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Ajan kulku ja lorvimisen mahdollisuus
No full textArtikkelissa pohditaan joutilaisuuden ja aktiivisen tekemisen suhdetta aikaan ja luovaan työhön. Kirjoittaja kysyy, onko ihmisen mahdollista olla tekemättömyydessään tuottelias ja touhutessaan tuottamaton. Kenellä on lupa lorvia ja mitä voisi tarkoittaa lorvahtaminen? Onko demokratia vaarassa alituisen kiireen täyttämässä yhteiskunnassa yliopistoa myöten? Kirjoittaja ehdottaa ja kysyy ennemmin kuin julistaa ja antaa vastauksia. Artikkeli muistuttaa pysähtymisen tarpeellisuudesta ajattelun ja ihmettelyn mahdollistajana.<br/
VillaInno: Co-designing through Wool : Fungi Felt, 2025
No full textFungi Felt is a workshop service concept that can be implemented in the premises of Navetta Galleria, for the autumn and winter season. The participants will explore wool and mushrooms through guided needle-felting sessions with the aim to create their own piece. Fungi Felt is also a DIY package that includes, materials and tools to create your own woollen product inspired by mushrooms
VillaInno: Sensing the Local Wool : Legacy – Layer by Layer, 2025
No full textInstallation. 3D-printed PLA lucet forks, wooden heritage bowl and wool yarns.<br/
Esiintyminen Riikassa, Latviassa
No full textAivoproteesi-yhtyeen esiintyminen Jumts Auzbraucis-kulttuuritilass
Co-designing Playful Learning with AI for Multiliteracy Education
Get PDFPlayful learning approaches provide numerous opportunities for motivating students and giving them possibilities to use their creativity and imagination in learning. AI can be seen as an important tool and companion for playing with ideas, fostering inspiration in designing playful pedagogies, and promoting students' AI literacy in higher education (HE). In this study, 82 HE students participated in the course “Didactics of Finnish language and literature” (6ECT). They were asked to use AI in their pedagogical design process to explore the potential of AI in designing teaching for multiliteracy learning. The research data consists of the students’ pedagogical plans and reflective diaries that were collected at the end of the course. Data was thematically analyzed. The findings indicate that AI supports creative co-design processes of the students when planning broader pedagogical plans of playful learning for multiliteracy learning. Most of the suggestions and ideas provided by AI, however, required critical evaluation by the students. In this process, students' knowledge of the curriculum, subject-specific pedagogical expertise, and understanding of the context of primary school played a central role. The results show that the playful learning approach can support HE students’ learning and innovative design of teaching in playful multiliteracy education
