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Henriikka Vartiainen Jorma Enkenberg 《Educational technology research and development : ETR & D》2013,61(5):841-862
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. 相似文献
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Pirkko Vartiainen 《Higher Education in Europe》2005,30(3-4):371-384
This article analyses institutional evaluations of higher education in England and Finland through the concept of legitimacy. The focus of the article is on the institutional tendencies of legitimacy. This author's hypothesis is that evaluation is legitimate when the evaluation process is of a good quality and accepted both morally and in practice by people involved in the process. The central question is: What are the institutional tendencies of modern higher education evaluation? The article deliberates the many‐sided elements of legitimate evaluation and ends with conclusions that show the similarities and differences of institutional tendencies of higher education evaluation in the studied countries. 相似文献
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Henriikka Vartiainen Hanna Vuojärvi Kaija Saramäki Miikka Eriksson Ilkka Ratinen Piritta Torssonen Petteri Vanninen Sinikka Pöllänen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1304-1320
This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education. 相似文献
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Valtonen Teemu Leppänen Ulla Hyypiä Mareena Kokko Anna Manninen Jyri Vartiainen Henriikka Sointu Erkko Hirsto Laura 《Learning Environments Research》2021,24(3):371-388
Learning Environments Research - Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical... 相似文献
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This paper analyzes the campus-based tensions which are emerging in the multi-campus university during a critical period of structural development. A multi-campus system easily generates intrinsic tensions between ‘localist’ campus-based interests and system-level interests, in which the interests of external stakeholders often play a central role. These campus-based tensions are empirically explored through two illustrative examples involving the University of Eastern Finland, which is a multi-campus university established through the merger of two universities in 2010. The key theoretical idea of the analysis derives from a multi-scalar framework, in which the actors and processes of structural development are analyzed across multiple geographical scales. The findings of the case studies are divided into four types, addressing the competitive spatial horizons of the main university actors and stakeholders. From a management perspective, structural development in a multi-campus university is seen as a difficult balancing act between campus-based and system-wide interests. 相似文献
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