Browsing by Subject "oppimisen ekologiat"

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  • Kallionpää, Jenni (Helsingfors universitet, 2017)
    People build their interests and knowledge through a variety of actions in several contexts of action. Meaningful learning does not take place only in school, but also in informal personal interest contexts. The purpose of this study is to examine, describe and interpret the objects of interest-driven learning ecology. The aim is to increase information about young people's interests, the inspiring aspects of those, how the interests spark, as well as the development strategies of self-sustaining actions. The actions that are done related to the interests are manifested in several contexts, and those are also under the research in this study. These themes are viewed in the context of a learning ecology. This qualitative study has been carried out as part of Mind the Gap research project. The data were collected by semi-structured theme interview. Interviews were conducted with 24 eighth-grade youngsters who were selected for interview based on the earlier survey (n= 1350). The data were analyzed by qualitative content analysis. Data analysis was carried out three times, two of which were evidence-based and one theory-bound. Eighth-grader youths told about their emotional, social, goal-oriented and other factors of action that inspired them in their areas of interest. Interests were told to be generated in different contexts. These were the contexts of family, peers, and hobbies. A few interviewees also reported about context, which couldn't be defined in these three contexts. All but one of the interviewees said the area of interest will be a part of their future. The interviewees told about self-sustaining developmental strategies, which included the use of text-based information, media exploration, media creation, participating in structured learning, unstructured practicing, and the building of knowledge networks. The actions within the area of the interest were manifested in several contexts and also crossed boundaries between the contexts. The results support the idea that meaningful learning takes place outside of the school, and the school should take advantage of these skills and knowledge.
  • Seppä, Juuso (Helsingfors universitet, 2016)
    Aims. Previous studies have shown that most adolescents appear to use socio-digital technology mostly to hanging out with peers. It also appears that technology-mediated learning is not very intensively used in Finnish schools. However, there are not much qualitative studies examining this. This study focused on describing adolescents' ways of using digital technologies and examining dimensions of adolescents' socio-digital practices as well as networks related to these practices. By socio-digital participation we mean digital technologies mediating adolescents' activities, which, in this study is explored within the frameworks of socio-cultural psychology and learning ecologies. Methodology. This qualitative case study was part of the Mind the Gap project. The data were collected with semi-structured interviews. 24 8th graders took part in this interview. They were picked out from the questionnaire of 1350 students in Helsinki. The analysis procedure used in this study was qualitative data-driven and concept-driven content analysis. Results and conclusions. The results showed that most adolescents used their ICTs for friendship-driven hanging out with peers. Some participants, however, reported using their ICTs also for knowledge building activities, but only a relatively few reported using their ICTs for creative participation. Both knowledge building and creative participation were interpreted as mainly interest-driven activities. All the participants reported using ICTs for academic-oriented participation, which was not interpret as friendship-driven or interest-driven but a boundary-crossing activity bridging informal and formal learning practices. For instance, most participants reported that they had self-organized study activities not controlled by teachers and used technology to co-regulate their learning. The results of this study highlight that socio-digital technologies are able to connect interest-driven learning, peer-culture and academic-oriented participation. Thus, it enables learning and connects the youths' personal learning ecologies to wider ecosystems of learning and should be taken into account in developing school. Therefore, when making changes in school system and building new pedagogical practices, the heterogeneity of students' ways of using ICT should be acknowledged. Furthermore, the related learning possibilities should be incorporated in school activities.