{"id":2597,"date":"2019-04-04T20:38:14","date_gmt":"2019-04-04T18:38:14","guid":{"rendered":"https:\/\/blogit.utu.fi\/innokomp\/?p=2597"},"modified":"2019-04-09T16:35:03","modified_gmt":"2019-04-09T14:35:03","slug":"innokomp-i-nordfo-konferens","status":"publish","type":"post","link":"https:\/\/blogit.utu.fi\/innokomp\/sv\/innokomp-i-nordfo-konferens\/","title":{"rendered":"InnoKomp i NordFo -konferens"},"content":{"rendered":"

\"\"<\/a><\/h2>\n

Redesigning school environment @Innokomp<\/strong><\/h2>\n

Noora Salonen & Tellervo H\u00e4rkki
\n<\/strong>Department of Education, University of Helsinki<\/strong><\/p>\n

A new service-design oriented craft project model that was piloted at Helsinki, Finland, set pupils, teachers and student teachers in new challenging roles. Pupils were tasked to discover and redesign non-functional areas from their school, which is one of the oldest Finnish school buildings still in operation. The main aim was to engage and empower pupils to see themselves as experts of their own life and everyday environment, as well as capable of designing and bringing in change into their own and their peers life. This project was part of program Innokomp, a Finnish initiative that develops pedagogical models for craft education. In Innokomp, not only pupils but also teachers and student teachers are learners, and teachers collaborate closely.<\/p>\n

Two enthusiastic and open-minded craft teachers, with the help of an external service designer and a researcher, guided pupils through early phases of co-ideation and co-designing, and later, through co-making of prototypes. While one of the teachers taught new techniques (drilling, welding, 3D-printing, etc.) to pupils, the other one ensured overall progress. Student teachers faced a role very different than in previous practicums: pupil-centred projects proceeded in their own pace and to their own directions. Student teachers and teachers could do very little pre-planning, and the main task for student teachers was to motivate and encourage groups to divide labour and to overcome obstacles. According to end interviews, one of the most important learning outcomes was how to work with others. As a whole, the experience was demanding but rewarding.<\/p>\n

Discover and make projects @Innokomp: A case example<\/strong><\/h2>\n

Tellervo H\u00e4rkki & Auli Saarinen
\n<\/strong>Department of Education, University of Helsinki<\/strong><\/p>\n

Learning at school is not a privilege reserved for pupils only. A Finnish programme designed to develop pedagogical models for craft education introduces a concept with ambitious discover and make projects to pupils at elementary schools. Additionally, it caters for teachers as well as teacher students entering their third (and penultimate) practicum period. This national-level program Innokomp provides pedagogical tools and models for teachers to refresh their craft teaching competence in co-operation with their colleagues. Further, student teachers get experience of novel approaches.<\/p>\n

The core elements of the program include phenomenon-based projects, pupil-centred collaborative discovery and making, and digital modelling. In these projects, pupils work at groups, which is novel for craft education. Textile craft and technology teachers are encouraged to work closely as a team in all phases of planning, teaching and evaluating; another novelty. Typically, several student teachers practice in one project. All in all, peer learning and collaboration occurs at three different levels: pupils, teachers and student teachers and in all directions.<\/p>\n

Pupils, teachers and student teachers face different learning challenges in each school and in each project. In this particular elementary school, craft teachers have a long shared history; yet collaboration at this level is new. This year is the second time when 5th<\/sup> and 6th<\/sup> grade pupils innovate and create games, and the first year when 6th<\/sup> graders discover and prototype technological solutions to everyday problems. Feedback from the school tells that the projects are fun, exiting, rich and intense experiences.<\/p>\n

Co-teaching as a way to enhance students\u2019 pedagogical innovation processes<\/h2>\n

Sofia Krapi, Eila Lindfors & Marja-Leena R\u00f6nkk\u00f6, Department of Teacher Education,<\/strong>
\nRauma campus, University of Turku, Finland<\/strong><\/p>\n

\nCo-teaching is a method in which craft teachers implement multi-material craft teaching in collaboration. Main elements of co-teaching are co-planning of teaching, co-defining a learning tasks, practical teaching and tutoring of students in makerspaces and evaluation of learning outcomes and management of co-teaching. The aim of this study is find out how co-teaching supports students\u2019 innovation processes. The research question is: What are the challenges of co-teaching in enhancing students\u2019 pedagogical innovation processes in comprehensive education? Research is a qualitative multi-case study. The research material will be collected as group interviews. The respondents are 10 pairs of co-teaching student teachers (n=20) in their final teaching practice at master level and craft teachers (n=22) who started to develop co-teaching as part of the InnoKomp-project since 2017. Teachers and students participate in the interview together as co-teachers. The result will be presented on the basis of a theorydriven analysis. Results unfold challenges teachers meet as beginners, advancers and professionals in co-teaching. The results can be applied in pre- and in-service teacher training. Co-teaching seems to be one solution to enhance students\u2019 pedagogical innovation processes in a way that different learners can have timely support during their process.
\nKeywords: co-teaching, craft, pedagogical innovation processes, interview<\/p>\n

\n

Nordisk forskningskonferens i sl\u00f6jd 17-20 september 2019<\/h1>\n

Make&Learn<\/strong><\/em>\u00a0v\u00e4nder sig fr\u00e4mst till forskare och l\u00e4rare vid universitet och h\u00f6gskolor inom sl\u00f6jdomr\u00e5det i de nordiska l\u00e4nderna. Konferensen \u00e4r \u00e4ven \u00f6ppen f\u00f6r deltagare fr\u00e5n andra sl\u00f6jdverksamheter d\u00e4r man bearbetar material med hj\u00e4lp av olika redskap till fysiska f\u00f6rem\u00e5l. Konferensspr\u00e5k \u00e4r skandinaviska spr\u00e5k och engelska.<\/p>\n

Konferensen \u00e4ger rum 17-20 september 2019 p\u00e5 HDK i centrala G\u00f6teborg. Under dagarna ges m\u00f6jlighet att bes\u00f6ka N\u00e4\u00e4s gamla Sl\u00f6jdl\u00e4rarseminarium.<\/p>\n

Konferensen arrangeras av HDK i samarbete med den nordiska organisationen\u00a0Nordiskt forum f\u00f6r Forskning och utvecklingsarbete inom utbildning i sl\u00f6jd<\/em>\u00a0(NordFo<\/a>) som verkar f\u00f6r sl\u00f6jdrelaterade samarbeten mellan de nordiska l\u00e4nderna.<\/p>\n

https:\/\/hdk.gu.se\/english\/makeandlearn2019<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Redesigning school environment @Innokomp Noora Salonen & Tellervo H\u00e4rkki Department of Education, University of Helsinki A new service-design oriented craft project model that was piloted at Helsinki, Finland, set pupils, teachers and student teachers in new challenging roles. Pupils were tasked to discover and redesign non-functional areas from their school, which is one of the […]<\/p>\n","protected":false},"author":11237,"featured_media":2576,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[365,335,455],"tags":[],"class_list":{"0":"post-2597","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-lararutbildning","8":"category-larmiljo","9":"category-slojd","10":"czr-hentry"},"_links":{"self":[{"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/posts\/2597","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/users\/11237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/comments?post=2597"}],"version-history":[{"count":2,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/posts\/2597\/revisions"}],"predecessor-version":[{"id":2696,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/posts\/2597\/revisions\/2696"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/media\/2576"}],"wp:attachment":[{"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/media?parent=2597"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/categories?post=2597"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/tags?post=2597"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}