Creative Improvisations with Information and Communication Technology to Support Learning : A Conceptual and Developmental Framework
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C ea i e Imp o isa ions wi h In o ma ion and Communica ion Technology o Suppo
Lea ning : A Concep ual and De elopmen al F amewo k
Vesisenaho, Mikko; Dillon, Pa ick; Ha u-Nuu inen, Sa i; Nousiainen, Tuula; Val onen,
Teemu; Wang, RuoLan
Vesisenaho, M., Dillon, P., Ha u-Nuu inen, S., Nousiainen, T., Val onen, T., & Wang,
R. (2017). C ea i e Imp o isa ions wi h In o ma ion and Communica ion Technology
o Suppo Lea ning : A Concep ual and De elopmen al F amewo k. Jou nal o
Teache Educa ion and Educa o s, 6(3), 229-250.
h p://j ee.o g/documen /issue14/a icle1.pd
2017
229
C ea i e Imp o isa ions wi h In o ma ion and Communica ion
Technology o Suppo Lea ning: A Concep ual and De elopmen al
F amewo k
( Recei ed Janua y 3, 2017 - App o ed No embe 28, 2017 )
Mikko Vesisenaho1, Pa ick Dillon2, Sa i Ha u-Nuu inen3, Tuula Nousiainen4, Teemu
Val onen5 and RuoLan Wang6
In oduc ion
The aim o his a icle is o in oduce a concep ual and de elopmen al amewo k
o ealising unde -u ilised po en ial in lea ning en i onmen s by acili a ing c ea i e
imp o isa ions wi h In o ma ion and Communica ion Technology (ICT). The ideas
ad anced in he a icle a e a ein o cemen and an ex ension o he empi ical wo k
p esen ed by Dillon, Wang, Vesisenaho, Val onen and Ha u-Nuu inen (2013). The
p oblem ha he cu en a icle add esses is wo old and conce ns some limi a ions
o con en ional lea ning si ua ions: (i) hey a ely allow enough oppo uni y o non-
linea hinking and es ablishing inno a i e connec ions be ween ideas and p ac ices,
and/o non- adi ional ways o wo king, and (ii) he c ea i e possibili ies a ising om
non-linea , non- adi ional, o in eg a i e app oaches ypically a e poo ly de eloped.
The e a e many easons why c ea i i y and imp o isa ion a e inhibi ed in con en ional
lea ning en i onmen s. Fo example, o ganisa ional s uc u es and p o ocols o en sup-
p ess spon anei y in making connec ions and de eloping new ideas, and he possibili-
1 Mikko Vesisenaho Uni e si y o Jy askyla, Finland, E-mail: [email p o ec ed]
2 Pa ick Dillon, Uni e si y o Eas e n Finland, E-mail: p.j.dillon@exe e .ac.uk
3 Sa i Ha u-Nuu inen, Uni e si y o Eas e n Finland, E-mail: [email p o ec ed]
4 Tuula Nousiainen, Uni e si y o Jy askyla, Finland, E-mail: [email p o ec ed]
5 Teemu Val onen, Uni e si y o Eas e n Finland, E-mail: [email p o ec ed]
6 RuoLan Wang, Uni e si y o Li e pool, UK, E-mail: [email p o ec ed]
Abs ac
This a icle is abou acili a ing collabo a i e, c ea i e imp o isa ions in lea ning wi h In-
o ma ion and Communica ion Technologies (ICT) and in so doing enhancing unde -u ilised
c ea i e possibili ies in educa ion and de elopmen in schools, uni e si ies, wo kplaces and
in e e y-day li e. Imp o isa ion is de ined and ea lie esea ch on suppo ing c ea i e im-
p o isa ions wi h ICT is ou lined. The e ollows a concep ual aming whe e imp o isa ion
is seen as a c ea i e ou come o ce ain cul u al ecological in e ac ions in lea ning en i on-
men s. I is p oposed ha hese c ea i e imp o isa ional in e ac ions can be acili a ed by ICT,
and de elopmen al ideas a e p esen ed. The pu pose o he a icle is o e iew cu en p ac ice
and in eg a e i wi hin an app op ia e concep ual amewo k and hus ou line a esea ch and
de elopmen agenda o u u e inno a i e wo k in he ield.
Key Wo ds: Imp o isa ion, Lea ning, Educa ion, C ea i i y, Inno a ion
Jou nal o Teache Educa ion and Educa o s
Volume 6, Numbe 3, 2017, 229-250
230
ies om lea ning ha a ise ‘in he momen ’ a e o en los in he o e all expe ience.
Imp o isa ion is de ined and ea lie esea ch on suppo ing c ea i e imp o isa-
ions wi h ICT is ou lined. The e ollows a concep ual aming whe e imp o isa ion
is seen as a c ea i e ou come o ce ain cul u al ecological in e ac ions in lea ning
en i onmen s. I is p oposed ha hese imp o isa ional in e ac ions can be acili a ed
by ICT and de elopmen al ideas a e ou lined. The pu pose o he a icle is o ex en-
si ely e iew cu en p ac ice and heo y, in eg a e i wi hin an app op ia e concep ual
amewo k, and hus ou line a de ailed esea ch and de elopmen agenda o u u e
wo k in he ield.
Imp o isa ion
C ea i e po en ial, and hus he possibili ies o imp o isa ion, a ies om si ua-
ion o si ua ion. Wha is needed is some mechanism o selec ing o possibili ies wi h
si ua ions ha o e good c ea i e po en ial. Imp o isa ion is one means h ough which
possibili ies migh be selec ed as a basis o de eloping he unde -u ilised po en ial in
lea ning en i onmen s. Imp o isa ion is de ined as he abili y o make new combina-
ions in a gi en si ua ion whils e aining he o iginal goal o pu pose (Coke , 1964).
Imp o isa ion in ol es he coincidence o c ea i e, eme gen and collabo a i e ac i i-
ies and co ela es wi h b icolage, in ui ion, adap a ion, and inno a ion (Moo man &
Mine , 1998). Imp o isa ion is hus a means h ough which new knowledge, ideas,
and concep s may be gene a ed and new associa ions made be ween exis ing ideas o
concep s.
Imp o isa ion is commonly associa ed wi h jazz music (King, 1997) and hea e,
al hough i has been applied in managemen and business (C ossan & So en i, 1997).
Al hough indi idual momen s o c ea i i y in a jazz pe o mance a e mos commonly
associa ed wi h imp o isa ion, he collec i e endea ou d awn om he simul aneous
in ol emen o all he musicians is equally impo an . Collabo a ion is hus an essen-
ial ing edien in lea ning how o imp o ise in jazz and i has pa allels in he class oom
and he wo kplace h ough he p ocesses o bo h eaching and lea ning. S uden s and
eache s, wo ke s and manage s, each wi h hei unique ideas, pe spec i es, and ways
o in e p e ing si ua ions may be ega ded as c ea i e esou ces in lea ning en i on-
men s. Collabo a i e ac i i ies p o ide possibili ies o hem o c ea e new ideas and
knowledge in ways ha , o a single pe son, a e challenging o e en impossible. (Dil-
lon e al., 2013).
Ba e (1998) has ou lined he ollowing cha ac e is ics ha allow jazz bands o
imp o ise cohe en ly and manage c ea i e inno a ion in a coo dina ed ashion, hey:
Mikko Vesisenaho, Pa ick Dillon, Sa i Ha u-Nuu inen, Tuula Nousiainen, Teemu Val onen and RuoLan Wang
• encou age delibe a e e o s o in e up habi ual pa e ns;
• emb ace e o s as sou ces o lea ning;
• aim o minimal s uc u es ha allow maximum lexibili y;
• allow o con inual nego ia ion and dialogue owa ds dynamic syn-
ch oniza ion;
231
These cha ac e is ics, along wi h he implica ions hey ha e o managing lea n-
ing gi en below, p o ide a s a ing poin o hinking abou mechanisms o ‘ il e ing’
and suppo ing imp o isa ions. Implica ions o managing lea ning (adap ed om Ba -
e , 1998) a e:
Moo man and Milne (1998) ha e unde aken an ex ensi e c oss- abula ion o
de ini ions o imp o isa ion. They a ou ed a empo al de ini ion: ‘ he con e gence
in ime o composi ion and execu ion’, and a gued ha di e en ypes o memo y:
o ganisa ional, p ocedu al (skill memo y) and decla a i e ( ac memo y) mode a e
he impac o imp o isa ions in di e en ways. O se e al di e en ypes o memo y,
Moo man and Mine (1998) ecognize wo as being pa icula ly impo an o imp o i-
sa ion: p ocedu al memo y enhances he speed and e ec i eness o imp o isa ion bu
educes i s no el y; decla a i e memo y enhances he e ec i eness and no el y o
imp o isa ion bu educes i s speed. The ela ionship be ween p ocedu al and decla a-
i e modes is impo an in using ICT: ools may suppo spon anei y bu he e may be
a skills h eshold be o e i can be ully ealised.
C ea i e Imp o isa ion wi h In o ma ion and Communica ion Technology
The e is a limi ed amoun o esea ch on how o enhance and suppo imp o i-
sa ional po en ial in he p ocesses o lea ning and inno a ion. We a gue ha success-
ully add essing his opic necessi a es building an app oach ha akes in o accoun
he in e play be ween: 1) he o e all ole o c ea i i y and imp o isa ion in lea ning;
2) di e en ways o cap u ing, consolida ing and ans e ing ideas, including mecha-
nisms o eedback and analy ics; and 3) he cumula i e building o con ex namely
localisa ion, con ex ualisa ion, and pe sonalisa ion (Figu e 1). Join ly, hese pe spec-
i es p o ide a new way o acili a ing he c ea ion o inno a ions and lea ning abou
he inno a ion p ocess. Ea lie esea ch has add essed each o hese dimensions sepa-
a ely, bu ew s udies ha e made a emp s a me ging hem oge he wi h he pu pose
Jou nal o Teache Educa ion and Educa o s
• de elop mechanisms ha allow o making sense o si ua ions e -
ospec i ely;
• encou age ‘hanging ou ’, i.e. in o mal membe ship o a communi y
o p ac ice.
• boos ing he p ocessing o in o ma ion be o e and a e ac ions a e
implemen ed;
• c ea ing inc emen al dis up ions as occasions o s e ching ou
in o un amilia e i o y;
• ensu ing ha e e yone has a chance o ‘solo’ om ime o ime;
• encou aging suppo o cumula i e lea ning among pa icipan s;
• aluing e o s as sou ces o lea ning;
• cul i a ing se ious play because oo much con ol inhibi s ‘ low’.
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o suppo ing he inno a ion p ocess.
Figu e 1. The app oach, b inging oge he h ee pe spec i es
Imp o isa ion in lea ning
A emp s o de elop ICT speci ically o imp o isa ion ha e been mainly in he
ield o music. Fo example, esea ch has been di ec ed a he ela ionship be ween
ixed pe o mance (i.e. ollowing a musical sco e) and imp o isa ion. F anklin (2001)
de eloped a compu a ional lea ning model o jazz based on iden i ying he bes ac ion
o a gi en s a e in ein o cing lea ning and using unce ain y as a means o explo -
ing new possibili ies. Whe eas he model had an elemen ha allowed i o pu sue
imp o isa ions ‘ou side he cho d changes’, i was limi ed by he ex en o which i
cumula i ely buil con ex . Kelle , Jones, Thom and Wolin (2006) de eloped a com-
pu a ional ool o assis in composing solos o a ype ha could be imp o ised. The
ool suppo ed he p ocess o imp o isa ion a he han he end composi ion i sel and
allowed explo a ion wi hin a ule-bound amewo k. The e is also esea ch ela ed o
p omo ing speci ic cogni i e abili ies in musical imp o isa ion in young child en, ex-
amining how a sys em is able o lea n and con igu e i sel acco ding o i s unde s and-
ing o he lea ne ’s beha iou (Addessi, 2013; Anagnos opoulou a al., 2012; Ca doso
de A aujo e al., 2012).
In addi ion o music, he concep o imp o isa ion has been s udied in business and
managemen (C ossan & So en i, 1997; Magni e al., 2013) and in educa ion (Sawye ,
2004). In hese se ings, imp o isa ion is usually examined in e ms o lexibili y in
dealing wi h unexpec ed e en s (e.g. Holdhus e al., 2016; Magni & Ma uping, 2013),
Figu e 1. The app oach, b inging oge he h ee pe spec i es
Figu e 2. Lea ning ajec o ies: le hand side objec i e o ien a ed closed sys em; igh hand
side ajec o y open o he possibili ies o imp o isa ion (adap ed om Dillon, 2012)
Mikko Vesisenaho, Pa ick Dillon, Sa i Ha u-Nuu inen, Tuula Nousiainen, Teemu Val onen and RuoLan Wang
233
whe eas ou ocus is mo e on he use o imp o isa ion o ha ness hidden inno a i e
po en ial, especially in educa ion. This can be called c ea i e imp o isa ion. The ision
is o pedagogies ha s imula e a he han di ec imp o isa ion, as has been shown, o
example, in he use o sha ed lec u e no es in an online educa ional communi y as a
means o opening up lea ning h ough imp o isa ion (Dillon e al., 2013; Vesisenaho
e al., 2011), and in he lea ning cha ac e is ics o he ‘ne gene a ion’ (Val onen e al.,
2010). The second o hese s udies ocused pa icula ly on educa ional condi ions o
c ea i e imp o isa ion, in es iga ing: 1) ela ionships be ween how ideas a e de el-
oped indi idually and collabo a i ely, and 2) how new ideas change unde s anding and
how hey a e ollowed h ough (Val onen e al., 2010). These hemes o e a s a ing
poin o de eloping ideas and unde s andings o c ea i e imp o isa ion.
Mon uo i (2003) has looked a he ela ionship be ween imp o isa ion and c ea-
i i y. He sees imp o isa ion as an ou come o ‘ he li ed expe ience o complexi y’
whe e he c ea i e po en ial o ‘pe o ma i e’ and ‘subjec i e’ aspec s o unde aking
a ask can be inco po a ed in o he o malised, ‘sc ip ed’ aspec s o he ask wi hou
des abilising he ask. Mo eo e , when i comes o applying c ea i i y and imp o isa-
ion o c ea e solu ions o p ac ical, eal-wo ld p oblems, he concep o inno a ion
comes in o play. The dis inc ion be ween c ea i i y and inno a ion is ha he p ocess
o inno a ion is inhe en ly collec i e, and i en ails bo h ‘c ea ion’ and ‘implemen a-
ion’ (Oddane, 2015).
Cap u ing, consolida ing and ans e ing ideas
The de elopmen o echnological ools o acili a ing he c ea ion, sha ing, and
elabo a ion o ideas is cu en ly a opic o g ea in e es . These hemes a e being s ud-
ied in he con ex o di e en ields such as ci izen science (e.g. Gould e al., 2014),
c ea i i y and design (Pe enede e al., 2013; Xu e al., 2014), c ea i i y in lea ning
h ough digi al gaming (Ka ampipe is e al., 2014), and wo kplace-based eedback and
assessmen using lea ning analy ics (WATCHME, 2014).
The ela ionship be ween collabo a i e wo k and indi idual exp ession is one o
he key elemen s in acili a ing imp o isa ional lea ning, especially wi h he aim o
enabling people o build on o and u he de elop each o he ’s ideas and ini ia i es.
The goal is o design mechanisms o cap u ing and consolida ing ‘in he momen ’
expe iences so ha po en ially use ul imp o isa ions can be iden i ied. A s a ing poin
is he se o cha ac e is ics o imp o isa ion de ined by Pe e s (2009):
Jou nal o Teache Educa ion and Educa o s
• d awing ou di e ences in pe spec i es;
• awa eness o ela ionships be ween immedia e ac ions and o e all
shape and o m;
• in e connec ing he pa icula wi h he gene al;
• keeping he wo k ‘open’ and looking o new beginnings;
• mo ing in o new, some imes challenging, spaces.
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Fo hese pu poses, esea ch ela ed o he use and sha ing o bo h aci and ex-
plici knowledge is ele an , such as he e-use o knowledge and lea ning esou ces
h ough communi ies o p ac ice, being open o possibili ies missed by one pe son bu
iden i ied by ano he (e.g. Daele e al., 2006), as well as solu ions ha allow designe s
o inno a i e p oduc s o elabo a e ideas and designs ha ha e eme ged h ough ea -
lie wo k ocusing especially on mechanisms o s o ing, eusing and ewo king ideas
( an Rosmalen e al., 2014).
I has been shown ha i is impo an o all ac o s o co-de elop s a egies in
eaching and lea ning si ua ions (Vesisenaho & Dillon, 2013; Vesisenaho e al., 2011).
Co-de elopmen migh in ol e blending p ac ices (including be ween physical and
i ual si ua ions) and communi y building. Thus, esea ch ela ed o ools ha suppo
dis ibu ed, synch onous collabo a ions, o example, be ween s uden s ‘in he ield’
and s uden s based in a s a iona y loca ion (Adams e al. 2011; Coughlan e al., 2012),
is also ele an he e. Ea lie s udies ha e also explo ed in as uc u es o collabo a-
ion and ne wo king ac oss sys ems, coun ies and disciplines, placing emphasis on
sel -o ganised lea ning, which is an implied cha ac e is ic o imp o isa ion (Klobuca ,
2008; Nguyen-Ngoc & Law, 2007). Resea ch has been done on pedagogical ame-
wo ks o exploi ing he po en ial o echnologies o os e in e ac ion and collabo a-
ion be ween pupils o he p omo ion o enqui y/disco e y lea ning and au onomous
lea ning (Limanauskiene & S uikys, 2009).
Lea ning analy ics and ools o p o iding ele an eedback play an impo an
ole in he p ocesses o cap u ing, consolida ing and ans e ing ideas. Lea ning ana-
ly ics a e cu en ly o en used o add ess a - isk s uden s, ha is, iden i ying pa e ns
o beha iou ha indica e a po en ial p oblem and hen implemen ing an app op ia e
in e en ion ha can be ei he compu e o human-based (Wol & Zdenek, 2012).
Such app oaches seek o combine da a om mul iple sou ces, in e p e his, de e mine
key in e en ion poin s o he bene i o lea ne s and o use analy ics o de e mine
pa e ns o beha iou and ewa d con ibu o s (e.g. Fe guson, 2012; Siemens & Long,
2011). The same kind o app oach o analysis, iden i ica ion, and in e en ion could be
applied o suppo ing c ea i e imp o isa ion, which would be a no el and inno a i e
applica ion o analy ics.
Localiza ion, con ex ualiza ion and pe sonaliza ion o lea ning
I is e iden om ea lie esea ch ha he cumula i e building o con ex is im-
po an in ealising he c ea i e po en ial o lea ning h ough imp o isa ion. The cha -
ac e is ics o he loca ion, si ua ion, and he lea ne s de e mine he bes ways o ap-
p oaching he c ea ion, sha ing, and u he de elopmen o ideas. As he con ex s
in which imp o isa ional lea ning p ocesses ake place can ange om o mal edu-
ca ional ins i u ions (including all le els om p e-school o highe educa ion) o he
wo kplace and a wide spec um o in o mal se ings (e.g. museums, science cen es,
Mikko Vesisenaho, Pa ick Dillon, Sa i Ha u-Nuu inen, Tuula Nousiainen, Teemu Val onen and RuoLan Wang
235
clubs, o he leisu e ac i i ies), we canno assume ha iden ical mechanisms will be
ideal o all o hem (Dillon e al., 2013). Thus, con ex ualiza ion e e s o aking he
local en i onmen in o accoun when planning and implemen ing educa ional ac i i-
ies. Con ex ual lea ning occu s only when lea ne s connec in o ma ion o hei own,
locally meaning ul en i onmen s. (Vesisenaho, 2009; Holdhus e al., 2016)
An oppo uni y o suppo localisa ion, con ex ualisa ion and pe sonalisa ion o
lea ning is h ough he use o mobile echnologies (S an on & Opho , 2013). Mobile
lea ning in ol es p ocesses ha occu ac oss mul iple con ex s, using pe sonal in e -
ac i e echnologies (Sha ples e al., 2007). This o en happens indi idually o col-
labo a i ely in si ua ed con ex s (So e al., 2008). Such app oaches o e po en ial o
explo ing and in e ac ing wi h loca ion- ela ed in o ma ion. This is also ela ed o he
ac o ‘ empo al sensing’, allowing lexible ‘ ime a el’ om he pas o he u u e and
ice e sa (Coughlan e al., 2012).
Pe sonalisa ion may be acili a ed h ough open educa ional esou ces, wi h peda-
gogical designs ha allow lea ne s o use open con en o wo k collabo a i ely and o
s uc u e hei own lea ning pa hways in a ious o mal and in o mal lea ning se ings.
Such app oaches p epa e he g ound o enabling he elabo a ion o ideas (Conole e
al., 2009; Su inen & Vesisenaho, 2006; Vesisenaho & Dillon, 2013).
A ela ed ques ion is ha o accessibili y o di e en lea ne s: he e has been e-
sea ch in es iga ing how mobile echnologies impac on he di usion o a social model
whe e lea ning and knowledge a e accessible o all, ega dless o social and economic
backg ound, age, gende , eligion, e hnici y, o disabili y (A igo e al., 2010). Ano he
ma e o in e es is how he echnologies can be designed o suppo equi able co-
loca ed and emo e lea ning collabo a ion (Adams e al., 2010).
Realising C ea i e Imp o isa ional Po en ial in Lea ning Si ua ions
I ICTs a e o be e ec i e in suppo ing c ea i e imp o isa ions hey mus become
in eg al pa s o he no mal, e e yday li e, i.e. he ‘cul u al ecology’ o he en i on-
men s in which hey will be used. Cul u al ecology is aken o mean he dynamics
o people’s in e ac ions wi h and wi hin hei en i onmen s (Dillon, 2008; Dillon &
Loi, 2008; Loi & Dillon, 2006; Vesisenaho & Dillon, 2009, 2013). These in e ac ions
embody a con inual in e play be ween an indi idual’s immedia e expe iences and how
he/she knows he wo ld. The ins an ha some indi idual expe iences some hing, he/
she connec s he new expe ience wi h wha he/she al eady knows and eels, i.e., he
ela ional cons uc s and emo ions ha de ine he indi idual’s pe sonal his o y. The e-
o e, he immedia e, ‘in he momen ’ expe iences and he unde s anding de eloped
om p io lea ning cons an ly econs uc each o he (La e & Wenge , 1991; B own
e al., 1989). In mos s uc u ed lea ning si ua ions, o example schools, uni e si ies,
museums, wo kplaces, e c., expe iences a e managed in a ou o pa icula ou comes,
e.g., h ough cu icula, pedagogies, cu a o ial s a egies, wo kplace ou ines. Typical-
Jou nal o Teache Educa ion and Educa o s
236
ly, hese objec i e-o ien a ed manage ial p ocesses ‘selec ’ ce ain ‘in he momen ’
expe iences and consolida e hem in he pu sui o educa ional o wo kplace goals.
This ep esen s bo h a s eng h o educa ion as a managed p ocess and a weakness.
The weakness is in he loss o c ea i e and imagina i e po en ial o expe iences no
pu sued (Dillon e al., 2013).
In o mal lea ning en i onmen s, such as schools, lea ning is ypically objec i e-
o ien a ed: lea ne s a e expec ed o build cumula i ely on wha hey al eady know and
can do. Al e na i ely, hey a e augh di ec ly wha o do and gi en limi ed la i ude o
ake isks wi h he lea ning p ocess o ou come. Ei he way, lea ne s a e unlikely o
pe o m ou side o he a icula ed o assumed no m, bu a he epea exis ing pa e ns
o beha iou , playing ou he oles hey ha e al eady lea ned o o which hey ha e
been newly ins uc ed (Dillon e al., 2013). By con as , c ea i e hinking emphasises
he lea ning p ocess gene ally and hus suppo s he abili y o disco e di e se unc-
ional and usable ideas in di e en si ua ions. C ea i i y, he e o e, can be cha ac e -
ized as he abili y o unco e o o mula e an ou come ha is inno a i e and socially
signi ican (S e nbe g e al., 1999). In he cul u al ecology o a lea ning en i onmen ,
c ea i e imp o isa ion is a means by which s uden s indi idually and collec i ely d aw
on expe ience, ake isks, make connec ions, mo e in o new lea ning spaces and, in so
doing, open up new c ea i e possibili ies.
Figu e 2 is a diag amma ic ep esen a ion o c ea i e imp o isa ion in a cul u al
ecology o lea ning and how i migh be acili a ed wi h echnology. The cen al lines
ep esen collabo a i e lea ning ajec o ies. The le -hand g aphic is ypical o ajec-
o ies o lea ning in o mal si ua ions: ‘in he momen ’ expe iences a e consolida ed
wi hin he ela ional cons uc s ha de ine he goals o he lea ning ac i i y. This is
goal-di ec ed o objec i e-o ien a ed lea ning. I is essen ially a closed sys em. How-
e e , al hough goal-di ec ed lea ning in a closed sys em may be impo an educa ion-
ally, he e is much unde -u ilised po en ial in he p ocess. The igh -hand g aphic in
Figu e 2 shows a simila collabo a i e lea ning ajec o y bu , in his case, some o
he ‘in he momen ’ expe iences, acili a ed by echnology, a e allowed o b eak away
om he main ajec o y and open up he sys em o new possibili ies. These b eak
away expe iences a e imp o isa ions. Imp o isa ions ypically: (i) in ol e non-linea
and non-s anda d hinking ha challenges ecei ed knowledge; (ii) iden i y new asso-
cia ions be ween and among exis ing ideas o p ac ices; and (iii) explo e and gene a e
new knowledge, ideas and p ac ices (Dillon e al., 2013).
Mikko Vesisenaho, Pa ick Dillon, Sa i Ha u-Nuu inen, Tuula Nousiainen, Teemu Val onen and RuoLan Wang
243
ion p ocesses ha e simila ea u es. When conside ing he ole o c ea i i y and ICT
in ea ly yea s’ educa ion, bo h c ea i e lea ning p ocesses and inqui y-based lea ning
ha e simila ounda ions. C ea i e imp o isa ion has high alue in e ec i e knowl-
edge cons uc ion p ocesses and suppo s he indi idual lea ning p ocess.
When conside ing eache s’ a i udes, compe encies, and eadiness o adop mo-
bile lea ning app oaches, Rikala, Hil unen and Vesisenaho (2014) iden i ied eache ’s
pedagogical and echnological belie s and willingness o change as impo an ac o s.
Lack o con idence educed willingness o adop mobile lea ning app oaches. Simila
esul s ha e been ound in he con ex o game-based lea ning, bu i was ound ha
pe cei ed educa ional ICT sel -e icacy only p edic ed whe he a eache ac ually used
game-based app oaches, no whe he he o she conside ed hem aluable in gene al
(Hama i & Nousiainen, 2015).
The cul u al ecology model/ amewo k de eloped by Vesisenaho and Dillon
(2013) o e s a ele an basis o u he esea ch, bu he da a hey had was limi ed.
Acco ding o E ickson (2011), in o de o c ea i e imp o isa ions o wo k in class-
oom se ings, he eache and he s uden s need o sha e he same unde s anding o
he p e-exis ing s uc u es guiding he imp o isa ion. This will allow ‘ eachable mo-
men s’ - ha is, unexpec ed e en s ha e eal an oppo uni y o lea ning - o be buil
and expanded upon in a meaning ul way (c. . Wa son e al., 2011).
F om ou pe spec i e, one especially in e es ing ques ion pe ains o he ela ion-
ship be ween si ua ional, ad hoc imp o isa ion (Holdhus e al., 2016; Magni & Ma up-
ing, 2013) and mo e s uc u ed o ms o c ea i e imp o isa ion (e.g. Dillon e al.,
2013), and whe he and how hese could be suppo ed wi h echnological ools. In o -
ganiza ional con ex s, Cunha, Ne es, Clegg, and Rego (2015) e e o ad hoc imp o i-
sa ions as episodic; hey espond o a ce ain unexpec ed e en o episode, anishing
a e he ac . On he o he hand, semi-s uc u ed imp o isa ions a e mo e o mal and
amed, closely ela ed o an o ganisa ion’s s a egy ela ed o esponding o spon ane-
ous depa u es and unexpec ed oppo uni ies. When looking a he in e play be ween
hese di e en o ms o imp o isa ion, echnological ools could play a ole when we
aim o unde s and “how isola ed mic o- esponses may e en ually gi e ise o o ganisa-
ional, mac o-lea ning, imp o isa o y capabili ies” and o acili a e his ans o ma ion
(Cunha e al., 2015, p. 12).
Jou nal o Teache Educa ion and Educa o s
5. How migh unplanned inciden s, so-called ‘in ui i e eac ions’ be
accommoda ed wi hin a s uc u ed and delibe a ed lea ning amewo k?
6. How can i be ensu ed ha c ea i e imp o isa ion in lea ning, al-
hough ee and ex empo aneous, has a kind o logic and con ex ha links
wi h es ablished elemen s o eaching and lea ning and makes hem cohe-
en ?
244
Fu u e skills a e no jus subjec -based, hey include, o example, compe ences
such as lexibili y, adap abili y, ini ia i e, and sel -di ec ion (Pa ne ship o 21s Cen-
u y Lea ning, 2015); phenomenon-based new cu icula (Lonka, 2015; c . Kea ney,
2014); and lea ning p ocesses blending o mal and in o mal elemen s (e.g. Vesisenaho
& Dillon, 2013; Vesisenaho e al., 2010). Fo example, Voog and Pa eja Roblin (2012)
ha e made an ex ensi e summa y o esea ch on u u e lea ning and 21s cen u y skills.
The dis inc ion be ween c ea i i y and inno a ion is ha he p ocess o inno a-
ion is inhe en ly collec i e, and i en ails bo h ‘c ea ion’ and ‘implemen a ion’ (Od-
dane, 2015). Inno a ions a e a inal ou pu o c ea i e imp o isa ion. The e a e se e al
ques ions o be add essed ela ed o he heme: Wha kind o en i onmen is needed
o mo e om c ea i e imp o isa ion o inno a ion? Wha is he ole o da a ga he -
ing and connec ion ools (i.e., echnology) in boos ing he p ocesses and making hem
cohe en ?
Lea ning analy ics and ools o p o iding ele an eedback play an impo an
ole in he p ocesses o cap u ing, consolida ing and ans e ing ideas. Such app oach-
es seek o combine da a om mul iple sou ces, in e p e his and de e mine key in e -
en ion poin s o he bene i o lea ne s and o use analy ics o de e mine pa e ns o
beha iou and link hem in meaning ul ways (see Fe guson, 2012; Siemens & Long,
2011).
Ha u-Nuu inen e al. (2014) s udied local en i onmen s in ea ly yea s’ science.
The pupils ook pho os wi h iPads and had oppo uni ies o use hem c ea i ely. The
echnology p o ided a new pe spec i e o lea ning and inc eased c ea i e imp o isa-
ion among he child en’s lea ning p ocess. Ea lie s udies ha e also explo ed in a-
s uc u es o collabo a ion and ne wo king ac oss sys ems, coun ies and disciplines,
placing emphasis on sel -o ganised lea ning, which is an implied cha ac e is ic o c e-
a i e imp o isa ion (e.g. Klobuca , 2008; Nguyen-Ngoc & Law, 2007).
I is possible o ake in o accoun he pe sonal lea ning pa hs and con ex ualize and
sus ain hem o local con ex s. Mobile echnologies ha allow indi idual o collabo-
a i e p ocesses o occu ac oss many con ex s p o ide oppo uni ies o suppo ing
localisa ion, con ex ualisa ion and pe sonalisa ion o lea ning, o example, by making
i possible o explo e and in e ac wi h loca ion- ela ed in o ma ion (c. . Sha ples e
al., 2007; So e al., 2008; S an on & Opho , 2013). Ano he ma e o in e es is how
he echnologies can be designed o suppo equi able co-loca ed and emo e lea ning
collabo a ion (Adams e al., 2010).
Pe sonalisa ion may also be acili a ed h ough open educa ional esou ces, wi h
7. How can (i) c ea i e imp o isa ion acili a ed h ough ICT ools and
(ii) ne wo ked mobile echnology ools in suppo o c ea i e imp o isa ion
be adap ed o local con en s and se ices o ensu e localisa ion / con ex ual
sensi i i y in educa ion and business?
Mikko Vesisenaho, Pa ick Dillon, Sa i Ha u-Nuu inen, Tuula Nousiainen, Teemu Val onen and RuoLan Wang
245
pedagogical designs ha allow lea ne s o use open con en o wo k collabo a i ely
and o s uc u e hei own lea ning pa hways in a ious o mal and in o mal lea ning
se ings. Such app oaches p epa e he g ound o enabling he elabo a ion o ideas. (c .
e.g. Conole e al., 2009; G een e al., 2005; Su inen & Vesisenaho, 2006; Vesisenaho
& Dillon, 2013).
C ea i ely imp o ised, collabo a i ely elabo a ed, lea ning p ocesses a e a chal-
lenge, bu hey o e g ea oppo uni ies o unexpec ed new openings.
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