Tarmo Toikkanen

The Finnish primary school curriculum will feature programming and computational thinking as mandatory cross-curricular elements in all teaching starting from the first grade. Many teachers are quite concerned about this and feel ill-prepared. A group of volunteers created a MOOC for teachers and, with no budget, trained over 500 primary school teachers to be competent teachers of programming (38% of the participants). The results from a study conducted within the course indicate that Finnish teachers seem to think that coding is an important addition to the school curriculum and they exhibit low levels of anxiety over it. The MOOC design focused on connectivist design principles (cMOOC) and was considered extremely successful by the participants. The MOOC participants seemed confident that the MOOC would equip them to face the new challenge, and indeed, the feedback from the MOOC and its results support this.

This dataset 'Interview - Tarmo Toikkanen' is a component of a Doctor Of Philosophy conducted by candidate Alexander Hayes (3919493) titled 'The Socioethical Implications Of Body Worn Computers: An Ethnographic Study'. <br>The full thesis can be accessed at https://ro.uow.edu.au/theses1/853<br>This research was conducted in the Faculty of Engineering and Information Systems, School of Computing and Information Technology (SCIT), University of Wollongong with research strength Innovation in Business & Social Research under Principal Supervisor Professor Katina Michael (University of Wollongong) and Associate Supervisor Dr Teemu Leinonen (Aalto University Finland). This thesis explores the socioethical implications of body worn computers (BWC) using an ethnographic approach. Furthermore, a subset, body worn cameras (BWCs), combines data with value added constancy through Location Based Services (LBS) over wireless network connections. The aim of this invest...

Motto ‘hands-on exercises are the most efficient means to learn coding’ prevails the design of Code ABC hackathons. Hackathons are emergent and challenge-based ways to engage participants. The participants of this study comprise Finnish comprehensive schoolteachers that are willing to develop their coding skills. Perceiving hackathon participants as players grants employing the same motivation and engagement theories that game researchers and developers exploit in developing serious games. This paper represents two subsequent Code ABC hackathon iterations, the autumn of 2017 and the spring of 2018. The development of hackathon challenges was based on the previous semester-long Code ABC MOOC exercises field-tested since autumn 2015. As the data, we exploit the returned work from participants (multiple-choice questions, open-ended responses, programming exercises, N = 10, the first, N = 30, the second) and the instructors’ reflections (N = 5). In particular, we address the topics considered challenging, engaging, and the lessons learned; the analysis utilizes mixed methods. Results show that the hackathons were almost too demanding yet engaging; however, their full potential was left unexploited.

The Finnish primary school curriculum will feature programming and computational thinking as mandatory cross-curricular elements in all teaching starting from the first grade. Many teachers are quite concerned about this and feel ill-prepared. A group of volunteers created a MOOC for teachers and, with no budget, trained over 500 primary school teachers to be competent teachers of programming (38% of the participants). The results from a study conducted within the course indicate that Finnish teachers seem to think that coding is an important addition to the school curriculum and they exhibit low levels of anxiety over it. The MOOC design focused on connectivist design principles (cMOOC) and was considered extremely successful by the participants. The MOOC participants seemed confident that the MOOC would equip them to face the new challenge, and indeed, the feedback from the MOOC and its results support this.

Abstract Recently design has been discussed in areas of research outside the traditional fields of art and design and engineering. Meanwhile design practitioners increasingly use methods from social sciences. Completing three design cases dealing with educational technology we have developed a human-centered research-based design methodology where software prototypes play an important role. Although the methodology builds on theories and methods from social sciences and educational research the context is design ...

Tietotekniikan kehittyessä lisääntyy sekä tietotyön tekijöiden tarve että paine tehostaa opetusta tietotekniikan avulla. Tietotyöläisten tarvitsemien taitojen opettamiseen tarvitaan uutta pedagogiikkaa, jossa korostetaan tietojen ja sääntöjen seuraamisen sijaan taitoja, itsenäisyyttä ja oppimaan oppimista. Tietotekniikankäyttäminen opetuksessa tuo omat haasteensa oppimistilanteisiin. Sosiokonstruktiivinen, yhteisöllinenverkko"-oppiminen onkin nousemassa perinteisen opettajajohtoisen opetuksen haastajaksi. Suomessa kehitetty ...

Page 1. Liisa Ilomäki (toim.) SÄHKÖÄ OPETUKSEEN! ... 8 Sami Paavola, Liisa Ilomäki ja Minna Lakkala Millaisia mahdollisuuksia oppimisaihiot tarjoavat oppimiselle? 16 Liisa Ilomäki, Markus Eronen ja Minna Lakkala Verkko-oppimateriaalien arviointi 24 ...

Ambient information displays are backchannels that are designed to work in the periphery of attention. We present a prototype 'Ambire' that combined features from classroom management systems, screen sharing applications, and ambient information displays. Ambire is an open-source web-based tool for streaming the content of students’ 1:1 devices onto a large screen. All screens rotate slowly in Ambire. The rotation may be stopped, paused, forwarded or tracked back. We posit that a solution such as Ambire will provide qualitative benefits to classroom activities in terms of increased peer learning, sharing, collaboration, and community spirit, and be in stark contrast to ordinary teachercontrolled classroom management systems.

In this paper we present Feeler, a design-in-progress tool for visualization of learning performance and well-being with the aim of fostering reflection and awareness. The project combines two currently promising areas such as Personal Informatics and Learning Analytics in order to encourage learners to reflect about their lifestyle and its impact on their learning capabilities. It is expected that allowing learners to capture and visualize quantitative data about their states and habits will offer them rich materials that support individual and collective reflection-after-action processes. This project builds on participatory design and a research-based design process. Currently, the project is in a product design stage. The aim of the project is to develop a working prototype that follows a slow technology approach that can be tested in learning contexts.

espanolEl presente articulo se centra en el deposito de recursos educativos abiertos (REA) LeMill, una comunidad virtual que permite buscar, crear y compartir recursos educativos, de acceso gratuito y abierto a todos en: http://lemill.net. A diferencia de los otros depositos de REA que cuentan con contenido autoritativo, LeMill depende de la labor de la base para crear nuevo contenido, pues todos sus recursos son obra de autores de contenido y profesores voluntarios. El exito de LeMill demuestra que un deposito de REA creado por la base puede convertirse en algo tan importante que atrae a nuevos miembros y recursos por si mismo. La tecnologia subyacente no es particularmente innovadora, pero su diseno extensivo y su simplicidad hacen de LeMill un deposito de REA diferente. La premisa del articulo postula que lo que ha permitido cambios fundamentales en el comportamiento de la gente es la aparicion de herramientas lo suficientemente sencillas. A partir de las experiencias del desarro...

Page 1. 9.3.2009 1 Sosiaalinen media opetuksessa Eija Kalliala http://eijataina.wordpress.com/ http://myy.haaga-helia.fi/~kalei/ 4.3.2009 Eija Kalliala 2 Kuka olen? • Tietie-verkko- opetusyhteistyön koordinaattori vuodesta 1995 – 14 ammattikorkeakoulua, tietojenkäsittely – OPM:n laatupalkinto vuonna 2002 • Verkko-opettaja vuodesta 1997 • Vuoden 2002 e-oppija • Verkko-opettamisen käsikirja (Finn Lectura -02) • Sosiaalinen media opetuksessa (Finn Lectura -09; yhdessä Tarmo Toikkasen kanssa) Page 2. 9.3.2009 2 4.3.2009 Eija Kalliala 3 ...

Geographically distributed software development is hard to do properly. There are basically only two known solutions: avoid it, or travel to each location weekly. Nine months ago we started a 2.5 year project with developers in four countries, and no budget for weekly travelling.

This paper discusses device-agnostic technologies and the use of visual mashups in augmenting accessibility in computer supported collaboration. The principles of Design for All (DfA) could be easily taken into software development if participants are allowed to contribute with whatever devices they have at their disposal or are able to use. However, device-agnostic services should rely on open standards, agile development and accessibility guidelines to allow participation of diverse user communities. We present ...

Motto ‘hands-on exercises are the most efficient means to learn coding’ prevails the design of Code ABC hackathons. Hackathons are emergent and challenge-based ways to engage participants. The participants of this study comprise Finnish comprehensive schoolteachers that are willing to develop their coding skills. Perceiving hackathon participants as players grants employing the same motivation and engagement theories that game researchers and developers exploit in developing serious games. This paper represents two subsequent Code ABC hackathon iterations, the autumn of 2017 and the spring of 2018. The development of hackathon challenges was based on the previous semester-long Code ABC MOOC exercises field-tested since autumn 2015. As the data, we exploit the returned work from participants (multiple-choice questions, open-ended responses, programming exercises, N = 10, the first, N = 30, the second) and the instructors’ reflections (N = 5). In particular, we address the topics considered challenging, engaging, and the lessons learned; the analysis utilizes mixed methods. Results show that the hackathons were almost too demanding yet engaging; however, their full potential was left unexploited.

ABSTRACT This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to correspond to collaborative learning paradigms, such as collaborative progressive inquiry or project-based learning, are scarce. In these pedagogical approaches, reflection plays an important role. This paper presents a design-based research study of mobile device apps, ReFlex and TeamUp, that are specifically designed for use in student-centred and collaborative school learning, in which continuous reflection is an important part of the learning process. The design of the apps has relied on earlier research on digital tools for reflection and research about mobile devices in classroom learning. The design of the apps was accomplished as part of the qualitative design-based research conducted with a total of 165 teachers in 13 European countries. As a characteristic for a design-based research, the results of the study are twofold: practical and theoretical. The apps designed, ReFlex and TeamUp, are practical results of the qualitative research carried out in schools with teachers and students to understand the design challenges and opportunities in schools, to renew their pedagogical practices and to take new tools in use. To understand better the capacity of the apps to facilitate reflection, we analysed the apps in light of earlier studies concerning the levels of reflection that digital tools may support and categorisations of affordances that mobile device apps may provide for classroom learning. Our research indicates that there is potential for fostering the practice of reflection in classroom learning through the use of apps for audio-visual recordings.

In this paper we present Feeler, a design-in-progress tool for visuali- zation of learning performance and well-being with the aim of fostering reflec- tion and awareness. The project combines two currently promising areas such as Personal Informatics and Learning Analytics in order to encourage learners to reflect about their lifestyle and its impact on their learning capabilities. It is expected that allowing learners to capture and visualize quantitative data about their states and habits will offer them rich materials that support individual and collective reflection-after-action processes. This project builds on participatory design and a research-based design process. Currently, the project is in a prod- uct design stage. The aim of the project is to develop a working prototype that follows a slow technology approach that can be tested in learning contexts.