EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi Sanna Järvelä [email protected] 26.06.22 1 Educational Technology Research Unit Prof. Sanna Järvelä http://edtech.oulu.fi/ Department of Educational Sciences and Teacher Education University of Oulu
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EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Theoretical background• Theoretical grounding is in sociocognitive
and constructivist approaches on learning (Brandsford, Brown & Cocking, 2000) following the recent theoretical and methodological development in learning sciences (Sawyer, 2006).
• Special expertise lies in self-regulated learning theory (Boekaerts, Pintrich & Zeidner, 2000) and research on motivation (Volet & Järvelä, 2000) as well as socially shared cognition (Resnick, 1991).
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EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
• Hurme, T-R., Merenluoto, K., Salonen, P., & Järvelä, S. (2nd submission). Socially shared metacognition in networked mathematical problem solving. Journal of the Learning Sciences. (*2,280)
• Järvelä, S., Järvenoja, H. & Veermans, M. (in press). Understanding dynamics of motivation in socially shared learning. International Journal of Educational Research.
• Järvelä, S., Veermans, M. & Leinonen, P. (in press). Investigating student engagement in computer-supported inquiry - a process-oriented analysis. Social Psychology of Education.
• Järvelä, S., Volet, S., & Järvenoja, H. (2nd submission ). Motivation in collaborative learning: new concepts and methods for studying social processes of motivation. Educational Psychologist. (*3,718)
• Näykki, P. & Järvelä, S. (in press). How pictorial knowledge representations stimulate collaborative knowledge construction in groups? Journal of Research on Technology in Education.
• Hurme, T-R., Palonen, T., & Järvelä, S. (2006). Metacognition in joint discussion: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics. Metacognition and Learning 2, 181-200.
• Leinonen, P., & Järvelä, S. (2006). Facilitating interpersonal evaluation of knowledge in a context of distributed team collaboration. British Journal of Educational Technology, 37(6), 897-916. (*0,311)
• Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction 15(5), 465-480. (*1,167)
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
*Kaleidoscope is Supported by the European Community under the Sixth European Union Framework Programme for Research and Technological Development, thematic priority Information Society Technologies
• Seed grant ”Collaware research agenda”• CSCL special interest group• Virtual Doctoral School• Joint integrated Research activities
A member of EU funded Networks of Excellence
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
- Ecology of Collaboration: Collaboration as Motivated and Co-ordinated Activity at Higher Education and Work-Place ContextsFunded by The Academy of Finland 2003-2007(PhD-students: Hanna Järvenoja, Piritta Leinonen)
• Collaboration as co-ordinated activity: seeking after shared understanding ?
• Motivational processes and shared understanding in collaborative learning ?
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
- Studying and Scaffolding Motivation and Self-Regulated Learning among Students Funded by The Academy of Finland 2007-2009 (PhD students: Jonna Malmberg, Heikki Kontturi)
• What is motivation in self-regulated learning and what are the elements of motivation regulation?
• Is it possible to scaffold students’ motivational regulation with a computer-based tool?
ScaMo
- Labels: e.g.”This is important”, ”I don’t understand”- Notes and Cmap: e.g. ”Compare”, ”My observation” notes to cmaps - Glossary: information about key concepts
Learning Kit
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi