Designing Connected Learning: Emerging learning systems in a craft teacher education course

Main Article Content

Henriikka Vartiainen Sinikka Pöllänen Anu Liljeström Petteri Vanninen Jorma Enkenberg

Abstract

This socioculturally informed study aims to apply learning
by collaborative designing (LCD) as an instructional model
for the creation and studying of new kinds of connected
learning systems in teacher education. A case study was
organized at the University of Eastern Finland in the
context of an information and communication technology
(ICT) course aimed at craft student teachers’ (N=13). A
qualitative content analysis was used to describe the kind
of learning systems that emerged when the students
collaboratively designed an extended network of people,
objects, and tools for their own learning and teaching. The
results reveal that the student teams were active in
designing and self-organising the learning environment in
the pursuit of shared objects, and in using diverse tools
and technologies for thinking and for collecting, organising
and sharing information. Implications for designing
connected learning and teaching across spaces and
communities are also discussed.

Article Details

How to Cite
VARTIAINEN, Henriikka et al. Designing Connected Learning: Emerging learning systems in a craft teacher education course. Design and Technology Education: an International Journal, [S.l.], v. 21, n. 2, june 2016. ISSN 1360-1431. Available at: <https://ariadnestaging.lboro.ac.uk/DATE/article/view/2115>. Date accessed: 25 jan. 2022.
Keywords
connected learning, learning by collaborative designing, learning systems, teacher education
Section
Research