Pirkko Hyvösen luentoesitys 4.9.2008 Opiskeluympäristöt ja digitaalinen media -kurssilla

1. [email_address] Opiskelu-/ Oppimis-/ Toimintaympäristö Pirkko Hyvönen Yliassistentti Koulutusteknologian tutkimusyksikkö

4. Muita käsitteitä , esim. Learning spaces ( Oblinger, D. (Ed.), (2006). Learning Spaces. http://www.educause.edu/LearningSpaces/10569 Learning environment –määritteitä Google-haun perusteella … personal, shared, integrated, distributed, effective, powerful, virtual, outdoor, managed, stimulating, reciprocal, creative, new, safe, wired, web-based, e-, open, practice, hypermedia, intense, exciting, supportive, innovative, nurturing, quality, mobile, rich, productive, complete, traditional, ubiquitous, immersive, excellent, hands-on, healthy, serious, dynamic, enhanced, rural, living, conducive, interactional, stimulating, special, global, local, possible, better, generative, group, active, inclusive, distance, informal, formal, electronic, fantastic, dynamical… [email_address]

5. Oppimisen kaikkiallistuminen – ympäristöjen kaikkiallistuminen Learning across time, places and spaces 1) formal – informal 2) physical – virtual 3) local – global 4) distributed – integrated (InnoSchool: http://innoschool.tkk.fi/) [email_address]

6. [email_address] Rapo, A. www.pkt.fi/verkkolehti/index.php?k=6870 . http://www.rosedalecollege.co.uk/Resources/user/achievingsucess1.jpg http://www.ise.polyu.edu.hk/research_program/mesc02s.jpg http://www.haapavesi.fi/lataa.php/766/luokkahuone.jpg

7. [email_address] http://www.keski-pohjanmaanbalettiopisto.fi/toiminta-ajatus.html http://opinto-opas.jyu.fi/science/2007-2008/wwwkuvat/eremeev_kesakoulu.jpg NuoriSuomi: http://www.koulupihatlahiliikuntapaikkoina.info/suun_opas_5.htm

8. Infoasema Hyppyruudukko Tolppa Heittoseinä Piirtoseinä Tutkimusasema

9. Pirkko Hyvönen

10. www.smartus.com/

15. Pirkko Hyvönen (Bransford, Brown & Cocking, 2000) 1. Neljä toisiaan täydentävää näkökulmaa oppimisympäristön tarkasteluun : ympäristön tulee tarjota mahdollisuuksia oppija-, tieto-, arviointi- ja yhteisökeskeisyyteen. [email_address]

22. Ympäristö yksinään ei tuo sosiaalisuutta, emotionaalisuutta tai kognitiivisuutta: ” People and their activitie s are needed to exploit sociability potential of environment. The greater the sociability, the more likely it will result in the emergence of a sound of social space with affective relationships, strong group cohesiveness, feeling of trust, respect, belonging and satisfaction, and a strong sense of community.” (Kirschner, 2004) [email_address]

26. Other persons “ What other persons afford comprises the whole realm of social significance for human being” (Gibson, 1979, 128) . Other persons afford a rich and complex set of interactions; communicating, designing and co-operating, but these interactions instigate various emotional states and cognitive pursuits as well. [email_address] The ZPD is defined as “a distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978, 86). The ZPD illustrates the interaction between learning and development, and focuses on interaction on a task between a more competent person or cultural tools and a less competent person (Chaiklin, 2003; Lantolf, 2000). The ZPD is comprehended as the collaborative construction of opportunities to develop cognitive, emotional, physical and social capabilities.

27. [email_address] Affordances are OF something and FOR something, where the ‘something’ refers to action (Gaver, 1996; Gibson, 1979; Jones, 2003). Affordances of social media for learning? Ymmärtämiselle? Ongelmanratkaisuille, kognitiiviselle konfliktille? Kollaboraatiolle jne.? tai Oppimiskeskeisyydelle Tietokeskeisyydelle Arviointikeskeisyydelle Yhteisökeskeisyydelle AFFORDANSSIKATEGORIAT 

28. [email_address] Affordanssikategoriat (Hyvönen, väitöskirjaehdotus)