Petri Nokelainen

Bio: Petri Nokelainen is an academic researcher from University of Tampere. The author has contributed to research in topics: Collaborative learning & Vocational education. The author has an hindex of 21, co-authored 111 publications receiving 1693 citations. Previous affiliations of Petri Nokelainen include University of Helsinki & Helsinki Institute for Information Technology.

An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students

Abstract: This paper presents the pedagogical usability criteria for evaluating the digital learning material. Pedagogical aspects of designing or using digital learning material are much less frequently studied than technical ones. Further, there are relatively few inventories measuring subjective end-user satisfaction with the pedagogical aspects of digital learning material and not a single inventory has undergone a rigorous process of empirical psychometric testing. They include the following components: 1. Learner control, 2. Learner activity, 3. Cooperative/Collaborative learning, 4. Goal orientation, 5. Applicability, 6. Added value, 7. Motivation, 8. Valuation of previous knowledge, 9. Flexibility and 10. Feedback. The pedagogical usability criteria have been operationalized into an on-line Likert -scale self-rating Pedagogically Meaningful Learning Questionnaire (PMLQ) that has 56 items. In the PMLQ, separate items have been developed to measure the usability of the learning management system (LMS) and the learning material (LM). When evaluating the usability of a LMS, it is possible in the pedagogical context to evaluate the kind of learning material it enables the users to produce. Evaluation of the usability of a LM is based on a fact that the learning content is based on a certain learning goal or goals. The criteria of pedagogical usability presented here have undergone two-step psychometric testing process using empirical samples of 5th and 6th grade elementary school students (n = 66 and n = 74). Students evaluated one LMS and four LM’s with PMLQ. Results supported the existence of theoretical dimensions of the criteria. The PMLQ was able to capture differences in the pedagogical usability profiles of the learning modules. Generalizability of the pedagogical usability criteria to other domains is limited by the small sample size, the small age range of respondents’ and the small number of learning material evaluated. However, empirical studies that aim at evaluating a more representative set of learning material in different domains targeted for both adolescent and adult learners are currently conducted.

Adolescents' implicit theories predict desire for vengeance after peer conflicts: correlational and experimental evidence.

Abstract: Why do some adolescents respond to interpersonal conflicts vengefully, whereas others seek more positive solutions? Three studies investigated the role of implicit theories of personality in predicting violent or vengeful responses to peer conflicts among adolescents in Grades 9 and 10. They showed that a greater belief that traits are fixed (an entity theory) predicted a stronger desire for revenge after a variety of recalled peer conflicts (Study 1) and after a hypothetical conflict that specifically involved bullying (Study 2). Study 3 experimentally induced a belief in the potential for change (an incremental theory), which resulted in a reduced desire to seek revenge. This effect was mediated by changes in bad-person attributions about the perpetrators, feelings of shame and hatred, and the belief that vengeful ideation is an effective emotion-regulation strategy. Together, the findings illuminate the social-cognitive processes underlying reactions to conflict and suggest potential avenues for reducing violent retaliation in adolescents.

The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education

Abstract: Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.

A shared document-based annotation tool to support learner-centred collaborative learning.

Abstract: A shared document-based annotation tool was presented, and its usefulness in two different real-life web-based university-level courses (adult learners, n= 27 and adolescent learners, n= 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self-rated motivation, learning strategies, and social ability; (2) log file data analysis showing actual use of the system features; and (3) a posttest in a form of an email survey. For both groups, the results showed that the level of motivation has a positive effect on activity in the system and the final grade. The learners, who reported to have good time-management strategies, were the most active users of the system. The level of social ability predicted both the number of consecutive comments in the documents and the threads in document-related newsgroup discussions. Log file data analysis showed that user activity in the system was positively related to the final grade in both samples. Results of the posttest showed that all the respondents agreed when asked: (1) if the system brought added value to the learning process; (2) if the use of the system changed their studying habits favourably; and (3) if they would like to use the system in other courses. [ABSTRACT FROM AUTHOR]

Measuring Multiple Intelligences and Moral Sensitivities in Education

Abstract: In this book, we introduce several sensitivity measures in educational contexts that can be used in research, education and self-evaluations. In Chapter 1 we discuss the framework of Howard Gardner‘s Multiple Intelligences theory and introduce our Multiple Intelligences Profiling Questionnaire. We present the psychometrical qualities of the instrument with empirical data sets of children, youth and adults. In Chapter 2 the Spiritual Sensitivity Scale is introduced with the theoretical framework it is connected to. The existence of spiritual intelligence has been a widely debated issue and not everybody is ready to call advanced thinking in religious or spiritual domains as intelligence. This has guided us to use the term sensitivity, which is easier to justify than intelligence in these areas of human behavior. In Chapter 3 we introduce the Environmental Sensitivity Scale, which is quite close to the possible intelligence of naturalist suggested by Gardner. In Chapter 4, Ethical Sensitivity Scale is introduced followed by Emotional Leadership Questionnaire in Chapter 5. All these scales have a solid theoretical framework and earlier empirical work to support the instrument building. Chapter 6 introduces Intercultural and Interreligious Sensitivity Scales with their theoretical frameworks and earlier empirical work. Following each chapter, we have included a ready-to-use version of the questionnaire and SPSS syntax to compute factors. A commentary by Dr. Seana Moran compliments the book and challenges the readers to further reflect the meaning of education in supporting holistic development of learners in their life-long journey. We have authored this book to contribute to this goal and hope it will be used in the hands of researchers, teachers and students in their mutual effort to grow and to learn new things in life. M O R A L D E V E L O P M E N T A N D C I T I Z E N S H I P E D U C A T I O N

Using Multivariate Statistics

Abstract: Thank you for downloading using multivariate statistics. As you may know, people have look hundreds times for their favorite novels like this using multivariate statistics, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their laptop. using multivariate statistics is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection saves in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the using multivariate statistics is universally compatible with any devices to read.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Abstract: How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Abstract: Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes