Film education as transformative learning
Li, Xinxin (2021)
2021
Master's Programme in Digital Literacy Education
Informaatioteknologian ja viestinnän tiedekunta - Faculty of Information Technology and Communication Sciences
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Hyväksymispäivämäärä
2021-06-04
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202105054486
https://urn.fi/URN:NBN:fi:tuni-202105054486
Tiivistelmä
To maximise the educational value of a film as educational material for facilitating transformative learning, it requires educators to evaluate the film in the first place. However, there is a lack of evaluation guideline or framework provided for educators. Thus, this study aims to link film education with transformative learning and develop a framework to evaluate a film as educational material for facilitating transformative learning. By studying a selected film as an example, this study also contributes to providing a research-based systematic analysis of the selected film to create its related learning material further.
This study employed the design inclusive user experience research method to develop an evaluation framework for film education as transformative learning by applying the topic-specific two-step approach for user experience research with student teachers on visual arts. This study is based on the collaboration of a film education institute, Koulukino. A selected film as public educational material provided by Koulukino was studied as an example to develop the evaluation framework. The data were collected from reflection notes of film appreciation, pedagogical idea-sharing documents, and semi-constructive interviews. The data were analysed with the thematical analysis method.
The findings revealed that film education and transformative learning could be integrated into a dual learning process with three main learning stages: facing problem stage, up-taking stage, and breaking out stage. The evaluation framework was formulated as five steps: first, film appreciation and writing reflection based on reflection note; second, mapping and matching useful elements to the integration model; third, creating or adapting the film's learning material; fourth, peer discussing meeting for revising the film's learning material; fifth, writing teaching reflection on the practice result of the film and its learning material.
This study only completed step one of the topic-specific two-step approach for user experience research to generate the evaluation framework due to time limitation. Further study is needed to test the efficacy of the evaluation framework. In the future study, it is suggested that putting the evaluation framework into practice among educators to test its feasibility and improve its flaws by continuing the step-two of the topic-specific two-step approach for user experience research method to develop the positive user experience.
This study employed the design inclusive user experience research method to develop an evaluation framework for film education as transformative learning by applying the topic-specific two-step approach for user experience research with student teachers on visual arts. This study is based on the collaboration of a film education institute, Koulukino. A selected film as public educational material provided by Koulukino was studied as an example to develop the evaluation framework. The data were collected from reflection notes of film appreciation, pedagogical idea-sharing documents, and semi-constructive interviews. The data were analysed with the thematical analysis method.
The findings revealed that film education and transformative learning could be integrated into a dual learning process with three main learning stages: facing problem stage, up-taking stage, and breaking out stage. The evaluation framework was formulated as five steps: first, film appreciation and writing reflection based on reflection note; second, mapping and matching useful elements to the integration model; third, creating or adapting the film's learning material; fourth, peer discussing meeting for revising the film's learning material; fifth, writing teaching reflection on the practice result of the film and its learning material.
This study only completed step one of the topic-specific two-step approach for user experience research to generate the evaluation framework due to time limitation. Further study is needed to test the efficacy of the evaluation framework. In the future study, it is suggested that putting the evaluation framework into practice among educators to test its feasibility and improve its flaws by continuing the step-two of the topic-specific two-step approach for user experience research method to develop the positive user experience.