Edtech Info English07


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  • Edtech Info English07

    1. 1. Educational Technology Research Unit Prof. Sanna Järvelä http://edtech.oulu.fi/ Department of Educational Sciences and Teacher Education University of Oulu
    2. 2. Educational Technology Research Unit <ul><li>8 + 5 PhD students , 5 staff members </li></ul><ul><li>Funding </li></ul><ul><ul><li>Finnish Science Academy, EU, ESF, Graduate schools, Ministry of Education </li></ul></ul><ul><ul><li>2000-2006 External funding 2 463 141 Euros </li></ul></ul>
    3. 3. Research focus <ul><li>Research and teaching in the area of learning sciences and educational technology . </li></ul><ul><li>Long-term research, producing new scientific knowledge and generating innovative, theory-based pedagogical applications. </li></ul>
    4. 4. Research goals <ul><li>Conceptual analysis of motivation and self-regulation in learning. </li></ul><ul><li>Empirical studies integrated to the individual, social, shared and interactive processes of learning with and without technology. </li></ul><ul><li>Development and validation of theory-based process oriented methods and analyses. </li></ul>
    5. 5. 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
    6. 6. Theoretical background <ul><li>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) . </li></ul><ul><li>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) . </li></ul>
    7. 7. 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
    8. 8. The most important publications (*impact factors) <ul><li>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) </li></ul><ul><li>Järvelä, S., Järvenoja, H. & Veermans, M. (in press). Understanding dynamics of motivation in socially shared learning . International Journal of Educational Research. </li></ul><ul><li>Järvelä, S., Veermans, M. & Leinonen, P. (in press). Investigating student engagement in computer-supported inquiry - a process-oriented analysis. Social Psychology of Education . </li></ul><ul><li>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) </li></ul><ul><li>Näykki, P. & Järvelä, S. (in press). How pictorial knowledge representations stimulate collaborative knowledge construction in groups? Journal of Research on Technology in Education . </li></ul><ul><li>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. </li></ul><ul><li>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) </li></ul><ul><li>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) </li></ul>
    9. 9. Research collaboration <ul><li>International: </li></ul><ul><ul><li>Simon Fraser and University of Victoria, Canada, Utrecht University The Netherlands, Murdoch University Australia, University of Nottingham UK </li></ul></ul><ul><li>National: </li></ul><ul><ul><li>University of Jyväskylä and Turku </li></ul></ul><ul><li>Local: </li></ul><ul><ul><li>Oulu University Virtual laboratory (V-lab) for multidisciplinary research collaboration </li></ul></ul>
    10. 10. 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 <ul><li>Seed grant ”Collaware research agenda” </li></ul><ul><li>CSCL special interest group </li></ul><ul><li>Virtual Doctoral School </li></ul><ul><li>Joint integrated Research activities </li></ul>
    11. 11. - 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) <ul><li>Collaboration as co-ordinated activity: seeking after shared understanding ? </li></ul><ul><li>Motivational processes and shared understanding in collaborative learning ? </li></ul>
    12. 12. 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) <ul><li>How a 3D multiplayer game could support work teams in their construction of shared understanding? </li></ul>
    13. 13. - 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) <ul><li>What is motivation in self-regulated learning and what are the elements of motivation regulation? </li></ul><ul><li>Is it possible to scaffold students’ motivational regulation with a computer-based tool ? </li></ul>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
    14. 14. 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) <ul><li>Theoretical analysis of collaborative learning and self-regulation </li></ul><ul><li>Self-r egulation in collaboration – cognitive and motivational regulation in individual and group levels of collaborative learning </li></ul>
    15. 15. Future research challenges How to support sharing meaning and joint understanding? <ul><li>Theoretical understanding of </li></ul><ul><li>Process of collaboration </li></ul><ul><li>Structuring the interaction </li></ul><ul><li>Regulating the interaction </li></ul><ul><li>Technological and pedagogical ”tools” for </li></ul><ul><li>Regulation </li></ul><ul><li>Awareness </li></ul><ul><li>Presence and context </li></ul><ul><li>Mobility and communication </li></ul>
    16. 16. Educational Technology Research Unit Research Strategy 2006-2010 <ul><li>The ongoing research strategy is designed for monitoring and evaluating our work to date and guiding future directions. </li></ul><ul><li>http://edtech.oulu.fi/index.php?id=344 </li></ul><ul><li>Linked to </li></ul><ul><ul><li>The Faculty research area: Learning, teaching and the questions of human growth and development </li></ul></ul><ul><ul><li>The University strategy: Focus areas of technology and multidisciplinary research </li></ul></ul>