2. •
Agenda Agenda
Basic principles of the study
The subjects and the study objectives
The additional value
Research design
Implementation
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3. Literacy as ‘ecosystem’
• “Literacy” today:
• the opposite of being illiterate;
• reading and writing in general;
• a cultural sphere based on the distribution among its
members of written texts;
• the ability to function in a literate society;
• certain modern textual domains that we must relate to
(Skaftun, 2011, p. 43)
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4. ‘Rather than isolating literacy activities from everything
else in order to understand them, an ecological
approach aims to understand how literacy is embedded
in other human activity, its embeddedness in social life
and in thought, and its position in history, language and
learning.’
(Barton, 1994, p. 32).
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5. In order to empower young people to make
effective use of networks, capitalizing on
their benefits while avoiding some of their
more obvious pitfalls, it is essential to begin
fostering network literacy in educational
institutions.
(Pegrum, 2010, p. 346)
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6. ‘Literacy’: the need to develop a range of skills to effectively process
and express meaning in a plurality of communication channels
• ability to:
• build and maintain large and diverse networks
• supplement social connections by consciously and
deliberately tapping into networks of expertise
• identify, follow or friending appropriate individuals &
groups
• gain access to informed perspectives and
specialized information.
Formal learning Critical thinking
competences
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7. Co-creation Collaboration
Network
Cultural
based
understanding
encounters
Global
Sharing
Pedagogy
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8. The study objectives
• To investigate into students’ – teachers’ digital intercultural
networks in order to develop an understanding of the ways that
• teachers’ & students’ pedagogical thinking is enhanced
through networking
• collaboration is promoted within a context of interculturality
• digital tools contribute to content creation & co-creation,
interpretation & re-interpretation (e.g., through storytelling)
• network literacy evolves as part of the new digital ecology
• digital network and community participation interact with
background cultural context
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9. The Additional Value
• To contribute to the literature of the emergent media
culture
• To offer suggestions as to the development
• of software and environments that promote
boundless learning and collaboration
• of guidelines towards the enhancement of network-
based learning in terms of approaches, methods &
tools
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10. What are the predicted outcomes?
Value added for students and
teachers with MoViE
A boundless classroom:
Student tasks and engagement: contrived -->
realistic --> real (e.g. Khatib, Cooper and Tyka et al 2011, citizen
research)
Pedagogy: traditional --> transitional -->
transformational (Smith et al. 2012)
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11. What are the predicted outcomes?
Value added for students and
teachers with MoViE
New media literacy:
Creative media competence, critical media
competence, social (ethical) media competence (Niemi
and Vahtivuori-Hänninen, 2011)
`Remixing’: technical skills, creative production,
critical reflection (Kafai and Peppler, 2011; Jenkins, 2006; Surman
& Levesque 2012, Lewis, Pea and Rosen 2010)
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12. Impact of ICT is
Teacher dependent (Mama and Hennessy, 2010)
School culture dependent (Niemi, Kynäslahti,
Vahtivuori-Hänninen)
Occuring as part of a
Complex system (Opfer and Peder, 2011)
Ecosystem (Multisilta, 2012)
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13. Students
Outcomes: Incidences of problem solving,
particularly in groups, adoption of new technology,
evidence of self-regulation, collaboration,
engagement with resources outside of school
(Context)
Methodology: Baseline questionnaire (context),
targeted video (limited number of recordings, limited
number of students on audio), video stimulated
interviews (Clarke, 2006) and MoViE stimulated
interviews, part. for evidence of critical thinking.
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14. Teachers
Outcomes: adoption of new technology, scaffolding
of student group work with MoViE, collaboration/
outreach with/to other teachers, researchers,
community and international resources (boundless
classroom)
(Context)
Methodology: Baseline interview or questionnaire
(context), video, interviews
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15. How to observe these outcomes
empirically?
How are these concepts defined? Self-regulation?
Collaborative skills?
J: What do you think you get out of going to the
competitions?
TC: I think, how to deal with myself. You know,
when you're under pressure you're a totally different
person. So, you know, coming to terms with how to
deal with my own emotions and how to react to
things.
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16. How to observe these outcomes
empirically?
(Clarke and Hua, 2009)
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17. How to observe these outcomes
empirically?
(Clarke and Hua, 2009)
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18. Conceptual Design Issues
[C]omparative educational research still lacks both theoretical
and methodological rigour either because education systems
are chosen for comparison on the basis of convenience ...
(Osborn, 2004, p. 168)
‘. . . [C]ontrastives alert us to the situation that there is
something to be explained at all.’ (Bhaskar and Lawson,
1998)
Complexity implies what contributes to causation in one
classroom, may not in another; qualitative comparison is
one way of untangling explanation.
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19. Research design
Participants
Teachers and students from schools in Finland, Greece and
USA, California
Materials
MoViE, Mobile Video Experience platform
Aim: to study how people create stories, share and learn with
mobile social media, http://movie.pori.tut.fi/
Research collaboration
Prof. Paulo Blikstein, director of the Transformative Learning
Technologies Laboratory, http://tltl.stanford.edu/
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20. Research methods
Data
Video-recording, observations, stimulated recall interviews,
teachers’ reflective diaries, field notes from researchers
• In the learning sciences video research is becoming
increasingly popular and guidelines on how to conduct it
are available (Derry, et al., 2010)
• Observations of everyday events and the description and
construction of meaning, rather than reproduction of events
(Robson, 1993) will be implemented
• Stimulated recall interviews will be used to gain qualitative
insight into the actual working memory processes (Beers,
Boshuizen, Kirschner, Gijselaers, & Westendorp, 2006)
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21. Research methods
Qualitative study
Qualitative research methods will be implemented because
words and often direct quotes rather than numbers are used
to illustrate a certain point - thick description (Geertz, 1973)
is desirable
Data analysis
• content analysis (Tarnai & Wilfried, 1999)
• grounded theory (Glaser & Strauss 1967; Strauss &
Corbin, 1998)& Corbin, 1998)
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22. Implementation
FINLAND > Kasavuori dream school, Kauniainen
http://www.unelmakoulu.net/
GREECE > 1st Primary School of Neapoli, Thessaloniki
http://1oneapolisd1.wordpress.com/
U.S.A. > Stanley Middle School, Lafayette, California
http://sms-lafsd-ca.schoolloop.com/cms/page_view?
d=x&piid=&vpid=1269557150697&no_controls=t
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