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Edtech Info English07
 

Edtech Info English07

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Edtech Info English07 Edtech Info English07 Presentation Transcript

  • 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
    • Funding
      • Finnish Science Academy, EU, ESF, Graduate schools, Ministry of Education
      • 2000-2006 External funding 2 463 141 Euros
  • Research focus
    • 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.
  • Research goals
    • 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 background
    • 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) .
  • Publications 0 5 10 15 20 25 30 35 40 2001 2002 2003 2004 2005 2006 2007 submitted Refereed conference papers Refereed journal articles Books & chapters Dissertations All
  • The most important publications (*impact factors)
    • 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)
  • Research collaboration
    • International:
      • Simon Fraser and University of Victoria, Canada, Utrecht University The Netherlands, Murdoch University Australia, University of Nottingham UK
    • National:
      • University of Jyväskylä and Turku
    • Local:
      • 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
    • Regulation
    • Awareness
    • 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.
    • http://edtech.oulu.fi/index.php?id=344
    • Linked to
      • The Faculty research area: Learning, teaching and the questions of human growth and development
      • The University strategy: Focus areas of technology and multidisciplinary research