JYULed - JYUnit for Learning and Digital Education

How could the expertise of education professionals be developed in such a way as to support sustainable and ethical skills in a digitalized world? What factors promote high-quality interaction, community-based learning, and the skills of critical and creative thinking in various learning environments? Among other things, we are seeking answers to such questions. Our operations are based on diverse educational and research collaborations. What is important to us is research-based, practical, and future-oriented pedagogical development.

Table of contents

Research group type
Research group
Core fields of research
Learning, teaching and interaction
Research areas
Interactive and technologically enhanced learning environments
Faculty
Faculty of Education and Psychology
Department
Department of Teacher Education

Research group description

Education and learning in diverse digital environments

We research and support education, learning and teaching in a variety of collaborative and digital environments.

Collaborative learning and interaction

What is quality interaction and dialogue in emerging learning environments?

  • Our research often focuses on authentic learning situations, using methods such as video-observation.

Self-regulation and distributed regulation oflearning

What kind of self-regulation skills do young and adult learners need? How can teachers support the development of self-regulation skills? What opportunities could emerging technologies bring to support the practice of learner self-regulation skills?

  • Among other things, we have developed teaching and learning situations applying simulation pedagogy to develop self-regulation skills.
Digital literac y

What is critical and creative digital literacy in education? How does it relate to new literacies such as data literacy?

  • We develop the digital pedagogical competences of student teachers in a holistic way during their teacher education studies.

Hybrid learning environments

What opportunities and challenges does augmented reality bring to teacher education? What about artificial intelligence?

  • For example, we have explored creative and experiential drama in VR environments in an environmental course.

Publications

Publication
2011

Proceedings of the IADIS International Conference Mobile Learning 2011, Avila, Spain, March 10-12, 2011
Nousiainen, Tuula
Kankaanranta, Marja
Varsaluoma, Jukka
Publication
2011

Proceedings of the International Association for Development of the Information Society (IADIS) Multi Conference on Computer Science and Information Systems. Rome, Italy, 20 -26 July 2011
Kuoremäki, Reija
Varsaluoma, Jukka
Nousiainen, Tuula
Kankaanranta, Marja
Neittaanmäki, Pekka
Publication
2010

Design for all
Kuoremäki, Reija
Nousiainen, Tuula
Varsaluoma, Jukka
Kankaanranta, Marja
Neittaanmäki, Pekka
Publication
2010

Tiedosta
Nousiainen, Tuula
Publication
2010

Proceedings of the SLACTIONS 2010 International Conference: Life, imagination, and work using metaverse platforms
Iqbal, Ahmer
Nousiainen, Tuula
Kankaanranta, Marja
Publication
2010

Sosiaalinen verkko-oppiminen
Nousiainen, Tuula
Iqbal, Ahmer
Kankaanranta, Marja
Neittaanmäki, Pekka
Publication
2009

Design and Use of Serious Games
Nousiainen, Tuula
Publication
2009

Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices
Äyrämö, Sanna-Mari
Kankaanranta, Marja
Nousiainen, Tuula
Hankala, Mari
Publication
2008

Jyväskylä Studies in Computing
Nousiainen, Tuula
Publication
2008

Proceedings of the 5th International Narrative and Interactive Learning Environments (NILE) Conference, Edinburgh, UK, August 6-8, 2008
Äyrämö, Sanna-Mari
Nousiainen, Tuula
Kankaanranta, Marja
Publication
2008

Advances in Human-Computer Interaction
Nousiainen, Tuula
Kankaanranta, Marja
Publication
2008

Proceedings of the 13th International Peat Conference (IPC), Tullamore, Ireland, June 8-13, 2008
Nousiainen, Tuula
Nevanpää, Tiina
Kankaanranta, Marja
Nikkilä, Lea-Elina

Research group