21 research outputs found
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A classroom with a blackboard and some rows of desks is obsolete in special education.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
Väitöskirjatutkijoiden tieteellisen kirjoittamisen osaaminen ja tuki suomalaisissa yliopistoissa
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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A classroom with a blackboard and some rows of desks is obsolete in special education.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