TEL@work: Toward integration of theory and practice
Tynjälä, P., Häkkinen, P., & Hämäläinen, R. (2014). TEL@work: Toward integration of theory and practice. British Journal of Educational Technology, 45(6), 990-1000. https://doi.org/10.1111/bjet.12164
Published inBritish Journal of Educational Technology
© Wiley. This is a final draft version of an article whose final and definitive form has been published at doi:10.1111/bjet.12164 by Wiley.
This paper examines technology-enhanced learning at work in the context of the integrative pedagogy model. The basic idea behind this model is to create learning environments whereby the four basic elements of professional expertise (ie, theoretical, practical, self-regulative and sociocultural knowledge) can be integrated. The paper illustrates two basic ways of applying the model in technology-enhanced learning at work. First, examples of how to make use of existing technologies, especially social media, to empower learning at work is presented, and second, an instance of the way the model is used in the design of specific technologies for enhancing collaborative learning in the work context is described. The paper concludes that the integrative pedagogy model has the potential to serve both as a principle for designing technologies and for applying existing technologies for workplace learning.
PublisherWiley-Blackwell; British Educational Research Association
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning Lämsä, Joni; Hämäläinen, Raija; Koskinen, Pekka; Viiri, Jouni (Routledge, 2018)This study presents new ways of visualising technology-enhanced collaborative inquiry-based learning (CIBL) processes in an undergraduate physics course. The data included screen-capture videos from a technology-enhanced ...
Koskinen, Pekka; Lämsä, Joni; Maunuksela, Jussi; Hämäläinen, Raija; Viiri, Jouni (Springer, 2018)Background Productive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative ...
GraphoGame SI : the development of a technology-enhanced literacy learning tool for Standard Indonesian Borleffs, Elisabeth; Glatz, Toivo K.; Daulay, Debby A.; Richardson, Ulla; Zwarts, Frans; Maassen, Ben A. M. (Springer Netherlands, 2018)Early intervention programs are generally considered the most efficient and beneficial approach to providing support to struggling beginning readers. This paper discusses the theoretical background, development, and design ...
Tracking student teachers’ technology-enhanced collaborative problem solving : Combining objective assessment data with subjective verbal reporting Pöysä-Tarhonen, Johanna; Care, Esther; Awwal, Nafisa; Häkkinen, Päivi; Ahonen, Arto (International Society of the Learning Sciences, 2016)In spite of increasing interest, technology-enhanced formative assessment practices reflecting 21st century skills are not yet much studied, particularly in teacher education context. Also, studies that combine both ...
The GraphoGame Method: The Theoretical and Methodological Background of the Technology-Enhanced Learning Environment for Learning to Read Richardson, Ulla; Lyytinen, Heikki (Jyväskylän yliopisto, Agora Center, 2014)