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Inventining and innovation pedagogy renew the content and pedagogy of education. New pedagogy changes teaching and challenges both students and teachers with open assignments. Schools have experimented with the invention pedagogy, which challenges students to develop thinking skills and encourages creativity and inventing New tools (Maker-case) and pedagogy have been experimented in 16 schools and preschools in the Helsinki metropolitan area. Teachers from various grades have participated in training provided by Growing Mind and Innoplay research projects. The present study examines with electronic questionnaire teachers’ (n=12) experiences of invention pedagogy, the use of materials in the Maker-case and changes in the ways of teaching. The analysis of the questionnaire directed the interview phase. The theme interviews (n=5) focused on the pedagogy and tools, their developmental needs, and suitability for teaching. The interview specified observations about the new pedagogy and understanding of the impacts, opportunities and weaknesses of teaching. The questionnaire revealed that the materials of the Maker-case and the pedagogy benefited those teachers for whom technology-based materials were new and who were eager to experiment with them in practice. Teachers' motivation to develop pedagogy and school practices clearly increased their willingness to experiment, and the development work was seen beneficial for the school, for students, and for teachers’ own competence. The materials in the Maker-case inspired all respondents, and most of them felt that the materials allowed them to practice technology-based invention pedagogy and encouraged them to use the pedagogy in their classrooms. The content analysis of the interview data showed that the new pedagogy is used to change one's own teaching to meet the objectives of the curriculum and to modernize teaching. The challenges were related to the lack of own skills and pedagogical support, and to the ability to apply the pedagogy to suit one's own group. According to the teachers, the tools in the Maker -case can be used to change teaching and to practice 21stcentury skills. Maker tools and invention pedagogy had a positive effect on the quality of learning. Open-ended challenges of invention pedagogy develop creativity and thinking skills and make learning more individual and effective.

Craft workshops and workshop events have become more common in our society. Functionality, Do It Yourself mentality is being made use of in many ways. The goal of this study was to examine different kinds of open workshops and to look at workshops from different angles. There were three points of views observed: Participants, instructors/organisers and customers. The objective was also to study what makes a good workshop and what goes in to planning one and to see how creative learning shows in workshops and how it can be supported. The study's research method was research interview. Collection of data was done in two different methods and analysed by Grounded theory. In the first phase of the study data was collected with an internet questionnaire. The questionnaire had common questions and questions where one can give their own view. The questionary was open to the public for one month from which 59 answers where gathered. In the second phase of the study data was collected with half structured theme interviews. People for the interviews were gathered through the questionnaire and through direct contact. The interviews were held four times and 6 people were interviewed in total. Different views were attempted to include in the theme interviews also. Interviewed were, one participant, one producer, one museum lecturer, two culture producers and a director of an art house. The internet questionnaires answers were analysed statistically and the open questions and interviews by content analysis. Different angles of the data where compared through Grounded theory. The saturation point between both data sets was looked at. The study concludes, that workshops are functional and their interaction is ongoing in real time. Workshops are being held from many different points of views and they can have different goals at their base. A good workshop is possible when goals are known and thought out with care. Development of creativity is possible in workshops and can be woken up when the facility, materials, atmosphere and of course instructions are supporting creativity. Craft workshops can work also as a means of learning and give its participants sensations of success and social interactions. These can advance the wellbeing of a participant in many ways