concept map of scaffolding

common ground translation

Today i heard a good architectural translation of common ground as – ühisväli (in Estonian) – the joint field. I quite like it, since it is not about process of discussing but the result of shared perception, something that can charge or has the charge.

Spatial narratives in new media ecosystems

Two years ago i held a speech on Spatial narratives in Media Mutations conference in Bolognia. Now they will publish a book in italian, and i have rewritten my conference speech with The Shadow of The Wind example, which will appear in the book in italian. Here is the english version of the paper:

An Ecological Approach to Learning Dynamics

We have recently published a paper based on spatial ecological approach of supporting learning

An Ecological Approach to Learning Dynamics

Peeter Normak, Kai Pata and Mauri Kaipainen

Educational Technology & Society, 15 (3), 262–274.

New approaches to emergent learner-directed learning design can be strengthened with a theoretical framework that considers learning as a dynamic process. We propose an approach that models a learning process using a set of spatial concepts: learning space, position of a learner, niche, perspective, step, path, direction of a step and step gradient. A learning process is presented as a path within a niche (or between niches) in a learning space, which consists of a certain number of steps leading the learner from the initial position to a target position in the dynamically changing learning space. When deciding on steps, the learner can take guidance from learning paths that are effective from a viewpoint of the learning community.

Self-regulated Workplace Learning: A Pedagogical Framework and Semantic Web-based Environment

The IntelLEO project has ended with a paper

Self-regulated Workplace Learning: A Pedagogical Framework and Semantic Web-based Environment

Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and reflection about learning, and thus contribute to the resolution of an important research challenge in workplace learning. An equally important research challenge for the successful completion of each step of a self-regulatory process is to enable learners to be aware of the characteristics of their organizationally-embedded learning context. In this paper, we describe how a combination of pedagogy and Semantic Web-based technologies can be utilized to address the above two challenges. Specifically, we demonstrate the proposed solution through the Learn-B tool that leverages ontologies to support self-regulation in organizational learning.

in the journal

Educational Technology & Society 15 (4), 75–88.

http://www.ifets.info/journals/15_4/8.pdf