Designing Nordic technology-enhanced learning

Pargman, Teresa Cerratto; Järvelä, Sanna; Milrad, Marcelo

doi:10.1016/j.iheduc.2012.05.001

Cited by 14 publications

(9 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this case study, drawing and interpreting maps and creating digital games served as tools for learning, as the progressive learning model and knowledge creation metaphor suggest (Engeström, 1999;Paavola & Hakkarainen, 2005), but Moodle and the interactive whiteboard were under-used as such learning tools. This result indicates the challenges posed by the unpredictable evolution of ICT for both teachers and students, and the hardships that they struggle with (Cerratto-Pargman, Järvelä, & Milrad, 2012;Chang et al, 2012). Teachers tend to share the misunderstanding that because many learners are familiar with new technologies, they can learn different ways of utilizing them by themselves (Cerratto-Pargman et al, 2012).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…This result indicates the challenges posed by the unpredictable evolution of ICT for both teachers and students, and the hardships that they struggle with (Cerratto-Pargman, Järvelä, & Milrad, 2012;Chang et al, 2012). Teachers tend to share the misunderstanding that because many learners are familiar with new technologies, they can learn different ways of utilizing them by themselves (Cerratto-Pargman et al, 2012). Instead, the teacher's role is even more important for scaffolding the students' thinking and supporting them in acquiring information and ICT literacy.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Narratives of inquiry learning in middle-school geographic inquiry class

Kuisma

2017

International Research in Geographical and Environmental Educat

View full text Add to dashboard Cite

This study aimed at modifying a teaching and learning model for a geographic inquiry to enhance both the subject-related skills of geography and so-called 21 st century skills in middle school students (14-15 years old). The purpose of this research is to extend our understanding of the user experiences concerning certain tools for learning such as maps and information and communication technology when they are used alongside the inquiry learning model by examining the narratives produced by the students in one compulsory middle school geography course. The data comprised interviews with students from three different classes in the same school. The narrative of the "negotiating master of self-regulation" was identified as the dominant narrative of the experiences of the progressive inquiry model. This narrative depicts a learner who benefits from progressive inquiry and has the appropriate communication and collaboration skills to cope and succeed in the 21 st century. Two counter-narratives-the "solo learner in need of support" and "solo master of self-regulation" narratives-in which the skills for self-regulated learning and negotiation varied from high to low, were also identified. The results also indicate experiences of under-using the available technological applications.Keywords: collaborative inquiry learning; geographic inquiry; inquiry learning; narrative inquiry; progressive inquiry; technology enhanced learning IntroductionOne of the key features of geography as a school subject is that it provides content that can mediate attainment of the higher-order thinking skills such as analyzing, making synthesis, and problem solving (Leat, 1997;Nagel, 2008;Pauw, 2015), which have been considered to be among the skills that are mostly needed in a world of rapid technological changes and increased globalization of economies. For example, creativity, innovativeness, critical thinking, problem-solving, decision-making, and metacognition have been found to be the most essential 21 st century skills of thinking, and communication and collaboration skills have been identified as the most necessary working skills (Binkley et al., 2012;Pauw, 2015;Soulé & Warrick, 2015). Further, information literacy and information and communication technology (ICT) literacy have been found to be the most crucial skills relating to work.Progressive inquiry is an inquiry learning approach to teaching and learning which is aimed at enhancing the subject-related skills and knowledge as well as the aforementioned 21 st century skills (Hakkarainen, 2004;Muukkonen, Hakkarainen, & Lakkala, 1999). The aim of progressive inquiry is to introduce a new way of creating knowledge to learners that resembles the scientific inquiry process, hence it suggests that inquiry is a question-driven process of understanding that can lead to knowledge creation (Paavola & Hakkarainen, 2005). Progressive inquiry is based on the knowledge-building theory of intentional learning and expertise (Bereiter, 2002;Scardamalia, 2002;Scardamalia & Bereiter, 1994). It un...

show abstract

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

Narratives of inquiry learning in middle-school geographic inquiry class

Kuisma

2017

International Research in Geographical and Environmental Educat

View full text Add to dashboard Cite

show abstract

“…In other sectors, ICT has afforded the opportunity for the consumer to move to become a producer or at least a co-producer (Humphreys & Grayson, 2008), with the term 'user generated content' becoming almost ubiquitous. Education is no different, as ICT has allowed the learner to become a producer of knowledge as much as a consumer (Cerratto-Pargman, Järvelä, & Milrad, 2012). While Laurillard (2009) looked to existing educational theories to challenge digital technologies to deliver on a more enhanced learning experience, she argues that technology is facilitating a move away from teacher-focused to learner-focused activities associated with constructivism and social learning.…”

Section: Technologies Challenge To Teachingmentioning

confidence: 99%

The future of Technology Enhanced Learning (TEL) is in the hands of the anonymous, grey non-descript mid-level professional manager.

Murphy

2016

telji

View full text Add to dashboard Cite

Much of the research into the implementation of TEL has centred on teaching approaches and the change (or not) in the role of the academic, which is reflective of the importance of the academic to what takes place in a Higher Education Institute (HEI). Technology enhanced learning (TEL), however, poses a considerable challenge to how the Higher Education (HE) sector operates, as it has done with numerous other sectors. Typically, technology confronts existing practices and boundaries. For HEIs, TEL has accelerated the move away from the discipline-based academics as being at the centre of the education process and replaced them with students. This displacement of the academic for the student has been complemented by changing approaches to teaching, (the growth of network learning for example) and the introduction of new work practices from the private sector in the guise of new managerialism. With the academic's role reduced from controller to that of participant, the space left is being filled by client-focused mid-level professional managers. Distinct from academic managers, mid-level professional managers are situated between academics and senior management, which is a key position for the implementation of TEL at a time when its future rests on bridging the gap between the bottom up initiatives of the past and the institute-wide initiatives of the future. This discussion piece reflects on the changing role of the academic in a new managerialist TEL HE sector and argues for the overdue recognition of the importance of the mid-level professional manager to the future of TEL.

show abstract

“…Inquiry-based learning, such as the progressive inquiry method, requires a great deal of effort from students and teachers, especially when information and communication technology (ICT) is used as a learning tool (Cerratto-Pargman, Järvelä, & Milrad, 2012;Winne, 1995). Nevertheless, the benefits of inquiry-based learning surpass its drawbacks.…”

Section: Introductionmentioning

confidence: 99%

“…Although the novelty of many of these skills is controversial, certain skills are commonly seen as necessary for coping with and succeeding in a knowledge-and information-based society (Pauw, 2015). Learners in 21 st century societies need skills to acquire information, as well as inquire, analyze, transform, construct, compare, and experiment with knowledge (e.g., Cerratto-Pargman et al, 2012). Despite studies that scrutinize the definitions of these skills, little research has focused on the content that should be used to teach these skills (Pauw, 2015).…”

Section: Introductionmentioning

confidence: 99%

Effects of progressive inquiry on cognitive and affective learning outcomes in adolescents’ geography education

Kuisma

Nokelainen

2018

FLR

View full text Add to dashboard Cite

Adolescents need skills to acquire information and compare, analyze, transform, and experiment with knowledge. However, little research has been conducted on the content and pedagogical practices that are necessary to achieve these skills. This article seeks to contribute to this discussion because geography enables the attainment of the socalled higher-order thinking skills, and the progressive inquiry model provides suitable pedagogical practices. This study provides empirical evidence on the effects of the progressive inquiry teaching method and learning model on cognitive and affective learning outcomes. This paper focuses on learning outcomes among 253 Finnish middle and upper secondary school students. This comparison between different developmental stages reveals the effects of the teaching and learning method in question. The results indicate that the progressive inquiry method improves cognitive learning results at both educational levels in the context of geography education. The research provides evidence that older students benefit more from the learning model. Additionally, the self-regulated learning skills that the students possess at the beginning of the course do not affect their cognitive learning outcomes. Progressive inquiry clearly enhances the motivation levels of middle school students; however, the effect on the motivation level was more ambiguous among the upper secondary students.

show abstract

Designing Nordic technology-enhanced learning

Cited by 14 publications

References 12 publications

Narratives of inquiry learning in middle-school geographic inquiry class

Narratives of inquiry learning in middle-school geographic inquiry class

The future of Technology Enhanced Learning (TEL) is in the hands of the anonymous, grey non-descript mid-level professional manager.

Effects of progressive inquiry on cognitive and affective learning outcomes in adolescents’ geography education

Contact Info

Product

Resources

About