Faculty of Education and Psychology receives three Academy Projects
Learning regulation with AI – promoting adaptive K-12 learners (LEAD)
The aim of the LEAD project is to inform the design of evidence-based solutions for developing adaptive self-regulated learners by integrating self-regulated learning (SRL) theory with AI capabilities. The objectives of this project are: (1) To re-new SRL theory and research by implementing the novel trigger concept (Järvelä & Hadwin, 2022) to guide data use and analysis; (2) Investigate how K-12 students control, monitor and regulate their learning; (3) Provide evidence to guide the design of new AI-driven learning technologies that collaborate with learners to help them to be purposeful, adaptive self-regulated learners. We use multimodal data and utilize AI techniques to further understand and provide support for regulatory processes in collaborative learning. LEAD will contribute that K-12 education pedagogical innovations are aligned with technological innovations.
Small Matters: an Intra-generational Community Project about Death and Dying
Small Matters is an educational response to the existential crisis brought about by climate change, species extinction, environmental decline, the Ukraine war and the pandemic. Death and dying have become more real for children in Finland. Responding to their experiences is critical for multispecies wellbeing. This community project brings together ‘small matters’ as political agents in private and public spaces: young children, viruses, insects, microbes, plastics, the digital – (non)human bodies usually excluded from conversations about death and education research. The research design comprises four progressive research phases using (post)qualitative methods from the arts, social sciences, education and philosophy. This transdisciplinary collaboration changes how we think about ‘the human’ through the concept ‘smallness’. It reimagines death and produces new scientific knowledge and educational materials about when and how to engage with children about multispecies death and dying.
Kati Mäkitalo/ Tuija Tammelin (JAMK University of Applied Sciences)
Physically active academic lessons in general upper secondary school
The multidisciplinary study project increases the understanding of teachers’ and students’ experiences and engagement in physically active academic lessons in upper secondary school. In addition, the acute effects of physically active academic lessons on students’ cognitive prerequisites of learning and situational engagement are measured. This consortium combines solid knowledge of both teaching and physical activity to study this phenomenon from both student’s and subject teacher’s perspectives from different layers of action (collected experiences and measured prerequisites of learning). The project provides essential evidence-based recommendations of physically active classroom practices for teachers and teacher education to support the development of subject teachers’ competence and, above all, to enhance student learning and well-being in lower secondary schools.