%0 Journal Article
%T Teachers¡¯ Insights Into Connected Learning Networks: Emerging Activities and Forms of Participation
%A Henriikka Vartiainen
%A Petteri Vanninen
%A Saara Nissinen
%A Sinikka P£¿ll£¿nen
%J AERA Open
%@ 2332-8584
%D 2018
%R 10.1177/2332858418799694
%X The aim of this socioculturally informed study is to explore teachers¡¯ insights into connected-learning activities and networks. An instructional approach based on design-oriented pedagogy (DOP) was employed for a teachers¡¯ in-service project in Finland. An open-ended design task for the participating teachers and educators from kindergartens (N = 27) and primary schools (N = 2) involved designing and implementing a forest-related learning project with their own students or kindergarten children. A deductive content analysis of openly published project portfolios revealed that the teachers and educators harnessed learner interest as a basis for connecting with peers, family, external experts, and extended environments through diverse physical and digital information resources, tool-mediated activities, and the externalization of the learners¡¯ evolving object-oriented ideas. Conclusions are drawn about extended learning networks and activities that afforded inquiry activities to emerge
%K connected learning
%K participatory learning
%K design-oriented pedagogy
%K extended learning networks
%K teacher collaboration
%U https://journals.sagepub.com/doi/full/10.1177/2332858418799694