Mobiiliuden mahdollisuuksia oppilaslähtöisen sisällöntuotannon tukemisessa portfoliotyöskentelyssä

Tiivistelmä Mobiilius on nopeasti kehittyvässä teknologiassa yksi merkittävimmistä ominaisuuksista tiedonvälitykselle ja tiedon käsittelyn käytänteille. Mobiiliudella tarkoitetaan liikkuvuutta, joka voidaan liittää oppilaan fyysiseen liikkuvuuteen tai työskentelyn mahdollisuuteen missä ja milloin tahansa tietotekniikan keinoin. Tässä artikkelissa tarkastellaan mobiililaitteiden käyttöä digitaaliseen portfoliotyöskentelyyn liittyvässä oppilaslähtöisessä sisällöntuotannossa. Artikkeli on osa laajempaa design-tutkimusta, jonka tavoitteena on löytää keinoja oppimisprosessin tukemiseksi monimuotoisessa etäopetusympäristössä perusasteen vieraiden kielten opetuksessa. Tuloksista voidaan todeta, että sisällöntuotanto digitaalisiin portfolioihin osoittautui itseohjautuvuutta tukevaksi pedagogiseksi ratkaisuksi. Mobiilius ajan ja erityisesti paikan suhteen merkitsee mahdollisuutta ja joustavuutta tilanteessa, jossa oppilaat opiskelevat fyysisesti ja virtuaalisesti eri tiloissa. Tutkimuksen tuloksia voidaan hyödyntää oppivan tietoyhteiskunnan teknologiakäytänteiden vakiinnuttamisessa koulun arjessa.

Designing a blended learning model for primary school language learning

In Finland, there is a desperate need for flexible, reliable and functional multi-e-learning settings for pupils aged 11-13. Southern Finland has several ongoing e-learning projects, but none that develop a multiple setting, with learning and teaching occurring between more than two schools. In 2006, internet connections were not broadband and data transfer was mainly audio data. Connections and technical problems occurred, which were an obstacle to multi-e-learning. Internet connections today enable web-based learning in major parts of
Lapland and by 2015, broadband will reach even the remotest villages up north. Therefore, it is important to research the possibilities of multi-e-learning and to build collaborative, learner-centred, versatile network models for primary school-aged pupils. The resulting model will facilitate distance learning to extend education to rural, sparsely populated areas, and it will give a model of using mobile devices in language portfolios. This will promote regional equality and prevent exclusion. Working with portfolios provides the opportunity to develop mobility from a pedagogical point of view. It is important to study the pros and cons of mobile devices in producing artefacts on portfolios in e-learning and language learning settings.
The current study represents a design-based research approach. The design research approach includes two important aspects concerning the current research: ‘a teacher as researcher’ aspect, which means there is the possibility to be strongly involved in developing processes and an obstacle-aspect, which means that problems while developing, are seen as a
promoter in evolving the designed model, as apposed to negative results.

Designing a blended learning model for primary school language learning

In Finland, there is a desperate need for flexible, reliable and functional multi-e-learning settings for pupils aged 11-13. Southern Finland has several ongoing e-learning projects, but none that develop a multiple setting, with learning and teaching occurring between more than two schools. In 2006, internet connections were not broadband and data transfer was mainly audio data. Connections and technical problems occurred, which were an obstacle to multi-e-learning. Internet connections today enable web-based learning in major parts of Lapland and by 2015, broadband will reach even the remotest villages up north. Therefore, it is important to research the possibilities of multi-e-learning and to build collaborative, learner-centred, versatile network models for primary school-aged pupils. The resulting model will facilitate distance learning to extend education to rural, sparsely populated areas, and it will give a model of using mobile devices in language portfolios. This will promote regional equality and prevent exclusion. Working with portfolios provides the opportunity to develop mobility from a pedagogical point of view. It is important to study the pros and cons of mobile devices in producing artefacts on portfolios in e-learning and language learning settings. The current study represents a design-based research approach. The design research approach includes two important aspects concerning the current research: ‘a teacher as researcher’ aspect, which means there is the possibility to be strongly involved in developing processes and an obstacle-aspect, which means that problems while developing, are seen as a promoter in evolving the designed model, as apposed to negative results.