5,944 research outputs found
Conceptualising technology-enhanced embodied pedagogy
Full text linkThe digitalisation of all aspects of society has necessitated the integration of digital technologies in education, which has affected teachers’ pedagogical approaches. Because learning is embodied, much of the digital tools and multimedia in learning environments are rooted in interaction and the use of body movements and gestures. This highlights the need to consider affects and emotions, as well as individual aspects of learning. To prepare learners for tomorrow’s technology-rich society, there is a need for embodied digital pedagogical practices that respect learners’ emotions and have a holistic perspective on learning. This chapter discusses pedagogical practices that can support technology-enhanced embodied learning. More specifically, it aims to provide a theoretical background for practical recommendations that are adaptable to any age group in the form of educational design principles for the implementation of technology-enhanced embodied learning
Embodied learning with and through different writing methods
Full text linkIn this chapter, embodied cognition is discussed in the context of different writing methods, specifically handwriting and typing on a laptop, a tablet computer, or a smartphone touchscreen keyboard. The significance of these writing methods for memorising written texts amongst children, adolescents, and adult university students has been investigated in two previous studies with the objective of identifying key features and conceptualising the principles involved in writing with diverse methods. We reflect on the findings and implications of these studies by discussing them in light of recent literature. We seek to explore the latest research and distinguish the embodied dimensions of cognition through writing, providing practical instructional recommendations and examples that may be used to support the development of embodied ways of learning
Asiantuntijana kehittyminen rikosseuraamusalalla
No full textTämän päiväkirjamuotoisen opinnäytetyön tavoitteena oli tutkia omaa työtäni asiantuntijana rikosseuraamusalalla ja selvittää millaista osaamista asiantuntijalla on hyvä olla. Opinnäytetyössä tutkin omaa osaamistani ja kehittymistarpeitani sekä pohdin työhyvinvointia ja sitä tukevia tekijöitä. Tutkimus toteutettiin pitämällä päiväkirjaa kymmenen viikon ajan. Jokainen viikko päättyi viikkokoosteeseen pohdintoineen. Viikkokoosteen tukena käytettiin lähdekirjallisuutta teemojen mukaisesti.
Päiväkirjahavaintojen, vertaispalautteen ja lähdekirjallisuuden pohjalta laadin yhteenvedon asiantuntijan työtehtävän menestystekijöistä ja toin esiin omaa osaamistani sekä kehittymistarpeitani asiantuntijana. Opinnäytetyön tuloksena syntyi Asiantuntijatyön menestystekijät Talo. Talo-mallin avulla kuvaan millaista osaamista asiantuntijalla on hyvä olla, millaista osaamista minulla on ja sekä tuon esiin omia kehittymistarpeitani sekä työhyvinvointia tukevia asioita.
Pohdinnoissa tuon esiin kehittämisajatuksia liittyen asiantuntijoiden perehdyttämiseen ja koulutuspolun rakentamiseen sekä oppimisen kehittämiseen näkemällä työpaikat luonnollisina oppimisympäristöinä. Asiatuntijatyön osaamisen johtamista tulisi myös kehittää. Tulevaisuuden työelämäntaitona nostan esiin vuorovaikutustaidot ja siihen liittyvän koulutuksen lisäämisen.
Opinnäytetyö oli matka omaan ammatilliseen kasvuun ja tutkimuksellisen tavoitteen lisäksi prosessi vahvisti ammatillista identiteettiäni ja avasi uusi ammatillisia näkymiä. Opinnäytetyössä käytetty päiväkirjamuoto teki prosessista hyvin henkilökohtaisen. Omien ajatusten, tunteiden ja näkemysten reflektoiminen asettaa tutkijan myös alttiiksi arvostelulle. Toisaalta taas ajattelen, että päiväkirjamuotoisen opinnäytetyön tarinallisuus lisää mahdollisuutta samaistua kirjoittajaan.The objective of this bachelor’s thesis was to explore the author`s work as an expert in the prison and probation services and to map the skill set an expert should possess. The thesis explores the author´s competences, development needs and well-being as well as factors supporting it. The study was carried out by keeping a diary for ten weeks. Each week ended with a weekly summary with reflections. Source literature was used to support the weekly summary according to the themes.
Based on the diary observations, peer feedback and source literature, a summary of the success factors of the expert work was drawn up and the author`s development needs were highlighted. As a result of the thesis, a model was created that presents the success factors of expert work. This model helps to describe what competence an expert should have, what competence the author has and highlight the author´s development needs and factors that support well-being at work.
In the reflections, development ideas are presented concerning the training of experts and the construction of an educational path, as well as the development of learning by seeing workplaces as natural learning environments. Expert work competence management should also be developed. Interaction skills and the related increase in education are highlighted as future working life skills.
The thesis was a journey to professional growth, and in addition to the research goal, the process expands the authors professional prospects. The diary format used in the thesis work made the process very personal. Reflecting on one's own thoughts, feelings and views also exposes the researcher to criticism. On the other hand, the story-like nature of a thesis in the form of a diary increases the possibility of identifying with the author
Author byline (Culture Coverage)
Full text linkThis variable describes the employment basis that the writers of the articles represent. It distinguishes between staff writers, representing in-house newsroom production, and freelancer-based writers, representing outsourced production. It also examines the shares of non-signed and news agency material, as well as material produced by the audience, whenever it is placed on culture pages. These are the major production instances for cultural coverage. Tracing their development across time delivers information on the strategic and economic shifts, reflected in the use of non-specialized writers (journalists from other departments and outsourced production).
Field of application/theoretical foundation
As debates on the state of cultural journalism and the anatomy of cultural coverage are often centered around the volume of reviews, this variable delivers more detailed information about the production structures of the articles. Commissioning freelancers is specifically characteristic of cultural coverage; in cultural journalism, external authors are used more than in any other form of journalism. Through the variable, it can be examined to which extent the freelancer networks are being used for cultural coverage. Another prevalent question for cultural coverage is the extent of news agency material, or “churnalism” (Kristensen, 2018), which strengthens the ties of cultural coverage to cultural industry and, as an indication of less critical distance, is regarded as non-preferable.
References/combination with other methods of data collection
In coding the variable, the author name indicated in the byline is recorded. The variable typically needs background research for determining individual authors’ employment contracts, which may also vary from time to time. For distinguishing between specialized staff journalists, general staff journalists, and freelancer journalists, the researcher may utilize newsroom superiors as informants, as well as the authors themselves. When cross-tabulated with other variables, the variable provides useful information on how freelancer production has developed in time with regard to cultural forms, genres, and gender.
Sample operationalization
The author byline is operationalized as follows:
Event type
Description
Specialized staff journalist
Cultural journalist: salary-based staff journalist in the culture department
General staff journalist
Other journalist: salary-based staff journalist in a department other than culture
Freelancer journalist
Outsourced production: writer separately commissioned for the text
Newsroom signature
Byline referring to the newspaper in question, leaving the writer anonymous
News agency
Name of the news agency (AFP, AP, Reuters, etc.)
Member of audience
A reader, non-journalist
Not recognizable
Producer of the text unknown, not signed
Example study
Jaakkola (2015)
Information abour Jaakkola, 2015
Author: Maarit Jaakkola
Research question/research interest: Representation of the author bylines according to the work contract of the journalists on culture pages of daily newspapers across time, to expose the production structure
Object of analysis: Articles/text items on culture pages of five major daily newspapers in Finland 1978–2008 (Aamulehti, Helsingin Sanomat, Kaleva, Savon Sanomat, Turun Sanomat)
Timeframe of analysis: 1978–2008, consecutive sample of weeks 7 and 42 in five year intervals (1978, 1983, 1988, 1993, 1998, 2003, 2008)
Info about variable
Variable name/definition: Author
Unit of analysis: Article
Values: 1 = specialized staff journalist, 2= general staff journalist, 3 = freelancer journalist, 4 = newsroom signature, 5 = news agency, 6 = member of the audience, 7 = not recognizable
Scale: nominal
Intercoder reliability: Cohen\u27s kappa > 0.76 (two coders)
References
Jaakkola, M. (2015). Outsourcing views, developing news: Changes of art criticism in Finnish dailies, 1978–2008. Journalism Studies, 16(3), 383–402. https://doi.org/10.1080/1461670X.2014.892727
Kristensen, N.N. (2018). Churnalism, cultural (inter)mediation and sourcing in cultural journalism. Journalism Studies, 19(14), 2168–2186
Biography, Gender and History:Nordic Perspectives
No full textDoing biography / Erla Hulda Halldórsdóttir, Tiina Kinnunen, Maarit Leskelä-Kärki, page 7How does one relate a complex life? Reflections on a polyphonic portrait of the minister and intellectual Bodil Koch (1903-1973) / Brigitte Possing, page 37Biography as a way of challenging gender stereotypes : reflections on writing about the Swedish author and feminist Frida Stéenhoff (1865-1945) / Christina Carlsson Wetterberg, page 61A biography of her own : the historical narrative and Sigríður Pálsdóttir (1809-1871) / Erla Hulda Halldórsdóttir, page 81Group biography as an approach to studying manhood and religion in late nineteenth-century Finland / Antti Harmainen, page 101Love and emotions in the diplomatic world : the relationship between Bodil Begtrup's public and private lives, 1937-1956 / Kristine Kjærsgaard, page 121'Fighting sisters' : a comparative biography of Ellen Key (1849-1926) and Alexandra Gripenberg (1857-1913) in the contested field of European feminisms / Tiina Kinnunen, page 143Telling stories of gendered space and place : the political agency of the Swedish Communist Valborg Svensson (1903-1983) / Irene Andersson, page 165Remembering mother : relations and memory in the biographical project on Minna Krohn (1841-1917) / Maarit Leskelä-Kärki, page 187Coming together : early Finnish medical women and the multiple levels of historical biography / Heini Hakosalo, page 209Bad girl biographies : child welfare documents as gendered biographies / Kaisa Vehkalahti, page 231Afterword : future challenges / Tiina Kinnunen, Maarit Leskelä-Kärki, Erla Hulda Halldórsdóttir, Brigitte Possing, page 25
Biography, Gender and History:Nordic Perspectives
No full textDoing biography / Erla Hulda Halldórsdóttir, Tiina Kinnunen, Maarit Leskelä-Kärki, page 7How does one relate a complex life? Reflections on a polyphonic portrait of the minister and intellectual Bodil Koch (1903-1973) / Brigitte Possing, page 37Biography as a way of challenging gender stereotypes : reflections on writing about the Swedish author and feminist Frida Stéenhoff (1865-1945) / Christina Carlsson Wetterberg, page 61A biography of her own : the historical narrative and Sigríður Pálsdóttir (1809-1871) / Erla Hulda Halldórsdóttir, page 81Group biography as an approach to studying manhood and religion in late nineteenth-century Finland / Antti Harmainen, page 101Love and emotions in the diplomatic world : the relationship between Bodil Begtrup's public and private lives, 1937-1956 / Kristine Kjærsgaard, page 121'Fighting sisters' : a comparative biography of Ellen Key (1849-1926) and Alexandra Gripenberg (1857-1913) in the contested field of European feminisms / Tiina Kinnunen, page 143Telling stories of gendered space and place : the political agency of the Swedish Communist Valborg Svensson (1903-1983) / Irene Andersson, page 165Remembering mother : relations and memory in the biographical project on Minna Krohn (1841-1917) / Maarit Leskelä-Kärki, page 187Coming together : early Finnish medical women and the multiple levels of historical biography / Heini Hakosalo, page 209Bad girl biographies : child welfare documents as gendered biographies / Kaisa Vehkalahti, page 231Afterword : future challenges / Tiina Kinnunen, Maarit Leskelä-Kärki, Erla Hulda Halldórsdóttir, Brigitte Possing, page 25
A Semi-Systematic Literature Review of Holoportation in Education:The Potential of Immersive Technology
No full textThe ongoing digital revolution in education and learning is the focus of many research studies due to the significant potential of technology-mediated learning. However, the integration of holoportation as an immersive technology in educational contexts is still somewhat unexplored. In this semi-systematic literature review, we seek to assess the emerging literature on teachers’ and learners’ experiences using Microsoft HoloLens as a teaching and learning medium. The objective is to identify the benefits, challenges, and future development needs related to the use of the HoloLens in education. We limited our review to empirical studies published in international peer-reviewed journals during the last five years. The review was not limited by discipline, educational context, or theoretical perspectives. The findings of this meta-analysis highlight the lack of research on the use of mixed reality (MR) in education. Possible directions for future development of pedagogical approaches that take advantage of innovative immersive learning environments and research in this area are also outlined; these suggestions can benefit researchers and industrial developers
The sense of inadequacy and uncertainty arising from teacher work: Perspectives of pre- and in-service teachers
Full text linkAbstract
This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncertainty about whether they can meet society's expectations of teachers. This phenomenon has been studied before, but most relevant research has addressed pre- and in-service teachers separately; hence, the commonalities and differences between these groups have been ignored. The present study focuses on Finnish pre- and in-service teachers’ experiences of inadequacy and uncertainty in teacher work. The data consist of 37 pre-service teachers’ and 21 in-service teachers’ written narratives on teacher work. Narrative categorical analysis resulted in four conceptual categories: 1) the sense of inadequacy and uncertainty stemming from the nature of teacher work, 2) the sense of inadequacy and uncertainty stemming from a lack of concreteness in teacher education, 3) the sense of inadequacy and uncertainty stemming from not fulfilling societal ideals of a proper teacher, and 4) coping with inadequacy and uncertainty. The second and third categories were found only among pre-service teachers. The findings suggest that feelings of inadequacy and uncertainty arise from various interacting factors, including the solitary nature of teaching responsibilities, heavy workloads, and the demands imposed by the national curriculum. The pre-service teachers had a realistic understanding of the demands and responsibilities of teaching. The in-service teachers’ experiences related more closely to the actual concrete practices of teachers’ everyday work, whereas the pre-service teachers’ concerns were more general. The implications for the development of initial and in-service teacher education are discussed.Abstract
This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncertainty about whether they can meet society's expectations of teachers. This phenomenon has been studied before, but most relevant research has addressed pre- and in-service teachers separately; hence, the commonalities and differences between these groups have been ignored. The present study focuses on Finnish pre- and in-service teachers’ experiences of inadequacy and uncertainty in teacher work. The data consist of 37 pre-service teachers’ and 21 in-service teachers’ written narratives on teacher work. Narrative categorical analysis resulted in four conceptual categories: 1) the sense of inadequacy and uncertainty stemming from the nature of teacher work, 2) the sense of inadequacy and uncertainty stemming from a lack of concreteness in teacher education, 3) the sense of inadequacy and uncertainty stemming from not fulfilling societal ideals of a proper teacher, and 4) coping with inadequacy and uncertainty. The second and third categories were found only among pre-service teachers. The findings suggest that feelings of inadequacy and uncertainty arise from various interacting factors, including the solitary nature of teaching responsibilities, heavy workloads, and the demands imposed by the national curriculum. The pre-service teachers had a realistic understanding of the demands and responsibilities of teaching. The in-service teachers’ experiences related more closely to the actual concrete practices of teachers’ everyday work, whereas the pre-service teachers’ concerns were more general. The implications for the development of initial and in-service teacher education are discussed
Exploring the conceptions of meaningful digital pedagogy in the context of teacher education practicums
Full text linkTechnology integration in teacher training is paramount to adequately prepare student teachers for their future working lives. However, the integration of technology for pedagogical purposes in teacher training is sometimes problematic. The purpose of this study is to identify variations in the features related to meaningful digital pedagogy. This study is aimed at developing practices and pedagogy regarding technology use during teacher education practicums. Another objective of the study is to support the collaborative planning of digital technology inclusion in teaching by student teachers, their supervising in-service teachers and university teacher educators. Data were collected through interviews and analysed with a phenomenographic methodology. The findings indicate that teacher education practicums are commonly perceived as a context for reciprocal learning, wherein participants engage in mutual learning situations. Simultaneously, meaningful digital pedagogy is considered to adopt a student-centred perspective on learning. The findings are reflected through a theoretical framework, which consists of a learning community approach and the Technology Integration Matrix (TIM). This study contributes to the pedagogical development of the teacher education practicum and provides a perspective on aspects of how to implement a collaborative approach in the teacher education curriculum, thereby facilitating the implementation and development of new practices in teacher education practicums
- …
