Department of Education

This study explores whether university students find that laptop computers and networks increase flexibility and effectiveness of studying. Special attention has been paid to non-traditional students who have extra commitments, such as taking care of children or term-time employment. Questionnaire data was collected from students who had the opportunity to acquire a laptop partly sponsored by the university. The data was analysed quantitatively. Results show that students with children particularly benefited from the support the laptops and networks provided. However, term-time employment did not influence students' experiences of flexibility or effectiveness in studying. Since it is increasingly common for university students to have other commitments along with their studies, this information can be utilised when planning teaching and student support practices.

The main objective of the TravEd Research project is to develop a pedagogical model that exploits mobile technologies and electronic learning environments and that is applied especially to develop decentralised tourism education in tourist destinations with extremely mobile tourism students. Developmental work on the project will be carried out through design-based research (DBR). The approach to learning arises from the socio-cultural tradition inherent to the activities, culture, context, and environment in which the learning takes place. The focuses of attention are collaborative teaching-studying-learning (TSL) processes during which several types of applications that also enable smartphone use are utilised. This paper presents the theoretical underpinnings of the project and the first cycle of the DBR process that will be carried out during an apprenticeship period aiming to develop a pedagogical model for work-based mobile learning in tourism settings/education.

This paper discusses cultural conditions for networked-based mobile education. In our paper, we demonstrate how an Integrated Meta-Model that we have been developing in our MOMENTS project, i.e. Models and Methods for Future Knowledge Construction: Interdisciplinary Implementations with Mobile Technologies, can be used as a heuristic tool for research and pedagogical practice with technology, drawing attention to such cultural and pedagogical aspects and relations which are easily left unnoticed. This Integrated Meta-Model consists of four levels: (i) cultural discourses and practices; (ii) pedagogical models and principles; (iii) action, and (iv) individual acts and activities. These four conceptual levels are complemented with three main components of the model, namely culture, interaction, and adaptability. To concretize our approach, we are presenting findings from four case studies conducted as a part of our MOMENTS project. Finally, we hope to undermine the technological deterministic thinking by reminding that there is a more fundamental cultural change taking place behind the rapid technological development and its pedagogical application. r (R. Koskimaa).

Finnish basic education faces a significant change with the 2016 commissioning of the renewed core curriculum, which introduces a new transversal competence, termed multiliteracies—a concept closely related to media literacy. This systematic literature review examines the research literature on media literacy and multiliteracies, analysing and comparing the nature of knowledge constructed and the varying definitions of the two concepts. Previous review articles (Marten 2010; Potter 2010) found little consensus among scholars regarding the definition of media literacy. This review examines the research literature published in international peer-reviewed academic journals between 2010 and 2014 to investigate whether a mutual understanding of the concept has since been established. The article argues that significant differences exist between the concepts of media literacy and multiliteracies and, further, that Finnish core curriculum defines multiliteracies differently than the research literature defines the term. In line with previous research, this article finds no consensus on the definition of media literacy in the research literature. Based on the multifaceted nature of the concept, this article rejects attempts to establish a universal definition of media literacy and presents a theoretical framework for conceptualising media literacies based on their abstraction levels. The article aims to facilitate understanding of the concept and its operationalisation in research and practice and discusses future opportunities for research on media literacy and multiliteracies.

The ways in which we work and learn are changing rapidly. These changes require research and competencies that are not only new, but which also respond to the requirements of the digital age. The extensive social phenomena and pressures that are a result of digitalisation also call for more careful consideration. Digitalisation requires us to renew educational structures. Massive open online courses (MOOC) and their associated pedagogical decisions can promote the development of digitalisation. Open online courses necessitate a stricter pedagogical structure that enables authentic learning and dialogue based on collaborative knowledge creation. This article presents a case study showing how the DIANA (Dialogical Authentic Netlearning Activity) pedagogical model was used to support collaborative knowledge construction in a micro open online course titled " Making learning personal ". A questionnaire and interviews were used to collect data from fourteen participants, and qualitative content analysis was used to analyse the data. Various phenomena of MOOCs are evident in the results, however, the results also reveal the challenges of dialogical, authentic learning and collaborative knowledge creation in an open online course. The results indicate that sufficient guidance is required to gain a thorough understanding of a pedagogical model, and that collaborative knowledge creation requires time, shared learning objectives, and a substantial knowledge of dialogical participation. INTRODUCTION In recent years, ongoing digitalisation has required us to renew our educational structures and learning environments. Many e-learning courses are designed in a linear format, with the assumption that the students begin and finish a course at certain pre-defined points (Herrington et al., 2010). The developments in digitalisation have caused us to change our understanding regarding learning environments. However, these changes also create new possibilities. Massive open online courses (MOOC) and their pedagogical decisions can promote the development of digitalisation on both national and international levels. Open online courses necessitate a stricter pedagogical structure that enables authentic learning and dialogue based on collaboration. Laurillard (2009) states that digital technologies create new opportunities for change and support new ways of working. Digital technologies open a wide range of possibilities for education, but also create a need for a pedagogical framework. Online learning environments need to include more student-centred activity and collaboration, yet there are too many open online courses that are excessively technology driven.

This article looks at the state of media education in Finland in the autumn of 2015 by answering the question: what is the definition of media education on the curriculum level in basic education and in the Master's Degree programs of universities? The focus is particularly on the media education in the Universities of Lapland and Tampere, and their international Master's programs and teacher education. In addition, we will be looking at the existing and the forthcoming National Core Curriculum for Basic Education (The Finnish National Board of Education (FNBE), 2014). We will look at the future of media education from the viewpoint of education in an increasingly international, multicultural and digital society. How should media education in universities respond to these challenges?

Various digital devices not only provide students’ Internet connections but also create more opportunities for them to get inspired, motivated, and engaged in learning activities. Recent research has shown that triggering interest can enhance students’ self-regulation, collaboration, problem-solving, and joy of learning. Pedagogical use of digital technologies can support student-centered and collaborative learning and develop thinking skills and creativity. However, little is known about the relevance of digital technologies for triggering interest. The aim of this study is to review existing literature in the field of the learning sciences and provide answers for the following research questions: 1) Which factors trigger students’ interest in learning in digital environments? 2) What kinds of learning environments have been used for exploring triggers? The systematic literature review (SLR) methodology has been used in this study. The results indicate that three factors employed in computer environments, including scaffolding, collaboration, and perceived ease of use, can be the most efficient ways to trigger students’ interest in learning. The findings will be useful for researchers and teachers to discover appropriate methods and approaches in the successful integration of digital technologies in learning environments and the teaching process.

One special challenge facing teachers, planners and researchers is the development of pedagogical models, teaching methods and teaching practices that are applicable in network based education (NBE). The Finnish HelLa project (2001–2003) studied how pedagogical models were reflected in degree programs of Media Education and in the educational use of ICTs. The particular focus of the research was the 15-credit (30-ECTS-credit) module in the educational use of ICTs that was designed and implemented as part of the Finnish Virtual University Project of the Faculties of Education. The study sought to combine qualitative and quantitative approaches within an ethnographic research design. Data were collected from the students by using a network-based survey. Discussions on the net were also recorded. In addition , a number of teachers and students were interviewed. The data were analyzed by using content analysis, narrative analysis and statistical analyses. This article draws on the results of the three case studies implemented in the HelLa project.