Browsing by Subject "yhteiskehittäminen"
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(2022)The aim of the study was to examine the role of customer learning in the co-development process of a product or service. The customer's learning is an essential part of the co-development process. With the help of research, the aim is to find possible learning challenges and to deepen the customer's learning path and its meaning. Companies should be able to enable customer learning even better in the future because customers are constantly demanding more and more individualized services and products. The frameworks of the research were the co-development process and customer learning. The customer's learning perspective was further deepened with the theories of trialogical learning, Bloom's taxonomy, and flipped learning. The research was carried out using design-ethnographic methods, using versatile material, collected from the company's customers and employees. The data were semi-structured interviews with customers and employees and other material from the co-development process, such as presentation material. The material was analyzed using thematic analysis methods. The results showed that the role of the customer's learning plays a very strong role during the co-development process. If the client's learning remains at a light level, the result of the project usually does not match the desired goals. In the customer's learning, special attention should be paid to the customer's motivation and enthusiasm, different participatory working methods, the utilization and cross-pollination of the different expertise of the customer group, and the general coordination of the project, for example, the guidance of workshops and the coordination of interim tasks. The study gathered together tips on different ways of working and learning in the co-development process.
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(2020)Entrepreneurship education has been a part of the national curriculum since the 1990s, but attitudes tend to be hostile and the inclusion of objectives in teaching are yet to be developed further. Previous studies show that clear definitions and common practices are needed to support entrepreneurship education in practice. The concepts of entrepreneurship and education are ambiguous making the definition of entrepreneurship education challenging. This study examines the student’s role and the achievement of entrepreneurship education objectives in the co-creation process from the teachers’ and the company representatives’ perspective. The co-creation projects were part of the DIT-Heureka and 6AIKA EduDigi projects aimed at developing a continuous operating model that supports innovations and entrepreneurship education. The aim of this study is to find out how co-creation projects can be utilised to meet the broad entrepreneurship education goals in schools. The data was collected by a semi-structured thematic interview of six teachers and 11 company representatives from seven companies. All of the interviewees had taken part in a co-creation project. Four of the interviews were conducted as pair interviews and the rest as individual interviews. The interviews were analyzed following the principles of thematic analysis. The teachers and company representatives emphasised the student’s role as a learner, influencer, experiencer and future builder. In addition, the role was seen as an innovator, interactor, and producer of benefits. The achieved objectives of entrepreneurship education were divided between experiences, knowledge, skills and attitudes. The co-creation process gave the students an experience of working with external stakeholders, as well as a different learning environment and versatile ways of working. Overall, the experience strengthened the students’ self-esteem. They learned about entrepreneurship, working life and opportunities of entrepreneurship. Co-creating improved the students’ co-operation, interaction, emotional and self-direction skills. The project succeeded in creating positive attitude towards work and entrepreneurship, and in motivating the students. Experiences of creating value play a key role in assuring the objectives of entrepreneurship education are broadly met. In addition these experiences support the development of both internal and external entrepreneurship within the co-operation projects.
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(2018)The purpose of this Master’s Thesis was to study the various types of objectives and contents created in a makerspace set in Finnish comprehensive school, and to find practices for developing similar innovative learning environments. The starting point was a research problem according to which the infrastructure of several comprehensive schools is in many ways inadequate in relation to the latest national core curriculum (POPS 2014), and therefore it fails to serve the acquisition of 21st century skills. The larger theoretical framework of this thesis is a socio constructivist learning theory, within which I review research done on learning environments and learning by making, with emphasis on design-oriented maker-culture. Previous studies have shown that inadequate physical learning environments may have negative impacts on learning and well-being in schools. Furthermore, there is strong scientific proof that emphasizing student-centered education and self-direction furthers learning. The research subject was the makerspace of a design education-oriented comprehensive school, whose concept has been selected as an educational innovation for the international project HundrED. The research approach selected was a case study and its qualitative data collected discretionarily through expert interviews. Visual anthropology as a research method enabled the use of visuality as part of content analysis. The analysis revealed that the makerspace aims at creating wide-ranging contents and objectives across school subject borders. Design methods are applied to the makerspace as part of both official and informal teaching. Data-based content analysis yielded a narrative image of the various stages of the creating process, pedagogical thinking of interviewees, and the still developing nature of the makerspace. The results of the thesis can be used particularly in creating new learning environments, which are making their way into basic education. Additionally, the results can be applied to designing and planning new schools.
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