Fashion students choose how to learn by constructing videos of pattern making

Abstract

This paper analyses new learning experiences of first year pattern technology students at a university of technology, in the context of selected characteristics of authentic learning theories. The paper contributes to existing knowledge by proposing a method that could be followed for design‐based subjects in a vocational education setting. Students were competent when replicating demonstrated pattern making procedures, but struggled to transfer knowledge to different situations. Therefore, a project asked students to create their own pattern‐making video tutorials in an effort to deepen authentic learning. Examining the learning activity and its results through action research reflection, the lecturer recognised authentic learning characteristics. For example, students grasped the work, displaying a range of original responses that presented more than one correct answer. By creating their own practice‐based content, students were able to learn more in the same period, compared to other cohorts in past years. Students were better equipped to utilise this knowledge in later projects and tests, demonstrating deeper understanding and knowledge transfer to other environments. Ultimately active knowledge production deepened learners' motivation, engagement in the learning process, and increased performance.

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

“…Video not only constituted a representation tool, but it also became an important learning tool and a medium for the collaborative building of cultural artifacts, in a framework of project-based learning and group work (Berg, 2016). The creation of video incorporated collaborative negotiations and decisions about planning, editing, narrative construction, viewing, narrative analysis, and critical thinking (Cavanagh & Peté, 2017;Robinson, 2009). Creating videos as part of project-based collaborative learning activities promoted "deeper engagement with subject matter through hands-on activities" and involved "a variety of learning modalities as opposed to predominantly passive reading and listening" (Hernández- Ramos, 2007, p. 33) but it is also an ideal task for developing collaboration skills (Jorm et al 2019).…”

Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework

“…However, there were no real clients as students were given a profile and interviewed faculty members as fake clients, indicating that the learning experience was not truly authentic. In another example, Cavanagh & Pete (2017), used authentic learning to improve educational outcomes of fashion design students who in previous years struggled with understanding pattern making. Using an authentic learning framework, students created online instructional videos on pattern making, gaining a deeper understanding of subject content and becoming the producers of knowledge.…”