Learning analytics in teaching and learning processes in multiple contexts

Laura Hirsto; Erkko Sointu; Teemu Valtonen; Matti Turtiainen; Sanna Väisänen

EdMedia + Innovate Learning 2022 (Jun 20, 2022) pp. 359–361

The aim of this poster is to present key issues and findings of a research and development project, which aimed to better understand the possibilities to support students’ and pupils’ self-regulated learning through the Learning Analytics (LA), and...

Topics: Teacher education and technology integration, Data Analytics

Learning Analytics Pedagogy - Possibilities and Challenges

Teemu Valtonen; Laura Hirsto; Erkko Sointu; Sanna Väisänen

EdMedia + Innovate Learning 2022 (Jun 20, 2022) pp. 362–366

This brief paper presents a work-in-progress research and development project targeting the use of Learning Analytics at the elementary level teaching. Within this paper, we provide perspectives for the use of analytics especially from the teachers’ ...

Topics: Teacher education and technology integration, Data Analytics

Insight of supporting the learning of a challenging content for special education preservice teachers with learning analytics

Erkko Sointu; Laura Hirsto; Sannsa Väisänen; Christine Cutucache; Teemu Valtonen

EdMedia + Innovate Learning 2022 (Jun 20, 2022) pp. 861–869

Teaching as a profession is valued in Finland among young people applying for universities, and research methods are important part of teacher training. Quantitative research methods, although at times considered exhaustively rigorous, are part of...

Topics: online learning environments, Blended Learning, Strategies for Educators During COVID 19 Pandemic

Emotional behavior in quantitative research methods course for preservice teachers. Learning analytics approach.

Erkko Sointu; Mohammed Saqr; Teemu Valtonen; Susanne Hallberg; Sanna Väisänen; Jenni Kankaanpää; Ville Tuominen; Laura Hirsto

Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2089–2098

Preservice teacher training is research intensive in Finland. Additionally, teaching as profession is highly valued among young people. However, quantitative methods courses are challenging for teacher students from many reasons. Particularly, this...

Topics: Science Education, Teaching and Learning with Emerging Technologies

Significant Networks and Meaningful Conversations Observed in the First-Round Applicants for the Teachers' Academy at a Research-Intensive University

Eeva Pyörälä; Laura Hirsto; Auli Toom; Liisa Myyry; Sari Lindblom-Ylänne

International Journal for Academic Development Vol. 20, No. 2 (2015) pp. 150–162

The University of Helsinki established a Teachers' Academy to reward excellence in teaching. This study focuses on teachers' significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers'...

Pupils’ experiences of utilizing learning analytics to support self-regulated learning in two phenomenon-based study modules

Laura Hirsto; Teemu Valtonen; Mohammed Saqr; Susanne Hallberg; Erkko Sointu; Jenni Kankaanpää; Sanna Väisänen

Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 1879–1885

The aim of this study is to understand primary level pupils’ experiences and perspectives of learning analytics (LA) and self-regulated learning after two phenomenon-based learning modules in a blended learning environment. For this, a specifically...

Topics: New Possibilities with Information Technologies, Teaching and Learning with Emerging Technologies, International Perspectives

Ingredients for a positive view of Flipped Classroom in higher education

Erkko Sointu; Teemu Valtonen; Jenni Kankaanpää; Mareena Hyypiä; Lasse Heikkinen; Laura Hirsto

EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1690–1697

New ways of teaching and learning in higher education are required to meet the needs of the 21st century work life and society. One possible way to change pedagogy is the Flipped Classroom (FC) pedagogical approach. Particularly from the teaching...

Topics: Blended Learning, Learner-centered, and self-directed learning

Preparing (student-)teachers in using technology in their teaching: An international perspective – Part 1

Joke Voogt; Henk Sligte; Anneke Smits; Ottavia Trevisan; Marina de Rossi; Erkko Sointu; Teemu Valtonen; Matthew C. Lambert; Jenni Kankaanpää; Laura Hirsto; Kati Mäkitalo-Siegl; Jo Tondeur

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 675–678

A teacher’s Technological pedagogical Content Knowledge (TPACK) not only reflects what a teacher does with technology (the pedagogical actions), but, more importantly needs to reflect why teachers use specific technology to help students learn. The...

Topics: Teacher education and technology integration