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EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23 1
Educational TechnologyResearch Unit
Prof. Sanna Järvelä http://edtech.oulu.fi/
Department of Educational Sciences and Teacher Education
University of Oulu
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23 2
Educational TechnologyResearch Unit
• 8 + 5 PhD students , 5 staff members• Funding
– Finnish Science Academy, EU, ESF, Graduate schools, Ministry of Education
– 2000-2006 External funding 2 463 141 Euros
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23
Research focus
• Research and teaching in the area of learning sciences and educational technology.
• Long-term research, producing new scientific knowledge and generating innovative, theory-based pedagogical applications.
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23
Research goals
(1)Conceptual analysis of motivation and self-regulation in learning.
(2)Empirical studies integrated to the individual, social, shared and interactive processes of learning with and without technology.
(3)Development and validation of theory-based process oriented methods and analyses.
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EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23
R e s e a r c h
Introductory studies (25 ects)
Intermediate studies (60 ects)Master’s programme
Postgraduate education
T e a c h i n g
Teaching and learning with technology in
practice
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23
Theoretical background• Theoretical grounding is in sociocognitive
and constructivist approaches on learning (Brandsford, Brown & Cocking, 2000) following the recent theoretical and methodological development in learning sciences (Sawyer, 2006).
• Special expertise lies in self-regulated learning theory (Boekaerts, Pintrich & Zeidner, 2000) and research on motivation (Volet & Järvelä, 2000) as well as socially shared cognition (Resnick, 1991).
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EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23
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Publications
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23
The most important publications (*impact factors)
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• Hurme, T-R., Merenluoto, K., Salonen, P., & Järvelä, S. (2nd submission). Socially shared metacognition in networked mathematical problem solving. Journal of the Learning Sciences. (*2,280)
• Järvelä, S., Järvenoja, H. & Veermans, M. (in press). Understanding dynamics of motivation in socially shared learning. International Journal of Educational Research.
• Järvelä, S., Veermans, M. & Leinonen, P. (in press). Investigating student engagement in computer-supported inquiry - a process-oriented analysis. Social Psychology of Education.
• Järvelä, S., Volet, S., & Järvenoja, H. (2nd submission ). Motivation in collaborative learning: new concepts and methods for studying social processes of motivation. Educational Psychologist. (*3,718)
• Näykki, P. & Järvelä, S. (in press). How pictorial knowledge representations stimulate collaborative knowledge construction in groups? Journal of Research on Technology in Education.
• Hurme, T-R., Palonen, T., & Järvelä, S. (2006). Metacognition in joint discussion: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics. Metacognition and Learning 2, 181-200.
• Leinonen, P., & Järvelä, S. (2006). Facilitating interpersonal evaluation of knowledge in a context of distributed team collaboration. British Journal of Educational Technology, 37(6), 897-916. (*0,311)
• Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction 15(5), 465-480. (*1,167)
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23
Research collaborationInternational:
– Simon Fraser and University of Victoria, Canada, Utrecht University The Netherlands, Murdoch University Australia, University of Nottingham UK
National:– University of Jyväskylä and Turku
Local:– Oulu University Virtual laboratory (V-lab) for
multidisciplinary research collaboration
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EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23 10
*Kaleidoscope is Supported by the European Community under the Sixth European Union Framework Programme for Research and Technological Development, thematic priority Information Society Technologies
• Seed grant ”Collaware research agenda”• CSCL special interest group• Virtual Doctoral School• Joint integrated Research activities
A member of EU funded Networks of Excellence
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23 11
- Ecology of Collaboration: Collaboration as Motivated and Co-ordinated Activity at Higher Education and Work-Place ContextsFunded by The Academy of Finland 2003-2007(PhD-students: Hanna Järvenoja, Piritta Leinonen)
• Collaboration as co-ordinated activity: seeking after shared understanding ?
• Motivational processes and shared understanding in collaborative learning ?
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23 12
GATE for Collaboration: 3D Game as a tool to support construction of shared
understandingFunded by The Finnish Work Environment Fund 2006-2008 (PhD student: Johanna Bluemink)
• How a 3D multiplayer game could support work teams in their construction of shared understanding?
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23 13
- Studying and Scaffolding Motivation and Self-Regulated Learning among Students Funded by The Academy of Finland 2007-2009 (PhD students: Jonna Malmberg, Heikki Kontturi)
• What is motivation in self-regulated learning and what are the elements of motivation regulation?
• Is it possible to scaffold students’ motivational regulation with a computer-based tool?
ScaMo
- Labels: e.g.”This is important”, ”I don’t understand”- Notes and Cmap: e.g. ”Compare”, ”My observation” notes to cmaps - Glossary: information about key concepts
Learning Kit
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23
SCORE - Pedagogical Structuring of Collaboration and
Self-Regulated Learning: Individual and Group-Level Perspectivesfunded by ESF 2006 – 2008(PhD studies: Jari Laru, Piia Näykki, Tiina Luokkanen)
• Theoretical analysis of collaborative learning and self-regulation
• Self-regulation in collaboration – cognitive and motivational regulation in individual and group levels of collaborative learning
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23 15
How to support sharing meaning and joint understanding?
Theoretical understanding of• Process of collaboration• Structuring the interaction • Regulating the interaction
Technological and pedagogical ”tools” for • Regulation • Awareness • Presence and context• Mobility and communication
Future research challenges
EDUCATIONAL TECHNOLOGY RESEARCH UNIT http://edtech.oulu.fi
Sanna Järvelä [email protected] 08.04.23
Educational Technology Research UnitResearch Strategy 2006-2010• The ongoing research strategy is designed
for monitoring and evaluating our work to date and guiding future directions.
• http://edtech.oulu.fi/index.php?id=344• Linked to
– The Faculty research area: Learning, teaching and the questions of human growth and development
– The University strategy: Focus areas of technology and multidisciplinary research
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