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It's Green-- Trust me.
Transcript of It's Green-- Trust me.
Computational Textiles Workshop
CT is a project which uses washable materials and conductive thread to assemble simple circuits with switches or sensors that may be sewn into clothing.
Observing interactions during an informal creative task.
Grounded theory (Charmaz, 1983).
Discovery of patterns within the interactions allowed for construction of a theory from the data.
External research findings must be used in order to support the resulting interpretation.
Yet Phenomenon: the importance of color choice
Power of the instructor: description of options Charlene: Um, we have this nice filmy silky fabric. It’s see through, as you can tell, and we have it in three colors (holds up the three scarves). We also have different color lights that will go under it.
So, we have yellow, so if you can imagine a yellow light underneath a light color (holds the bulb (not lit) under the white fabric), it’s probably going to pick up yellow. It’d make this more orangey, and this possibly blue, but I have never played with that.
We also have red lights, and green lights. So, you can pick out the different color sets you want to do with this. Also, keep in mind, depending on what color you want to light this up, you have different fabrics you can use if you want to design with these.
Power of the participants: exercising agency through color choice Charlene: Lina, what color light do you want? Yellow, red, or green?
Lina: Red, please.
Charlene (tosses light to Lina, while Lina is speaking to someone at the door) (whispers to Katherine): Color?
Katherine (after Charlene gives her the light): This is white.
Charlene: No, it’s green. It’s green.
Katherine: Oh. Ok.
Charlene: Trust me.
Katherine: I trust you (Charlene nods).
Light colors Button COlors Charlene: Um, what color buttons do you guys want?
Stevie (immediately): I waaaaaaaant pink, please.
Lina: May I, uh, see the, uh, colors?
Charlene: If you tell me what color you want, I can give you the right size one.
Lina: I think, uh, yellow. Yeah.
Charlene (to Katherine): What color button would you like?
Katherine: Can I have, um, what’s the… (leans over the table to stare at the buttons), mm, um… (long pause while she looks at her fabric).
Charlene: You’re not going to see it.
Charlene: You’re not going to see it.
Katherine: The button?
Katherine: Oh! Well, you didn’t tell me that.
Lina: That’s a bummer!
Katherine: Changes the whole….
Charlene: Jackie, did I give you a button?
Jackie: Actually, you threw one at me earlier.
Stevie: You should have picked an ugly color, then.
Charlene: Oh, well that one won’t work.
Charlene: Because I said so.
Lina: DO NOT ASK QUESTIONS.
Discussion & conclusions Educational implications It's green--trust me
Negotiating power in a creative task through color choice
Indiana University, Learning Sciences
Setting objective Stevie: Ellen’s using the same colors that I am.
Ellen (to Stevie): But, you’re using the same colors I am.
Stevie: I picked first.
Ellen: No, I picked orange first, and red thread.
Stevie: I think with the orange the red might show through.
Ellen: I WANT my thread to show through (teasing voice).
. Research supports that choice enhances intrinsic motivation, effort, task performance, and perceived competence (Patall et al., 2008). Color choice may seem relatively arbitrary, yet color may indicate emotional significance or cultural character.
Favorite colors, or the connection an individual has to colors, varies over time and may consist of a strong association (Burkitt, 2007).
The attachment participants appeared to have to their color choices may be an expression of this bond. Similar to the conclusions above, classroom findings show that students are more motivated to research a particular topic of specific interest to them, but will resist in some way if there is no choice involved (Clark et al., 2008). In order to promote engagement, classroom practices should emphasize choice and diversity within content. By leveraging the personal interests of students, teachers may increase motivating and learning in otherwise procedural tasks. Participants showed increased motivation and engagement during tasks which involved color CHOICE. Participants' choices appeared important to them, and some participants formed a strong attachment to their 'unique' color choices. Steps of the procedural task are non-negotiable. The limited freedom of color choice becomes the focus of the task for both instructor and participants.