1. Designing and supporting use of emergent
technology in teacher education. Case: ICT
workshops for teacher education students
Presentation in Invited EAPRIL Cloud
Symposium. Cloud 1 – Demands of
21st century for Teacher Education and
Teacher Educators. Eapril 2013. BielBienne, Switzerland
Jari Laru, PhD in Education, University Lecturer, Technology Enhanced Learning & CSCL
LET – Learning and Educational Technology Research Unit, Faculty of Educational Sciences
University of Oulu, Finland

2. Some facts
http://www.oulu.fi/english/about-us/presentation
http://commons.wikimedia.org/wiki/File:Finland_regions.png

3. General + optional
studies
Separate studies (parts of educational
technology studies)
ICT as pedagogical tool (3cr)
Multimedia as learning project
(2cr)
Technology
Enhanced Learning I
ICT workshops
(6cr)
Technology Enhanced
Learning II
Self-Regulated Learning
Theory (7)
Pedagogical challenges & Information
Society (2cr)
Collaborative learning
How to make ”open” study material (3
cr)
Educational technology
Post-graduate studies
Subject studies on Educational Technology
Educational technology (post-graduate
level)
Bachelor of Education (Edtech group)
Doctoral dissertation
Master’s programme (LET)
Master’s thesis

4. The 21st century skills
•
•
•
•
•
•
•
Creativity
Critical thinking
Problem solving skills
Collaboration
Applied ICT skills
Self-directed learners
Etc.
21st centry skills have
challenged
current instructional designs
=> constant need for
experimenting
new designs

5. Emergent tech
Laru, J., & Järvelä, S. (2013). Using Gartner’s Hype Cycle as a basis to
analyze research on the educational use of ubiquitous computing. In
proceeding of: To See the World and a Grain of Sand: Learning across
Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings
Volume 1 — Full Papers & Symposia

6. Design is crucial
Modern learning environment
Instructional design

7. Doctoral dissertation
Topics
Distributed cognition
Collaborative learning
Scaffolding
Mobile devices
Social media
Contexts:
Three case studies in
three different real-life
contexts

8. Intervention into educational technology studies. A part of my doctoral
dissertation.
CASE 1: RESEARCH ORIENTED
APPROACH: EDUCATIONAL
TECHNOLOGY COURSE

9. General + optional
studies
Separate studies (parts of educational
technology studies)
ICT as pedagogical tool (3cr)
Multimedia as learning project
(2cr)
Technology
Enhanced Learning I
ICT workshops
(6cr)
Technology Enhanced
Learning II
Self-Regulated Learning
Theory (7)
Pedagogical challenges & Information
Society (2cr)
Collaborative learning
How to make ”open” study material (3
cr)
Educational technology
Post-graduate studies
Subject studies on Educational Technology
Educational technology (post-graduate
level)
Bachelor of Education (Edtech group)
Doctoral dissertation
Master’s programme (LET)
Master’s thesis

10. Educational tech course in higher
education

11. Instructional design of the course
1st topic
3rd topic
2nd topic
Micro S1
Micro S2
Micro S3
Macro
Micro S4
Core activity
Micro S5
Collective activities
Grounding (Lecture)
Small-group activities
Reflect (Discussion)
Individual activities
Conceptualize (Photo [mobile])
Collaboration script
Micro Sn = Microscript n
Macro = Macroscript
Review and evaluate
(Discussion)
Reflect and elaborate (Blog)
Co-construct of knowledge
(Wiki)
Monitor (RSS [mobile])

12. Research intervention into ”my” multimedia course
CASE 2: REDESIGN OF DIDACTIC
ORIENTED MULTIMEDIA WORKSHOPS

13. General + optional
studies
Separate studies (parts of educational
technology studies)
ICT as pedagogical tool (3cr)
Multimedia as learning project
(2cr)
Technology
Enhanced Learning I
ICT workshops
(6cr)
Technology Enhanced
Learning II
Self-Regulated Learning
Theory (7)
Pedagogical challenges & Information
Society (2cr)
Collaborative learning
How to make ”open” study material (3
cr)
Educational technology
Post-graduate studies
Subject studies on Educational Technology
Educational technology (post-graduate
level)
Bachelor of Education (Edtech group)
Doctoral dissertation
Master’s programme (LET)
Master’s thesis

14. Context
• Multimedia course 2013 (1st year students). A part
of general studies
• Participants: ~100 teacher education students

15. Old design
Lectures
Workshops (small group activity)
Design
Introduction
Elements
Synopsis + Treatment
Storyboard
Wikipage
Production
Cartoons
Photo editing
Animations
Audio & Music
Storytelling
Extra
Production
Media
Copyrights
Design
Edit
Video
Blog article
Youtube
video
Publishing
Publishing (social media and f2f event)
Duration 2 hours

16. Web2.0 as emergent tech

17. Student groups’ course products in the
old design
Synopsis +
Treatment
Storyboard
Workshop 3
Cartoons
Pedagogical
evaluation

18. Challenges in the old course design
• Problems recognized:
– How to situate workshops to teachers’ work?
– How to move focus from technology skills to
pedagogical thinking?
– How to design course so that results from the selfregulated learning research can be integrated to
course design.

19. Despite intensive research in computersupported collaborative learning (CSCL) over
the last decade, there is relatively little
research about how groups and individuals in
groups engage, sustain, support, and
productively regulate collaborative processes.
(Järvelä & Hadwyn, 2013)
Järvelä, S., & Hadwin, A. F. (2013).
New frontiers: Regulating learning in
CSCL. Educational Psychologist,

21. new design: integrated workshops
with SRL scaffolding
Lectures
Workshops (small group activity)
Design
Introduction
Elements
Synopsis + Treatment
Storyboard
1 x wikipage
2 x case task
Production
Cartoons
Photo editing
Animations
Audio & Music
Storytelling
Extra
Production
Copyrights
6 x Media
6 x case task
Design
Edit
Video (final story)
Blog article
Publishing
Publishing (social media and f2f event)
Duration 2 hours
Design was research intervention designed by researchers in Prospects project.
See more about the research: http://www.oulu.fi/let/node/10135
1 x Youtube
video
2 x case task
(1 final case)

22. iPads as emergent tech

23. 2h Workshop example: Animations
1A. Intro
phase
1B. Evaluation
phase
Introduction: Workshop theme (animations) [teacher]
Self-evaluation
(related to task)
1C. Visualisation
phase
1D. Planning
phase
Self-evaluation
(related to task)
Self-evaluation
(related to task)
Self-evaluation
(related to task) radar
During the
workshop
radar
Visualisation: Self-evaluation results visualised to all group members
Discussion: how to complete task (scaffolded by ourplanner form) [audio recorded]
OurPlanner
Animation workshop
2A. Intro
phase
2B. Evaluation
phase
2C. Visualisation
phase
2D. Planning
phase
2E. Case
phase
2F. Evaluation
phase
Self-study: What is the current case (read trough) (tasks were used to bridge workshop into practise)
Self-evaluation
(related to task)
Self-evaluation
(related to task)
Self-evaluation
(related to task)
Self-evaluation
radar
(related to task)
Visualisation: Self-evaluation results visualised to all group members
Discussion: how to complete task (scaffolded by ourplanner form) [chat recorded]
Case task: Write case description [chat recorded]
Collective evaluation: Evaluate your task work [chat recorded]
radar
OurPlanner
Case
Evaluation
After
workshop

24. Workshop example: Animation case
Different working methods for physics and chemistry classes
Your task is to create a concrete example where you use animation tools to support learning chemistry and physics. You can choose the details
freely
How your example supports students’ learning activities?
What are pros and cons of your pedagogical design?
What design requires from the teacher? What from the student?

25. Student groups’ course products in the
new design
Synopsis +
Treatment
W
S
W
S
W
S
Final video
Storyboard
Workshop cases
Recordings etc
W
S
Final case
task

26. VCRI tool (radar, ourplanner, cases etc.)

27. What’s after research intervention?
• Case tasks worked well: I adopted that part into
my course designs
• Part-time teacher in my classes (student)
participated in multimedia course last spring AND
now continues to use similar design in her classes
(I gave freedom to try different desigh than me)
• I will re-redesign my courses to reflect this design
later on. (needs time to change all aspects)

28. Potential tool for fostering SRL in the next
course implementation

29. Thank you
• More information:
– http://www.slideshare.net/larux
– https://www.researchgate.net/profile/Jari_Laru/
– http://www.linkedin.com/profile/jarilaru