Haluatko tietää, osaako organisaatiosi hyötyntää intuitiota? Mitä hyötyä intuition käytöstä on? Miten intuitio, luovuus ja läpimurrot liittyvät toisiinsa? Mikä on intuition ja rationaalisen järkeilyn suhde?
Intuition hyödyt ja paljon muuta selviävät tästä lyhyestä esityksestä.
The document outlines the schedule and agenda for the final meeting of the TEL1 course on April 18, 2013. In the morning, students will present their course designs in groups. In the afternoon, teams will discuss assessments and evaluations of the course using forms that were previously filled out individually. The meeting will conclude with ending the course. The goal is for student groups to collectively fill out additional assessment forms to provide feedback and for one form to be left with the teacher.
Today's schedule includes:
- A 09:00-10:30 lecture on introduction to learning and educational technology by Sanna Järvelä and Paul Kirschner.
- A 10:45-11:45 discussion on social media as a learning and working environment led by Jari Laru.
- Two sessions of an ICT workshop on mindmapping tools from 12:30-14:00 and 14:30-16:00 led by Jari Laru.
- Two sessions of collaborative studying and starting the first portfolio assignment from 12:30-14:00 and 14:00-16:30 led by Venla Vallivaara.
Haluatko tietää, osaako organisaatiosi hyötyntää intuitiota? Mitä hyötyä intuition käytöstä on? Miten intuitio, luovuus ja läpimurrot liittyvät toisiinsa? Mikä on intuition ja rationaalisen järkeilyn suhde?
Intuition hyödyt ja paljon muuta selviävät tästä lyhyestä esityksestä.
The document outlines the schedule and agenda for the final meeting of the TEL1 course on April 18, 2013. In the morning, students will present their course designs in groups. In the afternoon, teams will discuss assessments and evaluations of the course using forms that were previously filled out individually. The meeting will conclude with ending the course. The goal is for student groups to collectively fill out additional assessment forms to provide feedback and for one form to be left with the teacher.
Today's schedule includes:
- A 09:00-10:30 lecture on introduction to learning and educational technology by Sanna Järvelä and Paul Kirschner.
- A 10:45-11:45 discussion on social media as a learning and working environment led by Jari Laru.
- Two sessions of an ICT workshop on mindmapping tools from 12:30-14:00 and 14:30-16:00 led by Jari Laru.
- Two sessions of collaborative studying and starting the first portfolio assignment from 12:30-14:00 and 14:00-16:30 led by Venla Vallivaara.
This document contains the schedule for a university course on theory and introduction to educational technology over multiple weeks. It includes the dates, times, locations and topics for lectures, exams, workshops and assignments. The course covers subjects like self-regulated learning, collaborative learning, personal learning environments, and using technology to support learning. It is split into groups that meet at different times for workshops and collaborative work.
This document outlines the schedule and activities for an educational projects course on April 12, 2013. The schedule includes a lecture on evaluating projects, presentations of digital stories and final reports by student teams, and peer evaluation of mid-project reports. Instructions are provided on developing digital stories and final reports. Guidelines are also given for designing posters to present project summaries, including content, style, and elements. Students will present their posters on May 3rd and final versions are due by April 25th.
This document outlines the schedule for an educational technology course on May 3rd, 2013. It includes presentations by student project teams on their posters and digital stories. In the morning, six student project teams will present their posters for 15 minutes each with 10 minutes for discussion. In the afternoon, there will be an ICT workshop on creating digital stories to summarize the projects. The document provides details on project requirements and schedules peer evaluations for the final class meeting on May 17th.
The document outlines the steps of a jigsaw activity to promote collaborative learning. It involves dividing students into homegroups, who are each assigned a part of an article to read. The students then form expert groups based on their section to discuss the main points, before returning to their homegroups to summarize the key roles of the teacher in facilitating collaborative dialogue, which are preparing students, influencing interaction, intervening with groups, and guiding whole class practices and future directions.
Here are the peer evaluators for the mid-project reports:
Team 1 sends their report to:
- Päivi Palosaari-Aubry
- Venla Vuorjoki
Team 2 sends their report to:
- Heikki Kontturi
- Päivi Tikkala
Team 3 sends their report to:
- Päivi Tikkala
- Heikki Kontturi
The peer evaluators will:
- Read the two reports they receive
- Provide feedback to the teams in writing or in person at the next class meeting
The feedback should comment on clarity, coherence, alignment of theory and practice, strengths, and areas needing improvement
This document outlines an introductory course on learning and educational technology. It provides the schedule, objectives, contents and learning outcomes of the course. The course will cover basic concepts of educational technology and examine its role in learning society. Students will create a digital portfolio to document their learning and expertise. The course involves lectures, workshops, collaborative work and portfolio assignments. It will be assessed based on participation and quality of digital portfolio.
This document outlines a university course on learning theory and the pedagogical use of technology. The course objectives are to introduce students to theories of self-regulated learning, collaborative learning, and expertise acquisition. It also aims to explore how technology can support learning and collaboration. Students will work in groups to collaboratively write an e-book on these topics by researching, writing chapters, and holding discussions. They will be evaluated based on their participation, exam, e-book contributions, and reflective notes.
This document discusses expertise and expert performance in higher education. It begins by explaining why expertise is important to learn in higher education and describes different types of expertise, particularly the difference between routine and adaptive experts. It then reflects on the type of expertise needed in today's work life. The document provides theoretical and empirical background on expertise and outlines how learning expertise can be designed, such as through collaborative problem-solving methods. Overall, the document aims to explain why expertise is important to learn and how it can be developed.
This document outlines key ethical considerations for conducting research. It discusses that ethics should be followed throughout the entire research process from topic selection to dissemination of results. Researchers must respect participants' autonomy, privacy and consent. They should receive adequate information and understand the voluntary nature of participation. Data must be kept confidential and anonymity protected in publications. Researchers have responsibilities to funders, participants and advancing knowledge, and must be honest and accurate in reporting findings. Checklists are provided to help ensure ethical standards are upheld.
The document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and noting that it involves joint tasks where group members work together to build shared understanding through social interaction. It then examines the educational and social psychological dimensions of collaborative learning. Some key points made include:
- Social interaction is crucial for collaborative learning and involves things like negotiations, presenting new knowledge, and joint decision making.
- Both asynchronous and synchronous interactions in online collaborative learning have benefits and disadvantages when it comes to aspects like feedback, reflection time, and control of discussions.
- Group dynamics in collaborative learning involve factors like group formation processes, roles and statuses of individuals, and challenges like social loafing. Maintaining positive group processes is
This document outlines the course structure and objectives for a university course on designing technology-enhanced learning (TEL). The course will introduce key concepts of TEL and guide students collaboratively in developing a prototype TEL course. It is structured around lectures, collaborative work, and assignments to design the pedagogical and technological aspects of a TEL course. Students will work in international teams using Google Docs to document their work. The goal is for students to gain skills in designing, implementing, and evaluating the use of integrated TEL systems and tools.
Ilmiöpohjainen oppiminen johdattaa tutkivaan opiskelutapaan. Kohteina ovat autenttisen maailman ilmiöt, joiden avulla opiskellaan useamman oppiaineen tavoitteiden mukaisesti. Tähän esitykseen on koottu vinkkejä lukioväelle ilmiöpohjaisen opetuksen suunnittelusta.
This document contains the schedule for a university course on theory and introduction to educational technology over multiple weeks. It includes the dates, times, locations and topics for lectures, exams, workshops and assignments. The course covers subjects like self-regulated learning, collaborative learning, personal learning environments, and using technology to support learning. It is split into groups that meet at different times for workshops and collaborative work.
This document outlines the schedule and activities for an educational projects course on April 12, 2013. The schedule includes a lecture on evaluating projects, presentations of digital stories and final reports by student teams, and peer evaluation of mid-project reports. Instructions are provided on developing digital stories and final reports. Guidelines are also given for designing posters to present project summaries, including content, style, and elements. Students will present their posters on May 3rd and final versions are due by April 25th.
This document outlines the schedule for an educational technology course on May 3rd, 2013. It includes presentations by student project teams on their posters and digital stories. In the morning, six student project teams will present their posters for 15 minutes each with 10 minutes for discussion. In the afternoon, there will be an ICT workshop on creating digital stories to summarize the projects. The document provides details on project requirements and schedules peer evaluations for the final class meeting on May 17th.
The document outlines the steps of a jigsaw activity to promote collaborative learning. It involves dividing students into homegroups, who are each assigned a part of an article to read. The students then form expert groups based on their section to discuss the main points, before returning to their homegroups to summarize the key roles of the teacher in facilitating collaborative dialogue, which are preparing students, influencing interaction, intervening with groups, and guiding whole class practices and future directions.
Here are the peer evaluators for the mid-project reports:
Team 1 sends their report to:
- Päivi Palosaari-Aubry
- Venla Vuorjoki
Team 2 sends their report to:
- Heikki Kontturi
- Päivi Tikkala
Team 3 sends their report to:
- Päivi Tikkala
- Heikki Kontturi
The peer evaluators will:
- Read the two reports they receive
- Provide feedback to the teams in writing or in person at the next class meeting
The feedback should comment on clarity, coherence, alignment of theory and practice, strengths, and areas needing improvement
This document outlines an introductory course on learning and educational technology. It provides the schedule, objectives, contents and learning outcomes of the course. The course will cover basic concepts of educational technology and examine its role in learning society. Students will create a digital portfolio to document their learning and expertise. The course involves lectures, workshops, collaborative work and portfolio assignments. It will be assessed based on participation and quality of digital portfolio.
This document outlines a university course on learning theory and the pedagogical use of technology. The course objectives are to introduce students to theories of self-regulated learning, collaborative learning, and expertise acquisition. It also aims to explore how technology can support learning and collaboration. Students will work in groups to collaboratively write an e-book on these topics by researching, writing chapters, and holding discussions. They will be evaluated based on their participation, exam, e-book contributions, and reflective notes.
This document discusses expertise and expert performance in higher education. It begins by explaining why expertise is important to learn in higher education and describes different types of expertise, particularly the difference between routine and adaptive experts. It then reflects on the type of expertise needed in today's work life. The document provides theoretical and empirical background on expertise and outlines how learning expertise can be designed, such as through collaborative problem-solving methods. Overall, the document aims to explain why expertise is important to learn and how it can be developed.
This document outlines key ethical considerations for conducting research. It discusses that ethics should be followed throughout the entire research process from topic selection to dissemination of results. Researchers must respect participants' autonomy, privacy and consent. They should receive adequate information and understand the voluntary nature of participation. Data must be kept confidential and anonymity protected in publications. Researchers have responsibilities to funders, participants and advancing knowledge, and must be honest and accurate in reporting findings. Checklists are provided to help ensure ethical standards are upheld.
The document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and noting that it involves joint tasks where group members work together to build shared understanding through social interaction. It then examines the educational and social psychological dimensions of collaborative learning. Some key points made include:
- Social interaction is crucial for collaborative learning and involves things like negotiations, presenting new knowledge, and joint decision making.
- Both asynchronous and synchronous interactions in online collaborative learning have benefits and disadvantages when it comes to aspects like feedback, reflection time, and control of discussions.
- Group dynamics in collaborative learning involve factors like group formation processes, roles and statuses of individuals, and challenges like social loafing. Maintaining positive group processes is
This document outlines the course structure and objectives for a university course on designing technology-enhanced learning (TEL). The course will introduce key concepts of TEL and guide students collaboratively in developing a prototype TEL course. It is structured around lectures, collaborative work, and assignments to design the pedagogical and technological aspects of a TEL course. Students will work in international teams using Google Docs to document their work. The goal is for students to gain skills in designing, implementing, and evaluating the use of integrated TEL systems and tools.
Ilmiöpohjainen oppiminen johdattaa tutkivaan opiskelutapaan. Kohteina ovat autenttisen maailman ilmiöt, joiden avulla opiskellaan useamman oppiaineen tavoitteiden mukaisesti. Tähän esitykseen on koottu vinkkejä lukioväelle ilmiöpohjaisen opetuksen suunnittelusta.
Laita se käytäntöön! Kriittinen yhteiskuntateoreettinen viitekehys koulutukse...Mari Simola
Luentoni Koulutussosiologian ja -politiikan (www.helsinki.fi/ksp) maisteriohjelman 1. seminaarissa 28.11.2014. Luento käsittelee sosiologisen viitekehyksen ja tutkimusmenetelmien hyödyntämistä konkreettisessa koulujen ja koulutuksen kehittämistyössä.
Tekijänoikeudet ovat minun.
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)
1. Oppimisen asiantuntijA Pirkko Hyvönen, 2012 Tutkijatohtori Oulun yliopisto Oppimisen ja koulutusteknologian tutkimusyksikkö (LET) EDUTOOL -maisteriohjelma
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6. [email_address] 3. Itsesäätelytieto (self-regulative knowledge) ” How to manage yourself” – lentokenttäesimerkki Ei ole alakohtaista tietoa, vaan opittavissa olevaa tietoa siitä miten toimia haastavissa tilanteissa, esim. opiskelussa.
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9. Tehtävä: Lue seuraava artikkeli ja keskustele sen jälkeen parisi kanssa asiantuntijaopettajan ja noviisiopettajan keskeisistä eroista heidän toiminnassaan luokkahuoneopetuksessa. Pohtikaa perusteluja ja reflektoikaa tuloksia omiin kokemuksiinne. Qiong, L. & Yujing, N. (2009). Dialogue in the elementary school mathematics classroom: A comparative study between expert and novice teacher. Front. Educ China , 4(4), 526-540. .
10. References Barnett, S. M. & Koslowski, B. (2002). Adaptive expertise: Effects on type of experience and the level of theoretical understanding it generates. Thinking and Reasoning, 8(4), 237–267. Bereiter, C. (2002). Design research for sustained innovation. Retrieved from http://ikit.org/fulltext/2002Design_Research.pdf Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves. an inquiry into the nature and implications of expertise. Chicago and La Salle, Illinois: Open Court Publishing Company. Bereiter, C. & Scardamalia, M. (2007). Toward research-based innovation. In models of learning and innovation: draft report. OECD. Retrieved from http://www.olis.oecd.org/olis/2007doc.nsf/3dce6d82b533cf6ec125685d005300b4/47769468f4f5abf5c125738d004123d8/$FILE/JT03235431.PDF Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills (pp. 1- 33). LEA Publisher. Brophy, S., Hodge, L. & Bransford, J. (2004). Work in progress - Adaptive Expertise: Beyond Apply Academic Knowledge. Glaser, R. (1992). Expert knowledge and processes of thinking. In D. F. Halpern (Ed.), Enhancing thinking skills and the sciences and mathematics (pp. 63-75). Hillsdale, New Jersey: Lawrence Erlbaum Associates. Hatano, G., & Inagagi, K. (1986). Two courses of expertise. In H. Stevenson, K. Azuma & K. Hakuta (Eds.), Child development and education in Japan (pp. 262–272). New York (N.Y.): Freeman. Kuhn, J., & Holling, H. (2009). Exploring the nature of divergent thinking: A multilevel analysis. Thinking Skills and Creativity, 4 (2), 116-123.
11. Lin, X., Schwatz, D. L. & Hatano, G. (2005). Toward teachers ’ adaptive metacognition . Educational Psychologist, 40(4), 245–255. Ryle, G. (1990/1949). The concept of mind. Chicago: University of Chicago Press. Silvia, P. J., Martin, C., & Nusbaum, E. C. (2009). A snapshot of creativity: Evaluating a quick and simple method for assessing divergent thinking. Thinking Skills and Creativity, 4 (2), 79-85. doi:DOI: 10.1016/j.tsc.2009.06.005 Tynjälä, P. (2007). Integratiivinen pedagogiikka osaamisen kehittämisessä. Teoksessa H. Kotila, A. Mutanen & M. V . Volanen (Toim.), Taidon tieto (pp. 11–36). Helsinki: Edita. Weisberg, R. W. (2006). Modes of expertise in creative thinking: Evidence from case studies. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (Eds.), (pp. 761-787). Cambridge: Cambridge University Press. Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705-722). Cambridge: Cambridge University Press.