Browsing by Subject "yhteisöllinen oppiminen"

The objective of this study was to identify what factors in the group play of preschool age children promote or inhibit collaborative learning. Additionally, the study explores what factors would promote or inhibit collaborative learning in group play when an early childhood educator is participating. The study contributes to the understanding of how early childhood educators through their actions can influence the development of collaborative learning. The study is a qualitative study and the research material has been acquired through observing and video recording children's group play in a preschool group’s story-based play mornings, from which ten play episodes have been selected for this study. The research approach is narrative and the group play of children and educators forms stories to be researched. The research material has been processed using theory directing content analysis, and the results of the analysis have been further processed into quantitative format. The study applies primarily Koivula’s (2010) research concerning factors promoting and inhibiting collaborative learning. Additionally, the behaviour of the early childhood educators as a promoter or inhibitor of collaborative learning has been analysed from the viewpoints expressed in the research of Juutinen (2018) and Storli (2013). In this study during the whole preschool year there were factors promoting collaborative learning in the large majority of play episodes and factors inhibiting collaborative learning in over one third of the play episodes. During the autumn there were factors promoting collaborative learning in almost all of the play episodes, while during the spring factors inhibiting collaborative learning were found in half of the play episodes. Factors promoting or inhibiting collaborative learning in the behaviour of the early childhood educators were both found in one third of the play episodes. The early childhood educators acted less as an inhibitor collaborative learning during the autumn than during the spring. The main result of the study is that educators didn’t guide an immigrant child to group play with the other children, but instead guided the child to play only alone with the educator. The study by Juutinen (2018) also noted situations in which educators would have through her actions promoted a sense of togetherness but didn’t make use of these opportunities. According that study as well as by Juutinen (2018) togetherness should be supported so that there would be space in group play for all kinds of members of the group.

The goal of this study is to analyze the characteristics of leadership in collaborative design learning and interactions emerging from the leadership actions, and the meaning of leadership for the team performance. The Co4Lab project organized by Helsinki University aims to develop multi-material and craft-based collaborative design teaching with schools and teachers. This thesis is a part of the project. The focus of the study is the multidisciplinary co-design study based on the model of co-invention (Riikonen, Sormunen, Kangas, Seitamaa-Hakkarainen ja Hakkarainen, 2018). In design learning, students solve authentic complex open-ended problems, which differ remarkably from the problems in natural sciences and mathematics. Collaborative learning and leadership in children has not been study in these kinds of complex problem-based learning challenges. The research data is recorded on video in a natural classroom setting, and covers two teaching sessions of three groups of 11-year-olds. Total length of the material is approximately 6 hours. The data was analyzed in a theory-based manner with a three-level videoanalysis model introduced by Ash (2007). 226 interaction episodes, which were started by a leadership move defined by Sun, Anderson, Perry and Lin (2017). The research analyzed the initiators, meaning and the success of leadership moves, as well as the length and quality of interaction. Based on the results, the development of joint leadership in groups was preceded by a shared idea. The ideation of groups was supported by leadership moves, which included problem-solving suggestions and the rationale for these. This was the case especially when the leadership moves were followed by forward development of initial ideas. Shared leadership of the group was associated with versatile ideation and improved interaction. Based on the results, in design learning it is important for the teachers to facilitate the constructive and mindful interaction between students.

Target: This study aims to find out what kind of activities deskless school as a physical space brings out among pupils and teachers. It also studies what kind of significances pupils and teachers gave to deskless school and to the possibilities it was creating. The target of this study was to increase the knowledge about how the changes of learning environment affects pupils’ and teachers’ activities and how meaningful changes in learning environment can support interactive learning, knowledge creation learning and the growth of pupils’ agency. As a theoretical background the affordance theory and different space theories were used to understand how the learning spaces in schools are taking shape. Method: The data was gathered in Helsinki capital area from a newly build school, where the spaces were furnished from deskless point of view. The data consisted of one second grade class pupils and their two teachers. Research method was exploratory case study and both observations and interviews were used. Results and conclusion: Results showed that deskless school generates new kinds of learning and teaching activities. Pupils got used to concentrate on their school work even if there was movement in the class. They also utilized movement in their own activities and strengthened their own agency with movement and freedom of choice. Freedom of choices concerned also work practices. It was common to work with a pair or in small groups, which emphasized cooperation in school work. Deskless school was given several meanings that reflected what pupils and teachers were valuing in their school. Pupils highlighted tranquility during the classes, possibility for cooperation in learning activities and the free choice of places and way of studying. Teachers highlighted also the importance of cooperation and how the school environment enabled cooperative learning. Teachers viewed the spaces especially through their quality of enabling new kind of activities: support for teachers’ cooperation, co-planning and co-teaching. Conclusion was that planning the school environments matters. With thoughtful planning can school environments support deeper cooperation between teachers and pupils, cooperative learning, knowledge sharing and even raise pupils’ agency. However, the space itself does not make any change, but it enables new kind of thinking and activities.

The purpose of the present study was to analyze collective learning in selected teams in Yleisradio Ltd., the Finnish broadcasting company. In addition, the purpose was to consider how to spread good learning practices widely in the organization. In this research, I studied learning from a multidimensional point of view considering individuals, community, networks and working context as well as the impact of practices and artefacts on learning. In addition, I studied how agency and motivation support learning. The study was a qualitative case study. The target group of the study consisted of two parts: a networked learning model Yle Lab and agile teams. The empirical data included 13 theme interviews and 14 event observations. In addition, the empirical material included field notes and material given by the client. I analyzed transcribed interviews and field notes using theory-driven content analysis. Yle Lab organizes different kinds of collective learning activities annually. The purpose of these activities is to enhance adoption of a more multimedia- and user-centered mindset within the organization. According to the results of the study Labra used different kinds of pedagogical practices in these learning events, such as group discussions, artefacts, stories, coaching and user testing, the purpose of which was to build the participants' capability to plan multimedia projects and develop their expertise. The practises and artefacts of the agile teams together constructed the epistemic culture and knowledge construction system of the domain. Development of working practices, knowledge creating, and learning were integrated as a natural part of their daily work. The results of both target groups indicated that work itself was the best way to learn in working life, which supports the results of earlier studies. Many interviewees stated that their competence had increased alongside the development of their industry, through variable working roles over the years. The empirical data indicated features of progressive problem solving processes, which is a typical learning model for experts. Interviewees had strong professional agency and they were motivated. According to this study it can be concluded that it is possible to support collective learning at the workplace by developing meeting practices that support learning, providing common rooms for professionals, creating common goals, promoting a job rotation culture, and providing coaching networks to support learning paths. This study provided knowledge of collective learning practices of the target groups. In addition, this study yielded some thoughts on how collective learning can be supported in the organization. In this research, I study only a limited part of the company. Thus, a broader study would be necessary in order to have a more extensive view of an organization's collective learning practices.

This is a qualitative, phenomenological and hermeneutic research. The aim of this research is to study a nongraded primary education class during its pilot year from the perspective of social and individual learning. The aim of the research is to find out, how does nongradedness support social learning according to the experience of the teacher and students, and how does nongradedness support individual learning according to the experience of the teacher and students. I studied the class through observation and gathered my data by doing two theme interviews with the teacher and interviewing ten of the students. I analyzed my data following the guidelines of theory based content analysis and interpretations. In my reasearch I found out, that nongradedness supports both social and individual learning by using social and functional ways of teaching and studying. By combining two grades due to pedagogical purposes students are able to advance in their studies in an individualistic pace easily. In a nongraded classroom the teacher can easily individualise his or her teaching due to the spectrum of students and contents of things to learn made possible by combining two grades. The main focus in the classroom is on social learning.