ABSTRACT This case study aims to develop a conceptual framework for learning in museums, in which... more ABSTRACT This case study aims to develop a conceptual framework for learning in museums, in which digital photography used as a tool to study museum artifacts constitutes an integral part of participatory practices. Participant-led photography was used to study and analyze how teacher education students (N = 20) used digital cameras as tools in object-oriented learning during museum visits. The content analysis of 753 students’ photographs and photographic episodes from video data of museum visits provided a picture of the ways in which students used their cameras to mediate their relationship with the museum's artifacts and with each other and revealed how the students collectively advanced their understanding of the museum artifacts beyond grasping surface features to involve knowledge-seeking explanations of inquiry questions of their own design. 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.
Design and technology education : an international journal, 2016
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.
International Association for Development of the Information Society, 2014
This paper discusses the OpenForest portal and its related multidisciplinary learning project. Th... more This paper discusses the OpenForest portal and its related multidisciplinary learning project. The OpenForest portal is an open learning environment and ecosystem, in which students can participate in co-developing and co-creating practices. The aim of the OpenForest ecosystem is to create an extensive interactive network of diverse learning resources. In this case study, primary school students (ages 9 to 12, N = 15) participated in a cross-curricular learning project, in which they produced video artifacts and published them on the portal. The goal of the study was to determine the types of learning practices and artifacts that would emerge from this learning project. The OpenForest portal served as an emerging learning ecosystem, for designing an artifact that represented bread made from pine-bark flour as a multidisciplinary, open, and complex phenomenon. Based on our findings, we argue that the questions that students jointly co-developed at the beginning of the learning projec...
Page 1. COLLABORATIVE VIDEO STORYTELLING as a tool in representations and reflection Anu Liljestr... more Page 1. COLLABORATIVE VIDEO STORYTELLING as a tool in representations and reflection Anu Liljeström, Henriikka Vartiainen, & Jorma Enkenberg, University of Eastern Finland Page 2. CONCEPTUAL FRAMEWORK • Real objects offer exceptional opportunities to develop interest with realworld phenomena, engage in inquiry and develop digital representations • Learning objects as designed digital representations from real objects in context • Design-oriented pedagogy is based on collaborative designing of learning objects ...
Abstract The study aimed to describe and compare, in a test-control setting, the implementation o... more Abstract The study aimed to describe and compare, in a test-control setting, the implementation of nutrition health education as well as the experiences of seventh-grade pupils and members of the school staff concerning the use of a web-based learning environment and the Internet for purposes of nutrition health learning. The results show that the methods of nutrition health education used in the test schools were more diversified than those used in the control schools. The test school pupils felt that learning in the web- ...
ABSTRACT Conflicting inclusive data from the CERN intersecting storage rings, treated with Landau... more ABSTRACT Conflicting inclusive data from the CERN intersecting storage rings, treated with Landau's original hydrodynamical differential equations for an arbitrary equation of state (p=Hε) describing the created hadronic matter fluid, lead to two different physical pictures. A recent Pisa-Stony Brook experiment suggests p=0.3ε; p=ε/3 implies scale invariance, suggesting we are near an asymptotic region governed by scaling. However, earlier experiments imply that the dynamics may be quite different (p≈1/2ε,), with viscous hadronic "fluid" being produced.
PurposeThe purpose of this study was to investigate the views of school staff on a nutrition heal... more PurposeThe purpose of this study was to investigate the views of school staff on a nutrition health project implemented via an ICT‐based learning environment in a secondary school (7th to 9th grades).Design/methodology/approachThe study was a part of the wider European Network for Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe SHE) in Finland, and particularly its sub‐project, From Puijo to the World with Health Lunch, which sought to renew secondary schools' nutrition health education by developing and utilising an ICT‐based learning environment using participatory action research. The data were collected by means of recall interviews conducted with 12 teachers, two school health nurses and two school catering managers after the nutrition health project ended. The data were analysed with qualitative content analysis using Atlas.ti software.FindingsThe findings regarding the views of the school staff – teachers, school health nurses and schoo...
This paper presents a case study in which multi-age students (aged 6–12, N = 32) in small groups ... more This paper presents a case study in which multi-age students (aged 6–12, N = 32) in small groups made autonomous inquiries about the phenomenon of winter fishing within the framework of design-oriented pedagogy. The research analyzed storytelling videos that the students produced as learning objects. These videos revealed a picture of the developed learning process and influence afforded and emerged learning ecosystem on it. The research question was as follow: What do the digital stories reveal about the emerged learning ecosystem and learning processes? The qualitative content analysis of the videos’ structure, students’ commentary, and descriptions of the implemented activities revealed that each small group constructed its own niche in the learning ecosystem. By self-organizing and utilizing the afforded community, technology, and information resources, the students constructed their own interpretations of their chosen research tasks and related inquiries. Based on the findings, we argue that such inquiry-driven learning tasks and afforded learning resources guide students to search for strategic types of knowledge to understand the given phenomena and communicate their complex study processes. The study confirms that students’ agency in design-oriented pedagogy will resemble that expected of 21st-century learners. Moreover, young children (from the age of 6) can participate and become active community members in the co-developed learning process and in the creation of local knowledge in the form of storytelling.
1) Minkälainen paino tulee opetussuunnitelmissa olla asiantuntijatiedolla (tutkimustieto) ja vast... more 1) Minkälainen paino tulee opetussuunnitelmissa olla asiantuntijatiedolla (tutkimustieto) ja vastaavasti alan ammattilaisten käytännöistä nousevalla tiedolla? Kysymys liittyy työelämän odotusten ja yliopiston opiskelijoilleen välittämän tiedon ja osaamisen välillä vallitsevaan ristiriitaan. 2) Miten rakentaa koulutus, jotta se muodostaa perustan opiskelijan kasvulle ja kehitykselle koulutuksen jälkeisessä elämässä? Kysymys liittyy keskusteluun yliopistokoulutuksen tavoitteista. Ongelmaksi näyttää nousevan se, että ...
The purpose of this study was to describe Finnish eighth-graders'(14 to 15 years old) experi... more The purpose of this study was to describe Finnish eighth-graders'(14 to 15 years old) experiences of a web-based health promotion project titled" From Puijo to the World with Health Lunch". The project is part of the European Network of Health Promoting Schools (ENHPS) programme in Finland, and it was carried out during 2000 to 2004 in two junior high schools in Eastern Finland. The goal of the project was to develop health education on the seventh to the ninth grades in schools utilising methods of ICT. The ...
Educational Technology Research and Development, 2013
ABSTRACT Sociocultural approaches emphasize the systemic, context-bound nature of learning, which... more ABSTRACT 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.
Abstract: In this paper, we introduce an instructional model for technology-enhanced learning in ... more Abstract: 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 b...
Education and Information Technologies (Online first 2013), Oct 5, 2013
This paper presents a case study in which multi-age students (aged 6–12, N = 32) in small groups ... more This paper presents a case study in which multi-age students (aged 6–12, N = 32) in small groups made autonomous inquiries about the phenomenon of winter fishing within the framework of design-oriented pedagogy. The research analyzed storytelling videos that the students produced as learning objects. These videos revealed a picture of the developed learning process and influence afforded and emerged learning ecosystem on it. The research question was as follow: What do the digital stories reveal about the emerged learning ecosystem and learning processes? The qualitative content analysis of the videos’ structure, students’ commentary, and descriptions of the implemented activities revealed that each small group constructed its own niche in the learning ecosystem. By self-organizing and utilizing the afforded community, technology, and information resources, the students constructed their own interpretations of their chosen research tasks and related inquiries. Based on the findings,...
ABSTRACT This case study aims to develop a conceptual framework for learning in museums, in which... more ABSTRACT This case study aims to develop a conceptual framework for learning in museums, in which digital photography used as a tool to study museum artifacts constitutes an integral part of participatory practices. Participant-led photography was used to study and analyze how teacher education students (N = 20) used digital cameras as tools in object-oriented learning during museum visits. The content analysis of 753 students’ photographs and photographic episodes from video data of museum visits provided a picture of the ways in which students used their cameras to mediate their relationship with the museum's artifacts and with each other and revealed how the students collectively advanced their understanding of the museum artifacts beyond grasping surface features to involve knowledge-seeking explanations of inquiry questions of their own design. 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.
ABSTRACT This case study aims to develop a conceptual framework for learning in museums, in which... more ABSTRACT This case study aims to develop a conceptual framework for learning in museums, in which digital photography used as a tool to study museum artifacts constitutes an integral part of participatory practices. Participant-led photography was used to study and analyze how teacher education students (N = 20) used digital cameras as tools in object-oriented learning during museum visits. The content analysis of 753 students’ photographs and photographic episodes from video data of museum visits provided a picture of the ways in which students used their cameras to mediate their relationship with the museum's artifacts and with each other and revealed how the students collectively advanced their understanding of the museum artifacts beyond grasping surface features to involve knowledge-seeking explanations of inquiry questions of their own design. 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.
Design and technology education : an international journal, 2016
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.
International Association for Development of the Information Society, 2014
This paper discusses the OpenForest portal and its related multidisciplinary learning project. Th... more This paper discusses the OpenForest portal and its related multidisciplinary learning project. The OpenForest portal is an open learning environment and ecosystem, in which students can participate in co-developing and co-creating practices. The aim of the OpenForest ecosystem is to create an extensive interactive network of diverse learning resources. In this case study, primary school students (ages 9 to 12, N = 15) participated in a cross-curricular learning project, in which they produced video artifacts and published them on the portal. The goal of the study was to determine the types of learning practices and artifacts that would emerge from this learning project. The OpenForest portal served as an emerging learning ecosystem, for designing an artifact that represented bread made from pine-bark flour as a multidisciplinary, open, and complex phenomenon. Based on our findings, we argue that the questions that students jointly co-developed at the beginning of the learning projec...
Page 1. COLLABORATIVE VIDEO STORYTELLING as a tool in representations and reflection Anu Liljestr... more Page 1. COLLABORATIVE VIDEO STORYTELLING as a tool in representations and reflection Anu Liljeström, Henriikka Vartiainen, & Jorma Enkenberg, University of Eastern Finland Page 2. CONCEPTUAL FRAMEWORK • Real objects offer exceptional opportunities to develop interest with realworld phenomena, engage in inquiry and develop digital representations • Learning objects as designed digital representations from real objects in context • Design-oriented pedagogy is based on collaborative designing of learning objects ...
Abstract The study aimed to describe and compare, in a test-control setting, the implementation o... more Abstract The study aimed to describe and compare, in a test-control setting, the implementation of nutrition health education as well as the experiences of seventh-grade pupils and members of the school staff concerning the use of a web-based learning environment and the Internet for purposes of nutrition health learning. The results show that the methods of nutrition health education used in the test schools were more diversified than those used in the control schools. The test school pupils felt that learning in the web- ...
ABSTRACT Conflicting inclusive data from the CERN intersecting storage rings, treated with Landau... more ABSTRACT Conflicting inclusive data from the CERN intersecting storage rings, treated with Landau's original hydrodynamical differential equations for an arbitrary equation of state (p=Hε) describing the created hadronic matter fluid, lead to two different physical pictures. A recent Pisa-Stony Brook experiment suggests p=0.3ε; p=ε/3 implies scale invariance, suggesting we are near an asymptotic region governed by scaling. However, earlier experiments imply that the dynamics may be quite different (p≈1/2ε,), with viscous hadronic "fluid" being produced.
PurposeThe purpose of this study was to investigate the views of school staff on a nutrition heal... more PurposeThe purpose of this study was to investigate the views of school staff on a nutrition health project implemented via an ICT‐based learning environment in a secondary school (7th to 9th grades).Design/methodology/approachThe study was a part of the wider European Network for Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe SHE) in Finland, and particularly its sub‐project, From Puijo to the World with Health Lunch, which sought to renew secondary schools' nutrition health education by developing and utilising an ICT‐based learning environment using participatory action research. The data were collected by means of recall interviews conducted with 12 teachers, two school health nurses and two school catering managers after the nutrition health project ended. The data were analysed with qualitative content analysis using Atlas.ti software.FindingsThe findings regarding the views of the school staff – teachers, school health nurses and schoo...
This paper presents a case study in which multi-age students (aged 6–12, N = 32) in small groups ... more This paper presents a case study in which multi-age students (aged 6–12, N = 32) in small groups made autonomous inquiries about the phenomenon of winter fishing within the framework of design-oriented pedagogy. The research analyzed storytelling videos that the students produced as learning objects. These videos revealed a picture of the developed learning process and influence afforded and emerged learning ecosystem on it. The research question was as follow: What do the digital stories reveal about the emerged learning ecosystem and learning processes? The qualitative content analysis of the videos’ structure, students’ commentary, and descriptions of the implemented activities revealed that each small group constructed its own niche in the learning ecosystem. By self-organizing and utilizing the afforded community, technology, and information resources, the students constructed their own interpretations of their chosen research tasks and related inquiries. Based on the findings, we argue that such inquiry-driven learning tasks and afforded learning resources guide students to search for strategic types of knowledge to understand the given phenomena and communicate their complex study processes. The study confirms that students’ agency in design-oriented pedagogy will resemble that expected of 21st-century learners. Moreover, young children (from the age of 6) can participate and become active community members in the co-developed learning process and in the creation of local knowledge in the form of storytelling.
1) Minkälainen paino tulee opetussuunnitelmissa olla asiantuntijatiedolla (tutkimustieto) ja vast... more 1) Minkälainen paino tulee opetussuunnitelmissa olla asiantuntijatiedolla (tutkimustieto) ja vastaavasti alan ammattilaisten käytännöistä nousevalla tiedolla? Kysymys liittyy työelämän odotusten ja yliopiston opiskelijoilleen välittämän tiedon ja osaamisen välillä vallitsevaan ristiriitaan. 2) Miten rakentaa koulutus, jotta se muodostaa perustan opiskelijan kasvulle ja kehitykselle koulutuksen jälkeisessä elämässä? Kysymys liittyy keskusteluun yliopistokoulutuksen tavoitteista. Ongelmaksi näyttää nousevan se, että ...
The purpose of this study was to describe Finnish eighth-graders'(14 to 15 years old) experi... more The purpose of this study was to describe Finnish eighth-graders'(14 to 15 years old) experiences of a web-based health promotion project titled" From Puijo to the World with Health Lunch". The project is part of the European Network of Health Promoting Schools (ENHPS) programme in Finland, and it was carried out during 2000 to 2004 in two junior high schools in Eastern Finland. The goal of the project was to develop health education on the seventh to the ninth grades in schools utilising methods of ICT. The ...
Educational Technology Research and Development, 2013
ABSTRACT Sociocultural approaches emphasize the systemic, context-bound nature of learning, which... more ABSTRACT 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.
Abstract: In this paper, we introduce an instructional model for technology-enhanced learning in ... more Abstract: 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 b...
Education and Information Technologies (Online first 2013), Oct 5, 2013
This paper presents a case study in which multi-age students (aged 6–12, N = 32) in small groups ... more This paper presents a case study in which multi-age students (aged 6–12, N = 32) in small groups made autonomous inquiries about the phenomenon of winter fishing within the framework of design-oriented pedagogy. The research analyzed storytelling videos that the students produced as learning objects. These videos revealed a picture of the developed learning process and influence afforded and emerged learning ecosystem on it. The research question was as follow: What do the digital stories reveal about the emerged learning ecosystem and learning processes? The qualitative content analysis of the videos’ structure, students’ commentary, and descriptions of the implemented activities revealed that each small group constructed its own niche in the learning ecosystem. By self-organizing and utilizing the afforded community, technology, and information resources, the students constructed their own interpretations of their chosen research tasks and related inquiries. Based on the findings,...
ABSTRACT This case study aims to develop a conceptual framework for learning in museums, in which... more ABSTRACT This case study aims to develop a conceptual framework for learning in museums, in which digital photography used as a tool to study museum artifacts constitutes an integral part of participatory practices. Participant-led photography was used to study and analyze how teacher education students (N = 20) used digital cameras as tools in object-oriented learning during museum visits. The content analysis of 753 students’ photographs and photographic episodes from video data of museum visits provided a picture of the ways in which students used their cameras to mediate their relationship with the museum's artifacts and with each other and revealed how the students collectively advanced their understanding of the museum artifacts beyond grasping surface features to involve knowledge-seeking explanations of inquiry questions of their own design. 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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Papers by jorma enkenberg