he eache s, he
s uden s we e mo e ac i ely engaged in co ec ing hei own wo k as well as ha o hei
pee s when o e laying wi h Real o:
“Le ’s say ha when o e laying wi h Real o, I see mo e ac i e, mo i a ed pupils, because
I see ha hey a e much oughe on hei own wo k and also ha on ha o hei classma es.
They obse e much mo e han maybe when I ga e hem he ask.” ( eache )
Despi e he a o emen ioned ad an ages o Real o, eache s and s uden s also men ioned
issues ela ed o he g aphic esolu ion on he sc een, especially when “ligh e lines” we e
d awn on he pa e ns. O he commen s allude o he obliga ion in oduced by he compu e
o wo k only on “small de ails” and no on he whole p oduc ion a he same ime.
Visual cueing
Teache s and s uden s ag eed ha he isual cueing echnique made i easie o s uden s o
immedia ely iden i y he composi ion o a piece o clo hing and o memo ize ele an
aspec s o a pic u e. In pa icula , using b igh colou s and combining pic o ial and ex ual
cues helped ocus he s uden s’ a en ion, sa ing ime when hey needed o ind he pa s o
a piece o clo hing o when hey looked a he in o ma ion se e al mon hs a e he
comple ion o an ac i i y:
“I I d aw an a ow and I w i e he no es oo, i d aws my eye di ec ly. I , on he o he hand,
I ha e w i en he no es on a sepa a e shee and I ha e o sea ch o he pic u e and he exac
anno a ed poin , he e is also he possibili y ha a e a ew mon hs, my memo y won’ help
me a lo .” ( i s -yea s uden )
Visual cues we e he e o e de ined by he s uden s as “immedia e no es” ha help hem
analyse a piece o clo hing by syn hesizing he concep s unde in es iga ion in hei minds
and ixing hem in hei memo ies.
Acco ding o he eache s, isual cues also enable s uden s o plan how o c ea e an i em o
clo hing by making i immedia ely isible how many pa s ha i em consis s o . Finally,
eache s s a ed ha anno a ing using cueing can also accommoda e di e en lea ning s yles,
suppo ing mo e isual s uden s in hei analysis and unde s anding o a piece o clo hing.
Technology-based cueing s. pape -based cueing
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Teache s and s uden s s a e ha Real o is be e han pape -based sys ems o compa ing
di e en anno a ions simul aneously. In pa icula , he echnology’s abili y o o e lap
di e en cues and o isually sha e mis akes o success ul examples mo i a es s uden s.
This also helps hem o “unde s and mo e” h ough a as e isualiza ion o he de ails o
an i em and o a oid he same mis akes in he u u e:
“I one pu s a hing in he same place as you pu i bu you missed he place while he pu s
i igh ... hen you emembe : ‘Ok, he nex ime I’d be e w i e i so’. Fo example, almos
all o us w o e ‘a mhole down’ when he lowe ed a mhole said ‘elonga ed shoulde ’ o
‘sho ened shoulde ’.” ( hi d-yea s uden )
Teache s also ound ha cueing wi h Real o sa ed ime when co ec ing he s uden s’ wo k.
In ac , al hough he pape -and-pencil echnique is immedia e – you simply ake he pencil
and do i –, i could be challenging o compa e di e en pape submissions due o he
numbe o pape s and he mess ha hey gene a e; Real o, on he o he hand, makes his
ask as e and le s he s uden s and he eache s selec and o e lap all he isual cues
p oduced by all use s in one click. Fu he mo e, his me hod o isually sha ing cues is
mo e mo i a ing since s uden s eel encou aged o ac i ely ake pa in he class oom
discussion:
“Usually, when we co ec he classwo k, I ne e know any hing; ha is, I don’ wan o
hink abou an answe [ o he eache , nda]. Howe e , when he e is such a hea ed
discussion, i ’s nice , mo e ac i e.” ( i s -yea s uden )
Addi ionally, om a echnical pe spec i e, s uden s s a e ha cueing wi h Real o makes i
easie o desc ibe an i em o clo hing, oo, since hey can easily edi o dele e any hing
w i en on a pic u e. Finally, eache s conside he anno a ion ool use ul o w i ing o
cueing in a way ha is easily deciphe able by e e yone.
The use o echnology ins ead o he adi ional pape -and-pencil modali y also mo i a ed
he s uden s o use di e en colou s and pic o ial cues, such as a ows and ci cles, allowing
hem o be e memo ize clo hing de ails:
“We can emembe i be e , because he e a e di e en colou s, and also because you do
i di ec ly on he image.” ( hi d-yea s uden )
Las bu no leas , using Real o educes he school’s p in ing budge , as explici ly
men ioned by a eache , and also makes he ma e ial a ailable any ime and e e ywhe e:
“I is also ue ha wi h Real o you can see he image and he colou s be e , because in he
class oom, because o he cos , we don’ p in colou pho ocopies. We use black and whi e,
and hen maybe he pho ocopy is le a home, while wi h Real o, you always ha e i . Also,
i ’s big, and wi h he colou s, he s uden s can de ini ely see i be e .” ( eache )
Despi e he a o emen ioned ad an ages, some s uden s admi ed ha hey s ill p e e pape
and pencil since hey eel ha hey can memo ize hei cues be e when hey ha e w i en
hem by hand a he han on he compu e . Howe e , mos o he esponden s who p e e
cueing by hand a e usually no amilia wi h he compu e s. This was con i med by a
eache , who admi ed ha he s uden s some imes lacked echnological skills:
“The main di icul y is ha you hink ha kids oday a e [expe , nda] in compu e li e acy,
bu hey a e no .” ( eache )
Acknowledged o e all po en ial and limi a ions o Real o when eaching ashion designe s
12
As s a ed by eache s and s uden s, Real o makes eaching mo e inclusi e since i enables
e e yone o pa icipa e in class oom discussions. In ac , he possibili y o wo k on and o
sha e di e en iews on he same esou ce a he same ime c ea es a lea ning dynamic
whe e e e ybody eels encou aged o exp ess his opinion, wi hou ea o mis akes. Fo he
same eason, s uden s conside wo k c ea ed on Real o o belong o he school and o be
inhe en o hei p o ession:
“Le ’s say ha i ’s some hing o ou s, and we can sha e ou hings... ha is, we know ha
we in en ed hem ou sel es; hey a e no hings ha you ake om a ound s ylis o
ep oducing his own hings.” ( i s -yea s uden )
S uden s he e o e belie e Real o is no messy, and hey ind i use ul o discussing hei
pe sonal wo k wi h hei pee s and eache s. In pa icula , he sha ing op ion is aluable o
o e coming he dicho omy eache -s uden , by making class oom discussions mo e
pa icipa i e:
“The wonde ul hing abou Real o is ha ... a he beginning o he yea , e e y hing was
en i ely indi idual; no one sha ed opinions wi h he en i e class, people would jus ask hei
iends i hey could look a hei wo k, and maybe he o he iend did i w ong... I was
comple ely indi idual, I and he eache , she and he eache …” ( i s -yea s uden )
The eache s also poin ed ou ha Real o allows an “obs ina e” s uden s’ pa icipa ion o
no ice, o unde s and and o co ec hei mis akes be e han pape -based ac i i ies. They
also no iced ha Real o igge s he “s uden s’ cu iosi y, which is necessa y in his
p o ession”. Fu he mo e, he eache s ound ha he echnology helped hem gi e mo e
ocused explana ions o he opics unde s udy. The eache s also el ha hey we e able
o co e all he opics in mo e de ail:
“[The discussion, nda] seemed sho e o me wi h he compu e sys em. Wi h he pape , i
was mo e sca e ed; I had o ocus on no missing any hing... i was mo e a ge ed, in he
sense ha I didn’ ha e he eeling o ha ing missed some hing.” ( eache )
When compa ing o he ools commonly used by ashion designe s, he eache s s a ed ha
hose ools only gi e you he possibili y o sea ch pic u es, while Real o has se e al
unc ions ha enable c ea i e ac i i ies based on isuals:
“On he o he si es, I can see and cap u e he image bu no hing else; you canno anno a e,
because hey a e jus websi es linked o ashion ends. Wi h Real o you can anno a e, you
can exchange ideas wi h you classma es, and you can also ask ques ions i you ha e a
speci ic ques ion o some doub s abou how o use a pa e n.” ( eache )
The e o e, Real o le s eache s expe imen wi h new eaching me hods and le s hem be
c ea i e:
“I ’s ue ha wi h he pape we ha e al eady ied housands o hings. Pe haps Real o
lea es a li le mo e o he imagina ion; maybe we can come up wi h new ideas, so i can be
s imula ing o us as well when c ea ing new lessons.” ( eache )
I also suppo s eache s by making i easie o c ea e, manage and e-use ac i i ies.
One o he unc ion ha he eache s app ecia ed was he ac ha hey could moni o
s uden s while hey we e doing he ac i i y. In ac , ins ead o walking h ough he class o
check s uden s’ wo k, he eache s could selec each s uden on he sc een and obse e hem
wi hou dis up ing hem. Teache s could also gi e s uden s access o obse e each o he ’s
wo k.
