Kaupunkien imagonrakennus ja elokuvat

Kirjallisuusarvostelu

Kolmiulotteisen kulttuuriperintökohteen digitointiprosessi

Dokumenttien, valokuvien, videon ja äänen digitoinnin rinnalle on syntynyt tarve digitoida kohteita kolmiulotteisesti. Kolmiulotteinen digitointi asettaa digitoinnille uusia haasteita, sillä kohteista on kerättävissä hyvin paljon dataa. Digitointia varten tarvitaan siis prosessi jossa määritellään mitä kohteesta tulee digitoida ja miten tämä tehdään, jotta työ pystytään tekemään järkevässä ajassa järkevin kustannuksin. Työssä tutkittiin kirjallisuustutkimuksen ja kolmen digitointikohteen kautta miten prosessi tulisi muodostaa. Lopputuloksena muotoutui prosessimalli, jossa vaiheittain toteutetaan erilaisten työryhmien kanssa digitointisuunnitelma, laitevalinnat sekä digitointityö. Prosessin avulla digitointihankkeen suunnittelu helpottuu ja kustannusten sekä projektin etenemisen esittely asiakkaalle on yksinkertaista.

Rikosfiktiot yhteiskunnallisen muutoksen oireina

Kirjallisuusarvostelu

Suunnittelu ja kontrolli kaupunkirohkeiden ja -pelottomien naisten tuottajana

Kirjallisuusarvostelu

Opetuskäyttöön suunnatun videoneuvottelteluportaalin prototyypin suunnittelu ja toteuttaminen avoimilla tekniikoilla

Työ tutkii, miten yksinkertaisen opetuskäyttöön suunnatun videoneuvotteluportaalin prototyypin rakentaminen onnistuu avoimilla tekniikoilla. WebRTC mahdollistaa selaimen päällä toimivan videoneuvottelusovelluksen rakentamisen avoimia ohjelmistorajapintoja käyttäen. Prototyypin toteuttamiseen käytetään WebRTC:n lisäksi WebSocket-standardia keskustelun tahojen yhdistämiseen. WebSocket toteutetaan Node.js:ää käyttävällä socket.io-kirjastolla. Sovelluksen avulla on tarkoitus pystyä muodostamaan ääni- ja videoyhteys kahden asiakasohjelman välille. Opetuskäyttöä tukevina ominaisuuksina mukana on myös tekstipohjainen keskustelu ja mahdollisuus opetuskalvojen selaamiseen. Lopputuloksena on laajennettavissa oleva avoin videoneuvottelusovelluksen prototyyppi.

The Human Communication Science Virtual Lab (HCS vLab): A repository microclimate in a rapidly evolving research-ecosystem

Presentation at Open Repositories 2014, Helsinki, Finland, June 9-13, 2014

Liikunnan ja videopelien liittäminen yhteen

Tässä työssä esitämme konseptin liikunnan ja videopelien liittämisestä yhteen ekosysteemiin, jotta käyttäjät motivoituisivat liikkumaan. Käytämme kevennettyä systemaattista kirjallisuuskatsausta selvittääksemme viimeisimmät tutkimukset aiheesta ja teemme kyselytutkimuksen ymmärtääksemme, mitä pelaajat ovat mieltä fyysisestä kuntoilusta saatavista digitaalisista palkinnoista. Lisäksi toteutamme prototyypin soittaaksemme konseptimme toteutuskelpoisuuden. Tuloksemme osoittavat, että on olemassa ihmisiä, jotka olisivat halukkaita liikkumaan saadakseen palkintoja peleistä sekä videopelien ja liikunnan seuranta -sovellusten liittäminen yhteen on teknisesti toteuttamiskelpoista.

Designing new learning experiences? : exploring corporate E-learners’ self-regulated learning

The context of this study is corporate e-learning, with an explicit focus on how digital learning design can facilitate self-regulated learning (SRL). The field of e-learning is growing rapidly. An increasing number of corporations use digital technology and elearning for training their work force and customers. E-learning may offer economic benefits, as well as opportunities for interaction and communication that traditional teaching cannot provide. However, the evolving variety of digital learning contexts makes new demands on learners, requiring them to develop strategies to adapt and cope with novel learning tools. This study derives from the need to learn more about learning experiences in digital contexts in order to be able to design these properly for learning. The research question targets how the design of an e-learning course influences participants’ self-regulated learning actions and intentions. SRL involves learners’ ability to exercise agency in their learning. Micro-level SRL processes were targeted by exploring behaviour, cognition, and affect/motivation in relation to the design of the digital context. Two iterations of an e-learning course were tested on two groups of participants (N=17). However, the exploration of SRL extends beyond the educational design research perspective of comparing the effects of the changes to the course designs. The study was conducted in a laboratory with each participant individually. Multiple types of data were collected. However, the results presented in this thesis are based on screen observations (including eye tracking) and video-stimulated recall interviews. These data were integrated in order to achieve a broad perspective on SRL. The most essential change evident in the second course iteration was the addition of feedback during practice and the final test. Without feedback on actions there was an observable difference between those who were instruction-directed and those who were self-directed in manipulating the context and, thus, persisted whenever faced with problems. In the second course iteration, including the feedback, this kind of difference was not found. Feedback provided the tipping point for participants to regulate their learning by identifying their knowledge gaps and to explore the learning context in a targeted manner. Furthermore, the course content was consistently seen from a pragmatic perspective, which influenced the participants’ choice of actions, showing that real life relevance is an important need of corporate learners. This also relates to assessment and the consideration of its purpose in relation to participants’ work situation. The rigidity of the multiple choice questions, focusing on the memorisation of details, influenced the participants to adapt to an approach for surface learning. It also caused frustration in cases where the participants’ epistemic beliefs were incompatible with this kind of assessment style. Triggers of positive and negative emotions could be categorized into four levels: personal factors, instructional design of content, interface design of context, and technical solution. In summary, the key design choices for creating a positive learning experience involve feedback, flexibility, functionality, fun, and freedom. The design of the context impacts regulation of behaviour, cognition, as well as affect and motivation. The learners’ awareness of these areas of regulation in relation to learning in a specific context is their ability for design-based epistemic metareflection. I describe this metareflection as knowing how to manipulate the context behaviourally for maximum learning, being metacognitively aware of one’s learning process, and being aware of how emotions can be regulated to maintain volitional control of the learning situation. Attention needs to be paid to how the design of a digital learning context supports learners’ metareflective development as digital learners. Every digital context has its own affordances and constraints, which influence the possibilities for micro-level SRL processes. Empowering learners in developing their ability for design-based epistemic metareflection is, therefore, essential for building their digital literacy in relation to these affordances and constraints. It was evident that the implementation of e-learning in the workplace is not unproblematic and needs new ways of thinking about learning and how we create learning spaces. Digital contexts bring a new culture of learning that demands attitude change in how we value knowledge, measure it, define who owns it, and who creates it. Based on the results, I argue that digital solutions for corporate learning ought to be built as an integrated system that facilitates socio-cultural connectivism within the corporation. The focus needs to shift from designing static e-learning material to managing networks of social meaning negotiation as part of a holistic corporate learning ecology.

The Role of Structural Imperfections in Sr2FeMoO6 Thin Films

In this work, Sr2FeMoO6 (SFMO) thin films were studied with the main focus on their magnetic and magneto-transport properties. The fabrication process of pulsed laser deposited SFMO films was first optimized. Then the effects of strain, film thickness and substrate were thoroughly investigated. In addition to these external factors, the effect of intrinsic defects on the magnetic properties of SFMO were also clarified. Secondly, the magnetoresistivity mechanims of SFMO films were studied and a semiempirical model of the temperature dependence of resistivity was introduced. The films were grown on single crystal substrates using a ceramic target made with sol-gel method. The structural characterization of the films were carried out with X-ray diffraction, atomic force microscopy, transmission electron microscopy and high kinetic energy photoelectron spectroscopy. The magnetic properties were measured with SQUID magnetometer and the magneto-transport properties by magnetometer with a resistivity option. SFMO films with the best combination of structural and magnetic properties were grown in Ar atmosphere at 1050 °C . Their magnetic properties could not be improved by the ex situ post-annealing treatments aside from the treatments in ultra-high vacuum conditions. The optimal film thickness was found to be around 150 nm and only small improvement in the magnetic properties with decreasing strain was observed. Instead, the magnetic properties were observed to be highly dependent on the choice of the substrate due to the lattice mismatch induced defects, which are best avoided by using the SrTiO3 substrate. The large difference in the Curie temperature and the saturation magnetization between the SFMO thin film and polycrystalline bulk samples was connected to the antisite disorder and oxygen vacancies. Thus, the Curie temperature of SFMO thin films could be improved by increasing the amount of oxygen vacancies for example with ultra-high vacuum treatments or improving the B-site ordering by further optimization of the deposition parameters. The magneto-transport properties of SFMO thin films do not follow any conventional models, but the temperature dependence of resistivity was succesfully described with a model of two spin channel system. Also, evidences that the resistivity-temperature behaviour of SFMO thin films is dominated by the structural defects, which reduce the band gap in the majority spin band were found. Moreover, the magnetic field response of the resistivity in SFMO thin films were found to be superposition of different mechanisms that seems to be related to the structural changes in the film.

Man måste tänka själv : klasslärares uppfattningar av undervisning i de naturvetenskapliga läroämnena

A teacher´s perception of a school subject affects a teacher´s teaching and by extension pupils´ learning. The main purpose of this thesis is to describe the variation in the ways class-teachers perceive teaching within science subjects and to illustrate how these teachers choose to work and why they choose as they do. This purpose is operationalized into three central research questions concerning a teacher´s perception of teaching, teachers´ experiences of working methods in the subject and different aspects that are consciously present when the teacher makes his or her choice of working methods. These aspects are viewed from two different perspectives: a subject educational perspective and a teacher perspective. The theoretical background of the study is interdisciplinary. The thesis is a qualitative study where the research approach is phenomenographic. The empirical investigation was made as two separate studies: a semistructured interview study (N = 15) followed by a stimulated recall study (N = 3), a combined interview and video-observation. Results from the empirical investigation indicate that regarding aims for science education teachers wish to awaken or maintain the pupils´ interest in nature and science and that the pupils within the science subjects shall build a base for fundamental general knowledge. As motives for teaching the science subjects teachers view the subjects as a foundation for everyday life, planning and democracy but also for pupils´ further studies and a possible career in the field. The interdisciplinary key competences and the care for the pupils´ well being are aspects that are consciously present when teachers make their choice of working methods. A great variation can be found in the teachers´ perceptions of the science subjects as subjects and of the working methods within these subjects. Teachers describe lack of time on their own part as well as for the pupil´s learning. Results from the empirical investigation also indicate that teachers modestly focus on aims for the teaching and communication regarding these aims. There seems to be an existing need for increased and qualitatively improved inservice education within these subjects.