This document outlines a study by Saara Nissinen and colleagues on the co-creation of an international learning ecosystem involving students from the U.S. and Finland, focusing on shared inquiry into environmental topics. It discusses three types of participation in connected learning—hanging out, messing around, and geeking out—and presents principles for creating effective learning ecosystems. The study aims to enhance community engagement and utilize technology to facilitate learning through collaboration and inquiry.

1. Learning Projects In Glocal Networks:
The Emergence of a Formal and Informal Peer Culture
PhD student, Saara Nissinen saara.nissinen@uef.fi
Dr. Henriikka Vartiainen henriikka.vartiainen@uef.fi
Dr. Petteri Vanninen petteri.vanninen@uef.fi
Professor Sinikka Pöllänen sinikka.pollanen@uef.fi
Connected Learning Summit 2018 | August 1-3, 2018 | MIT Media Lab, Cambridge MA

2. Challenge
Networking, searching, sharing, and
creating information allows youth to
become active members of a variety
of formal and informal glocal
communities, thus preparing and
supporting them in adapting to their
role as lifelong learners.
(Jenkins, Ito, & Boyd, 2016; Kafai & Peppler, 2011; Roth & Lee,
2004)
Three different forms of participation:
1) hanging out (friendship-driven)
2) messing around (interest-driven)
3) geeking out (expertise oriented).
(Jenkins, Ito, & Boyd, 2016)
Connected Learning Summit 2018 | MIT Media Lab

3. Theoretical Framework
Figure 1. Conceptual structure of the afforded learning ecosystem (Liljeström, Enkenberg, & Pöllänen, 2014).
Connected Learning Summit 2018 | MIT Media Lab

4. Principles for creation of connected learning ecosystem
1) connecting learners in the pursuit of
shared learning tasks (object)
2) connecting through diverse technological
tools for producing, creating, and
experimenting with peers (tools and
resources)
3) facilitating interest-driven participation in
openly-networked and generative
communities (community)
(Vartiainen, Liljeström, & Enkenberg, 2012)
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5. This study aims to
examine the co-creation of international
learning ecosystem of two classes
organised around a shared object of
inquiry
Connected Learning Summit 2018 | MIT Media Lab

6. Participants
US FINLAND
TEACHERS (N=2) American science teacher (N= 1) Finnish class teacher (N= 1)
STUDENTS (N= 33) One American combined 7th-8th
grade class, students aged
12-13 years old (N=16)
One Finnish 6th grade class,
students aged 12-13 years old
(N= 17)
Connected Learning Summit 2018 | MIT Media Lab

7. Data Sources
Recorded
Skype
meetings
Blogs Questionnaire
Text Pictures Video ThingLin
k360
Teacher for the
Finnish 6th-grade
class
X
Science teacher of the
combined
7th-8th-grade class in
the United States
X
Finnish 6th-grade
class
X X X X X
Combined
7th-8th-grade class in
the United States
X X X X
Connected Learning Summit 2018 | MIT Media Lab

8. Data Analysis
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9. Connecting theme Joint theme/ driving
questions of the
individual class
Object of students’
formal questions
Object of students’
informal questions
American
students
Forest and water Human impacts on local
natural resources
Monitoring water quality
Preventing of erosion
and stormwater runoff
Difference in peers’
school systems
Difference of peers’
daily lives
Difference of cultures in
Finland and the United
States
Difference in climate in
Finland and the United
States
Finnish
students
How Finns have
utilized/ are utilizing
forests and waterways?
Managing forests
Wood products
Toxic mushrooms
Game management
Peers’ daily life
Peers’ school system
Difference of cultures in
Finland and the United
States
Emerged Objects
Connected Learning Summit 2018 | MIT Media Lab

10. Emerged Tools and Resources
Community resources Information resources Tools and technological resources
for formal inquiries
and connection
for informal
connection
American
students
Peers
School board member
Books, handouts,
Internet, EPA-website,
local forest, creek, and
pond
Blogger, YouTube,
email, Skype, video
editing applications,
digital cameras, canoe,
water purity and quality
measuring tools,
shovel, funnel, nets,
magnifying glass, chest
waders, sampling
equipment, probes,
pH-strips,
Chromebooks, tablets
(Android), paper, pen,
scissors​
Smartphone
application;Snapchat,
FaceTime, and email
Finnish
students
Peers
Senior foresters
ICT expert
Books, Internet,
Museum artifacts
iPads, 360 camera,
Thinglink VR, Blogger,
YouTube, email,
Skype, video editing
applications
Connected Learning Summit 2018 | MIT Media Lab

11. Conclusions
Connected Learning Summit 2018 | MIT Media Lab

12. Future Plans
Three revised design principles for upcoming projects:
1) developing shared interest and peer community through
formal and informal questions
2) Using learners’ own technologies for inquiry and in
connecting with peers
3) facilitating the creation of openly-networked and generative
communities in the pursuit
of constant improvement of ideas and shared object
Connected Learning Summit 2018 | MIT Media Lab

13. We’re looking for new connections!
Thank you!
If you are interested in participating, please contact:
Ma., M.Ed. Saara Nissinen saara.nissinen@uef.fi
Dr. Henriikka Vartiainen henriikka.vartiainen@uef.fi
Dr. Petteri Vanninen petteri.vanninen@uef.fi
Professor Sinikka Pöllänen sinikka.pollanen@uef.fi
Connected Learning Summit 2018 | August 1-3, 2018 | MIT Media Lab, Cambridge MA

14. References
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.
Irvine, CA: Digital Media and Learning Research Hub.
Ito, M., Baumer, S., Bittanti, M., Cody, R., Stephenson, B. H., Horst, H. A.and Perkel, D. (2009),
Hanging out, messing around, and geeking out: Kids living and learning with new media,
MIT press, MA.
Jenkins, H., Ito, M., & Boyd, D. (2016). Participatory culture in a networked era. Cambridge:
Polity.
Kafai, Y. B., & Peppler, K. A. (2011). Youth, technology, and DIY: Developing participatory
competencies in creative media production. Review of Research in Education, 35(1),
89–119.
Liljeström, A., Enkenberg, J., & Pöllänen, S. (2014). The case of design-oriented pedagogy:
What students’ digital video stories say about emerging learning ecosystems. Education
and Information Technologies, 19(3), 583-601.
Roth, W.-M., & Lee, S. (2004). Science education as/for participation in the community. Science
Education, 88, 263–291.
Vartiainen, H., Liljeström, A. and 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, Vol. 18 No. 15, pp. 2097–2119.