The study focuses on examining elementary pupils' (N = 42, 11-13 years old) reflections on collaborative design processes, team collaboration and their co-inventions. Digital and traditional fabrication technologies were used in a 2-year co-invention project containing approximately 16 sessions during year 1 and 11 sessions in year 2. Between the two project periods, the pupils were asked to write a structured essay about their co-invention and design process, and in year 2 they kept journal notes in each team's design-folder. Each pupil's structured essay was analyzed with qualitative content analysis that focused on three main aspects: (1) description of the co-invention, (2) progress of the co-invention process and (3) quality of collaboration. Based on the essay analysis, we constructed a "Co-invention Table" with five categories: user, conceptual design, technical design, appearance, and construction. The nature of the 13 pupil-teams' co-inventions varied greatly, and these coinventions were divided according to three main functions: (1) improving cleanliness, (2) providing reminders or (3) addressing well-being. The essays provided information on how creative ideas were generated and how critical thinking and evaluation of ideas were crucial in improving ideas for further development. The collaboration was dependent on everyone's active and equal participation into work and the importance of an adequate division of the labor was highlighted.

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This exploratory case study examined the kinds of activity that a ‘deskless school” (i.e., flexible physical school spaces) engenders among pupils and teachers. We also considered the meaning and significance that pupils and teachers attach to various features of the school, as well as the associated action possibilities. The data were gathered in a new school in the Helsinki capital area that was architecturally designed to have flexible learning spaces (FLS) without traditional classrooms or desks for pupils in an attempt to encourage pedagogical renewal. The participants comprised 17 pupils in one second-grade class and their two teachers. The data were collected by participant observation (15 lessons over 3 weeks) and interviews with the teachers and groups of pupils. Those working in FLS engaged in collaborative learning and teaching activities. Pupils worked constantly in pairs or small groups and studied collaboratively. They also incorporated mobility into their own learning activities and developed agency by choosing how and where they would work. In particular, they appreciated being able to collaborate with their peers and freely choose where and how to study. Teachers approved of the school environment’s facilitation of collaborative learning and highlighted the importance of professional co-planning and other aspects of collaboration. Overall, the design of school environments matters at the pedagogical and professional level. With thoughtful planning, such design can support deeper collaboration among teachers and pupils, foster knowledge sharing, and even develop pupils’ agency. Although the learning space itself does not ensure change, it does enable new kinds of interaction and joint learning activities.

This chapter describes the grass-roots nature of the Innokas Network and explores how networking can support teachers in adopting strategies for teaching 21st century competence.The context for this study is the Innokas Network, a Finnish school development network. The goal of Innokas Network is to initiate educational reform for the learning of 21st century competence as a new wave of learning arising from widespread innovation on the grass-roots level. The key question driving activities in Innokas Network is how we can teach and support the learning of 21st century competence in practice. Innokas Network is focused on answering this question through the Innovation Education approach, within the framework provided by the Innovative School model (ISC).To study teachers' experience with such networking, thoughts and ideas for supporting teachers in teaching of 21st century competence were collected from Innokas Network teachers during the 2013-2014 school years. The results indicate that teachers experienced the Innovation Education approach practiced in the network, when implemented through ISC principles, such as educational innovations, peer-to-peer learning, teamwork, and partnerships, as helpful in teaching 21st century competencies. In addition, teachers mentioned the motivational effect provided by taking part in nationwide network activity as well as the enabling effect of the limited but well-coordinated support provided by the network.