1. Masters thesisLET masters programme21.3.2013Pirkko Hyvnen,Learning and Educational Technology Research Unit Kuva ESS-arkisto

2. 8.15.-9.00. Pirkko9.00.-9.15. Coffee 9.15.- 11.15.Aippi9.15.-10.15. 1) Individually, defineErnesto with accurately parts ofAna, Aleksandra, L your puzzle.9.15.- 11.15. iping, Marta and2) Together, present Pirkko: tutoring a Antonella your research plan by 20 mins using the puzzle to Polina, Miguel, Piv your peers. i, Fedor and Lyana Discuss, and assess whether the parts are in line. 3) Together, define and write down your next goals dealing with your thesis. 4. Joint closingPirkko Hyvnen 3. RESEARCH CONTEXT GROUNDING THE IMPORTANCE OF THE EARLIER STUDIES RESEARCH (societal, scientific, personal)CENTRAL CONCEPTS / THEORETICAL AIM AND RESEARCH QUESTIONSMETHODSBACKGROUNDDATA RESULTS DISCUSSIONPirkko Hyvnen 4. RESEARCH CONTEXTSasha: English language classroomFormal learning contextCurriculum-based educationNorthern FinlandMiguel: Finland, MexicoDeveloped and underdeveloped countriesWebStudentsIf you dont understand the context, high-qualityresearch can be hindered! Pirkko Hyvnen 5. GROUNDING THE IMPORTANCEOF THE RESEARCH(societal, scientific, personal)Marta: Most children grow upspending hours of homework everydayHomework assigments impact onstudents self-regulatory skills andbeliefsHomework practices remain thesamePirkko Hyvnen 6. EARLIER STUDIESImportant part of the researchClarifies and justifies the need of yourresearchWhat particularly has been explored and whathas not?When?Where?By which methods?By which kind of data?By which kind of participants?By which theories and concepts? Pirkko Hyvnen 7. Key concepts in someCENTRAL CONCEPTS (3-5) / studies:THEORETICAL BACKGROUND CollaborativePolina: Expert system, Kodu games, self- learning, emotions, motivati on, self-regulated learningregulation (Jrvenoja, 2010)Pivi: Adaptive expertise, collaborative CSCL, mathematicalproblem-solvingproblem solving, metacognition, soci ally shared metacognition (Hurme, 2010) 3D multiplayer games, CSCL, scripting collaboration, small-group discussion, socially shared cognition (Bluemink, 2011)Pirkko Hyvnen 8. THEORYResearching phenomena, which are relatedto human behavior is grounded onconcepts.There is difference between concept andterm. Defining theories is defining concepts and relations between them.THEORY: Set of well-developed categories(themes, concepts) that are systemicallyinterrelated through statements ofrelationship to form a theoretical frameworkthat explains some phenomenon(Hage, 1972, p. 34). let.oulu.fi / pirkko.hyvonen@oulu.fi 9. Concepts as a theoretical framework (Jrvenoja, 2010)let.oulu.fi / pirkko.hyvonen@oulu.fi 10. AIM and RESEARCH QUESTIONS (Marta)The aim of my masters thesis study is to explore what kindof homework assignments support self-regulation andintegrate in the active and engaging classroomenvironment.The research questions are: How can homework support active and engagingclassroom activities? What kindof homework tasks foster the development of self-regulation skills? How to facilitate active learning and the development ofself-regulated learningskills by means of homework design? What self-regulatory strategies do 4th graders engage inwhile doing englishlanguage homework? Pirkko Hyvnen 11. AIM and RESEARCH QUESTIONS(Liping)Generally, teachers know somegood strategies and students donot, therefore teachers shoulddescribe these strategies andsuggest students to use them. Butthere is a problem happened thatstudents who have some strategiesdo not mean that they can apply orhave awareness to use them in reallearning.So it raises some questions: How do teachers train studentsto get some strategies? How do teachers motivatestudents to use learning strategieseffectively?Pirkko Hyvnen 12. AIM and RESEARCH QUESTIONS (Sasha): The aim of thestudy is to describe the effects of use of ICT in the Englishlanguage classroom on student engagement, and preferablyprovide recommendations for teachers on designing TELenvironments that promote student engagement.The research is likely to focus on a number of questions, suchas: a). How can use of technology in classroom tasks andactivities promote student engagment? b). How can use oftechnology in classroom tasks and activities improve studentemotional state? c). How can use of technology in classroomtasks and activities contribute to situational and personalinterest in tasks?Hypotheses that lie in the base of the planned study could bedefined as following: Students situational and personalinterest in tasks can be increased by appropriate integration oftechnology into a task. Pirkko Hyvnen 13. METHODSParticipantsData collection procedureAnalysisPirkko Hyvnen 14. DATAQuestionnaire, videomaterial, interviews, photodiaries, drawings, memories, mentalmaps etc.Existing material: books, journals, web-based materials, different documents etc.Private vs. publicComparableLongitudinalCaseWhat is the best data to provide answersfor your research queastions and aims?Pirkko Hyvnen 15. YOUR ROLE as aresearcherYou are aninstrument, which has tobe developed allway long. - Ability to analyse represents researchers ability to categorise and understand the phenomena in the context let.oulu.fi / pirkko.hyvonen@oulu.fi 16. CARAWAYCINNAMON AleksandraAntonella Liping Polina SalvadorArilesereCILANTROCHILI Ana, Lyana, Miguel Pivi Fedor Marta Pirkko Hyvnen 17. PuzzleWHY?Research planCompetence and intrests; Research groupspreliminary ideas about topic andtheoretical perspectiveClarification of theoretical basisPirkko Hyvnen Methodological map of the group