Jari Laru,Yliopistonlehtori/University Lecturer (tenured). Teknologiatuettu oppiminen ja opetus / Technology Enhanced Learning & InstructionatLET - Learning and Educational Technology Research Unit, University of Oulu
Educational Technology Research Unit Prof. Sanna Järvelä http://edtech.oulu.fi/ Department of Educational Sciences and Teacher Education University of Oulu
Educational Technology Research Unit
8 + 5 PhD students , 5 staff members
Finnish Science Academy, EU, ESF, Graduate schools, Ministry of Education
2000-2006 External funding 2 463 141 Euros
Research and teaching in the area of learning sciences and educational technology .
Long-term research, producing new scientific knowledge and generating innovative, theory-based pedagogical applications.
Conceptual analysis of motivation and self-regulation in learning.
Empirical studies integrated to the individual, social, shared and interactive processes of learning with and without technology.
Development and validation of theory-based process oriented methods and analyses.
R e s e a r c h Introductory studies (25 ects) Intermediate studies (60 ects) Master’s programme Postgraduate education T e a c h i n g Teaching and learning with technology in practice
Theoretical grounding is in sociocognitive and constructivist approaches on learning (Brandsford, Brown & Cocking, 2000) following the recent theoretical and methodological development in learning sciences (Sawyer, 2006) .
Special expertise lies in self-regulated learning theory (Boekaerts, Pintrich & Zeidner, 2000) and research on motivation (Volet & Järvelä, 2000) as well as socially shared cognition (Resnick, 1991) .
Hurme, T-R., Merenluoto, K., Salonen, P., & Järvelä, S. (2 nd submission). Socially shared metacognition in networked mathematical problem solving. Journal of the Learning Sciences. (*2,280)
Järvelä, S., Järvenoja, H. & Veermans, M. (in press). Understanding dynamics of motivation in socially shared learning . International Journal of Educational Research.
Järvelä, S., Veermans, M. & Leinonen, P. (in press). Investigating student engagement in computer-supported inquiry - a process-oriented analysis. Social Psychology of Education .
Järvelä, S., Volet, S., & Järvenoja, H. (2 nd submission ). Motivation in collaborative learning: new concepts and methods for studying social processes of motivation. Educational Psychologist. (*3,718)
Näykki, P. & Järvelä, S. (in press). How pictorial knowledge representations stimulate collaborative knowledge construction in groups? Journal of Research on Technology in Education .
Hurme, T-R., Palonen, T., & Järvelä, S. (2006). Metacognition in joint discussion: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics. Metacognition and Learning 2, 181-200.
Leinonen, P., & Järvelä, S. (2006). Facilitating interpersonal evaluation of knowledge in a context of distributed team collaboration. British Journal of Educational Technology, 37 (6) , 897-916. (*0,311)
Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction 15 (5), 465-480. (*1,167)
Simon Fraser and University of Victoria, Canada, Utrecht University The Netherlands, Murdoch University Australia, University of Nottingham UK
University of Jyväskylä and Turku
Oulu University Virtual laboratory (V-lab) for multidisciplinary research collaboration
A member of EU funded Networks of Excellence *Kaleidoscope is Supported by the European Community under the Sixth European Union Framework Programme for Research and Technological Development, thematic priority Information Society Technologies
Seed grant ”Collaware research agenda”
CSCL special interest group
Virtual Doctoral School
Joint integrated Research activities
- Ecology of Collaboration: Collaboration as Motivated and Co-ordinated Activity at Higher Education and Work-Place Contexts Funded by The Academy of Finland 2003-2007 (PhD-students: Hanna Järvenoja, Piritta Leinonen)
Collaboration as co-ordinated activity: seeking after shared understanding ?
Motivational processes and shared understanding in collaborative learning ?
GATE for Collaboration : 3D Game as a tool to support construction of shared understanding Funded by The Finnish Work Environment Fund 2006-2008 (PhD student: Johanna Bluemink)
How a 3D multiplayer game could support work teams in their construction of shared understanding?
- Studying and Sca ffolding Mo tivation and Self-Regulated Learning among Students Funded by The Academy of Finland 2007-2009 (PhD students: Jonna Malmberg, Heikki Kontturi)
What is motivation in self-regulated learning and what are the elements of motivation regulation?
Is it possible to scaffold students’ motivational regulation with a computer-based tool ?
ScaMo - Labels: e.g.”This is important”, ”I don’t understand” - Notes and Cmap: e.g. ”Compare”, ”My observation” notes to cmaps - Glossary: information about key concepts Learning Kit
SCORE - Pedagogical S tructuring of Co llaboration and Self- Re gulated Learning: Individual and Group-Level Perspectives funded by ESF 2006 – 2008 (PhD studies: Jari Laru, Piia Näykki, Tiina Luokkanen)
Theoretical analysis of collaborative learning and self-regulation
Self-r egulation in collaboration – cognitive and motivational regulation in individual and group levels of collaborative learning
Future research challenges How to support sharing meaning and joint understanding?
Theoretical understanding of
Process of collaboration
Structuring the interaction
Regulating the interaction
Technological and pedagogical ”tools” for
Presence and context
Mobility and communication
Educational Technology Research Unit Research Strategy 2006-2010
The ongoing research strategy is designed for monitoring and evaluating our work to date and guiding future directions.
The Faculty research area: Learning, teaching and the questions of human growth and development
The University strategy: Focus areas of technology and multidisciplinary research