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| Main Authors: | , , |
|---|---|
| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2017
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| Subjects: | |
| Online Access: | https://doi.org/10.13128/formare-20159 |
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Table of Contents:
- <p>Observation is an important skill for professionals in many fields. However, so far, little pedagogical attention has been paid to instructional methods that promote the acquisition of this skill in initial Vocational Education and Training (VET) systems. In this study, we suggest two instructional scenarios to foster the development of observational skills in schools of fashion design. Each of the two scenarios was implemented first in a paper-based version and then in a technology-enhanced one in order to investigate to what extent technology can contribute to the promotion of observation. Twenty-eight learning activities were run in two fashion designer schools over one semester; they involved six teachers and 71 students. Data were collected through semi-structured interviews and focus groups. All activities were video recorded. The data were analysed using a structuring content analysis approach. The findings show that the use of technology is perceived as an added value that increases the quality of teaching and triggers student participation in classroom discussions.</p>