Forest-themed learning games as a context for learning via collaborative designing of crafts

Abstract

This case study describes the types of learning games produced and the learning experiences of students who engaged in a project implementing the principles of learning by collaborative designing via forest-themed contextualization of crafts. The ultimate aim of this report is to describe how the project succeeded in changing the traditional instructional strategies used in craft education. This unique project was part of a craft course delivered as a component of primary school teacher education in the University of Eastern Finland. The students’ task was to design and produce a textilebased and forest-themed learning game for primary school children. The outputs of the study were the learning games produced (36 in number) and student portfolios (215 pages). The games were illustrated and the written data analyzed using the inductive content approach and a hermeneutic viewpoint as the methodological basis. The results show that the design task guided learning in a multidisciplinary manner and increased the number of tools students could use to learn crafts and produce the games. Collaboration and working in teams changed the learning process from teacherand subject-centered to process-based. Forest-themed learning games may serve as a framework for collaborative designing; the approach offers a rich and non-traditional context for learning of crafts by university students. In terms of craft education, the approach highlights the importance of collaboration, the use of process-based crafts, and the possibilities afforded to shift the focus to more participatory activities to learn generic skills.

Keywords: collaborative designing, crafts, craft education, learning by designing, learning game