Invention Pedagogy Kaiju Kangas; Tiina Korhonen; Laura Salo
2022, 2023, 20221025, Letnik:
1
eBook
Odprti dostop
This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and ...learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly.
In this trial of a recombinant VZV glycoprotein E subunit vaccine with the adjuvant AS01
B
, the risk of herpes zoster and postherpetic neuralgia is shown to be significantly lower in association ...with the vaccine than with placebo among persons 70 years of age or older.
Herpes zoster, or shingles, results from the reactivation of latent varicella–zoster virus (VZV) and typically manifests as a vesicular, painful dermatomal rash.
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,
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The most common complication of herpes zoster, postherpetic neuralgia, manifests as chronic neuropathic pain that can greatly limit daily activities.
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,
3
–
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The overall incidence of herpes zoster is 2.0 to 4.6 cases per 1000 person-years but increases with age to 10.0 to 12.8 per 1000 person-years among persons 80 years of age or older.
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–
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Similarly, the incidence of postherpetic neuralgia also increases with age.
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–
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Antiviral therapy can reduce the duration of herpes zoster rash . . .
This exploratory case study examined the kinds of activity that a ‘deskless school” (i.e., flexible physical school spaces) engenders among pupils and teachers. We also considered the meaning and ...significance that pupils and teachers attach to various features of the school, as well as the associated action possibilities. The data were gathered in a new school in the Helsinki capital area that was architecturally designed to have flexible learning spaces (FLS) without traditional classrooms or desks for pupils in an attempt to encourage pedagogical renewal. The participants comprised 17 pupils in one second-grade class and their two teachers. The data were collected by participant observation (15 lessons over 3 weeks) and interviews with the teachers and groups of pupils. Those working in FLS engaged in collaborative learning and teaching activities. Pupils worked constantly in pairs or small groups and studied collaboratively. They also incorporated mobility into their own learning activities and developed agency by choosing how and where they would work. In particular, they appreciated being able to collaborate with their peers and freely choose where and how to study. Teachers approved of the school environment’s facilitation of collaborative learning and highlighted the importance of professional co-planning and other aspects of collaboration. Overall, the design of school environments matters at the pedagogical and professional level. With thoughtful planning, such design can support deeper collaboration among teachers and pupils, foster knowledge sharing, and even develop pupils’ agency. Although the learning space itself does not ensure change, it does enable new kinds of interaction and joint learning activities.
The purpose of the present study was to examine primary school students' learning experiences with immersive virtual reality (I-VR). Traditional education practices are failing to inspire new cohorts ...of young people who have grown up with digital culture based on active participation. Given this development, the pedagogic use of I-VR systems represents a promising way of fostering students' learning engagement. This study involved engaging three groups of 10-12-year-old students with an I-VR system as part of an environmental studies project. Data were collected from the students before, during, and after the project via surveys that included structured and open-ended items. Through qualitative content analysis, we analysed the students' experiences, comprehension of virtual reality, assessment of learning impact, and desire for educational I-VRs. In general, we aimed to contribute to more learner-driven development for the technology. The students' experiences were primarily positive and revealed various actualised physical, cognitive, and emotional affordances. Their comprehension of virtual reality was influenced by the devices used, mental immersion, and aspects of the current project. Furthermore, I-VR was experienced as having influenced learning motivation, methods, and content. Finally, the students imagined various I-VRs for learning, most of which included time travel to imaginary spaces.
This case study explores how Finnish primary school teachers orchestrated school days and how teachers and headmasters organised virtual workplace collaboration and collaborated with parents during a ...period of distance education forced by the Covid-19 crisis in Spring 2020. The data was collected by interviewing primary and secondary school teachers (n = 15) from eight schools in various parts of Finland. Teachers’ experiences were analysed with qualitative content analysis. In this study, the school is seen as a Complex Adaptive System (CAS) and the Covid-19 crisis as a disorder forcing teachers to adapt to a rapidly changing environment. Teachers are viewed here as innovators who address both pedagogical and digital challenges under abnormal circumstances. We identify diverse practices at different stages of digitalisation during the distance education period within four domains: 1) structures of school days, 2) forms of teaching, 3) collaborative activities of teachers and headmaster, and 4) forms of home and school collaboration. We also identify three groups of enablers of distance education practices: 1) the use of digital technology, 2) digipedagogical competence of the teachers, and 3) the ability of teachers to act as adaptive innovators. We find that teachers’ ability to innovate and to adapt pedagogical and digipedagogical expertise become critical success factors when change is forced upon the educational field. We suggest that the results of this study, portrayed as the enablers and domains of distance education, be utilised in planning post-Covid education. All stakeholders influencing schools at different levels should be included in envisioning and implementing future classroom practices of innovative post-Covid schools.
The study focuses on examining elementary pupils’ (N = 42, 11–13 years old) reflections on collaborative design processes, team collaboration and their co-inventions. Digital and traditional ...fabrication technologies were used in a 2-year co-invention project containing approximately 16 sessions during year 1 and 11 sessions in year 2. Between the two project periods, the pupils were asked to write a structured essay about their co-invention and design process, and in year 2 they kept journal notes in each team’s design-folder. Each pupil’s structured essay was analyzed with qualitative content analysis that focused on three main aspects: (1) description of the co-invention, (2) progress of the co-invention process and (3) quality of collaboration. Based on the essay analysis, we constructed a “Co-invention Table” with five categories: user, conceptual design, technical design, appearance, and construction. The nature of the 13 pupil-teams’ co-inventions varied greatly, and these co-inventions were divided according to three main functions: (1) improving cleanliness, (2) providing reminders or (3) addressing well-being. The essays provided information on how creative ideas were generated and how critical thinking and evaluation of ideas were crucial in improving ideas for further development. The collaboration was dependent on everyone’s active and equal participation into work and the importance of an adequate division of the labor was highlighted.
Traditional educational research has been criticized for the gap between the research and practice communities, meaning that outcomes do not transfer to educational praxis. To meet this challenge, ...policymakers, funders, and researchers are developing research–practice partnerships (RPPs). The purpose of this research is to study the research–practice partnership as a strategy for educational transformation in the Finnish educational context. This study highlights the multifaceted perspectives of key RPP stakeholders: teachers, principals, municipality administrators, and researchers. Their experiences were explored through semi-structured interviews. The data were examined through content analysis and categorized into themes depicting the goals and goal-setting process in RPPs, the experiences of RPP activities, and the factors facilitating and challenging RPPs. The results show that stakeholders viewed the goals through the perspectives of professional development; supporting the growth and learning of students; and developing school, municipality, and research practices. Regular participation solidified the commitment to the RPP process. Horizontal interaction worked well between stakeholders, but challenges arose with vertical interaction. We found multiple roles for researchers and municipality administrators. Researchers found that they take on a new role in RPPs as change agents and facilitators. Regarding the facilitating or challenging aspects of RPPs, an open and flexible attitude and atmosphere and readiness for change are demanded on all actor levels. Mutual appreciation and sensitivity facilitate RPP activities. We propose taking all stakeholder perspectives into account when designing RPPs aimed at systemic change and that RPP processes should facilitate both horizontal and vertical interaction.
Safety and immunogenicity of 2 investigational formulations of diphtheria, tetanus and Haemophilus influenzae type b antigens of the combined diphtheria-tetanus-acellular pertussis-hepatitis ...B-inactivated poliomyelitis-Hib vaccine (DTPa-HBV-IPV/Hib) were evaluated in a Primary (NCT01248884) and a Booster vaccination (NCT01453998) study.
In the Primary study, 721 healthy infants (randomized 1:1:1) received 3 doses of DTPa-HBV-IPV/Hib formulation A (D
A
T
A
Pa-HBV-IPV/Hib), or B (D
B
T
B
Pa-HBV-IPV/Hib) or the licensed DTPa-HBV-IPV/Hib vaccine (Infanrix hexa, GSK; control group) at 2, 3, 4 months of age. Infants were planned to receive a booster dose at 12-15 months of age with the same formulation received in the Primary study; however, following high incidence of fever associated with the investigational formulations in the Primary study, the Booster study protocol was amended and all infants yet to receive a booster dose (N = 385) received the licensed vaccine.
In the Primary study, non-inferiority of 3-dose vaccination with investigational formulations compared with the licensed vaccine was not demonstrated due to anti-pertactin failing to meet the non-inferiority criterion. Post-primary vaccination, most infants had seroprotective levels of anti-diphtheria (100% of infants), anti-tetanus antigens (100%), against hepatitis B (≥ 97.5% across groups), polyribosyl-ribitol-phosphate (≥ 88.0%) and poliovirus types 1-3 (≥ 90.5%). Seropositivity rates for each pertussis antigen were 100% in all groups.
Higher incidence of fever (> 38°C) was reported in infants receiving the investigational formulations (Primary study: 75.0% A and 72.1% B vs 58.8% control; Booster study, before amendment: 49.4% and 46.6% vs 37.4%, respectively).
The development of the investigational formulations was not further pursued.
School spaces, technologies, and educational activities shape each other reciprocally. This mixed-methods study (i) developed a methodological framework for tracing the interdependence between school ...spaces, digital instruments, and teachers’ practices in their use, and (ii) created practice-based knowledge about the relations of teachers’ perceptions of educational activities to school spaces in order to acknowledge architects and educational practitioners in designing learning environments that support educational renewal. We participated in the construction process of a new general upper-secondary school building in Finland, taking into consideration the school’s operating culture and teachers’ pedagogic needs (social aspects), as well as the mediation of school spaces by digitalization and national curriculum reformation (material aspects). The data were collected through a teacher survey (
n
= 31), teacher interviews (
n
= 10), and the analysis of group notes that teachers (
n
= 39) generated in a participatory workshop. The results revealed that teachers consider it critical in the design of new learning environments to foster a collaborative and multidisciplinary school culture that emphasizes learners’ wellbeing and inclusion, as well as utilizing readily-available digital instruments with basic-level functionality. The developed methodological framework appeared suitable for visualizing (with radar charts) the sociomaterial interdependence of school spaces, digital instruments, and teachers’ personal and collective pedagogical activities. We argue that teachers’ perceptions of school spaces, digital instruments, and pedagogic practices entanglement consolidates learning environments design from an educational point of view and should be taken into consideration when constructing new school buildings.
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