{"id":36,"date":"2018-01-31T12:26:32","date_gmt":"2018-01-31T17:26:32","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/?page_id=36"},"modified":"2022-05-03T20:35:08","modified_gmt":"2022-05-04T00:35:08","slug":"log-5","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/data-collection-logs\/log-5\/","title":{"rendered":"Progress Notes: Week 12"},"content":{"rendered":"<p><span style=\"font-weight: 400\">This week I collected data on the presentation of material. On TikTok, educational materials (not-necessarily academic, but in contrast to memes, dancing or artistic videos) are usually presented in 3 ways: 1) talking to the camera in a mostly casual way (in a bathroom mirror, sitting at a desk, etc), 2) talking to the camera with occasional visuals (brief cut away to a study which as a highlight or two, \u201cholding up\u201d a photo or reference material\u201d or 3) voice over animated video, drawings or similar. Based on my observations, videos seem to do better when they include someone\u2019s face and TikTok aesthetic seems to value the idea of \u201ccasual chats\u201d and direct communication with the audience.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400\">I also began searching for background research studies about TikTok and education on TikTok. Because this platform is relatively new (created in 2016, and rising in popularity during the 2020 pandemic), limited research exists on this platform. Research includes comparisons between TikTok in the United States versus its Chinese counterpart. I also found studies about teaching science via TikTok (\u201cMaking Every Second Count\u201d: Utilizing TikTok and Systems Thinking to Facilitate Scientific Public Engagement and Contextualization of Chemistry at Home (<\/span><a href=\"https:\/\/pubs.acs.org\/doi\/full\/10.1021\/acs.jchemed.0c00511#\"><span style=\"font-weight: 400\">https:\/\/pubs.acs.org\/doi\/full\/10.1021\/acs.jchemed.0c00511#<\/span><\/a><span style=\"font-weight: 400\"> ) which analyzes an account that has videos with simple chemistry and science experiments. They highlight the importance of breaking down concepts into simple language and using visuals, captions and voice over to help explain what is going on. They find that \u201c<\/span><span style=\"font-weight: 400\">TikTok can be used to effectively engage, educate, and enthuse the general public about chemistry. By using the creativity tools employed in TikTok, chemistry can be contextualized in a fun and engaging manner and demonstrated using everyday household items.\u201d While we are obviously not teaching chemistry, I think this conclusion supports our idea that TikTok can be an engaging way to teach about sociology or other subjects.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400\">Thinking about presenting materials in a way which is easy to understand, I look into educational psychology research on effective delivery methods.\u00a0<\/span><\/p>\n<p>Next steps will also include continuing to write scripts and maybe recording them.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This week I collected data on the presentation of material. On TikTok, educational materials (not-necessarily academic, but in contrast to memes, dancing or artistic videos) are usually presented in 3 ways: 1) talking to the camera in a mostly casual way (in a bathroom mirror, sitting at a desk, etc), 2) talking to the camera &hellip; <a href=\"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/data-collection-logs\/log-5\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Progress Notes: Week 12&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":15,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-36","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/wp-json\/wp\/v2\/pages\/36","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/wp-json\/wp\/v2\/comments?post=36"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/wp-json\/wp\/v2\/pages\/36\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/wp-json\/wp\/v2\/pages\/15"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/sociology-3010-spring-2022-kputnam\/wp-json\/wp\/v2\/media?parent=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}