Sami Paavola
University of Helsinki, Faculty of Educational Sciences, Faculty Member
- University of Helsinki, Faculty of Behavioural Sciences, Faculty Memberadd
- Computer-Supported Collaborative Learning (CSCL), Activity Theory, Extended Mind, Sociocultural Theory, Trialogical learning, Mediation, and 106 moreAbduction, Metaphors of Learning, Educational Philosophy, Semiotics, Distributed Cognition, Pragmatism, Peirce, Logic of Discovery, Methodology, Knowledge creation metaphor of learning, Problem Solving Epistemology, Resilience (Sustainability), Resilience, Epistemic artefact, Artefacts, Ontology of Artefacts, Boundary objects, Schema Theory, Pattern Recognition, Sherlock Holmes, Enactivism, Abductive Inference, Embodied and Distributed Cognition, Knowledge Creation / Generation (Innovation), Knowledge Work, Learning Sciences, Jaakko Hintikka, Design Research Method (Architecture), Problem solving (Education), Creative Problem Solving, Problem solving (Cognitive Psychology), Problem Solving, Collaborative Problem Solving, Ill-Structured Problem Solving, Collaborative problem-solving, Knowledge building, Science, Technology and Society, Actor-Network-Theory, Iconicity, John Dewey, Knowledge Creation, Trialogical approach on learning, Engineering Education, Collaboration Technology, Epistemic technology, Creative Research Methods, Diagrammatic Reasoning, Argumentation, George Herbert Mead, James J. Gibson, Instructional Technology, Educational Technology, Instructional Design, Education, Distance Learning, Hybrid Learning, Online Learning, E-learning, Technology-enhanced Learning, Abductive Reasoning: Logical Investigations into Discovery and Explanation, Abductive Reasoning, Qualitative methodology, Educational Research, Collaborative Learning, Collaboration, Creativity, Meno paradox, Norwood Russell Hanson, Practice theory, Situated Learning, Philosophy of Social Sciences, Cultural Historical Activity Theory, Knowledge Practices, Inquiry Based Learning, Crowdsourcing, Open Innovation, Research Methodology, Philosophy of Science, Philosophy of Social Science, Cognitive Science, Douglas Walton, Argumentation Theory, Rhetoric, Situated Cognition, Index, Agency, Cultural-Historical Psychology, Philosophy of Science in Practice, Building Information Modeling, Building Information Modeling (BIM) (Architecture), Building Information Modelling, Design Research, Design-based research, Reflective Practice, Science and Technology Studies, Computer Networks, Databases, Software, Commons, Creative Commons, Digital objects, Intermediary Object, Virtual Reality, Augmented Reality, Sociomateriality, and Philosophy of Actionedit
- I'm an associate professor at the Faculty of Educational Sciences (University of Helsinki), and work there at the Cen... moreI'm an associate professor at the Faculty of Educational Sciences (University of Helsinki), and work there at the Center for Research on Activity, Development and Learning (CRADLE) which is a part of Learning, Culture and Interventions (LECI) expert group. My research interests focus on digitization and collaborative work and learning, and on methodological issues concerning collaboration, inquiry, and knowledge work. The topic of my doctoral disseration (2006) was on abductive models of discovery. I have also investigated models and theories on knowledge creation, discovery, distributed cognition, and technology mediated collaborative learning and work. Many of my research papers have dealt with metaphors of learning (acquisition, participation, knowledge creation), the trialogical approach to learning, and abductive methodology of searching hypotheses.edit
This book is a revised and edited version of my doctoral dissertation from 2006. The dissertation has not been easily available (except for the introductory part), which is one reason for the republication. Besides that, I have updated... more
This book is a revised and edited version of my doctoral dissertation from 2006. The dissertation has not been easily available (except for the introductory part), which is one reason for the republication. Besides that, I have updated and made additions, which hopefully have improved the book.
The first three chapters of this book (Introduction, and Chapters 1 and 2) are modified on the basis of the “Introductory essay” of my dissertation. Even though I was myself quite convinced that I had covered the main literature on the history of Peircean abduction already there, in fact since 2006 new material on abduction is appearing all the time. New remarks on the history of abduction have been added to these introductory chapters. Besides classics (like R. K. Merton, and G. Bateson), additions deal especially with methodological perspectives on abduction in relation to issues like grounded theory, or the role of abduction inbetween theory and data, or remarks on Darwin’s abductive methodology.
Chapters 3 till 8 are journal articles published in my dissertation. I have added two new chapters (Chapters 9 and 10) which supplement my initial interpretations of abduction. A subject index and a name index have also been inserted.
See: https://www.morebooks.de/store/gb/book/on-the-origin-of-ideas/isbn/978-3-8484-0703-3
The first three chapters of this book (Introduction, and Chapters 1 and 2) are modified on the basis of the “Introductory essay” of my dissertation. Even though I was myself quite convinced that I had covered the main literature on the history of Peircean abduction already there, in fact since 2006 new material on abduction is appearing all the time. New remarks on the history of abduction have been added to these introductory chapters. Besides classics (like R. K. Merton, and G. Bateson), additions deal especially with methodological perspectives on abduction in relation to issues like grounded theory, or the role of abduction inbetween theory and data, or remarks on Darwin’s abductive methodology.
Chapters 3 till 8 are journal articles published in my dissertation. I have added two new chapters (Chapters 9 and 10) which supplement my initial interpretations of abduction. A subject index and a name index have also been inserted.
See: https://www.morebooks.de/store/gb/book/on-the-origin-of-ideas/isbn/978-3-8484-0703-3
Research Interests:
"From the preface: The book is about collaborative knowledge creation, and more specifically about the trialogical approach to learning. Throughout the book, the authors explore collaborative work with shared knowledge artefacts and... more
"From the preface: The book is about collaborative knowledge creation, and more specifically about the trialogical approach to learning. Throughout the book, the authors explore collaborative work with shared knowledge artefacts and objects, and relate their contributions to tool development for and practices of technology-mediated learning. The contributions are concrete examples to explain how people create knowledge that is materialized in concrete objects, and transforms their knowledge practices by cross-fertilizing new and existing practices in educational and professional environments.
The book presents results from the EU-funded integrated project Knowledge Practices Laboratory (KP-Lab) project (2006-2011) to a broader audience. 22 partners from 14 countries joined in the KP-Lab project to explore higher education courses, workplace learning and teacher training situations and help bridge practices in educational and professional institutions.
The book is aimed at readers interested in collaborative knowledge creation processes and technology-mediated learning. Compared to other contemporary European perspectives on technology-enhanced learning, the chapters in this book are framed within one overarching theoretical perspective; the trialogical approach, to explore knowledge creation processes.
Content
Collaborative knowledge creation: Introduction
Chapter 1 Sami Paavola, Ritva Engeström, & Kai Hakkarainen
The trialogical approach as a new form of mediation
Chapter 2 Hadj Batatia, Kai Hakkarainen, & Anders Mørch
Tacit knowledge and trialogical learning: towards a conceptual framework for designing innovative tools
Chapter 3 Martin Doerr, Athina Kritsotaki, Vassilis Christophides, & Dimitris Kotzinos
Reference ontology for knowledge creation processes
Chapter 4 Merja Bauters, Minna Lakkala, Sami Paavola, Kari Kosonen, & Hannu Markkanen
KPE (Knowledge Practices Environment) supporting knowledge creation practices in education
Chapter 5 Christoph Richter, Heidrun Allert, Vassiliy P. Tchoumatchenko, Ivan H. Furnadziev, Tania K. Vasileva, Dimitris Kotzinos, Giorgos Flouris, Vassilis Christophides, & Juha Löytöläinen
A pragmatic approach to collaborative semantic modeling: The Visual Modeling (Language) Editor
Chapter 6 Hanna Toiviainen, Seppo Toikka, & Jiri Lallimo
Analyzing expansive learning in a multi-layered design project
Chapter 7 Christoph Richter, Ekaterina Simonenko, Tsuyoshi Sugibuchi, Nicolas Spyratos, Frantisek Babic, Jozef Wagner, Jan Paralic, Michal Racek, Crina Damşa, & Vassilis Christophides
Mirroring tools for collaborative analysis and reflection
Chapter 8 Minna Lakkala, Liisa Ilomäki, Sami Paavola, Kari Kosonen, & Hanni Muukkonen
Using trialogical design principles to assess pedagogical practices in two higher education courses
Chapter 9 Klas Karlgren
Trialogical design principles as inspiration for designing knowledge practices for medical simulation training
Chapter 10 Kari Kosonen, Hanni Muukkonen, Minna Lakkala, & Sami Paavola
A product development course as a pedagogical setting for multidisciplinary professional learning
Chapter 11 Crina Damşa, & Jerry Andriessen
Shared epistemic agency for knowledge creation: An explorative case study
Chapter 12 Andrea Kárpáti, & Helga Dorner
Developing epistemic agencies of teacher trainees - using the Mentored Innovation Model
Chapter 13 Patrick Sins, & Jerry Andriessen
Working within knowledge communities as a context for developing knowledge practices
Chapter 14 Anne Moen, & Sturle Nes
Consolidating work descriptions: Creating shared knowledge objects"
The book presents results from the EU-funded integrated project Knowledge Practices Laboratory (KP-Lab) project (2006-2011) to a broader audience. 22 partners from 14 countries joined in the KP-Lab project to explore higher education courses, workplace learning and teacher training situations and help bridge practices in educational and professional institutions.
The book is aimed at readers interested in collaborative knowledge creation processes and technology-mediated learning. Compared to other contemporary European perspectives on technology-enhanced learning, the chapters in this book are framed within one overarching theoretical perspective; the trialogical approach, to explore knowledge creation processes.
Content
Collaborative knowledge creation: Introduction
Chapter 1 Sami Paavola, Ritva Engeström, & Kai Hakkarainen
The trialogical approach as a new form of mediation
Chapter 2 Hadj Batatia, Kai Hakkarainen, & Anders Mørch
Tacit knowledge and trialogical learning: towards a conceptual framework for designing innovative tools
Chapter 3 Martin Doerr, Athina Kritsotaki, Vassilis Christophides, & Dimitris Kotzinos
Reference ontology for knowledge creation processes
Chapter 4 Merja Bauters, Minna Lakkala, Sami Paavola, Kari Kosonen, & Hannu Markkanen
KPE (Knowledge Practices Environment) supporting knowledge creation practices in education
Chapter 5 Christoph Richter, Heidrun Allert, Vassiliy P. Tchoumatchenko, Ivan H. Furnadziev, Tania K. Vasileva, Dimitris Kotzinos, Giorgos Flouris, Vassilis Christophides, & Juha Löytöläinen
A pragmatic approach to collaborative semantic modeling: The Visual Modeling (Language) Editor
Chapter 6 Hanna Toiviainen, Seppo Toikka, & Jiri Lallimo
Analyzing expansive learning in a multi-layered design project
Chapter 7 Christoph Richter, Ekaterina Simonenko, Tsuyoshi Sugibuchi, Nicolas Spyratos, Frantisek Babic, Jozef Wagner, Jan Paralic, Michal Racek, Crina Damşa, & Vassilis Christophides
Mirroring tools for collaborative analysis and reflection
Chapter 8 Minna Lakkala, Liisa Ilomäki, Sami Paavola, Kari Kosonen, & Hanni Muukkonen
Using trialogical design principles to assess pedagogical practices in two higher education courses
Chapter 9 Klas Karlgren
Trialogical design principles as inspiration for designing knowledge practices for medical simulation training
Chapter 10 Kari Kosonen, Hanni Muukkonen, Minna Lakkala, & Sami Paavola
A product development course as a pedagogical setting for multidisciplinary professional learning
Chapter 11 Crina Damşa, & Jerry Andriessen
Shared epistemic agency for knowledge creation: An explorative case study
Chapter 12 Andrea Kárpáti, & Helga Dorner
Developing epistemic agencies of teacher trainees - using the Mentored Innovation Model
Chapter 13 Patrick Sins, & Jerry Andriessen
Working within knowledge communities as a context for developing knowledge practices
Chapter 14 Anne Moen, & Sturle Nes
Consolidating work descriptions: Creating shared knowledge objects"
Research Interests:
This volume collects together selected papers presented at the Applying Peirce conference arranged at the University of Helsinki, 11-13 June 2007. The meeting brought together scholars and researchers to explore and discuss Charles S.... more
This volume collects together selected papers presented at the Applying Peirce conference arranged at the University of Helsinki, 11-13 June 2007. The meeting brought together scholars and researchers to explore and discuss Charles S. Peirce’s thought and its applications. The current volume includes a selection of extended papers representative of the contents of the conference.
Research Interests:
"The purpose of this study is to analyze and develop various forms of abduction as a means of conceptualizing processes of discovery. Abduction was originally presented by Charles S. Peirce (1839-1914) as a "weak", third main mode of... more
"The purpose of this study is to analyze and develop various forms of abduction as a means of conceptualizing processes of discovery. Abduction was originally presented by Charles S. Peirce (1839-1914) as a "weak", third main mode of inference -- besides deduction and induction -- one which, he proposed, is closely related to many kinds of cognitive processes, such as instincts, perception, practices and mediated activity in general. Both abduction and discovery are controversial issues in philosophy of science. It is often claimed that discovery cannot be a proper subject area for conceptual analysis and, accordingly, abduction cannot serve as a "logic of discovery". I argue, however, that abduction gives essential means for understanding processes of discovery although it cannot give rise to a manual or algorithm for making discoveries.
In the first part of the study, I briefly present how the main trend in philosophy of science has, for a long time, been critical towards a systematic account of discovery. Various models have, however, been suggested. I outline a short history of abduction; first Peirce's evolving forms of his theory, and then later developments. Although abduction has not been a major area of research until quite recently, I review some critiques of it and look at the ways it has been analyzed, developed and used in various fields of research. Peirce's own writings and later developments, I argue, leave room for various subsequent interpretations of abduction.
The second part of the study consists of six research articles. First I treat "classical" arguments against abduction as a logic of discovery. I show that by developing strategic aspects of abductive inference these arguments can be countered. Nowadays the term 'abduction' is often used as a synonym for the Inference to the Best Explanation (IBE) model. I argue, however, that it is useful to distinguish between IBE ("Harmanian abduction") and "Hansonian abduction"; the latter concentrating on analyzing processes of discovery. The distinctions between loveliness and likeliness, and between potential and actual explanations are more fruitful within Hansonian abduction. I clarify the nature of abduction by using Peirce's distinction between three areas of "semeiotic": grammar, critic, and methodeutic. Grammar (emphasizing "Firstnesses" and iconicity) and methodeutic (i.e., a processual approach) especially, give new means for understanding abduction. Peirce himself held a controversial view that new abductive ideas are products of an instinct and an inference at the same time. I maintain that it is beneficial to make a clear distinction between abductive inference and abductive instinct, on the basis of which both can be developed further. Besides these, I analyze abduction as a part of distributed cognition which emphasizes a long-term interaction with the material, social and cultural environment as a source for abductive ideas. This approach suggests a "trialogical" model in which inquirers are fundamentally connected both to other inquirers and to the objects of inquiry. As for the classical Meno paradox about discovery, I show that abduction provides more than one answer. As my main example of abductive methodology, I analyze the process of Ignaz Semmelweis' research on childbed fever.
A central basis for abduction is the claim that discovery is not a sequence of events governed only by processes of chance. Abduction treats those processes which both constrain and instigate the search for new ideas; starting from the use of clues as a starting point for discovery, but continuing in considerations like elegance and 'loveliness'. The study then continues a Peircean-Hansonian research programme by developing abduction as a way of analyzing processes of discovery. "
In the first part of the study, I briefly present how the main trend in philosophy of science has, for a long time, been critical towards a systematic account of discovery. Various models have, however, been suggested. I outline a short history of abduction; first Peirce's evolving forms of his theory, and then later developments. Although abduction has not been a major area of research until quite recently, I review some critiques of it and look at the ways it has been analyzed, developed and used in various fields of research. Peirce's own writings and later developments, I argue, leave room for various subsequent interpretations of abduction.
The second part of the study consists of six research articles. First I treat "classical" arguments against abduction as a logic of discovery. I show that by developing strategic aspects of abductive inference these arguments can be countered. Nowadays the term 'abduction' is often used as a synonym for the Inference to the Best Explanation (IBE) model. I argue, however, that it is useful to distinguish between IBE ("Harmanian abduction") and "Hansonian abduction"; the latter concentrating on analyzing processes of discovery. The distinctions between loveliness and likeliness, and between potential and actual explanations are more fruitful within Hansonian abduction. I clarify the nature of abduction by using Peirce's distinction between three areas of "semeiotic": grammar, critic, and methodeutic. Grammar (emphasizing "Firstnesses" and iconicity) and methodeutic (i.e., a processual approach) especially, give new means for understanding abduction. Peirce himself held a controversial view that new abductive ideas are products of an instinct and an inference at the same time. I maintain that it is beneficial to make a clear distinction between abductive inference and abductive instinct, on the basis of which both can be developed further. Besides these, I analyze abduction as a part of distributed cognition which emphasizes a long-term interaction with the material, social and cultural environment as a source for abductive ideas. This approach suggests a "trialogical" model in which inquirers are fundamentally connected both to other inquirers and to the objects of inquiry. As for the classical Meno paradox about discovery, I show that abduction provides more than one answer. As my main example of abductive methodology, I analyze the process of Ignaz Semmelweis' research on childbed fever.
A central basis for abduction is the claim that discovery is not a sequence of events governed only by processes of chance. Abduction treats those processes which both constrain and instigate the search for new ideas; starting from the use of clues as a starting point for discovery, but continuing in considerations like elegance and 'loveliness'. The study then continues a Peircean-Hansonian research programme by developing abduction as a way of analyzing processes of discovery. "
Research Interests:
The purpose of the present book is to examine the challenges to human skills and competencies emerging from the knowledge society. Relying on a series of empirical workplace studies, as well as an extensive review of the psychological,... more
The purpose of the present book is to examine the challenges to human skills and competencies emerging from the knowledge society. Relying on a series of empirical workplace studies, as well as an extensive review of the psychological, sociological and educational literature, the authors develop a framework for examining human competence as a process of networked expertise. Networked expertise is relational in nature; it is constituted in interaction between individuals, communities, and larger networks supported by cognitive artifacts, and it coevolves with continuously transforming innovative knowledge communities. Networked expertise is examined from the perspective of three metaphors of learning, i.e. knowledge acquisition, participation, and knowledge creation, which are all relevant in workplaces as well as in educational institutions.
The chapter analyzes the evolution of conceptions of abduction as a logic of discovery. Peirce's original texts have provided the means for various, overlapping interpretations. N. R. Hanson's texts were crucial in defending and... more
The chapter analyzes the evolution of conceptions of abduction as a logic of discovery. Peirce's original texts have provided the means for various, overlapping interpretations. N. R. Hanson's texts were crucial in defending and developing the idea that abduction can be interpreted as a logic of discovery. Many commentators since Hanson have been more hesitant on this and more in line with the logical empiricists, maintaining that discovery is not an area for logic and justification. Since Hanson it has been typical to discern a middle area in between discovery and justification, that is, the context of pursuit. Many commentators have maintained that abduction is the logic for the context of pursuit, and cannot be the logic for the context of discovery; the latter being an area for psychology or heuristics but not for logic. Others maintain that abduction can be a logic of discovery, which means rational reconstruction of heuristic processes and dynamics involved in discovery. The chapter presents arguments both for the logic of pursuit without discovery interpretation, and for various ways of developing abduction as a logic of discovery, as well as supporting the potential of interpreting abduction as a logic of discovery. Elements for these formulations come from Peirce and Hanson, according to whom abduction is a "weak" form of inference, close to guessing, is based on the use of clue-like signs, and on iconic relationships, and is aimed at reconstructing dynamic inquiry and search processes of discovery.
Research Interests:
This chapter delineates different approaches to technology-mediated learning that emphasize "object-oriented" collaboration. The chapter introduces, more specifically, trialogical learning, as distinguished from individual knowledge... more
This chapter delineates different approaches to technology-mediated learning that emphasize "object-oriented" collaboration. The chapter introduces, more specifically, trialogical learning, as distinguished from individual knowledge acquisition ("monological") or from participation in social interaction and meaning making ("dialogical" approaches, see Trausan-Matu, Wegerif, and Major, this volume). We briefly introduce object-oriented collaboration and the trialogical approach where human learning and activity are targeted at jointly developed knowledge artifacts and related knowledge practices. As objects and object-orientedness have become centrally important for understanding collaboration in modern knowledge work, the facilitation of trialogical processes of collaborative learning is crucial in educational contexts. Several approaches focusing on object-oriented collaboration are analyzed, including those that use different terminology. The trialogical approaches appear to form a continuum with dialogical theories and meaning-making traditions often highlighted in CSCL research. Finally, we anticipate future uses of trialogical learning and object-oriented collaboration.
Research Interests:
Following C. S. Peirce, abduction is often interpreted as a first phase of inquiry where a hypothesis is formulated requiring testing. I maintain, however, that a natural scientific ideal of testing is not the most suitable model for... more
Following C. S. Peirce, abduction is often interpreted as a first phase of inquiry where a hypothesis is formulated requiring testing. I maintain, however, that a natural scientific ideal of testing is not the most suitable model for studies on human practices. Practical experimentation follows a different kind of a logic, and Peirce's formulations need to be developed further. I interpret abduction in relation to the Deweyan idea of a working hypothesis, and the method of ascending from the abstract to the concrete. Practical abduction is about enriching the working hypothesis instead of "testing" it in a strict sense. In studies on human practices abduction continues throughout the research process.
Research Interests:
The article discusses the concepts of object and object construction through studying the collaborative use of Building Information Modelling (BIM) in construction design. It suggests that a combined BIM model in design can be regarded as... more
The article discusses the concepts of object and object construction through studying the collaborative use of Building Information Modelling (BIM) in construction design. It suggests that a combined BIM model in design can be regarded as an ideal or special object, as suggested by Ilyenkov in his theory of the ideal. The concepts of intermediary object and artefact help in analysing the cycles of construction of such an object in design. BIM models as modifiable digital artefacts contribute to their capability of functioning as tools of individual design work and collaboration as well as means of objectifying the outcomes of design cycles into intermediary objects. We argue that the uses of combined BIM models give birth to a new modality of spatial thought, perception and collaborative problem solving in construction design.
Research Interests:
Research Interests:
Engineering and architectural design research has studied the uses of various kinds of artefacts and visual representations like sketches, drawings and design plans. The implementation of Building Information Modelling (BIM) creates a new... more
Engineering and architectural design research has studied the uses of various kinds of artefacts and visual representations like sketches, drawings and design plans. The implementation of Building Information Modelling (BIM) creates a new constellation of instruments and calls for further reconceptualising of the collaborative design process. The paper presents analysis of BIM models as co-developed intermediary objects in the design. They function both as objects of joint problem solving and as a concrete but dynamic means for collaboration both virtually and in face-to-face meetings. We suggest that BIM models provide novel forms of 'virtual materiality': in design meetings BIM models provide a tangible means for designers' collaboration. Versatile indexical use of 3D BIM models dominates discussion and problem solving in design meetings.
Research Interests:
Kerosuo, H., Paavola, S., Miettinen, R. & Mäki, T. (2017) Hankkeista oppiminen: Tietomallintamisen johtaminen, organisointi ja koordinointi rakennushankkeissa. Loppuraportti työsuojelurahaston tutkimus- ja kehittämishankkeesta. Helsingin... more
Kerosuo, H., Paavola, S., Miettinen, R. & Mäki, T. (2017) Hankkeista oppiminen: Tietomallintamisen johtaminen, organisointi ja koordinointi rakennushankkeissa. Loppuraportti työsuojelurahaston tutkimus- ja kehittämishankkeesta. Helsingin yliopisto, Käyttäytymistieteiden laitos.
Tietomallien laajeneva käyttö vaatii johtamisen, organisoinnin ja koordinoinnin kehittämistä rakennushankkeissa. Tutkimushankkeessa selvitettiin millä eri tavoilla ja kenen toimesta tietomallintamista johdetaan ja koordinoidaan rakennushankkeissa, millä eri tavoin tietomallintamista käytetään ja hyödynnetään kiinteistöjen suunnittelussa, rakentamisessa ja ylläpidossa, miten tietomallien tuottamisesta ja käytöstä sovitaan hankkeen eri vaiheissa ja millä eri tavoin tietomallintamisen johtamista, organisointia ja koordinointia voidaan tukea erilaisten yhteistyömallien avulla?
Tutkimuksen teoreettinen viitekehys ja menetelmä perustuvat toiminnan teoriaan ja kehittävään työntutkimukseen. Tutkimusta varten haastateltiin alan asiantuntijoita (44 haastattelua) ja havainnoitiin rakennushankkeiden kokoustyöskentelyä (11 kokousta).
Hankkeen tuloksena on syntynyt uutta tietoa tietomallintamisen johtamisen, organisoinnin ja koordinoinnin uusista tehtävistä, käytännöistä ja yhteistyömuodoista. Tutkimuksessa tunnistettiin tilaajan tietomallikoordinaattorin, suunnitteluryhmän tietomallikoordinaattorin ja erityisalaa edustavan tietomallivastaavan tehtävät. Tilaajan tietomallikoordinaattori tukee tilaajan tehtävää valvomalla tilaajan etua ja hoitamalla tilaajan vastuuseen liittyvä tehtäviä rakennushankkeessa. Suunnitteluryhmän tietomallikoordinaattori ohjaa, tukee ja valvoo tietomallinnusta suunnitteluryhmän tasolla. Suunnittelualan tietomallivastaava vastaa yrityksen sisäisestä tietomallintamisen ohjauksesta ja valvonnasta suunnittelualan suhteen. Johtamisen, ohjauksen ja koordinoinnin tehtävien teko voidaan organisoida eri tavoin hankkeissa. Tietomallintamisen johtamisen, organisoinnin ja koordinoinnin jännitteet liittyvät päätösvaltaan, pääsuunnittelijan toimimiseen tietomallikoordinaattorina ja suunnittelualan osaamisen ja tietomalliosaamisen väliseen jännitteeseen.
Kaikille toimijoille yhteisen, yhden tietomallin käyttö rakennuksen elinkaaren aikana on epärealistista. Tällä hetkellä tietojärjestelmien integraatio tapahtuu nykyisten tietoinfrastruktuurien puitteissa. Osittainen, askeleittain etenevä tietomallien ja tietoinfrastruktuurin linkitys ja integrointi voisi olla mahdollinen tapa edetä. Tämä edellyttää, että eri käyttäjäryhmät, mukaan lukien loppukäyttäjät saadaan mukaan tietotarpeiden määrittelyyn ja tietomallintamisesta löytyy etuja käyttäjille. Tarvitaan myös uudenlaisia ohjelmistoja ja palveluja tietomalleihin liittyen.
Toimijoiden välisen yhteistyön ohjaus ja koordinointi ovat edelleen haasteellisia ja kaikki toimijat eivät ole halukkaita muuttamaan totuttuja työtapojaan. Uusien yhteistyömuotojen kehittäminen pyrkii vastaamaan haasteeseen kehittää organisaatioiden välistä tietomallien käyttöä. Neuvottelujen ja sopimisen tarve tietomallien järkevästä hyödyntämisestä korostuu jatkossa, vaikka ei luovuttaisikaan kokonaan perinteisistä toimintatavoista.
Tietomallien laajeneva käyttö vaatii johtamisen, organisoinnin ja koordinoinnin kehittämistä rakennushankkeissa. Tutkimushankkeessa selvitettiin millä eri tavoilla ja kenen toimesta tietomallintamista johdetaan ja koordinoidaan rakennushankkeissa, millä eri tavoin tietomallintamista käytetään ja hyödynnetään kiinteistöjen suunnittelussa, rakentamisessa ja ylläpidossa, miten tietomallien tuottamisesta ja käytöstä sovitaan hankkeen eri vaiheissa ja millä eri tavoin tietomallintamisen johtamista, organisointia ja koordinointia voidaan tukea erilaisten yhteistyömallien avulla?
Tutkimuksen teoreettinen viitekehys ja menetelmä perustuvat toiminnan teoriaan ja kehittävään työntutkimukseen. Tutkimusta varten haastateltiin alan asiantuntijoita (44 haastattelua) ja havainnoitiin rakennushankkeiden kokoustyöskentelyä (11 kokousta).
Hankkeen tuloksena on syntynyt uutta tietoa tietomallintamisen johtamisen, organisoinnin ja koordinoinnin uusista tehtävistä, käytännöistä ja yhteistyömuodoista. Tutkimuksessa tunnistettiin tilaajan tietomallikoordinaattorin, suunnitteluryhmän tietomallikoordinaattorin ja erityisalaa edustavan tietomallivastaavan tehtävät. Tilaajan tietomallikoordinaattori tukee tilaajan tehtävää valvomalla tilaajan etua ja hoitamalla tilaajan vastuuseen liittyvä tehtäviä rakennushankkeessa. Suunnitteluryhmän tietomallikoordinaattori ohjaa, tukee ja valvoo tietomallinnusta suunnitteluryhmän tasolla. Suunnittelualan tietomallivastaava vastaa yrityksen sisäisestä tietomallintamisen ohjauksesta ja valvonnasta suunnittelualan suhteen. Johtamisen, ohjauksen ja koordinoinnin tehtävien teko voidaan organisoida eri tavoin hankkeissa. Tietomallintamisen johtamisen, organisoinnin ja koordinoinnin jännitteet liittyvät päätösvaltaan, pääsuunnittelijan toimimiseen tietomallikoordinaattorina ja suunnittelualan osaamisen ja tietomalliosaamisen väliseen jännitteeseen.
Kaikille toimijoille yhteisen, yhden tietomallin käyttö rakennuksen elinkaaren aikana on epärealistista. Tällä hetkellä tietojärjestelmien integraatio tapahtuu nykyisten tietoinfrastruktuurien puitteissa. Osittainen, askeleittain etenevä tietomallien ja tietoinfrastruktuurin linkitys ja integrointi voisi olla mahdollinen tapa edetä. Tämä edellyttää, että eri käyttäjäryhmät, mukaan lukien loppukäyttäjät saadaan mukaan tietotarpeiden määrittelyyn ja tietomallintamisesta löytyy etuja käyttäjille. Tarvitaan myös uudenlaisia ohjelmistoja ja palveluja tietomalleihin liittyen.
Toimijoiden välisen yhteistyön ohjaus ja koordinointi ovat edelleen haasteellisia ja kaikki toimijat eivät ole halukkaita muuttamaan totuttuja työtapojaan. Uusien yhteistyömuotojen kehittäminen pyrkii vastaamaan haasteeseen kehittää organisaatioiden välistä tietomallien käyttöä. Neuvottelujen ja sopimisen tarve tietomallien järkevästä hyödyntämisestä korostuu jatkossa, vaikka ei luovuttaisikaan kokonaan perinteisistä toimintatavoista.
Research Interests:
Paavola, S. (2016). Keksimisen (logiikan) mahdollisuus tieteenfilosofiassa ja metodologiassa. Teoksessa I. Niiniluoto, T. Tahko, & T. Toppinen (toim.) Mahdollisuus (s. 52-60). Helsinki, Suomen Filosofinen Yhdistys. Viime vuosisadan... more
Paavola, S. (2016). Keksimisen (logiikan) mahdollisuus tieteenfilosofiassa ja metodologiassa. Teoksessa I. Niiniluoto, T. Tahko, & T. Toppinen (toim.) Mahdollisuus (s. 52-60). Helsinki, Suomen Filosofinen Yhdistys.
Viime vuosisadan tieteenfilosofian valtavirta näytti hylkäävän tai jopa kieltävän keksimisen ja luovuuden alueen tarkastelun tieteenfilosofian käsittein. Keksimisen nähtiin olevan empiiristen tieteiden aluetta – esimerkiksi luovuuden psykologiaa – jota ei voi käsitellä rationaalisuuden piirissä. Toisaalta 1900-luvun tieteenfilosofiassa oli vahvana käsitys teorioiden ja hypoteesien testaamisen tärkeydestä, jossa myöskin korostui tiedon oikeuttamisen merkitys. Kaikki eivät kuitenkaan olleet valmiita hylkäämään keksimisen käsittelyä tieteenfilosofian piiristä.
Tarkastelen ensiksi niitä perusteita, joilla 1900-luvun valtavirtanäkemys määritteli keksimisen alueen tai “keksimisen logiikan” tieteenfilosofian tarkastelun ulkopuolelle tai hyvin sivurooliin (luku 1). Analysoin siis keksimisen logiikan mahdollisuutta tai oikeastaan niitä tapoja, joilla – minusta hyvin ongelmallisesti – on määritelty keksimisen alueen käsitteellistämisen mahdottomuus. Sen jälkeen käsittelen tälle valtavirtanäkemykselle vaihtoehtoisia näkemyksiä, erityisesti Charles S. Peircen abduktioon nojaavia käsityksiä keksimisen logiikasta (luku 2). Väitteeni on, että erityisesti mahdollisuuksia koskeva strateginen ja heuristinen päättely luo keskeisiä perusteita keksimisen alueen käsittelylle. Lopuksi (luvussa 3) nostan lyhyesti esille erityisesti kvalitatiivisen tutkimuksen metodologiaa alueena, jolla keksimisen käsittely on hyvin ajankohtaista. Keskustelu keksimisen logiikasta saa uusia merkityksiä ja uutta ajankohtaisuutta kun sille on löytynyt uusia kehittämis- ja sovellusmahdollisuuksia. Uskon kuitenkin, että tämä vaatii myös keksimisen logiikan ja yleensä tutkimusprosessin luonteen hahmottamista laajemmin kuin yleensä tehdään.
Viime vuosisadan tieteenfilosofian valtavirta näytti hylkäävän tai jopa kieltävän keksimisen ja luovuuden alueen tarkastelun tieteenfilosofian käsittein. Keksimisen nähtiin olevan empiiristen tieteiden aluetta – esimerkiksi luovuuden psykologiaa – jota ei voi käsitellä rationaalisuuden piirissä. Toisaalta 1900-luvun tieteenfilosofiassa oli vahvana käsitys teorioiden ja hypoteesien testaamisen tärkeydestä, jossa myöskin korostui tiedon oikeuttamisen merkitys. Kaikki eivät kuitenkaan olleet valmiita hylkäämään keksimisen käsittelyä tieteenfilosofian piiristä.
Tarkastelen ensiksi niitä perusteita, joilla 1900-luvun valtavirtanäkemys määritteli keksimisen alueen tai “keksimisen logiikan” tieteenfilosofian tarkastelun ulkopuolelle tai hyvin sivurooliin (luku 1). Analysoin siis keksimisen logiikan mahdollisuutta tai oikeastaan niitä tapoja, joilla – minusta hyvin ongelmallisesti – on määritelty keksimisen alueen käsitteellistämisen mahdottomuus. Sen jälkeen käsittelen tälle valtavirtanäkemykselle vaihtoehtoisia näkemyksiä, erityisesti Charles S. Peircen abduktioon nojaavia käsityksiä keksimisen logiikasta (luku 2). Väitteeni on, että erityisesti mahdollisuuksia koskeva strateginen ja heuristinen päättely luo keskeisiä perusteita keksimisen alueen käsittelylle. Lopuksi (luvussa 3) nostan lyhyesti esille erityisesti kvalitatiivisen tutkimuksen metodologiaa alueena, jolla keksimisen käsittely on hyvin ajankohtaista. Keskustelu keksimisen logiikasta saa uusia merkityksiä ja uutta ajankohtaisuutta kun sille on löytynyt uusia kehittämis- ja sovellusmahdollisuuksia. Uskon kuitenkin, että tämä vaatii myös keksimisen logiikan ja yleensä tutkimusprosessin luonteen hahmottamista laajemmin kuin yleensä tehdään.
Research Interests:
BIM is targeted at providing information about the entire building and a complete set of design documents and data stored in an integrated database. In this paper, we study the use of BIM in two life-cycle construction projects in Kuopio,... more
BIM is targeted at providing information about the entire building and a complete set of design documents and data stored in an integrated database. In this paper, we study the use of BIM in two life-cycle construction projects in Kuopio, Finland during 2011. The analysis of uses of BIM and their main problems will constitute a foundation for an intervention. We will focus on the following questions: (1) How different partners use the composite BIM model? (2) What are the major contradictions or problems in the BIM use? The preliminary findings reported in this study show that BIM has been adopted quite generally to design use but the old ways of collaboration seem to prevail, especially between designers and between designers and building sites. BIM has provided new means and demands for collaboration but expansive uses of BIM for providing new interactive processes across professional fields have not much come true.
Research Interests:
Research Interests:
Apparently, Dewey never explicitly commented on Charles S. Peirce’s notion of abduction; nor did he use the term in his own writings. Although there are clear differences in Peirce’s and Dewey’s logic and inquiry, this is still somewhat... more
Apparently, Dewey never explicitly commented on Charles S. Peirce’s notion of abduction; nor did he use the term in his own writings. Although there are clear differences in Peirce’s and Dewey’s logic and inquiry, this is still somewhat surprising. For Peirce abduction is a third main mode of reasoning, besides deduction and induction, which is about the process of forming hypotheses or suggestions. There are, in my view, interesting affinities between abduction as presented by Peirce and elements of reflective thinking presented by Dewey. [...]
First, I present some main interpretations of Peircean abduction and how it has been interpreted by later thinkers. Next, I present Dewey’s conceptions of reflective thought (or pattern of inquiry), and point to some abductive elements within it. Finally, I return to the question of the continuity between Peirce’s and Dewey’s conceptions of inquiry.
First, I present some main interpretations of Peircean abduction and how it has been interpreted by later thinkers. Next, I present Dewey’s conceptions of reflective thought (or pattern of inquiry), and point to some abductive elements within it. Finally, I return to the question of the continuity between Peirce’s and Dewey’s conceptions of inquiry.
Research Interests:
Research Interests:
Paavola, S., Himanen, S. J., Kahiluoto, H. & Miettinen, R. (2016) Making sense of resilience in barley breeding. Converting the concept of response diversity into a tool of reflection and decision-making. In A. Paloviita & M. Järvelä... more
Paavola, S., Himanen, S. J., Kahiluoto, H. & Miettinen, R. (2016) Making sense of resilience in barley breeding. Converting the concept of response diversity into a tool of reflection and decision-making. In A. Paloviita & M. Järvelä (Eds.) Climate Change Adaptation and Food Supply Chain Management (pp. 43-54). London: Routledge.
Abstract: We describe an agrifood researcher-based initiative towards plant breeders for discussing response diversity as a means for enhancing resilience of barley cropping in Finland. The aim is to make a tool for practitioners to be better prepared for taking practical measures to cope with uncertainty in climatic conditions. A key operationalization of response diversity was a clustering of several barley cultivars according to their response to critical weather conditions. The response diversity approach requires that plant breeders take a long-term perspective, which poses challenges for plant breeding industry. To serve as a tool for practitioners, collaboration among national stakeholders is suggested.
Abstract: We describe an agrifood researcher-based initiative towards plant breeders for discussing response diversity as a means for enhancing resilience of barley cropping in Finland. The aim is to make a tool for practitioners to be better prepared for taking practical measures to cope with uncertainty in climatic conditions. A key operationalization of response diversity was a clustering of several barley cultivars according to their response to critical weather conditions. The response diversity approach requires that plant breeders take a long-term perspective, which poses challenges for plant breeding industry. To serve as a tool for practitioners, collaboration among national stakeholders is suggested.
Research Interests:
Building informationmodeling (BIM) refers to a combination or a set of technologies and organizational solutions that are expected to increase interorganizational and disciplinary collaboration in the construction industry and to improve... more
Building informationmodeling (BIM) refers to a combination or a set of technologies and organizational solutions that are expected to increase interorganizational and disciplinary collaboration in the construction industry and to improve the productivity and quality of the design, construction, and maintenance of buildings. In this paper we analyze first the rhetorical–promotional dimension of the BIM implementation sometimes characterized as a “BIM utopia.” Second, we analyze the views of the enhancement of BIM implementation. Although BIM visions and promises are needed for BIM implementation, they need to be complemented with a more realistic view of conditions of the implementation. For this we outline an activity–theoretical and evolutionary view by drawing conceptual tools from science and technology studies and other relevant social scientific literature. According to this view, in addition to standards and guidelines underlined by normative approaches, local experimentation and continuous learning play a central role in the implementation of BIM.
In this paper interplay between Peircean abduction and modern literature on methodology is analyzed. Abduction is used in methodological discussions on qualitative methods, for example, in relation to grounded theory, case study... more
In this paper interplay between Peircean abduction and modern literature on methodology is analyzed. Abduction is used in methodological discussions on qualitative methods, for example, in relation to grounded theory, case study methodology, and ethnography. Basic uses of abduction in this literature are presented. They provide a perspective on abduction treated dynamically besides more traditional outlooks on abduction as specific reasoning steps or as a first phase in methodology. Abduction gives especially means of seeing the role of theorizing and the interaction between theories and observations in methodology. A list of abductive strategies (seven in all) are presented which are in line with a dynamic view on abduction. Peirce provides elements for this kind of an interpretation even though methodeutic was the vaguest and the least developed area of his theory of logic.
Research Interests:
Research Interests:
In this chapter, the main characteristics of the trialogical approach to learning are described, emphasizing guidelines for collaborative work with knowledge artifacts and practices. Six design principles are presented as well as the... more
In this chapter, the main characteristics of the trialogical approach to learning are described, emphasizing guidelines for collaborative work with knowledge artifacts and practices. Six design principles are presented as well as the background in the knowledge creation metaphor of learning. The main theoretical elements of the approach – mediation, knowledge artifacts, knowledge practices, and object-oriented activities – are briefly analyzed. Trialogical learning can be seen as an outgrowth of changes in learning sciences. Instead of, and besides, dialogues and meaning making, the focus is on developing shared objects. Finally, the approach is interpreted in relation to other theories on knowledge creation.
This article analyzes the problems of bringing in social media in a traditional, hierarchical organization. Difficulties rise from the contradiction between the bureaucratic approach of an organization and the collaborative community... more
This article analyzes the problems of bringing in social media in a traditional, hierarchical organization. Difficulties rise from the contradiction between the bureaucratic approach of an organization and the collaborative community approach connected to social media. A change in the role of a developer is analyzed through a case study. The data was collected in a co-development process of a work unit at a Finnish University of Applied Sciences. The method of this study is analytic autoethnography, which proved to be a valuable tool for capturing a long-term development process and the changing role of the developer inside the organization. A new change agent, a swarm catalyst, is introduced at the end of the article. The initial characteristics of a swarm catalyst are based on the experiences of various, iterative developmental experiments. A swarm catalyst operates within an organization as an autonomous developer, and as a negotiator between the traditional organization and decentralized developmental swarms.
BIM is targeted at providing information about the entire building and a complete set of design documents and data stored in an integrated database. In this paper, we study the use of BIM in two life-cycle construction projects in Kuopio,... more
BIM is targeted at providing information about the entire building and a complete set of design documents and data stored in an integrated database. In this paper, we study the use of BIM in two life-cycle construction projects in Kuopio, Finland during 2011. The analysis of uses of BIM and their main problems will constitute a foundation for an intervention. We will focus on the following questions:(1) How different partners use the composite BIM model?(2) What are the major contradictions or problems in the BIM use?
Tässä artikkelissa tarkastelemme tietomallintamisen käyttöä rakennushankkeen suunnittelussa, rakentamisessa ja ylläpidossa. Aluksi tarkastelemme, mitä tietomallintamisella tarkoitetaan ja mitä lupauksia kirjallisuudessa annetaan... more
Tässä artikkelissa tarkastelemme tietomallintamisen käyttöä rakennushankkeen suunnittelussa, rakentamisessa ja ylläpidossa. Aluksi tarkastelemme, mitä tietomallintamisella tarkoitetaan ja mitä lupauksia kirjallisuudessa annetaan tietomallien käyttömahdollisuuksista ja hyödyistä rakennusalalla. Esittelemme myös rakennushankkeen tyypillisiä vaiheita ja osapuolia. Tutkimuksemme perustuu haastatteluaineistoon, joka on kerätty eräästä suomalaisesta rakennushankkeesta. Empiirisen aineiston perusteella tarkastelemme, mitä ovat tietomallintamisen käytöt tutkimissamme rakennushankkeissa. ...
Research Interests:
Paavola, S. (2012) Trialoginen oppiminen. Teoksessa Ilomäki, L. (toim). Laatua e-oppimateriaaleihin. E-oppimateriaalit opetuksessa ja oppimisessa (s. 115-120). Oppaat ja käsikirjat 2012:5. Helsinki: Opetushallitus.
Research Interests:
Paavola, S., Ilomäki, L. & Lakkala, M. (2012) Tiedon esittäminen verkko-oppimateriaalissa. Teoksessa Ilomäki, L. (toim). Laatua eoppimateriaaleihin. E-oppimateriaalit opetuksessa ja oppimisessa (s. 44-53). Oppaat ja käsikirjat 2012:5.... more
Paavola, S., Ilomäki, L. & Lakkala, M. (2012) Tiedon esittäminen verkko-oppimateriaalissa. Teoksessa Ilomäki, L. (toim). Laatua eoppimateriaaleihin. E-oppimateriaalit opetuksessa ja oppimisessa (s. 44-53). Oppaat ja käsikirjat 2012:5. Helsinki: Opetushallitus.
Research Interests:
Abduktiivinen argumentaatio on viime aikoihin asti ollut suhteellisen vähän huomioitu alue argumentaation tutkimuksessa. Douglas Walton on esittänyt abduktiiviselle argumentaatiolle tulkintaa, jossa korostuvat uskottavuutta koskeva... more
Abduktiivinen argumentaatio on viime aikoihin asti ollut suhteellisen vähän huomioitu alue argumentaation tutkimuksessa. Douglas Walton on esittänyt abduktiiviselle
argumentaatiolle tulkintaa, jossa korostuvat uskottavuutta koskeva päättely (plausible reasoning) ja oletusten käyttö osana tutkimuksen dynamiikkaa. Tämän lisäksi abduktiota voi kuitenkin kehittää alueille, joissa korostuvat keksimisen prosessit ja abduktiiviset strategiat osana niitä välivaiheita, joilla hypoteeseja ja oletuksia haetaan ja muotoillaan. Lopuksi esitän tentatiivisen ehdotuksen, jossa abduktiivista argumentaatiota ei nähdä niinkään osana joitain väitteitä puoltavaa tai niitä vastustavaa dialogia vaan (”trialogista”) prosessia, jossa tutkijat yhdessä kehittävät joitain välittäviä argumentteja.
argumentaatiolle tulkintaa, jossa korostuvat uskottavuutta koskeva päättely (plausible reasoning) ja oletusten käyttö osana tutkimuksen dynamiikkaa. Tämän lisäksi abduktiota voi kuitenkin kehittää alueille, joissa korostuvat keksimisen prosessit ja abduktiiviset strategiat osana niitä välivaiheita, joilla hypoteeseja ja oletuksia haetaan ja muotoillaan. Lopuksi esitän tentatiivisen ehdotuksen, jossa abduktiivista argumentaatiota ei nähdä niinkään osana joitain väitteitä puoltavaa tai niitä vastustavaa dialogia vaan (”trialogista”) prosessia, jossa tutkijat yhdessä kehittävät joitain välittäviä argumentteja.
Research Interests:
The new social theories of practice have been inspired by Wittgenstein's late philosophy, phenomenology and more recent sociological theories. They regard embodied skills and routinized, mostly unconscious habits as a key foundation of... more
The new social theories of practice have been inspired by Wittgenstein's late philosophy, phenomenology and more recent sociological theories. They regard embodied skills and routinized, mostly unconscious habits as a key foundation of human practice and knowledge. This position leads to an overstatement of the significance of the habitual dimension of practice. As several critics have suggested this approach omits the problems of transformative agency and change of practices. In turn classical practice theories, activity theory and pragmatism have analyzed the mechanisms of change. Pragmatism suggests that a crisis of a habit calls for reflection. Through working hypotheses and experimentation this leads to a transformation of a practice. Activity theory introduced the concept of remediation. A collective elaboration of shared mediational artefacts is needed to transform an activity.
Research Interests:
"Definition: An overall term for such theories and views of learning which emphasize learning and human cognition as processes of developing and pursuing certain novelties (artifacts, products, practices, concepts, activities, processes)... more
"Definition: An overall term for such theories and views of learning which emphasize learning and human cognition as processes of developing and pursuing certain novelties (artifacts, products, practices, concepts, activities, processes) collaboratively and with distributed means where individuals’ initiative is embedded in fertile social and institutional practices and processes. The focus is on advancing knowledge, transforming social practices, and developing expertise. It has been proposed that this view of learning is a third main metaphor of learning, which is becoming more and more important in modern society (in contrast to the acquisition metaphor of learning and the participation metaphor of learning).
Theoretical background: ..."
Theoretical background: ..."
Research Interests:
An emerging trend in theories about human learning and cognition is emphasizing collaboration, creative processes, and the use of new technology.
Abstract Many activities have moved to the Web, offering a medium for numerous everyday tasks related to home, community, office, education, etc. A constant flow of new tools, use trends, services and terminologies now forms part of... more
Abstract Many activities have moved to the Web, offering a medium for numerous everyday tasks related to home, community, office, education, etc. A constant flow of new tools, use trends, services and terminologies now forms part of people's daily lives (Candy, 2002). The landscape of tools changes constantly and the tools are complemented by a new generation of open source and access tools, social media tools, services, and enhancements.
Research Interests:
The aim of the present study was to examine the technological affordances of a web-based collaborative learning technology, Knowledge Practices Environment (KPE), for supporting different dimensions of knowledge creation processes. KPE... more
The aim of the present study was to examine the technological affordances of a web-based collaborative learning technology, Knowledge Practices Environment (KPE), for supporting different dimensions of knowledge creation processes. KPE was used by engineering students in a practically oriented undergraduate engineering course. The study concentrated on students’ usage and selfreported experiences of the tool, and student-adopted strategies for spatially arranging items in KPE’s main knowledge space. According to the results, students used KPE mainly to share and organize project documentation. KPE appears to offer an advantage over traditional folder-based learning environments by providing a structured visual overview of the process and materials in the content view, thus facilitating pragmatic and epistemic dimensions of knowledge creation at the same time.
Research Interests:
Research Interests:
Sherlock Holmes and Dr. Watson were waiting for Miss Violet Hunter to contact them. The young woman had accepted the post of governess at the Rucastle household under the most curious conditions. The master sleuth’s intuition told him... more
Sherlock Holmes and Dr. Watson were waiting for Miss Violet Hunter to contact them. The young woman had accepted the post of governess at the Rucastle household under the most curious conditions. The master sleuth’s intuition told him something was amiss with Miss Hunters’ case, but he could not pinpoint what it was.
"Data! data! data!" he cried impatiently. "I can't make bricks without clay." (The Adventure of the Copper Beecher)
Sherlock Holmes is renowned for his capacity to single out the essential out of trifles and so crack even the hardest of cases. This capacity has lent the detective an air of the supernatural. Sherlock himself, however, would object to such interpretations. For the master detective, his power lied in his methodology. ...
"Data! data! data!" he cried impatiently. "I can't make bricks without clay." (The Adventure of the Copper Beecher)
Sherlock Holmes is renowned for his capacity to single out the essential out of trifles and so crack even the hardest of cases. This capacity has lent the detective an air of the supernatural. Sherlock himself, however, would object to such interpretations. For the master detective, his power lied in his methodology. ...
Research Interests:
In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analyzed. The project (called KP-Lab) developed technology and a pedagogical approach to... more
In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analyzed. The project (called KP-Lab) developed technology and a pedagogical approach to support certain kinds of collaborative knowledge creation practices related to the “trialogical” approach on learning. The design principles for trialogical learning are examined from three main developmental perspectives which were emphasized in the project: theory, pedagogy, and technology. As expected, the design principles had many different roles but not as straightforward or overarching as was planned. In their outer form they were more resistant to big changes than was expected but they were elaborated and specified during the process. How theories change in design-based research is discussed on the basis of the analysis. Design principles are usually seen as providing a bridge between theory and practice, but the present case showed that also complementary, more concrete frameworks are needed for bridging theory to practical pedagogical or technical design solutions.
Research Interests:
In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analyzed. The project (called KP-Lab) developed technology and a pedagogical approach to... more
In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analyzed. The project (called KP-Lab) developed technology and a pedagogical approach to support certain kinds of collaborative knowledge creation practices related to the “trialogical” approach on learning. The design principles for trialogical learning are examined from three main developmental perspectives which were emphasized in the project: theory, pedagogy, and technology. As expected, the design principles had many different roles but not as straightforward or overarching as was planned. In their outer form they were more resistant to big changes than was expected but they were elaborated and specified during the process. How theories change in design-based research is discussed on the basis of the analysis. Design principles are usually seen as providing a bridge between theory and practice, but the present case showed that also complementary, more concrete frameworks are needed for bridging theory to practical pedagogical or technical design solutions.
Research Interests:
Research Interests:
Research Interests:
In this article the role of abductive reasoning within Peirce’s diagrammatic reasoning is discussed. Both abduction and diagrammatic reasoning bring in elements of discovery but it is not clear if abduction should be a part of a fully... more
In this article the role of abductive reasoning within Peirce’s diagrammatic reasoning is discussed. Both abduction and diagrammatic reasoning bring in elements of discovery but it is not clear if abduction should be a part of a fully developed diagrammatic system or not for Peirce. This relates to Peirce’s way of interpreting abduction in his later writings. Iconicity and perceptual elements as a basis for discoveries are analyzed, both in deductive and abductive reasoning. At the end, the role of modern ideas of distributed cognition applied to the Peircean scheme is shortly delineated.
Research Interests:
Abstract: Knowledge, innovation and practice are interrelated, but the management of their relations is far from an easy and straightforward task. Facilitating knowledge services are needed. This paper explores the theory of converging... more
Abstract: Knowledge, innovation and practice are interrelated, but the management of their relations is far from an easy and straightforward task. Facilitating knowledge services are needed. This paper explores the theory of converging knowledge, innovation, and practice, and the implications for its facilitation. A trialogical approach to knowledge creation is presented as a viable theoretical starting point.
A central aim of present-day higher education is to promote learners' various knowledge creation competences in diverse working and learning settings by means of pedagogical practices, rather than mastery of content in some subject domains.
The present paper examines how to develop technology-mediated educational practices from acquisition and participation type approaches towards more sustained, collaborative knowledge creation, where students' work is organized around... more
The present paper examines how to develop technology-mediated educational practices from acquisition and participation type approaches towards more sustained, collaborative knowledge creation, where students' work is organized around developing shared epistemic objects (artefacts, processes, practices). Typical forms of technology-mediated collaborative practices in education are illustrated through a framework of 'stairs of collaboration' related to three metaphors of learning: knowledge acquisition, participation and knowledge creation. It is maintained that typical functionalities in existing educational web-technologies, such as various Virtual Learning Environments (VLEs), are quite inflexible and inadequate for shared work on epistemic objects. The main focus in the present paper is on describing how a basic platform supporting collaborative knowledge creation, called Knowledge Practices Environment (KPE), has been built to provide affordances to work around epistemic objects and practices.
Research Interests:
CSCL research is often closely connected to dialogic theories of learning and human cognition with an emphasis on shared meaning making. Without neglecting this viewpoint we give reasons for an alternative framework. We call this... more
CSCL research is often closely connected to dialogic theories of learning and human cognition with an emphasis on shared meaning making. Without neglecting this viewpoint we give reasons for an alternative framework. We call this alternative a “trialogical” approach; it emphasizes joint and organized work with artefacts and practices as a basis for collaborative learning. The paper explains the use of this notion and clarifies theoretical backgrounds for the approach in line with the knowledge creation metaphor of learning, and relates it especially to knowledge building and socio-cultural and cultural-historical theories of human cognition. Various theories concerning mediation are briefly analyzed. The paper also explains how dialogues and trialogues are close to each other if, for example, the role of common ground is analyzed further. Lastly, design principles of the trialogical approach are concisely described.
Research Interests:
CSCL research is often closely connected to dialogic theories of learning and human cognition with an emphasis on shared meaning making. Without neglecting this viewpoint we give reasons for an alternative framework. We call this... more
CSCL research is often closely connected to dialogic theories of learning and human cognition with an emphasis on shared meaning making. Without neglecting this viewpoint we give reasons for an alternative framework. We call this alternative a “trialogical” approach; it emphasizes joint and organized work with artefacts and practices as a basis for collaborative learning. The paper explains the use of this notion and clarifies theoretical backgrounds for the approach in line with the knowledge creation metaphor of learning, and relates it especially to knowledge building and socio-cultural and cultural-historical theories of human cognition. Various theories
concerning mediation are briefly analyzed. The paper also explains how dialogues and trialogues are close to each other if, for example, the role of common ground is analyzed further. Lastly, design principles of the trialogical approach are concisely described.
concerning mediation are briefly analyzed. The paper also explains how dialogues and trialogues are close to each other if, for example, the role of common ground is analyzed further. Lastly, design principles of the trialogical approach are concisely described.
Research Interests:
Abstract: The purpose of the present article is to examine the implications of the pragmatic web for the research and development of educational technology. It is argued that, beyond knowledge acquisition and social participation,... more
Abstract: The purpose of the present article is to examine the implications of the pragmatic web for the research and development of educational technology. It is argued that, beyond knowledge acquisition and social participation, technology-mediated learning environments based on a semantic and pragmatic web have the potential for facilitating creation and advancement of knowledge.
The purpose of the present article is to examine the implications of the pragmatic web for the research and development of educational technology. It is argued that, beyond knowledge acquisition and social participation,... more
The purpose of the present article is to examine the implications of the pragmatic web for the research and development of educational technology. It is argued that, beyond knowledge acquisition and social participation, technology-mediated learning environments based on a semantic and pragmatic web have the potential for facilitating creation and advancement of knowledge. In order to capitalize on the increased information and social connectivity of the novel ICTs, it is essential to develop adaptive informatics that co-evolves with knowledge-laden social practices. The present arguments are grounded on a vision of “Metaweb” which is elaborated further from the perspective of social practice. Implications of the position presented concerning the research and development of technology-mediated learning environments are discussed.
Research Interests:
The present paper examines how to develop technology-mediated educational practices from acquisition and participation type approaches towards more sustained, collaborative knowledge creation, where students’ work is organized around... more
The present paper examines how to develop technology-mediated educational practices from acquisition and participation type approaches towards more sustained, collaborative knowledge creation, where students’ work is organized around developing shared epistemic objects (artefacts, processes, practices). Typical forms of technologymediated collaborative practices in education are illustrated through a framework of ‘stairs of collaboration’ related to three metaphors of learning: knowledge acquisition, participation and knowledge creation. It is maintained that typical functionalities in existing educational webtechnologies, such as various Virtual Learning Environments (VLEs), are quite inflexible and inadequate for shared work on epistemic objects. The main focus in the present paper is on describing how a basic platform supporting collaborative knowledge creation, called Knowledge Practices Environment (KPE), has been built to provide affordances to work around epistemic objects and practices.
Research Interests:
Aim of this study In this study we attempt to gain more insight into the practices relating to the implementation of design principles that are based on the knowledge creation perspective on learning in a particular educational context.... more
Aim of this study In this study we attempt to gain more insight into the practices relating to the implementation of design principles that are based on the knowledge creation perspective on learning in a particular educational context. We aim at investigating how the design principles can be built in collaborative work in a functional manner and what the implications are for the various actors involved in this design project.
Oppimisaihiot tuovat uusia mahdollisuuksia opettamiseen ja oppimiseen. Toisaalta oppimisaihioita vastaan on esitetty kritiikkiä siitä, että niiden edustamat ajattelu- ja toimintatavat ovat ristiriitaisia nykyisten oppimiskäsitysten... more
Oppimisaihiot tuovat uusia mahdollisuuksia opettamiseen ja oppimiseen. Toisaalta oppimisaihioita vastaan on esitetty kritiikkiä siitä, että niiden edustamat ajattelu- ja toimintatavat ovat ristiriitaisia nykyisten oppimiskäsitysten kanssa. Tarkastelemme seuraavassa tätä jännitettä erittelemällä oppimisaihioiden ominaisuuksia tarjouman (engl. affordance) käsitteen avulla. Oppimisaihioiden tarjoumalla tarkoitetaan oppimisaihioiden piirteitä ja ominaisuuksia, jotka ohjaavat ja tukevat oppilaan toimintaa tiettyyn suuntaan.
Research Interests: Oppimisaihio and Tarjouma
Paavola, S. (2015) Abduktiivinen malli ja serendipiteetti: Sattumat vai päättely tieteellisen keksimisen perustana? Esitelmä Luonnonfilosofian seuran pragmatismi-illassa, 31.3.2015, Helsinki.