Know-Id is a research consortium conducting two projects funded by the Academy of Finland for years 2010-2012 at the University of Tampere (UTA). The overall research goal of the proposed project is to reveal, describe and understand student processes of building their identities and constructing knowledge in information rich, collaborative environments. The underlying aim of the project is to strive for a new balance between the pedagogical practice and the new information and media environment. The project makes an attempt to develop both curriculum models and instructional practices supporting students’ development as independent learners having a well-developed personal, social and cultural identity. The aim is to boost a gradual pedagogical reform by cooperating with practicing teachers and conducting research both in schools and teacher education.
Sub-Project 1: Identity construction in collaborative media environments
Responsible leader: Eero Ropo
This sub-project has three main purposes. First, we want to understand the processes of identity construction in schools and teacher studies (Case 1). Second, we focus on professional identity construction in collaborative digital media environments (Case 2). Particularly, we are interested in how studying in mobile digital media environment relates to personal, social, and cultural professional identity of the teacher students. Third, we study professional identity construction in problem-based learning (PBL) environments applying innovative social media solutions and practices (Case 3).
Sub-Project 2: Informed Learning and Social Media in School and beyond
Responsible leader: Eero Sormunen
The main objective of the sub-project is to develop and study practices of informed learning in schools by using social media tools for collaborative knowledge construction. The study consists of three cases. Case 2.1 focuses on collaborative knowledge construction by studying students’ social media practices in and outside the school. Case 2.2 illuminates collaborative knowledge construction by studying information practices and information literacy instruction. Case 2.3 expands the research beyond the school by investigating the maturity of students’ information practices and independent learning skills in academic language studies. Together the cases outline a multifaceted picture of the challenges and opportunities of teaching and learning in the rich information and media environment.