Papers by Henriikka Vartiainen
The beginning of the twenty-first century has been described as a time of development for social ... more The beginning of the twenty-first century has been described as a time of development for social innovations through which people use, share, and create knowledge in ways that differ fundamentally from those of previous eras. To enhance our students’ chances of becoming active agents in their own lives and learning in settings far beyond classrooms, this design-based research aims to synthesize theoretical perspectives and empirical research in order to propose an approach to participatory learning that leverages the opportunities afforded by new technology, cultural environments, and communities, especially museums. The museum was selected as the exemplary context for the development of a research-based pedagogical model because previous research and practice have characterized school field trips to museums as missed educational opportunities.
The theoretical perspectives derived from the socio-cultural theory of learning and learning by collaborative designing serve as the framework for developing and exploring the pedagogical model for design-oriented learning in museums. The empirical research consists of three design experiments that present a continuum focusing on the iterative development of the model and examining different perspectives of it. In Study I, the aim was to examine what kind of learning systems emerged when three different student groups collaboratively designed their own museum visits with the support of a virtual design tool. Study II examined, through participant-led photography, the emergence of the object-oriented design process of pre-service teachers in museum settings. Study III focused on exploring how teachers from eight different European countries experienced the design-oriented pedagogical model and evaluated its usability.
What distinguishes the design-oriented approach from the traditional school field trip to a museum is that the learners themselves design the specific network of museum artifacts, tools, and other resources in terms of the shared design task and their own specific research questions. The results indicate that a technology-mediated design process for the museum visit enhances the creation of collaborative inquiry communities, but only to a limited extent, if the implementation of the activities in the museum does not adequately support participatory forms of learning. Careful consideration should be given to interactions during the museum visit with an emphasis on changing of orientation from providing artifact-related knowledge towards drawing on the museum artifacts as a medium for communication and thinking in the pursuit of a shared object. In this way, museum professionals can better recognize the interests and needs of students from diverse backgrounds and how to guide them to use, connect, and organize the museum’s artifacts and other resources in a way that supports the advancement of inquiry. The results of the study also emphasize the need for diverse personal, social, and professional tools to enhance thoughts and actions in the evolving process of designing, inquiring, and sharing outcomes. Furthermore, the students should be able to participate in the creation of newly made interpretations and combinations of resources with outcomes that are both personal and collective, and contribute to the extended learning community. However, it represents a profound change in the ways we perceive the role of students and learning contexts, and poses challenges for the teachers and educators to bring these pedagogical perspectives into existence, especially when the traditional school practices create various challenges and constraints. The developed research-based pedagogical model with elaborated design principles may help educators in different institutions to recognize current patterns and to facilitate connected learning across spaces and communities.
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The knowledge society has opened the possibility for people to participate in extended learning n... more The knowledge society has opened the possibility for people to participate in extended learning networks and to construct the contexts of their own learning in entirely new ways. These new opportunities challenge educators to advance participatory pedagogy, and to co-develop dynamic learning systems that connect students’ learning ecologies with multiple contexts and communities, their social practices, information resources, and tools. To meet these challenges, this chapter presents a design-oriented pedagogy (DOP) as an initiative for the creation of the novel learning systems required in 21st-century societies. A learning system is understood to be a participatory network of communities, resources, and tools that are organized through co-development. The key elements of the learning system will be presented and bridged to form a more expanded notion of the 21st-century learning environment. The presented insights may help educators in different institutions to promote meaningful participation and inquiry in activities across spaces.
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Vartiainen, H., Pöllänen, S., Liljeström, A. Vanninen, P., & Enkenberg, J. (2016). Designing connected learning: Emerging learning systems in a craft teacher education course. Design and Technology Education: An International Journal, 21 (2), 32-40. This socioculturally informed study aims to apply learning by collaborative designing (LCD) as an... more This socioculturally informed study aims to apply learning by collaborative designing (LCD) as an instructional model for the creation and studying of new kinds of connected learning systems in teacher education. A case study was organized at the University of Eastern Finland in the context of an information and communication technology (ICT) course aimed at craft student teachers’ (N=13). A qualitative content analysis was used to describe the kind of learning systems that emerged when the students collaboratively designed an extended network of people, objects, and tools for their own learning and teaching. The results reveal that the student teams were active in designing and self-organising the learning environment in the pursuit of shared objects, and in using diverse tools and technologies for thinking and for collecting, organising and sharing information. Implications for designing connected learning and teaching across spaces and communities are also discussed.
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Henriikka Vartiaisen kasvatustieteet alaan kuuluva väitöskirja "Principles for Design-Oriented Pe... more Henriikka Vartiaisen kasvatustieteet alaan kuuluva väitöskirja "Principles for Design-Oriented Pedagogy for Learning from and with Museum Objects" tarkastettiin 12.6.2014 Itä-Suomen yliopiston filosofisessa tiedekunnassa. Vastaväittäjänä tilaisuudessa toimi professori Kai Hakkarainen Turun yliopistosta ja kustoksena professori Sinikka Pöllänen Itä-Suomen yliopistosta.
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This case study aims to develop a conceptual framework for learning in museums, in which museum o... more This case study aims to develop a conceptual framework for learning in museums, in which museum objects and digital photography used as tools to study the objects constitute integral parts of participatory practices. Participant-led photography was used to study and analyze how the teacher education students (N = 20) used digital cameras as tools in object-oriented learning during museum visits. The content analysis of students’ photographs (N = 753) and photographic episodes from the video data of the museum visits provided a picture of the ways in which students used their cameras to mediate their relationship with the museum’s objects and with each other, and revealed how the students collectively advanced their understanding of the museum objects beyond grasping the surface features to involve knowledge-seeking explanations of the related inquiry question of their own. The results encourage educators to trust in students’ agency, ideas, and efforts in creating knowledge around shared objects and to use the technology that students already possess and know.
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The beginning of the twenty-first century has been described as a time of development for social ... more The beginning of the twenty-first century has been described as a time of development for social innovations through which people use, share, and create knowledge in ways that differ fundamentally from those of previous eras. The topical and widely accepted focus of education should be toward twenty-first-century skills. However, there is no consensus regarding in which kind of environment these skills can be practiced and neither is there consensus on how to organize the instruction for learning these skills. To enhance our students’ chances of becoming active agents in their own lives and learning in settings far beyond classrooms, a design-oriented learning system is proposed as a context for practicing twenty-first-century skills. A learning system is understood as a system that extends the network of resources, communities, and tools. Respectively, a design-oriented pedagogy has been developed for organizing the ways that diverse people, resources, and tools interact with each other, and for developing the best opportunities for learning from the system. The presented research-based design perspectives may help educators in different institutions to facilitate connected learning across spaces and communities.
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Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is media... more Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research- question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account.
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Vartiainen, H. & Enkenberg, J. (2013). Reflections of design-oriented pedagogy for sustainable learning: An international perspective. Journal of Teacher Education for Sustainability,15 (1), 57-72.
This paper focuses on the expansion of design-oriented pedagogy that encourages approaching globa... more This paper focuses on the expansion of design-oriented pedagogy that encourages approaching global phenomena such as sustainable development from the perspective of local environments, cultures and associated ways of doing things. It aims to determine how project members and teachers from eight different European countries (n = 221) who had participated in the project ìCase Forest ñ pedagogy towards sustainable developmentî experienced the pedagogical model and evaluated its usability from the perspectives of their own educational cultures. The main sources of both theory and data-driven qualitative content analysis are the reports obtained from each country and transcripts of the oral presentations and collaborative discussions. The results indicate that the teachers find current school practices, belief systems and traditional teaching models problematic and see the model as one way to change their schoolsí practices towards sustainable learning.
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In this paper, we introduce an instructional model for technology-enhanced learning
in the frame... more In this paper, we introduce an instructional model for technology-enhanced learning
in the framework of a design-oriented pedagogy. The model is based on the collaborative
designing of learning objects representing real objects in nature and culture environments.
Project-based learning, whole task approach, object-oriented learning, multiple perspectives
and semantically rich objects constitute the framework for a collaborative design process to
articulate, build and share knowledge constructed in a community of learners, teacher and
experts with the support of social media and mobile technologies. The co-development process
supported by socially shared tools will provide possibilities for working with knowledge
objects related to the physical, conceptual or cultural artefacts, so that the constructed learning
objects can serve as starting points for others to adapt, integrate and develop them further to
represent the phenomenon in question. In the paper, the theoretical background of the
pedagogy, the instructional model designed and the development of the model will be
introduced. Four design experiments demonstrate the applicability of the model in different
educational contexts.
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Liljeström, A., Vartiainen, H., Vanninen, P., Enkenberg, J., & Pöllänen, S. (2013). First-year teacher education students’ reflections and interpretations about sustainable development and enhancing learning practices. The International Conference on Sustainability, Technology and Education. The priority objective of every society is to educate students to engage in creating a more susta... more The priority objective of every society is to educate students to engage in creating a more sustainable future. In that, teachers play a crucial role. To meet the challenges, the goal of the present study was to investigate how first-year teacher education students (N = 121) reflect on, understand, and perceive the future of education for sustainable development. Participants were asked to complete a questionnaire designed to measure the use of diverse environments, communities, and technology at different school levels and how student teachers perceive them as a part of their past learning experiences and future teaching. The results indicated that, during their school history, the student teachers have had very few experiences with learning in diverse physical environments or social and technological environments outside of the classroom. The earlier experiences also correlated strongly with the intended teaching. Furthermore, most of the student teachers perceived sustainable development only as an ecological phenomenon. This raises a challenge for teacher education programs to widen the student teachers’ perspectives on learning and teaching by involving them in real-life activities and work with communities situated outside the classroom and the lecture hall. New technology can serve as a great support in that type of enterprise. The findings provide grounds for developing teacher education practices and an open learning environment, the “OpenForest” portal, further to meet these challenges.
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Vanninen, P., Liljeström, A., Vartiainen, H., Enkenberg, J., & Pöllänen, S. (2013). Forests in Teacher education – OpenForest portal as a novel resource for learning. Proceedings of International Conference on Sustainability, Technology and Education (STE2013). Forests are a natural theme in the teacher education program at the University of Eastern Finland... more Forests are a natural theme in the teacher education program at the University of Eastern Finland. Forest as a learning environment can be a way to concentrate on skills that can be recontextualized outside the original learning context. The main object is to solve a multidisciplinary (ecological, economic and social) and complex challenge of real-world design and prepare an artifact, digital construction, or collaborative solution. The aim is to encourage generative skills and knowledge that support wellbeing and sustainable development and reflects value systems and the sense of community. In teacher education, forests are approached in three ways: content, method, and values. An open learning environment, the OpenForest portal has been constructed as a web-based learning tool in order to build and collect our new kind of learning resources. The OpenForest portal is based on three educational pillars: 1) participatory learning in extended and generative communities as a vital concept for learning; 2) diverse technological resources and infrastructure as powerful social and personal tools; 3) and co-development as a powerful social innovation in producing information resources that offer multiple perspectives on forest-related phenomena. OpenForest wiki environment aims to enhance collaborative learning and provides platforms for people to share, develop, and organize knowledge and to collaborate within and outside the school community. Forest-related phenomena are categorized into different domain perspectives by using various media. The Wiki environment combines expert knowledge and personal perspectives, with the intention of breaking down the boundaries of traditional school learning. At present the portal covers over 200 Wiki articles. These articles were produced in collaboration with 145 registered users. The portal has over 70 000 visitors. A selection of Wiki articles will be translated into English in 2014. The Wiki environment is connected to mobile global position system (GPS) technologies.
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Conference Presentations by Henriikka Vartiainen
Yhteisöllinen oppiminen ja avartuvat oppimisympäristöt ovat saanet runsaasti huomiota kouluun sek... more Yhteisöllinen oppiminen ja avartuvat oppimisympäristöt ovat saanet runsaasti huomiota kouluun sekä uuteen opetussuunnitelmiaan kytkeytyvissä keskusteluissa. Samalla on esitetty vaateita kouluoppimisessa vallitsevien käytänteiden sekä toimintakulttuurin muutokselle. Luokkahuoneen ulkopuolelle laajenevan opetuksen ja oppimisen toteuttamiseen on kuitenkin tarjolla hyvin vähän oppimistutkimukseen perustuvia opetusmalleja. Näihin haasteisiin vastaamiseksi tutkimusryhmässämme on usean vuoden ajan kehitetty osallistavaan tutkivaan oppimiseen perustuvaa opetusmallia (Design-suuntautunutta pedagogiikka, DOP). DOP merkitsee yhteiskehittelevää oppimista, missä oppijat ja opettajat yhdessä rajoja ylittämällä sekä ulkopuolisia asiantuntijoita hyödyntämällä suunnittelevat ja rakentavat vastauksia avoimiin haasteisiin erilaisia fyysisiä ja virtuaalisia ympäristöjä, informaatioresursseja sekä teknologioita hyödyntäen.
Tämän tutkimuksen tavoitteena on DOP-pedagogiikan edelleenkehittäminen osallistavan kulttuurin (participatory culture) käytänteiden, erityisesti joukkoistamisen suunnassa. Lähtökohtana on osallistaa opettajat, kasvattajat, asiantuntijat sekä tutkijat laajaan yhteiskehittelyverkostoon, jota yhdistää jaettu kiinnostus opetuksen kehittämiseen sekä uuden OPS:n jalkauttamiseen osallistavan oppimisen ympäristöissä. Tavoitteena on myös muotoilla joukkoistamisprosessia tukeva verkkoympäristö, jonka kautta yhteistä toimintaa jaetaan avoimesti kaikille asiasta kiinnostuneille. Tällöin kuka tahansa DOP-oppimisen tutkimuksesta, kehittämisestä ja soveltamisesta kiinnostunut voi liittyä mukaan verkossa tapahtuvaan yhteissuunnitteluun sekä saada yhteisön tukea käytännön toteutuksiin erilaisissa oppimisen konteksteissa.
Esityksessä tarkastellaan DOP-pedagogiikan ja sen edelleenkehittämisen lähtökohtia. Lisäksi raportoidaan pedagogiikan soveltamisesta ja kehittämisestä kiinnostuneiden opettajien, asiantuntijoiden ja tutkijoiden (N=27) yhteistä tapaamista syksyllä 2014. Joukkoistamisprosessia käynnistelleessä tapaamisessa kokoonnuttiin jakamaan ajatuksia ja kokemuksia DOP-pedagogiikasta sekä siitä, miten pedagogiikkaa voidaan toteuttaa käytännössä. Empiirisenä aineistona toimii tapaamisen äänitallennus, jota täydennetään osallistujien toimittamilla kirjallisilla tarinoilla pedagogiiikan soveltamisesta. Aineiston alustavan analyysin viitekehyksenä toimii DOP-oppimis(en eko)systeemi, jossa yhteiskehittelevää oppimista sekä joukkoistamisprosessin tukemista tarkastellaan systeemisesti oppimisen kohteiden, toimijoiden ja välineiden suunnista.
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Papers by Henriikka Vartiainen
The theoretical perspectives derived from the socio-cultural theory of learning and learning by collaborative designing serve as the framework for developing and exploring the pedagogical model for design-oriented learning in museums. The empirical research consists of three design experiments that present a continuum focusing on the iterative development of the model and examining different perspectives of it. In Study I, the aim was to examine what kind of learning systems emerged when three different student groups collaboratively designed their own museum visits with the support of a virtual design tool. Study II examined, through participant-led photography, the emergence of the object-oriented design process of pre-service teachers in museum settings. Study III focused on exploring how teachers from eight different European countries experienced the design-oriented pedagogical model and evaluated its usability.
What distinguishes the design-oriented approach from the traditional school field trip to a museum is that the learners themselves design the specific network of museum artifacts, tools, and other resources in terms of the shared design task and their own specific research questions. The results indicate that a technology-mediated design process for the museum visit enhances the creation of collaborative inquiry communities, but only to a limited extent, if the implementation of the activities in the museum does not adequately support participatory forms of learning. Careful consideration should be given to interactions during the museum visit with an emphasis on changing of orientation from providing artifact-related knowledge towards drawing on the museum artifacts as a medium for communication and thinking in the pursuit of a shared object. In this way, museum professionals can better recognize the interests and needs of students from diverse backgrounds and how to guide them to use, connect, and organize the museum’s artifacts and other resources in a way that supports the advancement of inquiry. The results of the study also emphasize the need for diverse personal, social, and professional tools to enhance thoughts and actions in the evolving process of designing, inquiring, and sharing outcomes. Furthermore, the students should be able to participate in the creation of newly made interpretations and combinations of resources with outcomes that are both personal and collective, and contribute to the extended learning community. However, it represents a profound change in the ways we perceive the role of students and learning contexts, and poses challenges for the teachers and educators to bring these pedagogical perspectives into existence, especially when the traditional school practices create various challenges and constraints. The developed research-based pedagogical model with elaborated design principles may help educators in different institutions to recognize current patterns and to facilitate connected learning across spaces and communities.
in the framework of a design-oriented pedagogy. The model is based on the collaborative
designing of learning objects representing real objects in nature and culture environments.
Project-based learning, whole task approach, object-oriented learning, multiple perspectives
and semantically rich objects constitute the framework for a collaborative design process to
articulate, build and share knowledge constructed in a community of learners, teacher and
experts with the support of social media and mobile technologies. The co-development process
supported by socially shared tools will provide possibilities for working with knowledge
objects related to the physical, conceptual or cultural artefacts, so that the constructed learning
objects can serve as starting points for others to adapt, integrate and develop them further to
represent the phenomenon in question. In the paper, the theoretical background of the
pedagogy, the instructional model designed and the development of the model will be
introduced. Four design experiments demonstrate the applicability of the model in different
educational contexts.
Conference Presentations by Henriikka Vartiainen
Tämän tutkimuksen tavoitteena on DOP-pedagogiikan edelleenkehittäminen osallistavan kulttuurin (participatory culture) käytänteiden, erityisesti joukkoistamisen suunnassa. Lähtökohtana on osallistaa opettajat, kasvattajat, asiantuntijat sekä tutkijat laajaan yhteiskehittelyverkostoon, jota yhdistää jaettu kiinnostus opetuksen kehittämiseen sekä uuden OPS:n jalkauttamiseen osallistavan oppimisen ympäristöissä. Tavoitteena on myös muotoilla joukkoistamisprosessia tukeva verkkoympäristö, jonka kautta yhteistä toimintaa jaetaan avoimesti kaikille asiasta kiinnostuneille. Tällöin kuka tahansa DOP-oppimisen tutkimuksesta, kehittämisestä ja soveltamisesta kiinnostunut voi liittyä mukaan verkossa tapahtuvaan yhteissuunnitteluun sekä saada yhteisön tukea käytännön toteutuksiin erilaisissa oppimisen konteksteissa.
Esityksessä tarkastellaan DOP-pedagogiikan ja sen edelleenkehittämisen lähtökohtia. Lisäksi raportoidaan pedagogiikan soveltamisesta ja kehittämisestä kiinnostuneiden opettajien, asiantuntijoiden ja tutkijoiden (N=27) yhteistä tapaamista syksyllä 2014. Joukkoistamisprosessia käynnistelleessä tapaamisessa kokoonnuttiin jakamaan ajatuksia ja kokemuksia DOP-pedagogiikasta sekä siitä, miten pedagogiikkaa voidaan toteuttaa käytännössä. Empiirisenä aineistona toimii tapaamisen äänitallennus, jota täydennetään osallistujien toimittamilla kirjallisilla tarinoilla pedagogiiikan soveltamisesta. Aineiston alustavan analyysin viitekehyksenä toimii DOP-oppimis(en eko)systeemi, jossa yhteiskehittelevää oppimista sekä joukkoistamisprosessin tukemista tarkastellaan systeemisesti oppimisen kohteiden, toimijoiden ja välineiden suunnista.
The theoretical perspectives derived from the socio-cultural theory of learning and learning by collaborative designing serve as the framework for developing and exploring the pedagogical model for design-oriented learning in museums. The empirical research consists of three design experiments that present a continuum focusing on the iterative development of the model and examining different perspectives of it. In Study I, the aim was to examine what kind of learning systems emerged when three different student groups collaboratively designed their own museum visits with the support of a virtual design tool. Study II examined, through participant-led photography, the emergence of the object-oriented design process of pre-service teachers in museum settings. Study III focused on exploring how teachers from eight different European countries experienced the design-oriented pedagogical model and evaluated its usability.
What distinguishes the design-oriented approach from the traditional school field trip to a museum is that the learners themselves design the specific network of museum artifacts, tools, and other resources in terms of the shared design task and their own specific research questions. The results indicate that a technology-mediated design process for the museum visit enhances the creation of collaborative inquiry communities, but only to a limited extent, if the implementation of the activities in the museum does not adequately support participatory forms of learning. Careful consideration should be given to interactions during the museum visit with an emphasis on changing of orientation from providing artifact-related knowledge towards drawing on the museum artifacts as a medium for communication and thinking in the pursuit of a shared object. In this way, museum professionals can better recognize the interests and needs of students from diverse backgrounds and how to guide them to use, connect, and organize the museum’s artifacts and other resources in a way that supports the advancement of inquiry. The results of the study also emphasize the need for diverse personal, social, and professional tools to enhance thoughts and actions in the evolving process of designing, inquiring, and sharing outcomes. Furthermore, the students should be able to participate in the creation of newly made interpretations and combinations of resources with outcomes that are both personal and collective, and contribute to the extended learning community. However, it represents a profound change in the ways we perceive the role of students and learning contexts, and poses challenges for the teachers and educators to bring these pedagogical perspectives into existence, especially when the traditional school practices create various challenges and constraints. The developed research-based pedagogical model with elaborated design principles may help educators in different institutions to recognize current patterns and to facilitate connected learning across spaces and communities.
in the framework of a design-oriented pedagogy. The model is based on the collaborative
designing of learning objects representing real objects in nature and culture environments.
Project-based learning, whole task approach, object-oriented learning, multiple perspectives
and semantically rich objects constitute the framework for a collaborative design process to
articulate, build and share knowledge constructed in a community of learners, teacher and
experts with the support of social media and mobile technologies. The co-development process
supported by socially shared tools will provide possibilities for working with knowledge
objects related to the physical, conceptual or cultural artefacts, so that the constructed learning
objects can serve as starting points for others to adapt, integrate and develop them further to
represent the phenomenon in question. In the paper, the theoretical background of the
pedagogy, the instructional model designed and the development of the model will be
introduced. Four design experiments demonstrate the applicability of the model in different
educational contexts.
Tämän tutkimuksen tavoitteena on DOP-pedagogiikan edelleenkehittäminen osallistavan kulttuurin (participatory culture) käytänteiden, erityisesti joukkoistamisen suunnassa. Lähtökohtana on osallistaa opettajat, kasvattajat, asiantuntijat sekä tutkijat laajaan yhteiskehittelyverkostoon, jota yhdistää jaettu kiinnostus opetuksen kehittämiseen sekä uuden OPS:n jalkauttamiseen osallistavan oppimisen ympäristöissä. Tavoitteena on myös muotoilla joukkoistamisprosessia tukeva verkkoympäristö, jonka kautta yhteistä toimintaa jaetaan avoimesti kaikille asiasta kiinnostuneille. Tällöin kuka tahansa DOP-oppimisen tutkimuksesta, kehittämisestä ja soveltamisesta kiinnostunut voi liittyä mukaan verkossa tapahtuvaan yhteissuunnitteluun sekä saada yhteisön tukea käytännön toteutuksiin erilaisissa oppimisen konteksteissa.
Esityksessä tarkastellaan DOP-pedagogiikan ja sen edelleenkehittämisen lähtökohtia. Lisäksi raportoidaan pedagogiikan soveltamisesta ja kehittämisestä kiinnostuneiden opettajien, asiantuntijoiden ja tutkijoiden (N=27) yhteistä tapaamista syksyllä 2014. Joukkoistamisprosessia käynnistelleessä tapaamisessa kokoonnuttiin jakamaan ajatuksia ja kokemuksia DOP-pedagogiikasta sekä siitä, miten pedagogiikkaa voidaan toteuttaa käytännössä. Empiirisenä aineistona toimii tapaamisen äänitallennus, jota täydennetään osallistujien toimittamilla kirjallisilla tarinoilla pedagogiiikan soveltamisesta. Aineiston alustavan analyysin viitekehyksenä toimii DOP-oppimis(en eko)systeemi, jossa yhteiskehittelevää oppimista sekä joukkoistamisprosessin tukemista tarkastellaan systeemisesti oppimisen kohteiden, toimijoiden ja välineiden suunnista.