This document provides references for a design-oriented learning process and instructional model. It lists over 50 references from 1978 to 2014 related to topics like participatory culture, collaborative learning, knowledge building, and technology-enhanced learning. The references cover journal articles, book chapters, and reports focused on learning theories and instructional approaches.

2. Available at: http://epublications.uef.fi/

6. Vygotsky,
1978

14. Design-oriented learning process, described as system

15. INSTRUCTIONAL MODEL
see example:
www.openmetsa.fi/dopvideo

16. References
• Barab,
S.,
Chekes-­‐Julkowski,
M.,
Swenson,
R.,
GarreA,
S.,
Shaw,
R.,
&
Young,
M.
(1999).
Principles
of
self-­‐organizaKon:
Learning
as
parKcipaKon
in
autocatakineKc
systems.
The
Journal
of
the
Learning
Sciences,
Vol.
8,
No.
3-­‐4,
pp.
349–390.
• Barab,
S.,
&
Roth,
W-­‐M.
(2006).
Curriculum-­‐based
ecosystems:
SupporKng
knowing
from
an
ecological
perspecKve.
Educa7onal
Researcher,
Vol.
35,
No.
5,
pp.
3–13.
• Bielaczyc,
K.
(2013).
Informing
design
research:
Learning
from
teachers'
designs
of
social
infrastructure.
The
Journal
of
the
Learning
Sciences,
Vol.
22,
No.
2,
pp.
258–
311.
• Binkley,
et
al.
(2011).
Defining
21st
century
skills.
In
P.
Griffin,
B.
McGaw,
&
E.
Care
(Eds.),
Assessment
and
teaching
of
21st
century
skills
(pp.
17–66).
Springer,
New
York,
USA.
• Claxton,
G.
(2002).
EducaKon
for
the
learning
age:
A
sociocultural
approach
to
learning
to
learn.
In
G.
Wells,
&
G.
Claxton
(Eds.),
Learning
for
life
in
the
21st
century
(pp.
21–34).
Blackwell,
Oxford,
United
Kingdom.
• Clinton,
K.,
Jenkins,
H.,
&
McWilliams,
J.
(2013).
New
literacies
in
an
age
of
parKcipatory
culture.
In
H.
Jenkins,
&
W.
Kelley
(Eds.),
Reading
in
a
par7cipatory
culture:
Remixing
Moby-­‐Dick
in
the
English
classroom
(pp.
3–23).
Teachers
College
Press,
New
York,
USA.
• Engeström,
Y.
(1987).
Learning
by
expanding:
An
ac7vity-­‐theore7cal
approach
to
developmental
research.
Orienta-­‐KonsulKt,
Helsinki,
Finland.
• Fischer,
G.
(2013).
Learning,
social
creaKvity,
and
cultures
of
parKcipaKon.
In
A.
Sannino,
&
V.
Ellis
(Eds.),
Learning
and
collec7ve
crea7vity:
Ac7vity-­‐theore7cal
and
sociocultural
studies
(in
press).
Taylor
&
Francis/Routledge,
New
York,
USA.
• Fischer,
G.,
&
Redmiles,
D.
(2008).
Transdisciplinary
educa7on
and
collabora7on,
contribu7on
to
the
Human
Computer
Interac7on
Consor7um
(HCIC)
Workshop
2008.
Retrieved
January
22,
2011,
from
hAp://l3d.cs.colorado.edu
/~gerhard/papers/hcic2008.pdf
• Hakkarainen,
K.
(1998).
Epistemology
of
inquiry
and
computer-­‐supported
collabora7ve
learning.
Unpublished
Ph.D.
thesis.
University
of
Toronto,
Canada.
• Hakkarainen,
K.,
Paavola,
S.,
Kangas,
K.,
&
Seitamaa-­‐Hakkarainen,
P.
(2013).
Socio-­‐cultural
perspecKves
on
collaboraKve
learning:
Towards
collaboraKve
knowledge
creaKon.
In
C.
Hmelo-­‐Silver,
C.
Chinn,
C.
Chan
&
A.
O'Donnell
(Eds.),
Interna7onal
handbook
of
collabora7ve
learning
(pp.
57–73).
Routledge,
New
York,
USA.
• Jenkins,
H.,
et
al.
(2008).
Confron7ng
the
challenges
of
par7cipatory
culture:
Media
educa7on
for
the
21st
century.
IL:
John
D.
and
Catherine
T.
MacArthur
FoundaKon,
Chicago,
USA.
Retrieved
Jan
28,
2014,
from
hAp://www.nwp.org/cs/public/print/resource/2713
• Joseph,
B.,
&
Charnecki,
K.
(2013).
Leveraging
digital
media
to
create
a
parKcipatory
learning
culture
among
incarcerated
youth.
In
A.
Delwiche,
&
D.
Henderson,
The
par7cipatory
cultures
handbook
(pp.
220–231).
Routledge,
New
York,
USA.
• Kangas,
K.,
Seitamaa-­‐Hakkarainen,
P.,
&
Hakkarainen,
K.
(2011).
Design
expert’s
parKcipaKon
in
elementary
students’
collaboraKve
design
process.
Interna7onal
Journal
of
Technology
and
Design
Educa7on,
Vol.
23,
No.
2,
pp.
161–178.
• Krajcik,
J.,
&
Blumenfeld,
P.
(2006).
Project-­‐based
learning.
In
K.
Sawyer
(Ed.),
The
Cambridge
handbook
of
the
learning
sciences
(pp.
317–333).
Cambridge
University
Press,
Cambridge,
USA.
Lévy,
P.
(2013).
The
creaKve
conversaKon
of
collecKve
intelligence.
In
A.
Delwiche,
&
D.
Henderson
(Eds.),
The
par7cipatory
cultures
handbook
(pp.
99–108).
Routledge,
New
York,
USA.
• Liljeström,
A.,
Enkenberg,
J.,
&
Pöllänen,
S.
(2013).
Making
learning
whole:
An
instrucKonal
approach
for
mediaKng
the
pracKces
of
authenKc
science
inquiries.
Cultural
Studies
of
Science
Educa7on,
Vol.
8,
No.
1,
pp.
51–86.
• Liljeström,
A.,
Enkenberg,
J.,
&
Pöllänen,
S.
(2014).
The
case
of
design-­‐oriented
pedagogy:
What
students’
digital
video
stories
say
about
emerging
learning
ecosystems.
Educa7on
and
Informa7on
Technologies,
Vol.
9,
No.
3,
pp.
583–601.
• Loi,
D.,
&
Dillon,
P.
(2006).
AdapKve
educaKonal
environments
as
creaKve
spaces.
Cambridge
Journal
of
Educa7on,
Vol.
36,
No.
3,
pp.
363–381.
• Lombardi,
M.
(2007).
Authen7c
learning
for
the
21st
century:
An
overview.
Retrieved
Nov
15,
2007,
from
hAps://net.educause.edu/ir/library/pdf/ELI3009.pdf

17. • Mizuko,
et
al.
(2013).
Connected
learning:
An
agenda
for
research
and
design.
Digital
Media
and
Learning
Research
Hub,
Irvine,
USA.
• Mäkitalo,
Å.,
Jakobsson,
A.,
&
Säljö
R.
(2009).
Learning
to
reason
in
the
context
of
socioscienKfic
problems.
Exploring
the
demands
on
students
in
“new”
classroom
acKviKes.
In
K.
Kumpulainen,
C.
Hmelo-­‐Silver,
&
M.
Cesar
(Eds.),
Inves7ga7ng
classroom
interac7on.
Methodologies
in
ac7on
(pp.
7–26).
Sense
Publishers,
RoAerdam,
Netherlands.
• NaKonal
EducaKon
Technology
Plan.
(2010).
Transforming
American
educa7on.
Learning
powered
by
technology.
Retrieved
Aug
5,
2013,
from
www.ed.cov/technology/netp-­‐2010.
• Nicolini,
D.,
Mengis,
J.,
&
Swan,
J.
(2012).
Understanding
the
role
of
objects
in
cross-­‐disciplinary
collaboraKon.
Organiza7on
Science,
Vol.
23,
No.
3,
pp.
612–629.
• Rheingold,
H.
(2013).
ParKcipatory
pedagogy
for
a
literacy
of
literacies.
In
A.
Delwiche,
&
D.
Henderson
(Eds.),
The
par7cipatory
cultures
handbook
(pp.
215–219).
Routledge,
New
York,
USA.
• Scardamalia,
M.,
&
Bereiter,
C.
(2006).
Knowledge
building:
Theory,
pedagogy,
and
technology.
In
K.
Sawyer
(Ed.),
Cambridge
handbook
of
the
learning
sciences
(pp.
97–118).
Cambridge
University
Press,
New
York,
USA.
• Scardamalia,
M.,
Bransford,
J.,
Kozma,
R.,
&
Quellmalz,
E.
(2011).
New
assessments
and
environments
for
knowledge
building.
In
P.
Griffin,
B.
McGaw,
&
E.
Care
(Eds.),
Assessment
and
teaching
of
21st
century
skills
(pp.
231–300).
Springer,
New
York,
USA.
• Schank,
R.
(2011).
Teaching
minds.
How
cogni7ve
science
can
save
our
schools.
Teachers
College
Press,
New
York,
USA.
• Seitamaa-­‐Hakkarainen,
P.,
Viilo,
M.,
&
Hakkarainen,
K.
(2010).
Learning
by
collaboraKve
design:
Technology-­‐enhanced
knowledge
pracKces.
Interna7onal
Journal
of
Technology
and
Design
Educa7on,
Vol.
20,
No.
2,
pp.
109–136.
• Seitamaa-­‐Hakkarainen,
P.,
Kangas,
K.,
Raunio,
A.,
&
Hakkarainen,
K.
(2012).
CollaboraKve
design
pracKces
in
technology
mediated
learning.
Journal
of
Design
and
Technology
Educa7on,
Vol.
17,
No.
1,
pp.
54–65.
• Säljö,
R.
(2010).
Digital
tools
and
challenges
to
insKtuKonal
tradiKons
of
learning:
Technologies,
social
memory
and
the
performaKve
nature
of
learning.
Journal
of
Computer
Assisted
Learning,
Vol.
26,
No.
1,
pp.
53–64.
• Thomas,
D.,
&
Brown,
J.
(2011).
A
new
culture
of
learning:
CulKvaKng
the
imaginaKon
for
a
world
of
constant
change.
CreateSpace,
Lexington,
USA.
• Vanninen,
P.
et
al.
(2013).
Forest
in
teacher
educaKon:
The
Open
Forest
portal
as
a
novel
resource
for
learning.
In
T.
Issa,
N.
M.
Sharef,
T.
Issa,
&
P.
Isaías
(Eds.),
Proceedings
of
the
Interna7onal
Conference
on
Sustainability,
Technology
and
Educa7on
(STE2013)
(pp.
111–114).
IADIS
Press.
• VarKainen,
H.
(2014).
Principles
of
design-­‐oriented
pedagogy
for
learning
from
and
with
museum
objects.
PublicaKons
of
the
University
of
Eastern
Finland.
DissertaKons
in
EducaKon,
HumaniKes,
and
Theology,
no.
60.
University
of
Eastern
Finland,
2014.
• VarKainen,
H.,
&
Enkenberg,
J.
(2013a).
Learning
from
and
with
museum
objects:
Design
perspecKves,
environment,
and
emerging
learning
systems.
Educa7onal
Technology
Research
&
Development,
Vol.
61,
No.
5,
pp.
841–862.
• VarKainen,
H.,
&
Enkenberg,
J.
(2013b).
ReflecKons
of
design-­‐oriented
pedagogy
for
sustainable
learning:
An
internaKonal
perspecKve.
Journal
of
Teacher
Educa7on
for
Sustainability,
Vol.
15,
No.
1,
pp.
43–53.
• VarKainen,
H.,
&
Enkenberg,
J.
(2014).
ParKcipant-­‐led
photography
as
a
mediaKng
tool
in
object-­‐oriented
learning
in
museum.
Visitor
Studies,
Vol.
17,
No.
1,
pp.
66–88.
• VarKainen,
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
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18,
No.
15,
pp.
2097–2119.
• Vygotsky,
L.
S.
(1978).
Thought
and
language.
MIT
Press,
Cambridge,
USA.
• Wells,
G.
(2010).
Schooling:
The
contested
bridge
between
individual
and
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• Wells,
G.
(2011).
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and
mo7va7on:
Looking
back,
looking
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Vol.
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References