STRUCTURE OF THE DAY9.00.-9.15. Opening9.15.-10.00. Methodological map, 110.00.-11.00. Methodological map, 211.00-12.00. Lunch12.30.-13.00. Introduction to the masters’ thesis(Pirkko)13.00.-13.45. My intrests and competence, 113.45.-14.00. My intrests and competence, 2
SUPPORT from peers and supervisersBoard a train and keep your goal! There will be a destination. The journey will be interesting. Kuva ESS-arkisto
METHODOLOGICAL MAP, 1The aim is to1) reflect your previous experiences of research processes: what kind of research have you done; what was your role in the process; how did you feel the process and what have you learned (topics, methods etc)2) To find out and be aware your strengts and expertise as a groupIn small groups, discuss with your peers andmake your spesific methodological map, whichrepresents your previous experiences asresources for progressing the thesis.
SYLLABUS The cource is linked to the contents of previous modules The cource will provide support for completing the process of the master’s thesis. Students carry out their master’s thesis as a research process with real demands and challenges. LEARNING PROCESS Completing a master’s thesis is a self-regulative process, where collaboration plays a crucial role. Doing your thesis is learning expertise in the particular domain.
LEARNING OBJECTIVESYou can write a reseach plan and complete a master’s thesis Future research (eg., PhD), funding proposals plan and master a data collection categorize and analyse data kvali or quant find relevant literatur for your thesis topic, method master referencing practices evaluate research scientific, methodological, ethical, literatu re, writing collaborate use relevant technologies and adaptations for collaboration, and research purposes
LET RESEARCH THEMESSELF-REGULATED LEARNING COLLABORATIVE LEARNING /(SRL) CSCL- Solo or collaborative - Structuring learning- Emotion-regulation - Roles in learning- Motivation-regulation - SRL in collaborative learning - Collaborative learning + learning- Cognition-regulation environments- Strategies- Self-efficasy (beliefs) Dillenbourg, Fisher, Kirschner, Näykki, LZimmerman, Pintrich, Wolters, Pajares, Winne, aru, Vuopala, Hämäläinen, WeinbergerPerry, Chunk, Azevedo, Moos, Hadwin, Järvelä, Järvenoja, Malmberg, Mykkänen & Määttä CREATIVE COLLABORATIONEXPERT LEARNING - How to design learning and- Collaborative problem-solving learning environments for promoting- Transfer from/for working life creative collaboration? - How to use technologies forBereiter, Scardamalia, Bransford, Hatano enhancing creative collaboration?, Inagagi, Lajoije, Zimmerman, Chi, Tynjälä, Hyvönen & Impiö (manuscripts) Franken, Amabile, Bereiter, Scardamalia, Eteläpelto, Lahti, John- Steiner, Sternberg, Lubbart, Torrance, H yvönen, Romero, Vuopala Learning with or without technologies
Environments and situations that support Rich collaboration and interaction creativity- Opposing views Divergent Knowledge CREATIVE thinking, and experiences COLLABORATI succesful Various ON collaboration expertise Safe emotional Goals and atmosphere aims - emotional scaffolding Emotions are not separate from Playfulness human’s other experiences; - power relations emotions are linked to cognitio and motivations - competition (Linnenbrink, 2006; Op‘t Eynde & Turner, 2006). Tolerance of ambiquity
BASIC THE THESIS / STRUCTURE OF ARTICLETITLEABSTRACTINTRODUCTION- Introduce the problem and its relevance- Aim and research questions (In introduction or in separate chapter)- Possible hypothesisTHEORETICAL FRAMEWORKMETHODSRESULTSCONCLUSION AND DISCUSSION- Evaluation of the researchREFERENCES
MY INTRESTS AND COMPETENCE, 1The aim is to in start a thinking process about the possible topicof the thesis.1. Discuss and share thoughts within your group ii. which areas of reseach you are at the best iii. which theoretical frameworks you are interested in iv. which contexts you are interested in v. which topics you are interested in2. Once you discuss, formulate your topics in brief sentencesand place them into the theoretical platform. What are yourthree conclusions about the result.3. Place your topics into the collective (entire class) theoreticalplatform.
LITERATURE SUGGESTIONSAPA6 manualCorbin, J. & Strauss, A. Basucs of qualitative researchMiles, M.B. & Huberman, A.M.: Qualitative data analysisLazar, J et al., Research methods in human-computerinteractionSalkind:, N.J. Statistics for people who think they hate statisticsMenetelmäopetuksen tietovaranto:http://www.fsd.uta.fi/menetelmaopetus/index.html (in Finnishonly)
AMERICAN EDUCATIONAL RESEARCH JOURNALAUSTRALIAN EDUCATIONAL RESEARCHERBRITISH EDUCATIONAL RESEARCH JOURNALEDUCATIONAL RESEARCHEDUCATIONAL RESEARCH AND EVALUATIONEDUCATIONAL RESEARCH FOR POLICY AND PRACTICEEDUCATIONAL RESEARCH QUARTERLYEDUCATIONAL RESEARCH REVIEWEDUCATIONAL RESEARCHEREUROPEAN EDUCATIONAL RESEARCH JOURNALFINNISH EDUCATIONAL RESEARCH ASSOSIATION. RESEARCH IN EDUCATIONAL SCIENCE/ SUOMEN KASVATUSTIETEELLINEN SEURA. KASVATUSALAN TUTKIMUKSIAINTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCHISSUES IN EDUCATIONAL RESEARCHJOURNAL OF EDUCATIONAL RESEARCHREVIEW OF EDUCATIONAL RESEARCHSCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
INTERNATIONAL JOURNAL OF THE LEARNING SCIENCESINTERNATIONAL JOURNAL OF COLLABORATIVE LEARNINGJOURNAL OF INTERACTIVE LEARNING RESEARCHACTIVE LEARNING IN HIGHER EDUCATIONADULTS LEARNING MATHEMATICS - AN INTERNATIONAL JOURNALE-LEARNING AND EDUCATIONFOR THE LEARNING OF MATHEMATICSINNOVATION IN LANGUAGE LEARNING AND TEACHINGINTERACTIVE LEARNING ENVIRONMENTSINTERNATIONAL JOURNAL OF LEARNING AND CHANGEINTERNATIONAL JOURNAL OF LEARNING AND INTELLECTUAL CAPITALINTERNATIONAL JOURNAL OF LEARNING AND MEDIAINTERNATIONAL JOURNAL OF LEARNING TECHNOLOGYINTERNATIONAL JOURNAL OF MOBILE LEARNING AND ORGANISATIONINTERNATIONAL JOURNAL OF TEACHING AND LEARNING IN HIGHER EDUCATIONINTERNATIONAL JOURNAL OF WEB-BASED LEARNING AND TEACHINGTECHNOLOGIES