An application of process-based modelling to the development of branchiness in Scots pine.

A process-oriented tree and stand growth model is extended to be applicable to the analysis of timber quality, and how it is influenced by silvicultural treatments. The tree-level model is based on the carbon balance and it incorporates the dynamics of five biomass variables as well as tree height, crown base, and breast height diameter. Allocation of carbon is based on the conservation of structural relationships, in particular, the pipe model. The pipe-model relationships are extended to the whorl level, but in order to avoid a 3-dimensional model of entire crown structure, the branch module is largely stochastic and aggregated. In model construction, a top-down hierarchy is used where at each step down, the upper level sets constraints for the lower level. Some advantages of this approach are model consistency and efficiency of calculations, but probably at the cost of reduced flexibility. The detailed structure related with the branching module is preliminary and will be improved when more data becomes available. Model parameters are identified for Scots pine in Southern Finland, and example simulations are carried out to compare the development of quality characteristics in different stocking densities

Designing Connected Learning: Emerging learning systems in a craft teacher education course

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

Puruveden metsät : Taustatietoa monitavoitteiseen metsienhoitoon

Puruvesi on tunnettu niin kansallisesti kuin paikallisesti vesistön erinomaisesta laadusta. Merkittävien luontoarvojensa vuoksi yli 77 % Puruvedestä kuuluu Natura 2000-ohjelmaan. Puruveden laatua ja sen virkistyskäyttöarvoa halutaan vaalia myös tulevaisuudessa. Valuma-alueesta suurin osa, 79 % on metsämaata. Metsien käytöllä on siten suuri vaikutus Puruveden tilaan. Ilmaston muuttuessa metsien käyttöön ja metsistä tulevaan hajakuormitukseen on odotettavissa muutoksia. Tähän julkaisuun on koottu tietoa siitä, miten metsien käyttö vaikuttaa vesistön tilaan ja millaisilla keinoilla metsätalouden vesistökuormitusta voidaan vähentää sekä edistää hiilensidontaa ja monimuotoisuutta. Julkaisu on toteutettu osana HIILIPOLKU -hanketta

Allocation of above-ground growth in Pinus sylvestris - impacts of tree size and competition

Abstrac

Metsä oppimisympäristönä

201

Emeritusmetsänhoitaja metsäkulttuurin asialla

201

Teachers’ Insights Into Connected Learning Networks: Emerging Activities and Forms of Participation

The aim of this socioculturally informed study is to explore teachers’ insights into connected-learning activities and networks. An instructional approach based on design-oriented pedagogy (DOP) was employed for a teachers’ in-service project in Finland. An open-ended design task for the participating teachers and educators from kindergartens (N = 27) and primary schools (N = 2) involved designing and implementing a forest-related learning project with their own students or kindergarten children. A deductive content analysis of openly published project portfolios revealed that the teachers and educators harnessed learner interest as a basis for connecting with peers, family, external experts, and extended environments through diverse physical and digital information resources, tool-mediated activities, and the externalization of the learners’ evolving object-oriented ideas. Conclusions are drawn about extended learning networks and activities that afforded inquiry activities to emerge

Connected learning in international learning projects

201