JURE pre-conference of the 21th Biennial EARLI Conference, Tampere, Finland, August 27-28th

1. UEF // University of Eastern Finland 27.8.2017JURE 2017, August 27-28th, Tampere, Finland 1
Teachers’ experiences on international
learning networks
M.A., M.ed., Ph.D. student, Saara Nissinen
saara.nissinen@uef.fi

2. UEF // University of Eastern Finland
Challenges
• Learners need to develop skills that
enable them to solve complex global
challenges in future (OECD, 2016; Scardamalia &
Bereiter, 2006; Vartiainen & Enkenberg, 2013)
• Promoting 21st
century skills in global
networks requires developing new
participatory learning practices with
connection to the “real world” (Jenkins et al.,
2008)
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3. UEF // University of Eastern Finland
Theoretical Framework
Peer
Culture
Academic
CONNECTED
LEARNING
Interests
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• Connected learning is being approached
from the sociocultural perspective (see
Kumpulainen & Sefton-Green, 2012)
• Connected learning enhances the
connection between the learners’
academic and unscholarly
environments, and various expert and
enthusiast communities (Ito et al., 2013)
• Knowledge creative activities should be
linked to the learner's own interests and
peer and expert communities (Ito et al.,
2013, 4; Scardamalia & Bereiter, C. 2006)
Model of connected learning based on Spheres of
Learning (Ito et al., 2013, p. 63).

4. UEF // University of Eastern Finland
Principles for designing international learning
networks
1) participatory learning in extended
and generative communities as a
vital concept for learning
2) diverse technological resources and
infrastructure as social and personal
tools
3) co-development, both as a
pedagogical model, and as a
powerful social innovation for
solving the multidisciplinary and
complex challenges people face in
their everyday lives
(Vartiainen, Liljeström, & Enkenberg, 2012)
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5. UEF // University of Eastern Finland
Research Question
• What are the participating teachers’ experiences
on international design-oriented learning
networks?
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6. UEF // University of Eastern Finland 27.8.2017 6
Method
Participants
• 3 teachers: 1 class teachers, 1 science teacher, 1 assistant teacher (N= 3)
• 3 international peer-classes: 2 Finnish classes, 11-12 year-old/ 1 American class, 13-14
year-old (N=59)
Data Collection
• 1) transcribed interviews (N= 2) ; 2) students’ blogs (N= 2), 3) teachers’ project reports
or diaries (N= 3), and 4) final digital artifacts produced together with the learners (N= 2)
• From all of the collected data 96 pages (Arial 11, spacing 1.15) of transcribed interviews
and text files were analyzed

7. UEF // University of Eastern Finland
Data Analysis
• deductive content analysis by Atlas.ti
program
• two independent coders analyzed 83
text segments (13.02%) using
QCAmap software
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8. UEF // University of Eastern Finland 25.8.2017Esityksen nimi / Tekijä 8

9. UEF // University of Eastern Finland 25.8.2017Esityksen nimi / Tekijä 9

10. UEF // University of Eastern Finland 25.8.2017Esityksen nimi / Tekijä 10

11. UEF // University of Eastern Finland
Results
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12. UEF // University of Eastern Finland
Conclusions
• Design oriented networks enhanced creating extended learning networks and
connections between learners, peers and experts especially in local context
• Technology was an important tool for sharing knowledge between the
international communities, but the technology supported creation of knowledge
stayed on a local level
• Future challenge is to engage students and teachers towards shared learning
objects in international context (from dialogical to trialogical collaboration
[Hakkarainen & Paavola, 2009])
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13. UEF // University of Eastern Finland 27.8.2017 13
References
Hakkarainen, K., & Paavola, S. (2009). Toward a trialogical approach to learning. Transformation of knowledge through
classroom interaction, 65-80.
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S.C. (2013).
Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub, Irvine, CA, USA.
Jenkins, H. C., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2008). Confronting the challenges of participatory
culture: Media education for the 21st
century. Retrieved from
https://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF
Kumpulainen, K., & Sefton-Green, J. (2012). What is connected learning and how to research it? International Journal of
Learning and Media, 4(2), 7–18. doi: 10.1162/ijlm_a_00091
OECD. (2016). Global competency for an inclusive world. Retrieved from
http://www.oecd.org/pisa/aboutpisa/Global-competency-for-an-inclusive-world.pdf
Scardamalia, M., & Bereiter, C. (2006). Knowledge building and knowledge creation: Theory, pedagogy, and technology.
In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 397-417). New York, NY: Cambridge University Press.
Vartiainen, H., Liljeström, A., & Enkenberg, J. (2012). Design-oriented pedagogy for technology-enhanced learning to cross
over the borders between formal and informal environments. Journal of Universal Computer Science, 18(15), 2097–2119.
Vartiainen, H., & Enkenberg, J. (2013). Reflections of design-oriented pedagogy for sustainable learning: An international
perspective. Journal of Teacher Education for Sustainability, 15(1), 57–72. doi: 10.2478/jtes-2013-0004

14. Thank you!
More about the international projects:
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