Practices of instructing visually impaired people in new technologies: identifying applied trainables for video learning workshops.

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Standard

Practices of instructing visually impaired people in new technologies: identifying applied trainables for video learning workshops. . / Nielsen, Ann Merrit Rikke; Due, Brian Lystgaard.

2021. Abstract from Applied Linguistics and Professional Practice (ALAPP) .

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

Harvard

Nielsen, AMR & Due, BL 2021, 'Practices of instructing visually impaired people in new technologies: identifying applied trainables for video learning workshops. ', Applied Linguistics and Professional Practice (ALAPP) , 15/09/2021 - 17/09/2021. <https://tdai.osu.edu/sites/default/files/2021-09/alapp2021-abstracts.pdf>

APA

Nielsen, A. M. R., & Due, B. L. (2021). Practices of instructing visually impaired people in new technologies: identifying applied trainables for video learning workshops. . Abstract from Applied Linguistics and Professional Practice (ALAPP) . https://tdai.osu.edu/sites/default/files/2021-09/alapp2021-abstracts.pdf

Vancouver

Nielsen AMR, Due BL. Practices of instructing visually impaired people in new technologies: identifying applied trainables for video learning workshops. . 2021. Abstract from Applied Linguistics and Professional Practice (ALAPP) .

Author

Nielsen, Ann Merrit Rikke ; Due, Brian Lystgaard. / Practices of instructing visually impaired people in new technologies: identifying applied trainables for video learning workshops. . Abstract from Applied Linguistics and Professional Practice (ALAPP) .

Bibtex

@conference{c1a24c3c8d794f35bb949bcb267c1608,
title = "Practices of instructing visually impaired people in new technologies:: identifying applied trainables for video learning workshops. ",
abstract = "Practices of instructing visually impaired people in new technologies: identifying applied trainables for video learning workshops This paper is concerned with how ICT-consultants are instructing visually impaired people (VIP) in the use of AI-fused mainstream technologies like e.g. Google Home Assistant (GHA). The applied perspective of this research is to outline what needs to be reflected on during video learning workshops with consultants regarding their instructional practices. Choosing what clips to show the practitioners during these workshops – the “trainables” in CARM (Stokoe, 2014) and ViRTi (Due & Lange, 2015) – requires in the first place a detailed analysis of just what kind of practices regularly occurs during instructional sequences. Based on ethnomethodological multimodal CA analysis (Streeck et al., 2011) of video recorded instructions we have identified five instructional practices of particular relevance for practitioners: We focus on three of these which relates to the VIP{\textquoteright}s epistemic stance: i) practices of uncovering what knowledge the VIP already have about the technology; ii) practices of assessing how much knowledge about the technical ecology of the technology is sufficient for the VIP to utilize its features and iii) practices of determining which of the GHA{\textquoteright}s many features are relevant for the VIP in his or her everyday life. The presentation will show excerpts of these practices and discuss the perspectives for application in video learning workshops. This research thus contributes to EM/CA research in instructional practices (Macbeth, 2011) and epistemic stance (Heritage, 2012) by showing how in particular visual resources are used and suspended in the context of visual impairment, and it also contributes new knowledge to practitioners in and during the actual workshops. Due, B., & Lange, S. B. (2015). Videobased Reflection on Team and employee Interaction. Circd Working Papers in Social Interaction, 1 (3), 1–38. Heritage, J. (2012). Epistemics in Action: Action Formation and Territories of Knowledge. Research on Language and Social Interaction, 45(1), 1–29. https://doi.org/10.1080/08351813.2012.646684 Macbeth, D. (2011). Understanding understanding as an instructional matter. Journal of Pragmatics, 43(2), 438–451. https://doi.org/10.1016/j.pragma.2008.12.006 Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): A Method for Training Communication Skills as an Alternative to Simulated Role-play. Research on Language & Social Interaction, 47(3), 255–265. https://doi.org/10.1080/08351813.2014.925663 Streeck, J., Goodwin, C., & LeBaron, C. (2011). Embodied Interaction: Language and Body in the Material World. Cambridge University Press",
author = "Nielsen, {Ann Merrit Rikke} and Due, {Brian Lystgaard}",
year = "2021",
language = "English",
note = "null ; Conference date: 15-09-2021 Through 17-09-2021",
url = "https://tdai.osu.edu/events/applied-linguistics-and-professional-practice-alapp-2021",

}

RIS

TY - ABST

T1 - Practices of instructing visually impaired people in new technologies:

AU - Nielsen, Ann Merrit Rikke

AU - Due, Brian Lystgaard

PY - 2021

Y1 - 2021

N2 - Practices of instructing visually impaired people in new technologies: identifying applied trainables for video learning workshops This paper is concerned with how ICT-consultants are instructing visually impaired people (VIP) in the use of AI-fused mainstream technologies like e.g. Google Home Assistant (GHA). The applied perspective of this research is to outline what needs to be reflected on during video learning workshops with consultants regarding their instructional practices. Choosing what clips to show the practitioners during these workshops – the “trainables” in CARM (Stokoe, 2014) and ViRTi (Due & Lange, 2015) – requires in the first place a detailed analysis of just what kind of practices regularly occurs during instructional sequences. Based on ethnomethodological multimodal CA analysis (Streeck et al., 2011) of video recorded instructions we have identified five instructional practices of particular relevance for practitioners: We focus on three of these which relates to the VIP’s epistemic stance: i) practices of uncovering what knowledge the VIP already have about the technology; ii) practices of assessing how much knowledge about the technical ecology of the technology is sufficient for the VIP to utilize its features and iii) practices of determining which of the GHA’s many features are relevant for the VIP in his or her everyday life. The presentation will show excerpts of these practices and discuss the perspectives for application in video learning workshops. This research thus contributes to EM/CA research in instructional practices (Macbeth, 2011) and epistemic stance (Heritage, 2012) by showing how in particular visual resources are used and suspended in the context of visual impairment, and it also contributes new knowledge to practitioners in and during the actual workshops. Due, B., & Lange, S. B. (2015). Videobased Reflection on Team and employee Interaction. Circd Working Papers in Social Interaction, 1 (3), 1–38. Heritage, J. (2012). Epistemics in Action: Action Formation and Territories of Knowledge. Research on Language and Social Interaction, 45(1), 1–29. https://doi.org/10.1080/08351813.2012.646684 Macbeth, D. (2011). Understanding understanding as an instructional matter. Journal of Pragmatics, 43(2), 438–451. https://doi.org/10.1016/j.pragma.2008.12.006 Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): A Method for Training Communication Skills as an Alternative to Simulated Role-play. Research on Language & Social Interaction, 47(3), 255–265. https://doi.org/10.1080/08351813.2014.925663 Streeck, J., Goodwin, C., & LeBaron, C. (2011). Embodied Interaction: Language and Body in the Material World. Cambridge University Press

AB - Practices of instructing visually impaired people in new technologies: identifying applied trainables for video learning workshops This paper is concerned with how ICT-consultants are instructing visually impaired people (VIP) in the use of AI-fused mainstream technologies like e.g. Google Home Assistant (GHA). The applied perspective of this research is to outline what needs to be reflected on during video learning workshops with consultants regarding their instructional practices. Choosing what clips to show the practitioners during these workshops – the “trainables” in CARM (Stokoe, 2014) and ViRTi (Due & Lange, 2015) – requires in the first place a detailed analysis of just what kind of practices regularly occurs during instructional sequences. Based on ethnomethodological multimodal CA analysis (Streeck et al., 2011) of video recorded instructions we have identified five instructional practices of particular relevance for practitioners: We focus on three of these which relates to the VIP’s epistemic stance: i) practices of uncovering what knowledge the VIP already have about the technology; ii) practices of assessing how much knowledge about the technical ecology of the technology is sufficient for the VIP to utilize its features and iii) practices of determining which of the GHA’s many features are relevant for the VIP in his or her everyday life. The presentation will show excerpts of these practices and discuss the perspectives for application in video learning workshops. This research thus contributes to EM/CA research in instructional practices (Macbeth, 2011) and epistemic stance (Heritage, 2012) by showing how in particular visual resources are used and suspended in the context of visual impairment, and it also contributes new knowledge to practitioners in and during the actual workshops. Due, B., & Lange, S. B. (2015). Videobased Reflection on Team and employee Interaction. Circd Working Papers in Social Interaction, 1 (3), 1–38. Heritage, J. (2012). Epistemics in Action: Action Formation and Territories of Knowledge. Research on Language and Social Interaction, 45(1), 1–29. https://doi.org/10.1080/08351813.2012.646684 Macbeth, D. (2011). Understanding understanding as an instructional matter. Journal of Pragmatics, 43(2), 438–451. https://doi.org/10.1016/j.pragma.2008.12.006 Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): A Method for Training Communication Skills as an Alternative to Simulated Role-play. Research on Language & Social Interaction, 47(3), 255–265. https://doi.org/10.1080/08351813.2014.925663 Streeck, J., Goodwin, C., & LeBaron, C. (2011). Embodied Interaction: Language and Body in the Material World. Cambridge University Press

M3 - Conference abstract for conference

Y2 - 15 September 2021 through 17 September 2021

ER -

ID: 280112288