A case study of developing ICT-supported pedagogy through a collegial practice transfer process

Minna Lakkala; Liisa Ilomäki

Computers & Education Vol. 90, No. 1 (2015) pp. 1–12

A collegial practice transfer process between more- and less-experienced teachers was examined in two cases that sought to encourage teachers to use information and communication technology (ICT) in a pedagogically meaningful way. Collegial practice ...

Language: English

Exploring Metaskills of Knowledge-Creating Inquiry in Higher Education

Hanni Muukkonen; Minna Lakkala

International Journal of Computer-Supported Collaborative Learning Vol. 4, No. 2 (June 2009) pp. 187–211

The skills of knowledge-creating inquiry are explored as a challenge for higher education. The knowledge-creation approach to learning provides a theoretical tool for addressing them: In addition to the individual and social aspects in regulation of ...

Technology-Mediation and Tutoring: How Do They Shape Progressive Inquiry Discourse?

Hanni Muukkonen; Minna Lakkala; Kai Hakkarainen

Journal of the Learning Sciences Vol. 14, No. 4 (2005) pp. 527–565

In higher education, there is a challenge to gain the full benefit of the potentials of learning technology for collaborative knowledge advancement and for scaffolding practices of academic literacy and scientific argumentation. The technology,...

Using a Modelling Language for Supporting University Students' Orienting Activity When Studying Research Methods

Kari Kosonen; Liisa Ilomäki; Minna Lakkala

Journal of Interactive Media in Education Vol. 2015, No. 1 (2015)

The present study focuses on examining how digitally guided conceptual mapping can be used in orienting students in higher education to learn complex domain content and practices. The outcomes of conceptual mapping were investigated as the orienting ...

Patterns of Scaffolding in Computer-Mediated Collaborative Inquiry

Minna Lakkala; Hanni Muukkonen; Kai Hakkarainen

Mentoring & Tutoring: Partnership in Learning Vol. 13, No. 2 (August 2005) pp. 281–300

There is wide agreement on the importance of scaffolding for student learning. Yet, models of individual and face-to-face scaffolding are not necessarily applicable to educational settings in which a group of learners is pursuing a process of...

Case Studies of Learning Objects Used in School Settings

Liisa Ilomaki; Minna Lakkala; Sami Paavola

Learning, Media and Technology Vol. 31, No. 3 (September 2006) pp. 249–267

The purpose of this study was to investigate the role and characteristics of virtual learning objects in selected classroom cases. Four Finnish cases represented such pedagogical approaches as student-centeredness, process orientation and...

Investigating knowledge creation technology in an engineering course

Satu Jalonen; Minna Lakkala; Sami Paavola

Computers & Education Vol. 57, No. 3 (November 2011) pp. 1930–1942

The aim of the present study was to examine the technological affordances of a web-based collaborative learning technology, Knowledge Practices Environment (KPE), for supporting different dimensions of knowledge creation processes. KPE was used by...

Language: English

The Roles and Uses of Design Principles for Developing the Trialogical Approach on Learning

Sami Paavola; Minna Lakkala; Hanni Muukkonen; Kari Kosonen; Klas Karlgren

Research in Learning Technology Vol. 19, No. 3 (2011) pp. 233–246

In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analysed. The project (the Knowledge Practices Laboratory) developed technology and a pedagogical...

Re-designing university courses to support collaborative knowledge creation practices

Minna Lakkala; Auli Toom; Liisa Ilomki; Hanni Muukkonen

Australasian Journal of Educational Technology Vol. 31, No. 5 (Nov 19, 2015)

Higher education institutions should not only aim to educate academic experts who master their own fields, but also give their students generic skills important in the current society. New teaching methods are required to support the development of...

Digital Competence--An Emergent Boundary Concept for Policy and Educational Research

Liisa Ilomäki; Sami Paavola; Minna Lakkala; Anna Kantosalo

Education and Information Technologies Vol. 21, No. 3 (2016) pp. 655–679

Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society. It is regarded as a core competence in policy papers; in educational research...

Teachers’ attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation

Vassilios Kollias; Nektarios Mamalougos; Xenia Vamvakoussi; Minna Lakkala; Stella Vosniadou

Computers & Education Vol. 45, No. 3 (November 2005) pp. 295–315

Fifty-six teachers, from four European countries, were interviewed to ascertain their attitudes to and beliefs about the Collaborative Learning Environments (CLEs) which were designed under the Innovative Technologies for Collaborative Learning...

Language: English

Students’ skills and practices of using ICT: results of a national assessment in Finland

Kai Hakkarainen; Liisa Ilomäki; Lasse Lipponen; Hanni Muukkonen; Marjaana Rahikainen; Taneli Tuominen; Minna Lakkala; Erno Lehtinen

Computers & Education Vol. 34, No. 2 (2000) pp. 103–117

The purpose of the study was to investigate Finnish elementary and high school students’ skills and practices of using the new information and communication technologies (ICT). Beliefs about the importance of ICT were also assessed. Five hundred and ...

Language: English