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What makes the difference : PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults
Hämäläinen, Raija; De Wever, Bram; Nissinen, Kari; Cincinnato, Sebastiano (Pergamon Press, 2019)The ever-evolving technological landscape is challenging adults' problem-solving skills. The central goal of higher education (HE) is to guarantee a high level of know-how, which is in line with the changing demands of ... -
Lifelong learning : Formal, non-formal and informal learning in the context of the use of problem-solving skills in technology rich environments
Nygren, Hanna; Nissinen, Kari; Hämäläinen, Raija; De Wever, B. (Wiley-Blackwell Publishing Ltd., 2019)The evolving technological landscape in the digital era has a crucial influence on lifelong learning and the demand for problem‐solving skills. In this paper, we identify associations between formal, non‐formal and informal ... -
In search for the conceptual origin of university students' community in a confluence of on- and offline learning environments ethnographies in technology-rich, multi-sited fields of study
Pöysä, Johanna (University of Jyväskylä, 2007)Contemporary society requires its citizens to develop capacities to resituate their activities in collective unities and to successfully communicate their actions within these multiple local and global communities. Also ... -
Development of pedagogical design in technology-rich environments for language teaching and learning
Jalkanen, Juha (University of Jyväskylä, 2015)This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis ... -
University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments
Heinonen, Kirsi; Jääskelä, Päivikki; Isomäki, Hannakaisa (SCITEPRESS Science And Technology Publications, 2017)This phenomenographic study examines how a diverse group of university teachers conceptualised their role as developers of technology-rich learning environments at one university in Finland. The research findings illustrate ...