Miika Lehtonen

Simulations as Mental Tools for Network-Based Group Learning

The article presents pedagogical and technological applications developed and studied as part of the research project ‘Web-supported Mental Tools in Technology Education’ at the University of Lapland. The applications allow simulation tools, modern network-based solutions that support learning, and other mental tools, as well as traditional and modern digital learning materials, to be smoothly integrated into normal teaching-studying-learning activity. For example, efforts have been made make use of edutainment as part of the nature of tools and materials and game-like interactivity to enhance the learning process. The broader framework for the model of learning activity that is being developed and studied in the project centers on the question how and through which learning activity (learning process) study and learning in the field of electric technology and electronics (technical work and technology education) can be organized to take into account the challenges posed by the post-industrial information society.

An application of a virtual learning environment in support of teaching and learning for design and technology education

Audiovisual advances in Virtual Reality (VR) technology have given rise to innovative ways to teach and learn. However, so far, teaching and learning processes have been technologically driven as opposed to pedagogically led. This article identifies the development of a pedagogical model and its application to teaching, studying and learning with 3D virtual reality technologies. This is in the context of design and technology education, where it has been devised for the support of innovation education. This work promotes an understanding of the implications of virtual learning technologies in education for teachers, learners and educational decision-makers. Furthermore, it can be shown that when pedagogical considerations are given weight in the development of such technology-based learning services, improvements arise for all stakeholders.

The web-orientation agent (WOA) for simulated learning in technology education

This paper discusses the theoretical underpinning and central aspects of the development and application of the web orientation agent (WOA) and presents results concerning its use in university studies. The (WOA) is a software tool producing an interactive learning environment offering support in teaching and learning that uses local applications.

Emotional and aesthetic factors of virtual mobile learning environments

This paper discusses the theoretical starting points and design considerations for addressing the emotional and aesthetic aspects of Virtual Learning Environments (VLEs) in support of ubiquitous teaching, studying and learning. It is asserted that a VLE should be considered as an interactive and sensation-arousing instrument, and a mediator for communication and learning. Furthermore, it should be valued as a tool for emotional and socio-structural mediation, and for of psychosocial regulation through psychosocial distance. Emotional and aesthetic factors have too often been given little attention by researchers in studying and learning, especially in the context of mobile-based environments for learning. Such emotional and aesthetic aspects are examined on five levels of observation. This five-level continuum, beginning from the individual subconscious/conscious inter-personal level continuing to the social, cultural, cross and trans-cultural levels, is mapped onto learning architectures, which proffer greater understanding of such starting points and design considerations of VLEs for learning regulation.

Towards a Psychology of Media Education

Abstact This study will introduce some of the fundamentals and rationale for the Psychology of Media Education based on Developmental Psychology. It is an important area of study of a modern teacher profession and teacher education and a new field of multi- , inter- and trans-disciplinary knowledge and research. We argue that without a doubt the different symbol- or media environments are influencing young children, adolescents and adults in their everyday life. We could even speak about media(ted) cultures based on media environments including traditional printed media, audiovisual media, interactive computer media and the rapidly growing phenomena like mobile communication, CMMC (computer mediated multimedia communications), web-communities, networked games and virtual reality communities. The significance and influence of media environments need to be publicly recognised in educational contexts of children and adolescents too.

An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education.

This paper puts forward the theoretical underpinning and central aspects of the development and application of the orientation assistant (OA) and presents results concerning its use in university studies. The (OA) is a software tool producing an interactive learning environment offering support in teaching and learning that uses local applications.