Browsing by Subject "kasvatustieteet"

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  • Aarnio, Matti (Helsingin yliopisto, 2015)
    Today's medical education faces the challenge of developing students competencies to resolve ever more complex problems in collaboration with other professionals. Problem-based learning (PBL) has proven useful for developing many of the competencies needed in modern healthcare. In PBL students collaboratively construct knowledge to explain and solve problems related to real-life situations. In such knowledge construction, dealing with conflicting ideas and knowledge has the potential to enhance student learning while also developing teamwork and critical thinking, skills that are central to multi-professional healthcare teams. The studies that make up the present doctoral thesis explored how students deal with conflicts on knowledge and how they are facilitated to handle such conflicts in PBL tutorial discussions. In addition, the thesis focuses on how to help students learn teamwork skills and critical thinking. Study I examined how to teach teamwork skills to first-year medical students and how to motivate them to learn these skills. The teamwork skills focused on verbal communication in PBL tutorial sessions and in healthcare teams. Feedback on the teamwork skills module from three consecutive classes of first-year students was analysed. Students motivation to learn teamwork skills increased significantly when the introduction to the topic was improved by more clearly pointing out the clinical relevance of such skills. Study II focused on how conflicts on knowledge were dealt with in PBL tutorial group discussions. Four video-recorded tutorial sessions including 33 first-year medical and dental students were analysed. Conflicts on knowledge were found to be relatively rare and generally fairly brief. This was due to a lack of collaborative and thorough argumentation, as well as a lack of questions that would elicit elaboration on the issues. Study III examined tutor facilitation during tutorial discussions, and particularly how the facilitation helped students to collaboratively resolve conflicts on knowledge. The study focused on the tutors in the same video-recorded tutorial sessions as in Study II. The tutors typically intervened by confirming what the students had said or by giving explanations, but they rarely asked questions that would stimulate elaboration on knowledge. During conflicts on knowledge the tutors gave more explanations, but did little to encourage the students to elaborate on conflicting ideas. Study IV focused on medical students conceptions of critical thinking in preclinical PBL. The aim was to find out how the students defined critical thinking, how they perceived it in preclinical PBL and what they expected it to be in clinical practice. The students typically understood critical thinking as judging the reliability of sources of information. Few students understood critical thinking to mean reflecting on their own thinking or viewing things from different perspectives. Students conceptions of critical thinking may have prevented them from seeing the connection between critical thinking in preclinical PBL and critical thinking in clinical practice. The present thesis sheds light on the processes of collaborative knowledge construction related to dealing with conflicting knowledge and ideas in PBL tutorial discussions. The results confirmed prior research findings, which have shown that students rarely deal with conflicting ideas and knowledge, and they point to the central role of the tutor in facilitating students to address these matters in tutorial discussions. The findings also revealed that engaging in deep inquiry during conflicts on knowledge was challenging for both students and tutors. The results further underlined the importance of clearly pointing out to students how they will benefit from the skills learned in preclinical PBL, such as teamwork and critical thinking, in their future professions. Based on these findings, new ideas for improving learning from conflicting ideas in small-group discussions are introduced. Future studies are encouraged to continue exploring the many exciting avenues opened by the present doctoral thesis.
  • Freeman, Stephanie (Helsingin yliopisto, 2011)
    The open development model of software production has been characterized as the future model of knowledge production and distributed work. Open development model refers to publicly available source code ensured by an open source license, and the extensive and varied distributed participation of volunteers enabled by the Internet. Contemporary spokesmen of open source communities and academics view open source development as a new form of volunteer work activity characterized by hacker ethic and bazaar governance . The development of the Linux operating system is perhaps the best know example of such an open source project. It started as an effort by a user-developer and grew quickly into a large project with hundreds of user-developer as contributors. However, in hybrids , in which firms participate in open source projects oriented towards end-users, it seems that most users do not write code. The project, initiated by Sun Microsystems, in this study represents such a project. In addition, the Finnish public sector ICT decision-making concerning open source use is studied. The purpose is to explore the assumptions, theories and myths related to the open development model by analysing the discursive construction of the community: its developers, users and management. The qualitative study aims at shedding light on the dynamics and challenges of community construction and maintenance, and related power relations in hybrid open source, by asking two main research questions: How is the structure and membership constellation of the community, specifically the relation between developers and users linguistically constructed in hybrid open development? What characterizes Internet-mediated virtual communities and how can they be defined? How do they differ from hierarchical forms of knowledge production on one hand and from traditional volunteer communities on the other? The study utilizes sociological, psychological and anthropological concepts of community for understanding the connection between the real and the imaginary in so-called virtual open source communities. Intermediary methodological and analytical concepts are borrowed from discourse and rhetorical theories. A discursive-rhetorical approach is offered as a methodological toolkit for studying texts and writing in Internet communities. The empirical chapters approach the problem of community and its membership from four complementary points of views. The data comprises mailing list discussion, personal interviews, web page writings, email exchanges, field notes and other historical documents. The four viewpoints are: 1) the community as conceived by volunteers 2) the individual contributor s attachment to the project 3) public sector organizations as users of open source 4) the community as articulated by the community manager. I arrive at four conclusions concerning my empirical studies (1-4) and two general conclusions (5-6). 1) Sun Microsystems and Groupware volunteers failed in developing necessary and sufficient open code and open dialogue to ensure collaboration thus splitting the Groupware community into volunteers we and the firm them . 2) Instead of separating intrinsic and extrinsic motivations, I find that volunteers unique patterns of motivations are tied to changing objects and personal histories prior and during participation in the Lingucomponent project. Rather than seeing volunteers as a unified community, they can be better understood as independent entrepreneurs in search of a collaborative community . The boundaries between work and hobby are blurred and shifting, thus questioning the usefulness of the concept of volunteer . 3) The public sector ICT discourse portrays a dilemma and tension between the freedom to choose, use and develop one s desktop in the spirit of open source on one hand and the striving for better desktop control and maintenance by IT staff and user advocates, on the other. The link between the global community and the local end-user practices are weak and mediated by the problematic IT staff-(end)user relationship. 4) Authoring community can be seen as a new hybrid open source community-type of managerial practice. The ambiguous concept of community is a powerful strategic tool for orienting towards multiple real and imaginary audiences as evidenced in the global membership rhetoric. 5) The changing and contradictory discourses of this study show a change in the conceptual system and developer-user relationship of the open development model. This change is characterized as a movement from hacker ethic and bazaar governance to more professionally and strategically regulated community. 6) Community is simultaneously real and imagined, and can be characterized as a runaway community . Discursive-action can be seen as a specific type of online open source engagement. Hierarchies and structures are created through discursive acts. Key words: Open Source Software, open development model, community, motivation, discourse, rhetoric, developer, user, end-user
  • Hansen, Petteri (Helsingin yliopisto, 2016)
    Over the past 30 years, the political steering of the Finnish education system has gradually shifted from being under the direct supervision of the state to adopting a development and evaluation policy based on networks and projects. Development projects, often funded by ministries, and based on governmental programmes, have also become a more common form of steering in the Finnish teacher education system. In this case study, I examine the opportunities and limits of project-based steering in the light of two development projects based on a Finnish governmental programmes. The theoretical framework of my research is grounded in Niklas Luhmann`s systems theory and especially in its application within organisational research. In order to characterise the research problem, I have applied the concepts and research methodology particularly developed by Niels Åkerstøm-Andersen. I describe projects as second-order organisations, which are placed in the overlapping area of various function and organisation systems and the purpose of which is to change the ways that organisations related to teacher education regard themselves and their environment. As the main conclusion, I argue that, instead of the realisation of predefined objectives, teacher development projects appear to respond to changing expectations. Projects as second-order organisations are constantly seeking opportunities for inter-organisational collaboration and they also render the opportunities and limits for change in teacher education more visible. Indeed, owing to the temporary nature of projects, organisations are able to use them as a means of demonstrating their responsiveness to different audiences. The projects examined in this study can also be said to play a diagnostic, cautionary, and confessional role for social education, the status of which inside teacher education has, in contrast to its psychological and didactical contents, been somewhat marginalised. Nevertheless, as a form of political steering, development projects within teacher education are associated with several serious problems with them. First and foremost, project-based steering transfers some political and administrative services to temporary organisations and, in doing so, the opportunities and limits for steering are only observable insofar as the project(s) in question continues to exist. Furthermore, projects can be seen to blur the role definition of various actors, as well as the delineations between the areas in which scientific, economic, and educational data is applied.