Identifying objectives for a learning space management system with value-focused thinking

A classroom with a blackboard and some rows of desks is obsolete in special education. Depending on the needs, some students may need more tactile and inspiring surroundings with various pedagogical accessories while others benefit from a simplified environment without unnecessary stimuli. This understanding is applied to a new Finnish special education school building with open and adaptable learning spaces. We have joined the initiative creation process by developing software support for these new spaces in the form of a learning space management system. Participatory design and value-focused thinking were implemented to elicit the actual values of all the stakeholders involved and transform them into software implementation objectives. This paper reports interesting insights about the elicitation process of the objectives

Identifying objectives for a learning space management system with value-focused thinking.

A classroom with a blackboard and some rows of desks is obsolete in special education. Depending on the needs, some students may need more tactile and inspiring surroundings with various pedagogical accessories while others benefit from a simplified environment without unnecessary stimuli. This understanding is applied to a new Finnish special education school building with open and adaptable learning spaces. We have joined the initiative creation process by developing software support for these new spaces in the form of a learning space management system. Participatory design and value-focused thinking were implemented to elicit the actual values of all the stakeholders involved and transform them into software implementation objectives. This paper reports interesting insights about the elicitation process of the objectives

Tabletit historian opetuksessa : opetuskokeilu Voionmaan lukiossa

The research is a case study in Voionmaa gymnasiums history class. The aim of the study was test tablet computers in history course. The study was observed and the feedback from students was collected using questionnaire.Tutkielmassa toteutettiin opetuskokeilu Voionmaan lukion historian 4. kurssilla. Kokeilun tarkoituksena oli testata, miten tabletteja voidaan hyödyntää historian opetuksessa. Kokeilu havainnoitiin ja opiskelijoilta kerättiin palaute kyselylomakkeella

Opettajien kokemuksia Mobiluck-hankkeesta

Tableteista on muodostunut potentiaalinen vaihtoehto kouluissa käytettäväksi teknologiaksi. Tutkimuksessa haastateltiin yhteensä kahtatoista opettajaa Mobiluck- hankkeen lukioista. Tutkimusongelmana oli selvittää, miten tabletteja on hyödynnetty opetuksessa ja millaisia vaikutuksia niillä on ollut. Opettajien kokemuksien perusteella tablettien opetuskäytöstä muodostettiin pedagogisia esimerkkejä. Lisäksi kartoitettiin, miten opettajat käyttivät tablettia henkilökohtaisena välineenä, mitä hyötyä tableteista oli ja millaisia ongelmia kohdattiin. Tutkimuksessa havaittiin, että tabletti mahdollisti paikasta riippumattoman oppimisen ja opiskeltavan sisällön integroimisen autenttiseen maailmaan. Tabletin hyviä ominaisuuksia olivat mobiliteetti, nopeus, luotettavuus ja helppokäyttöisyys.Tablets have become potential technology in schools. Twelve teachers from Mobiluck project were interviewed in this research. The aim of the research was to find out how tablets were used in teaching and what impact the use of this technology had on classroom context. Pedagogical examples were derived from the teachers’ experiences. Another research interest was to find out how the tablets were used as personal devices, what benefits they had in general, and what kinds of problems the teachers experienced. Tablets enabled mobile learning and integration of learning subject to the authentic world. Tablet’s valuable features were mobility, quickness, reliability and user friendliness

Participatory Design: an Approach for Involving Teachers as Design Partners

Teachers play an important role in preparing students for a fast-moving, globalised, and digitalised world. Research to date on teachers and technology has focused on teachers’ skills in using technology and integrating it into learning and teaching. However, the issue is that teachers are often seen as implementors, but are denied the opportunity to influence what i s b eing i m plemented. Thus, teachers may perceive that they are being forced to adopt technology without proper cause. To address this issue, this dissertation examines participatory design as an approach for involving teachers as design partners. Previous participatory design studies in educational contexts have focused on students. To expand such research to include teachers, the present dissertation examines the following: For what purpose have participatory design studies examined teachers? How are teachers’ goals and concerns manifested through participatory design? What issues can be observed when involving teachers in participatory design? The research design comprises three parts: systematic literature mapping of participatory design studies involving teachers; a project involving teachers from a special education school to design a learning space system; and a project piloting a new subject as an elective course in Danish lower secondary education. The systematic mapping produced an overview of the current state of research into participatory design involving teachers. Teachers’ goals and concerns demonstrated how participatory design contributes to the development of a shared pedagogical vision and communication between political decisionmakers and local teachers. The identified i ssues in the two projects were connected to findings from the literature mapping to propose three building blocks of participatory design for involving teachers: identifying roles, needs, rights, and responsibilities, positioning participation as a possibility instead of an obligation, and clarifying an agenda for sustainable outcomes. This dissertation thus serves as a foundation for future efforts in involving teachers in decision-making, for example when introducing digital technologies in education. Keywords: participatory design, design, design-based research, teachers, educators, education, school, technology, digital technologies, digitalisatio

A systematic literature review of participatory design studies involving teachers

Participatory design is a well-known approach that involves stakeholders in designing technologies and other innovations. In education, participatory design is especially advocated for involving students with special needs. However, less attention has been paid to how participatory design can help in collaborations with teachers. This paper presents a systematic literature review of participatory design studies conducted between 2007 and 2017 that involved teachers. A comprehensive compilation of studies was collected from fourteen search engines and databases. Participatory design studies that involved teachers were analysed, organised and synthesised to produce an overview of the studies. The studies were organised into three thematic categories by research topics: (1) environments, (2) practices, and (3) technologies. Studies focusing on environments included for example teacher involvement in designing physical buildings and technologies that were integrated into the environment. Studies focusing on practices considered professional communities, instructional planning, and professional development programmes. Studies focusing on technologies included for example teacher involvement in designing assessment and monitoring tools, educational games, learning and teaching applications, security and safety technologies, and technology for special needs. This systematic literature review provides a solid starting point for future participatory design research involving teachers.peerReviewe

Taulutietokoneet opettajan työssä

Tutkimuksessa selvitettiin systemaattisella kirjallisuuskatsauksella, miten taulutietokoneita opettajan työssä on tutkittu. Kirjallisuuskatsauksen perusteella tutkimustietoa on vähän. Tutkimuskirjallisuudesta on poimittu menetelmät, tutkimuskysymykset ja johtopäätökset. Tuloksia on tarkasteltu iPadien mahdollisuuksien, tutkimusmenetelmien sekä opettajien ja oppilaiden kokemuksien pohjalta

Alien Registration- Davenport, Annie M. (Waterville, Kennebec County)

https://digitalmaine.com/alien_docs/15419/thumbnail.jp

Tensions of student voice in higher education : Involving students in degree programme curricula design

This paper considers the direct involvement of students in degree programme curricula design, specifically four computer science teacher students designing new curricula for the Faculty of Information Technology of the University of Jyväskylä. They participated in a project to make recommendations for the 2017–2020 master’s and bachelor’s programme curricula. We examined how these recommendations were implemented in the new curricula and what hindered student voice. The project led to major changes: making basic studies in mathematics optional, adding three new courses, and defining new learning goal descriptions for two master’s programmes. Several factors hindered student voice: insufficient perceived expertise, doubts about project significance, negative attitudes towards student involvement, and lack of personal interest. Hence, despite the project leading to considerable changes, the students themselves expressed rather critical attitudes towards student involvement in curriculum design. Consequently, promoting student voice in higher education curricula design is a more tensioned phenomenon than has been discussed in earlier research.peerReviewe

Perheellisten ja lapsettomien yliopisto-opiskelijoiden opintoihin kiinnittyminen keskellä koronaviruspandemiaa

Keväällä 2020 yliopistot joutuivat siirtämään suurimman osan opetuksesta verkkoon koronapandemian vuoksi. Opiskeluolosuhteiden äkillinen muutos sekä pandemian pitkittyminen ovat aiheuttaneet huolta opiskelijoiden hyvinvoinnin heikkenemisestä ja sen myötä opintojen etenemisestä. Tässä artikkelissa tutkimme perheellisten ja lapsettomien opiskelijoiden opintoihin kiinnittymistä koronapandemian aikana syksyllä 2021. Tutkimus toteutettiin verkkokyselynä hyödyntäen University student engagement inventory (USEI) -mittaria, joka mittaa opintoihin kiinnittymistä kolmessa ulottuvuudessa: kognitiivinen, emotionaalinen ja behavioraalinen. Tutkimusaineisto sisälsi vastaukset 392 Jyväskylän yliopiston opiskelijalta, joista 44 oli perheellisiä ja 348 lapsettomia. Kerätty aineisto analysoitiin rakenneyhtälömallinnuksella, jonka mittamalli testattiin ensin konfirmatorisella faktorianalyysilla. Tuloksiemme mukaan perheelliset opiskelijat olivat emotionaalisesti vahvemmin opintoihinsa kiinnittyneitä kuin lapsettomat opiskelija. Muita kiinnittymiseen vaikuttaneita tekijöitä olivat opiskelijan ikä ja aloitusvuosi. Vahva emotionaalinen kiinnittyminen oli myös yhteydessä matalampaan opintojen keskeyttämisaikomukseen. Tuloksemme korostavat sitä, että yliopistojen henkilökunnan on tärkeää tarjota opiskelijoille emotionaalista tukea erilaisten kriisiaikojen aikana