Collaboration and co-regulation in Invention Projects

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Designing and Structuring the Invention process

This chapter describes how teachers can learn, design, and structure invention projects at school. Two process models are presented: project-based engineering and learning by collaborative design, highlighting knowledge creation, science, engineering, and design practices. By elaborating on these models and previous learning and designing by making research, the invention pedagogy process model and its structural phases is introduced. This model has been found to be beneficial in supporting the implementation of the project in practice. Through a case example from a university-level teacher education course, the focus is on how student teachers become acquainted with the invention pedagogy and pedagogical design of the invention project.Peer reviewe

Sharing risk experiences of polydrug use on YouTube

Purpose The purpose of this paper is to discuss what kinds of messages about the risks of polydrug use are mediated in YouTube video blogs and on what kinds of norms and values do the vloggers base these messages. Design/methodology/approach The data consist of 12 YouTube videos where vloggers share their own experiences of the risks and harms of polydrug use. In the analysis, the actantial model of Greimas' theory of structural semiotics was applied. Findings Two main types of videos were identified - sobriety and controlled use - where polydrug use has different meanings. In sobriety videos, polydrug use is presented as the heavy use of multiple substances. In the videos dealing with controlled use, polydrug use is taken as the combining of certain substances. Whereas the sobriety videos emphasized total abstinence from all substances due to their destructiveness, the videos about controlled use emphasized risk awareness when combining substances. Despite modern digital media and a new generation operating in this space, the messages of the risks of polydrug use mainly repeat those of familiar discourses. Originality/value This paper offers an analytical insight into the ways in which the risks of polydrug use are conceptualized in a YouTube context that is increasingly gaining a foothold among the youth. Greimas' actantial model offers a fruitful tool to find semiotic meanings that hide under the surface. The model has not been applied in previous drug research.Peer reviewe

Elementary school pupils’ co-inventions : products and pupils’ reflections on processes

The study focuses on examining elementary pupils' (N = 42, 11-13 years old) reflections on collaborative design processes, team collaboration and their co-inventions. Digital and traditional fabrication technologies were used in a 2-year co-invention project containing approximately 16 sessions during year 1 and 11 sessions in year 2. Between the two project periods, the pupils were asked to write a structured essay about their co-invention and design process, and in year 2 they kept journal notes in each team's design-folder. Each pupil's structured essay was analyzed with qualitative content analysis that focused on three main aspects: (1) description of the co-invention, (2) progress of the co-invention process and (3) quality of collaboration. Based on the essay analysis, we constructed a "Co-invention Table" with five categories: user, conceptual design, technical design, appearance, and construction. The nature of the 13 pupil-teams' co-inventions varied greatly, and these co-inventions were divided according to three main functions: (1) improving cleanliness, (2) providing reminders or (3) addressing well-being. The essays provided information on how creative ideas were generated and how critical thinking and evaluation of ideas were crucial in improving ideas for further development. The collaboration was dependent on everyone's active and equal participation into work and the importance of an adequate division of the labor was highlighted.Peer reviewe

Undergraduate curriculum in palliative medicine at Tampere University increases students' knowledge

Background: Education in palliative medicine (PM) at medical schools reveals wide variation despite the increasing importance of palliative care. Many universities present poor description of the benefits and detailed content of the total curriculum in PM. Using the recommendations of European Association for Palliative Care (EAPC) as a reference, we evaluated the content and outcomes of the curriculum in PM at the University of Tampere, Finland. Methods: We searched for a PM curriculum by examining the teaching offered by every specialty and compared it to EAPC recommendations. Students' knowledge was evaluated using a progress test over three consecutive years. Results: We found 53.5 teaching hours addressing PM issues, which exceeds the recommendation of the EAPC. Basics, symptom management, ethics, and communication skills were well established, while education in psychosocial/spiritual aspects, teamwork and self-reflection failed to reach the recommendations. Out of the maximum of 4.0, the progress test mean scores in PM among the third, fourth, fifth and sixth year students were 0.1 (SD 0.71), 0.69 (SD 1.28), 1.38 (SD 1.46) and 2.53 (SD 1.26), respectively (p <0.001). This growing knowledge was associated with the timely increase in teaching provided through the PM discipline. In addition, the students who completed the optional PM course achieved better mean scores (2.66; SD 1.27) than the others (1.33; SD 1.43) (p <0.001). Conclusions: The curriculum in PM at the University of Tampere is integrated into the teaching of many disciplines and complied well with the EAPC recommendations. This education led to increasing knowledge in PM among medical students.Peer reviewe