Validation of portable 2D force binding systems for cross-country skiing

The aim of the present study was to design, construct and scientifically validate a two-dimensional force measurement binding system for cross-country skiing. The system consists of two force measurement bindings. One binding was designed for analysing classic skiing (vertical and anterior–posterior [along the ski] force components) and the other one for skate (freestyle) skiing (vertical and medio-lateral [transverse to the ski] force components). Validation was accomplished using a three-step process: (1) accuracy tests for the sensors in two temperatures, (2) sport-specific imitation jump test on standard force plates in a laboratory and (3) comparing the system against force measurement reference systems that are currently used when skiing on snow. During sport-specific imitation jumps, differences in peak forces and impulses between the classic binding and the reference systems ranged from 8.0 to 19.9 % and were two to three times greater compared to differences between the skate binding and the reference systems (range ?5.9 to 5.5 %). However, high similarity coefficients were observed with both bindings (classic binding 0.990–0.996, skate binding 0.996–0.999) compared to the reference systems. Based on these results, the skate binding was shown to be fully valid for use in field measurements of skate skiing, whereas some improvements have to be performed in the construction and sensor placements for the classic binding (vertical as well as anterior–posterior force component).     

Tackling bullying: Victimized by peers as a pupil,an effective intervener as a teacher?

The present study focuses on student teachers as a prospective special resource in the prevention of school bullying in the course of their future professional careers. Special attention is paid to the influence the respondents' own childhood experiences of bullying may have in this regard. To investigate this question, we assessed the respondents' estimations of the level of empathy they felt towards the victims of bullying, the degree of effort they made to prevent bullying, and their ability to identify it. Further, an attempt to assess the long-term consequences of bullying was made, using two different communicative indices: the willingness to communicate and self-perceived communication competence. It is suggested that teachers' own experiences of victimization may enhance their ability to communicate effectively when fighting against bullying at school.     

ViLLE – collaborative education tool: Designing and utilizing an exercise-based learning environment

Automatically assessed exercises with immediate feedback can be a powerful tool for enhancing the effectiveness of education. In this article, we discuss the design and implementation of a collaborative learning tool called ViLLE. The design is based on experiences gathered from a previously developed and thoroughly researched visualization tool. Based on our earlier results and current educational theories, we developed four design principles upon which ViLLE is constructed. ViLLE includes various different exercise types which were designed to assist in the learning of computer science, mathematics and other subjects. It also supports different learning and teaching methods, such as pair programming and peer review. To justify the development of a new environment, we present four diverse case studies where ViLLE was utilized successfully: programming education, high school matriculation exam, elementary school mathematics and student counseling at university level. The results obtained from the studies seem to confirm that ViLLE can be used effectively to enhance student motivation and to improve student performance in various heterogeneous educational setups.     

Learning environments preferred by university students: a shift toward informal and flexible learning environments

Learning Environments Research - Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical...     

Net generation at social software: Challenging assumptions,clarifying relationships and raising implications for learning

This paper takes as its starting point assumptions about use of information and communication technology (ICT) by people born after 1983, the so called net generation. The focus of the paper is on social networking. A questionnaire survey was carried out with 1070 students from schools in Eastern Finland. Data are presented on students’ ICT-skills generally; their access to the Internet; their use of social software; and time spent on the Internet compared to watching television. Results show that whereas there are some general characteristics of ICT use that can be applied to net generation students, when it comes to social networking there are differences in the way they use software. A critique is offered of generalisations about the net generation and some implications for learning arising from the findings are discussed.     

Information seeking in pre-trial investigation with particular reference to records management

Information seeking is part of information science, and its aim is to study how people seek and use information in their work, for what purpose the information is sought, how this information influences the effectiveness of the work and what barriers people perceive in their search for, and use of, necessary information. This study examines information seeking in pre-trial police investigation. There has been no previous attempt to examine information seeking in pre-trial police investigation, of the earlier studies in information seeking only those concerning lawyers represent a somewhat similar field. In both fields the work is subject to confidentiality, which is strictly regulated by law. This study was carried out partly in cooperation with another study, which examines documentation in pre-trial investigation. During the research project it became obvious that information seeking with its different components is something also to be taken into account in documentation and records management.     

Design-driven education in primary and secondary school contexts. A qualitative study on teachers’ conceptions on designing

Design in educational contexts is a relatively new topic. The basic idea of design and design-driven education is that students and teachers participate together in the planning, implementation and evaluation of learning projects. However, how design-driven education should be carried out in practice is yet to be established. Therefore, the aim of this study is to gain insights into how such practice could be implemented. Through a qualitative study, the authors examined primary and secondary school teachers’ (N = 5) conceptions on various aspects of design in educational contexts. The results indicate that design-driven education emphasises the need for collaboration between students and teachers, and the teachers’ active roles as facilitators for learning. Furthermore, in order for such design-driven practices to be successful, the learning process requires students to be self-regulative learners. The use of technology was also experienced as a natural part of design-driven education. The results present the participating teachers’ understanding of how design-driven education in school contexts could be organised.     

3D Printing in the Wild: Adopting Digital Fabrication in Elementary School Education

In recent years, digital fabrication, and especially its associated activities of 3D design and printing, have taken root in school education as curriculum‐based and maker‐oriented learning activities. This article explores the adoption of 3D design and printing for learning by fourth, fifth and sixth grade children (n=64) in multidisciplinary learning modules in elementary school education. School‐coordinated 3D projects were not led by design experts, such as art and design teachers, designers, researchers or technical specialists, but run ‘in the wild’ by school teachers. The study was conducted by using an ethnographic research design, including field observations, non‐formal interviews and a reflective questionnaire. The results indicate that, in the adoption of 3D printing activities, learning is centred on the technical skills and the usage of 3D tools. Hence, the elementary ABCs of 3D printing do not achieve the full design and creativity potential of digital fabrication that earlier research has suggested. However, the results do have implications for the potential of 3D printing projects to increase children’s empowerment. In their current state, 3D design and printing are some of the learning tools, among others, and similar achievements can be achieved with other hands‐on learning technologies. In order to enhance the learning of creativity and design thinking skills, 3D activities in school should be planned accordingly.     

Students’ experiences of learning with iPads in upper secondary school – a base for proto-TPACK

This research focuses on Finnish students’ (n?=?84) experiences of using personal iPads in their studies through 3 years of upper secondary schooling. It is based on results from one of the first schools in Finland where all the new students were provided with iPads at the start of their studies. Data consists of: (i) 127 short stories written by students about how they would advise a new teacher and a new student to use iPads in teaching and learning, and (ii) four group discussions on the same topics. Qualitative thematic analysis of the data was guided by the TPACK framework. Results suggest that: (i) teachers’ pedagogical approaches changed little in response to the new devices and remained largely teacher-centred, and (ii) students do not have the confidence to radically change learning styles to take advantage of the affordances of the devices. The value that iPads add to teaching and learning is difficult to quantify because of the complex and often conflicting factors involved. Overall, the findings imply that teachers’ TPACK is generally resistant to change and students’ proto-TPACK is insufficiently developed to initiate change. An approach that systematically develops both students’ and teachers’ TPACK is advocated.