Yksin, yhdessä vai jaetusti? Oppimisen haasteet tulevaisuudessa Harto Pönkä
Professori Sanna Järvelän esitys DevelOPE-seminaarissa 24.3.2009. Lisätietoja: http://develope.wordpress.com/2009/03/17/seminaari-35-oppiminen-taitoa-vai-tahtoa/
Yksin, yhdessä vai jaetusti? Oppimisen haasteet tulevaisuudessa Harto Pönkä
Professori Sanna Järvelän esitys DevelOPE-seminaarissa 24.3.2009. Lisätietoja: http://develope.wordpress.com/2009/03/17/seminaari-35-oppiminen-taitoa-vai-tahtoa/
This document provides information about the Learning and Educational Technology (LET) minor subject studies program at the University of Oulu. It introduces the LET research unit and its focus on understanding learning through motivation, self-regulation and social aspects. The minor studies program is described as consisting of introductory courses in learning theory and technology as well as courses in designing technology-enhanced learning and educational projects. The goals of the program are also listed, which are to understand learning theories and evaluate technologies for learning, collaborate in learning communities, and recognize the role of technology in modern learning.
This document outlines the schedule and steps for a problem-based learning course taking place from January 31 to April 18. The schedule includes dates, times, locations and topics to be covered. It describes a 7 step collaborative process the students will go through to address problems related to technological scripting for education. This involves clarifying concepts, defining a problem, brainstorming, organizing ideas, setting learning goals, individual research, and later discussion and presentation of findings. Assessment will consider both individual and collaborative work, with grades based on pedagogical and technological scripts produced by each team.
The document discusses the importance of learning sciences in developing effective learning environments. It notes that traditional schooling models are based on assumptions not grounded in evidence, and learning sciences can help design schools that foster deeper conceptual understanding through collaboration and authentic contexts. Key findings from learning sciences emphasize deeper learning over fact memorization and the value of social and technological environments for stimulating knowledge acquisition.
This document outlines a course on learning theory and the pedagogical use of technology. The course covers self-regulated learning, collaborative learning, and learning of expertise. It explores how technology can support learning and collaborative knowledge construction. The course structure includes lectures, study circles, exams, collaborative writing assignments, and presentations. Students will learn about planning, guiding, and evaluating technology-supported learning based on learning research.
Collaborative learning refers to studying in a group where members construct a joint understanding through social interaction. It draws from theories that knowledge is built socially and learning occurs through participation in communities. Collaborative learning is effective because it can activate important learning mechanisms like explaining, arguing, giving feedback, and sharing knowledge. While technology like computer-supported collaborative learning (CSCL) can support collaboration, the quality of interaction and learner involvement are more important than the technology itself for achieving deep learning.
Diasarja Rellun lukio-opettajien vesopäivästä 10 v takaa. ITK-konferenssin retroesityksessa keväällä 2020 (siirtyi koronan vuoksi joulukuulle 2021) esillä tulee olemaan vain yli 10 v. vanhoja materiaaleja. #ITK2020 #ITK2021 #ITK30v #juhlaITK
https://www.slideshare.net/MatleenaLaakso/rellun-veso-1182009-itkretroesitys
Vuonna 2009 en vielä kaikkia sisältöjäni CC-lisensoinut. Minun puolesta tätä saa käyttää CC BY-SA -lisenssillä.
This document provides information about the Learning and Educational Technology (LET) minor subject studies program at the University of Oulu. It introduces the LET research unit and its focus on understanding learning through motivation, self-regulation and social aspects. The minor studies program is described as consisting of introductory courses in learning theory and technology as well as courses in designing technology-enhanced learning and educational projects. The goals of the program are also listed, which are to understand learning theories and evaluate technologies for learning, collaborate in learning communities, and recognize the role of technology in modern learning.
This document outlines the schedule and steps for a problem-based learning course taking place from January 31 to April 18. The schedule includes dates, times, locations and topics to be covered. It describes a 7 step collaborative process the students will go through to address problems related to technological scripting for education. This involves clarifying concepts, defining a problem, brainstorming, organizing ideas, setting learning goals, individual research, and later discussion and presentation of findings. Assessment will consider both individual and collaborative work, with grades based on pedagogical and technological scripts produced by each team.
The document discusses the importance of learning sciences in developing effective learning environments. It notes that traditional schooling models are based on assumptions not grounded in evidence, and learning sciences can help design schools that foster deeper conceptual understanding through collaboration and authentic contexts. Key findings from learning sciences emphasize deeper learning over fact memorization and the value of social and technological environments for stimulating knowledge acquisition.
This document outlines a course on learning theory and the pedagogical use of technology. The course covers self-regulated learning, collaborative learning, and learning of expertise. It explores how technology can support learning and collaborative knowledge construction. The course structure includes lectures, study circles, exams, collaborative writing assignments, and presentations. Students will learn about planning, guiding, and evaluating technology-supported learning based on learning research.
Collaborative learning refers to studying in a group where members construct a joint understanding through social interaction. It draws from theories that knowledge is built socially and learning occurs through participation in communities. Collaborative learning is effective because it can activate important learning mechanisms like explaining, arguing, giving feedback, and sharing knowledge. While technology like computer-supported collaborative learning (CSCL) can support collaboration, the quality of interaction and learner involvement are more important than the technology itself for achieving deep learning.
Diasarja Rellun lukio-opettajien vesopäivästä 10 v takaa. ITK-konferenssin retroesityksessa keväällä 2020 (siirtyi koronan vuoksi joulukuulle 2021) esillä tulee olemaan vain yli 10 v. vanhoja materiaaleja. #ITK2020 #ITK2021 #ITK30v #juhlaITK
https://www.slideshare.net/MatleenaLaakso/rellun-veso-1182009-itkretroesitys
Vuonna 2009 en vielä kaikkia sisältöjäni CC-lisensoinut. Minun puolesta tätä saa käyttää CC BY-SA -lisenssillä.
SeOppi 2|2016
Marraskuu 2016
Julkaisu sisältää artikkeleita mm. seuraavista aiheista:
- Multimodality and learning: Increasing understandability and accessibility
- Personal learning paths as visual roadmaps
- Oppimisanalytiikka hälyttää toimimaan
- Yhtenäinen oppimisympäristö TVT-strategian tavoitteena
Julkaisua painettiin 2 000 kappaletta.
http://www.eoppimiskeskus.fi/tietopalvelut/seoppi/ilmestyneet-lehdet
Suuntana tulevaisuus- Yhteisöllinen koulu ja sosiaalinen media elinikäisten o...Miikka Salavuo
Keynote-esitys Lukion opettajien tvt-päivillä Turussa 15.9. 2012. Esityskalvot ovat osa kokonaisesitystä, eivätkä välttämättä aukea sellaisenaan täysin!
This document outlines different methods that can be used to measure self-regulated learning. It discusses measuring SRL as both an aptitude and an event, and some of the challenges in measurement. Some key methods mentioned include self-report questionnaires, observations of student behavior, think-aloud protocols, learning diaries, interviews, and analyzing digital traces of student interactions in online learning environments. The document advocates for using mixed methods to address limitations of individual approaches and gain a more comprehensive understanding of students' self-regulated learning.
The document discusses self-regulated learning from a metacognitive perspective. It begins by introducing the presenter as a post-doc researcher studying self-regulated learning and socially shared regulation of learning. It then provides an overview of the key aspects of self-regulated learning, including: (1) task understanding, (2) goal setting and planning, (3) enacting strategies like monitoring and controlling, and (4) evaluating. The document emphasizes that self-regulated learning is an active, cyclical process whereby learners personalize their efforts to optimize cognitive, motivational and behavioral processes in pursuit of learning goals.
Self-regulated learning involves students actively monitoring and controlling their cognition, motivation, behavior, and environment in pursuit of goals. It is influenced by personal characteristics as well as social and environmental factors. Effective self-regulated learners are aware of their own strengths and weaknesses, can employ various learning strategies, and are motivated to learn. Regulation may occur individually through self-reflection, or socially through collaboration with others. Developing strong self-regulated learning skills is important for students' well-being, academic success, and ability to adapt to changing demands.
This document outlines the course objectives, content, assessment, and timeline for a course on self-regulated learning. The course aims to help students understand key concepts and theories of self-regulated learning and how to apply them in different contexts. Students will complete individual reflection assignments and participate in collaborative group work, which involves solving cases and preparing teaching sessions. The course will be assessed based on individual and group work and participation.
This document provides information about an online course on Computer-Supported Collaborative Learning (CSCL). The course will be taught over 9 weeks by professors from the Universities of Saarland, Turku, and Oulu. It will cover three topics: scripting, motivation and emotions, and metacognition in CSCL. Students will learn about the theoretical foundations of CSCL and collaborative learning, and how to design, evaluate, and assess collaborative learning environments. The course will include orientation, readings, video lectures, team discussions, and a final exam. Students will be asked to take on discussion roles like contributor, critic, and composer to strengthen argumentation and collaboration skills.
This document outlines the agenda and activities for a learning course meeting. It includes:
1) A presentation by Essi Vuopala on her Pecha Kucha style talk
2) Working in home teams to review initial mind maps on learning and create new mind maps to identify changes
3) A discussion on how participants' understanding of learning has changed during the course
It also provides information on assessment, which is based on active participation, completing portfolio assignments that require reflection on learning, and tasks from ICT workshops. Portfolio Assignment 6 involves reflecting on changes in understanding of learning and the role of collaboration.
The document outlines the agenda for a collaborative working session. It instructs participants to first form expert teams to discuss chapters they read and share key insights. They will then return to their home teams to teach what they learned. Finally, home teams will create a presentation, such as a mind map or comic strip, about the theme of four articles and publish it to their blog. The session aims to foster discussion of readings and collaboration between expert and home teams.
This document outlines the course structure and schedule for an educational technology course taking place over 6 weeks. It details the weekly schedule which includes Monday morning meetings for presentations and information sharing, individual portfolio assignments, collaborative working sessions in small groups, and hands-on ICT workshops. The timetable for the current Monday morning meeting is provided, covering educational technology in countries such as Palestine, Ghana, Thailand, Vietnam, Italy, and Indonesia. Students are assigned to write blog posts about their presentations and comment on others' posts as part of portfolio assignment 5.
This document outlines the agenda and activities for a collaborative working session. It instructs participants to first form expert teams based on book chapters they read, to discuss the main messages, important concepts, new information, and any unclear parts. They will then return to their home teams to teach one another what they learned. As a home team, they will create a mind map summarizing the key points. Finally, the document asks how important concepts from all articles can be connected and presented coherently, and provides reading materials for the next session.
This document outlines the course structure and schedule for an educational technology course taking place over 6 weeks. It includes details on weekly morning meetings for presentations and information sharing, individual portfolio assignments due each week, collaborative working sessions in small groups during various class times, hands-on ICT workshops for two groups on different days, and the timetable of topics to be covered in the morning meeting that day, including educational technology in Germany, Spain, USA, Kyrgyzstan, Iran, and Moldova. It concludes with the instructions for the fourth portfolio assignment, which involves blogging about a student's own presentation or commenting on two other interesting presentations from the morning meeting.
1) The document outlines an orientation for new students in the Communication and Orientation Studies program, including an introduction to using photo diaries as a reflection method. Students will take one photo per week over six weeks reflecting on themes like home, culture, and studies.
2) It then discusses the concept of culture and gets students to reflect on their impressions of Finnish culture so far. Academic culture is explored, emphasizing independence, integrity, and participation.
3) Finally, the document compares the academic cultures students come from to the culture of studying in Finland and the LET program, noting a focus on independent learning and ability of students to question teachers.
This document outlines the agenda and activities for a collaborative working session on personal learning environments (PLEs). It instructs participants to:
1. Form expert teams to discuss chapters they read and the main messages, important concepts, new insights, and unclear areas.
2. Return to their home teams to teach one another about their chapter's main message, important concepts using a mind map.
3. As a large group, discuss the important concepts found across all articles, how they are the same or different, how concepts are connected, and how to coherently present the main points.
4. Have each member read one of four research articles on PLEs to further their individual understanding.
This document outlines the course structure and schedule for an educational technology course taking place over 6 weeks. It details the various course activities including Monday morning meetings for presentations and information sharing, individual portfolio assignments, collaborative working sessions in small groups, and hands-on ICT workshops. The timetable provides the specific dates and times for each course element. It also lists the topics that will be covered in the student Pecha Kucha presentations during that morning's meeting, and gives instructions for portfolio assignment 3 regarding blogging about the presentations.
The document outlines the schedule and topics for a communication and orientation studies course. It discusses creating a personal study plan (PSP) to guide students through their degree requirements, goals and timeline. Students will continue working on their PSPs in an upcoming computer class and must present original certificates of completed studies. The PSP process involves ongoing review and revision over three years to facilitate on-time graduation.
This document outlines an introductory session on collaborative learning. It instructs participants to:
1) Form expert teams to discuss chapters they read and the main messages, important concepts, new insights, and unclear areas.
2) Return to their home teams to teach others about their chapter's main message and important concepts. They will create a collaborative concept map titled "how people learn".
3) Members will then each read one of several research articles on collaborative learning and be prepared to discuss with their group.
This document provides an introduction to technology enhanced learning. It discusses how the modern knowledge economy requires lifelong learning. It describes key findings from learning sciences, including the importance of deep conceptual understanding, connected knowledge, and collaborative learning. It also discusses motivational competence, self-regulated learning, and how technology can support deep learning and collaboration through representing knowledge concretely and allowing learners to build knowledge together. Examples are given of learning, collaboration, and technology use in the author's research and teaching.
This document outlines the course structure and schedule for an Introduction to Learning and Educational Technology course. It includes details about weekly Monday morning meetings for presentations and information sharing, individual portfolio assignments due each week, collaborative working sessions in small groups on Wednesdays and Fridays, and hands-on ICT workshops for two groups on Thursdays and Tuesdays. This particular Monday's meeting will involve pairing students into teams to prepare a Pecha Kucha presentation on educational technology in their home country, with presentations scheduled over the next few weeks. Students are also assigned a blog post describing the most important things they learned from three assigned video lectures.
This document provides guidance on reporting qualitative research results. It explains that qualitative research aims to interpret and make sense of phenomena in their natural settings by understanding people's meanings and perspectives. The main steps in qualitative research are outlined, including formulating research questions, collecting and interpreting data, and writing findings. When reporting results, the researcher must be consistent, clear, precise, and objective while connecting all aspects of the study. General guidelines recommend highlighting the original context, only reporting results for the research questions, using tables and graphs sparingly with explanation, and indicating which questions the results address. Practical tips include introducing each results section, grouping findings logically by category, and describing the method each set of results came from.
This document provides the timetable and topics for the second part of a qualitative methodology course taking place in the fall of 2015. It includes the dates and locations for weekly lectures on writing research publications, ethical issues, validity and reliability, and reporting results. It instructs students to discuss in groups what they remember from the first part of the course, what topics interest them, and to write down 3 questions they have that they hope will be addressed. It also directs students to check the course's wiki page for latest materials and information.
This document outlines an introductory course collaboration project using mind mapping, concept mapping, and the jigsaw method of learning. It discusses:
1) Students will be divided into teams to create a mind map on the concept of "Learning" and learn about the jigsaw method.
2) The jigsaw method involves students dividing into expert groups to learn about assigned readings and then returning to their original teams to share their new knowledge.
3) The document provides the course schedule and plan for collaborative working sessions, ICT workshops, and assigned readings to be divided among student teams using the jigsaw method.
More from Learning and Educational Technology Research Unit (20)
2. Teema 1
Millaisen
henkilökohtaisen
oppimis-
Miten voisin ympäristön
tukea omien sosiaalinen
Miten voisin media voisi
oppilaideni hyödyntää esim.
(itsesäätöistä) tarjota omassa
blogia omassa oppiaineessani?
oppimista opetuksessani?
sosiaalisen Mihin sisältöihin
median avulla? tai kursseihin se
soveltuisi
erityisesti?
Mitä sosiaalisen
median
palveluita voisin
ottaa käyttöön
omassa
opetuksessani?
Venla Vallivaara & Tommi Inkilä
LET – Learning and Educational Technology Research Unit
University of Oulu
2012
3. Teema 2
Mitä sosiaalisen
Miten voisin median
tukea omien palveluita voisin
oppilaideni ottaa käyttöön
yhteisöllistä omassa
työskentelyä opetuksessani?
sosiaalisen
median avulla?
Miten sosiaalista
mediaa
Miten voisin hyödyntävät
hyödyntää esim. yhteisölliset
wikiä omassa menetelmät
opetuksessani? sopisivat omaan
Mihin sisältöihin opetukseeni?
tai kursseihin se
soveltuisi
erityisesti?
Venla Vallivaara & Tommi Inkilä
LET – Learning and Educational Technology Research Unit
University of Oulu
2012
4. Teema 3
Mitä tarkoittaa
yhteisöllinen
opettajuus ja
miten sitä
Miten voin voitaisiin tukea
hyödyntää sosiaalisella
sosiaalista medialla?
mediaa oman
asiantuntijuuteni
kehittämiseen?
Miten voisin
Mitä sosiaalisen verkostoitua
median sosiaalisen
palveluita voisin median avulla
ottaa käyttöön toisten
oman opetusalan
asiantuntijuuteni asiantuntijoiden
kehittämisessä? kanssa?
Venla Vallivaara & Tommi Inkilä
LET – Learning and Educational Technology Research Unit
University of Oulu
2012
5. – henkilökohtaisena
oppimisympäristönä?
– yhteisöllisen oppimisen
tukena?
– oman asiantuntijuuden ja
verkostojen kehittämisessä?
Venla Vallivaara & Tommi Inkilä
LET – Learning and Educational Technology Research Unit
University of Oulu
2012
6. Suomenkielistä kirjallisuutta aiheesta
• Impiö, Pönkä & Vallivaara
(toim.)(painossa). Sosiaalisen
median opetuskäyttö –
oppimisen teoriaa ja kokemuksia
DevelOPE-hankkeesta.
• Kalliala & Toikkanen (2009).
Sosiaalinen media opetuksessa.
• Aalto & Uusisaari (2009).
Nettielämää – sosiaalisen
median maailmat.
Venla Vallivaara & Tommi Inkilä
LET – Learning and Educational Technology Research Unit
University of Oulu
2012
7. Venla Vallivaara Tommi Inkilä Niina Impiö
venla.vallivaara@oulu.fi tommi.inkila@oulu.fi niina.impio@oulu.fi
Venla Vallivaara & Tommi Inkilä
LET – Learning and Educational Technology Research Unit
University of Oulu
2012