In search for the integration of Learning Design (LD) and Teacher Inquiry into student learning (TISL)

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Raija Hämäläinen
6 November 2012

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Theoretical grounding work:<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />

Recent studies have suggested that successful technology-enhanced learning (TEL) requires several dimensions to meet (i.e., technological support, pedagogical approach, contextual features etc.). Our recent review article will ground empirical work of this study (see Hämäläinen & Vähäsantanen, 2011). There is a need to highlight the balance between the teachers’ instructional activities and (personal / collaborative) learning processes as well as the contextual nature of learning. The curriculum sets the starting point for activities, the environment supports collaboration, the teacher supports learning processes (e.g. based on research findings of productive collaboration and/or disciplined improvisation (which highlights the emergent nature of effective classroom practice, e.g. Sawyer, 2004)), and the learners are then given enough freedom for knowledge construction. Additionally, during the learning situation, the teacher simultaneously designs, monitors, and supports learning processes during group work based on contextual needs (for more detail see, Hämäläinen & Vähäsantanen, 2011).


Empirical examples of (technological) learning design

In our previous empirical research, we have focused on designing and analyzing collaborative learning in a vocational education setting. Related to that, four different scripted 3D games have been developed based on the needs of vocational learning (for description of the 3D games, please see following publications: Technology, Pedagogy and Education; 2011, Computers in Human Behaviour; 2008, and Computers & Education; 2008; 2012). From this research, it has become evident that there is potential to enhance vocational learning by (technical) learning design. However, at the same time Computer-Supported Collaborative Learning CSCL research has been criticized focusing too much on developing technological environments rather than pedagogical practices emphasizing ways to integrate teachers’ professional competencies to TEL settings (e.g., Kollar et al., 2011). Our earlier empirical studies have also indicated that there is a need for the teacher to play a more active role in various learning settings, especially in vocational contexts (Hämäläinen & Oksanen, 2012).


Teachers support for students' knowledge construction related to personal and collaborative learning goals

In our resect study (Hämäläinen & Laine, submitted) we found out that in (vocational) class room situations teachers used (inquiry based) shared problem solving (with students) as a powerful way to bring about personal and shared knowledge construction. Our analysis revealed that teachers and students constructed the work together as a shared process that enabled personal and collaborative levels of learning. In other words, the teacher was acting as an important contributor in students’ personal and collaborative knowledge construction.


Goals / future aims

Our current aim is to understand how learning is facilitated by interactions with peers and, in particular, the teacher acting in the zone of proximal development (Vygotsky, 1978) in the context of TEL. In other words, aim is to investigate a teacher’s role in the center of a dynamic process of setting goals, analysis planning, analysis execution, reflection and shared discussions (Dana, N. F., & Yendol-Hoppey, D., 2003). In case you fund our grounding work suitable - we would be very interested to participate on workshop to take further actions on investigating how to integrate Learning Design (LD) and Teacher Inquiry into student learning (TISL).


Our grounding references related to workshop topic:

Hämäläinen, R. (2008). Designing and evaluating collaboration in a virtual game environment for vocational learning. Computers & Education, 50 (1), 98-109.

Hämäläinen, R. (2011). Using a game environment to foster collaborative learning: a design-based study. Technology, Pedagogy and Education, 20 (1), 61 - 78.

Hämäläinen, R., Oksanen, K. & Häkkinen, P. (2008). Designing and analyzing collaboration in a scripted game for vocational education. Computers in Human Behavior, 24 (6), 2496-2506.

Hämäläinen, R., & Oksanen, K. (2012). Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a difference? Computers & Education, 59 (2), 281–293.

Hämäläinen, R. & Vähäsantanen, K. (2011). Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning. Educational Research Review, 6 (3), 169–184.

Raija Hämäläinen
11:39 on 9 November 2012

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Morgan Cooper
6:22am 6 October 2017

Our investigation uncovered that instructors and understudies developed the cooperate as a mutual procedure that empowered individual and community oriented levels of learning. At the end of the day, the instructor was going about as an imperative giver in understudies' close to home and community oriented learning development.

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