Project Portfolio
2. Digital Pedagogy
About Digital Pedagogy
My work in digital pedagogy is grounded in human-centred learning design and aligned with EU, UNESCO, and OECD digital competence frameworks. I focus on inclusive, ethical, and pedagogically meaningful uses of digital and AI-enabled technologies across physical, online, and blended learning environments.
I specialise in developing educators’ digital and AI competencies in line with the DigCompEdu framework, designing professional development that supports digital teaching and assessment, AI-supported feedback, learner engagement, and responsible use of educational data.
Alongside practice-based work, I contribute to international research and serve on technology-oriented international advisory boards, collaborating with researchers, policymakers, and technology experts to shape evidence-informed, future-ready digital education. I also support professional learning communities and institutional capacity building, modelling digital and AI literacy as human-centred and values-driven practice.
My work in digital pedagogy is grounded in human-centred learning design and aligned with EU, UNESCO, and OECD digital competence frameworks. I focus on inclusive, ethical, and pedagogically meaningful uses of digital and AI-enabled technologies across physical, online, and blended learning environments.
I specialise in developing educators’ digital and AI competencies in line with the DigCompEdu framework, designing professional development that supports digital teaching and assessment, AI-supported feedback, learner engagement, and responsible use of educational data.
Alongside practice-based work, I contribute to international research and serve on technology-oriented international advisory boards, collaborating with researchers, policymakers, and technology experts to shape evidence-informed, future-ready digital education. I also support professional learning communities and institutional capacity building, modelling digital and AI literacy as human-centred and values-driven practice.
Digital Education Ambassador, European Union
Appointment period: 2025-2027
Organisations: DAAD Brussels in partnership with a consortium of European organisations.
Summary of activities and role:
I am honoured to have been invited to serve as a Digital Education Ambassador of the European Digital Education Hub, as one of 16 European experts appointed to support the European Union’s shared commitment to advancing innovation, cooperation, and systemic transformation in digital education.
Within this mandate, my work focuses in particular on the European Union’s external relations, strengthening strategic dialogue and collaboration with partners in Latin America and Asia, and supporting the global dimension of Europe’s digital education agenda.
In this capacity, I:
The European Digital Education Hub is funded by the European Union under Erasmus+ (2021–2027) and is coordinated by DAAD Brussels in partnership with a consortium of leading European organisations, such as Knowledge Innovation Centre, , Stifterverband, educraftor, cecoforma events & communication, EfVET, European Association for the Education of Adults - EAEA, EDEN Digital Learning Europe, SURF and European Schoolnet.
Organisations: DAAD Brussels in partnership with a consortium of European organisations.
Summary of activities and role:
I am honoured to have been invited to serve as a Digital Education Ambassador of the European Digital Education Hub, as one of 16 European experts appointed to support the European Union’s shared commitment to advancing innovation, cooperation, and systemic transformation in digital education.
Within this mandate, my work focuses in particular on the European Union’s external relations, strengthening strategic dialogue and collaboration with partners in Latin America and Asia, and supporting the global dimension of Europe’s digital education agenda.
In this capacity, I:
- 🌍 Strengthen cross-border and inter-regional cooperation among educators, researchers, policymakers, managers, and practitioners, aligning European initiatives with global strategies on AI and digital education, including OECD frameworks and Global South perspectives
- ✨ Contribute policy-relevant insights, narratives, and evidence-based practices, supporting mutual learning and informed decision-making within international relations
- 🎤 Design, host, and moderate strategic dialogues and events, fostering policy exchange, managerial collaboration, and cross-sectoral alignment at European and international levels
- 🤝 Support capacity-building and sustainable community development, contributing to policy impact and institutional readiness at national, European, and global scales
The European Digital Education Hub is funded by the European Union under Erasmus+ (2021–2027) and is coordinated by DAAD Brussels in partnership with a consortium of leading European organisations, such as Knowledge Innovation Centre, , Stifterverband, educraftor, cecoforma events & communication, EfVET, European Association for the Education of Adults - EAEA, EDEN Digital Learning Europe, SURF and European Schoolnet.
Image courtesy of iStock by Getty Image
Supervisor Specialist, Czech Technical University Prague
Appointment period: 2025-2028
Organisations: Czech Technical University in Prague and national, European Union, and international programmes and partners.
Summary of activities and role:
I serve as a Supervisor Specialist, contributing my expertise as a practitioner education scientist to transdisciplinary research in educational artificial intelligence.
I collaborate closely with Rodrigo Alves and his team at the Department of Information Technology, Czech Technical University in Prague, supporting the design, implementation, and evaluation of AI-enabled educational solutions that integrate technological innovation with pedagogical practice, ethical AI governance, and education policy.
My role includes doctoral supervision and mentoring, with a focus on rigorous, socially grounded, and practice-relevant research. This work contributes to international, policy-relevant research with societal impact, supported by competitive national, European Union, and international funding programmes and strengthened through cross-border academic and industry collaboration.
Organisations: Czech Technical University in Prague and national, European Union, and international programmes and partners.
Summary of activities and role:
I serve as a Supervisor Specialist, contributing my expertise as a practitioner education scientist to transdisciplinary research in educational artificial intelligence.
I collaborate closely with Rodrigo Alves and his team at the Department of Information Technology, Czech Technical University in Prague, supporting the design, implementation, and evaluation of AI-enabled educational solutions that integrate technological innovation with pedagogical practice, ethical AI governance, and education policy.
My role includes doctoral supervision and mentoring, with a focus on rigorous, socially grounded, and practice-relevant research. This work contributes to international, policy-relevant research with societal impact, supported by competitive national, European Union, and international funding programmes and strengthened through cross-border academic and industry collaboration.
Photo: JÉSHOOTS, Pexels CC 0
Education Modernization Brazil, Colombia, Europe - The New Era of Digital Higher Education Cooperation (EMBRACE)
Period: 2023-2026
Organisations: Häme University of Applied Sciences (HAMK), Network of universities from Portugal, Colombia and Brazil.
Funder: Erasmus+ Capacity Building in Higher Education
Summary of activities:
The aim of the project is to develop the digital and pedagogical competence of higher education teachers to plan, implement and evaluate learner-centred and competence-based online education.
The collaboration focuses on research and development of partner organisations based on online learning, especially in the following areas: teachers' digital and pedagogical competence, home-internalisation and language skills, collaboration of educational management and teachers, responsive work-life collaboration and inclusive community involvement.
Role: Key expert
Project Website:
https://embrace.edu.co
HAMK Introduction:
https://www.hamk.fi/projektit/www-hamk-fi-embrace
Organisations: Häme University of Applied Sciences (HAMK), Network of universities from Portugal, Colombia and Brazil.
Funder: Erasmus+ Capacity Building in Higher Education
Summary of activities:
The aim of the project is to develop the digital and pedagogical competence of higher education teachers to plan, implement and evaluate learner-centred and competence-based online education.
The collaboration focuses on research and development of partner organisations based on online learning, especially in the following areas: teachers' digital and pedagogical competence, home-internalisation and language skills, collaboration of educational management and teachers, responsive work-life collaboration and inclusive community involvement.
Role: Key expert
Project Website:
https://embrace.edu.co
HAMK Introduction:
https://www.hamk.fi/projektit/www-hamk-fi-embrace
Photo: Kick-off meeting 2023, EMBRACE-project (C)
Digitalisation in Education -
Professional Certificate Programme for Teachers (30 credits)
Period: 2016-2025
Organizations: Häme University of Applied Sciences (Lead), Finnish National Board of Education, OAMK, JAMK, TAMK and Haaga-Helia Universities of Applied Sciences, Schools of Professional Teacher Education and University of Turku, School of Education.
Summary of activities:
Leading the research process and contributing to the curriculum design, implementation and assessment of the national Digitalisation in Education -Professional Certificate Programme for Teachers (30 credits) in co-operation with the development teams. The programme is designed for vocational and higher education teachers, HRD-personnel and workplace instructors from diverse industries, and it offers up-to-date digital competences and coaching skills required in digital disruption. Three programmes are implemented since 2017.
Ryymin, E., Korhonen, A.-M. & Niinimäki, J. (2019). Ammatillisten opettajien digipedagogiikan erikoistumiskoulutus ennakoi työelämän murrosta. HAMK Unlimited Professional 4.4.2019.
DIGIOPE -erikoistumiskoulutus (30op). Ammatillinen opettaja digitalisaation, oppimisympäristöjen ja työelämän kehittäjänä (in Finnish)
Organizations: Häme University of Applied Sciences (Lead), Finnish National Board of Education, OAMK, JAMK, TAMK and Haaga-Helia Universities of Applied Sciences, Schools of Professional Teacher Education and University of Turku, School of Education.
Summary of activities:
Leading the research process and contributing to the curriculum design, implementation and assessment of the national Digitalisation in Education -Professional Certificate Programme for Teachers (30 credits) in co-operation with the development teams. The programme is designed for vocational and higher education teachers, HRD-personnel and workplace instructors from diverse industries, and it offers up-to-date digital competences and coaching skills required in digital disruption. Three programmes are implemented since 2017.
Ryymin, E., Korhonen, A.-M. & Niinimäki, J. (2019). Ammatillisten opettajien digipedagogiikan erikoistumiskoulutus ennakoi työelämän murrosta. HAMK Unlimited Professional 4.4.2019.
DIGIOPE -erikoistumiskoulutus (30op). Ammatillinen opettaja digitalisaation, oppimisympäristöjen ja työelämän kehittäjänä (in Finnish)
Photo: Ville Salminen, HAMK (C)
Digital Leader Coaching Programme for the Managers of Vocational Schools
Period: 2016-2017
Organizations: Häme University of Applied Sciences (Lead) and the Network of Private Vocational Institutions from Helsinki Region
Summary of activities:
Responsible for the Digi Leader Coaching Programme design, implementation (lecturing and facilitation of the working communities and teams) and assessment. The themes of the training are 1.) Digital Pedagogy and Leadership, 2.) Social Media and Pedagogical Leadership, 3) Digital Pedagogy and Co-Operation with the World of Work, 4.) Development Work on Digital Disruption. There were 80 leaders and managers from nine institutions studying in the programme.
Digiosaava Esimies Blogi (in Finnish)
Organizations: Häme University of Applied Sciences (Lead) and the Network of Private Vocational Institutions from Helsinki Region
Summary of activities:
Responsible for the Digi Leader Coaching Programme design, implementation (lecturing and facilitation of the working communities and teams) and assessment. The themes of the training are 1.) Digital Pedagogy and Leadership, 2.) Social Media and Pedagogical Leadership, 3) Digital Pedagogy and Co-Operation with the World of Work, 4.) Development Work on Digital Disruption. There were 80 leaders and managers from nine institutions studying in the programme.
Digiosaava Esimies Blogi (in Finnish)
Photo: Ville Salminen, HAMK
Digital Strategies in Comprehensive and Secondary Schools
Period: 2015-2016
Organisations: Häme University of Applied Sciences, Otava Folk High School, The Association of Finnish eLearning Centre, National Board of Education, Finland
Summary of activities:
Design, lecturing and guidance of the education programme of
implementing ICT strategies / digital agendas in comprehensive and secondary schools in Finland. The programme included strategy planning, implementation and tutor teacher network building. The training offered tools for teachers' competence development, new national curriculum implementation and regional development work. The programme scored 3 ECTS and included two study cohorts. The participants were educational professionals, administrators, city planners, school managers and teachers from diverse regions of Finland.
Virittäjät - TVT-strategiat toimimaan (sivusto)
Organisations: Häme University of Applied Sciences, Otava Folk High School, The Association of Finnish eLearning Centre, National Board of Education, Finland
Summary of activities:
Design, lecturing and guidance of the education programme of
implementing ICT strategies / digital agendas in comprehensive and secondary schools in Finland. The programme included strategy planning, implementation and tutor teacher network building. The training offered tools for teachers' competence development, new national curriculum implementation and regional development work. The programme scored 3 ECTS and included two study cohorts. The participants were educational professionals, administrators, city planners, school managers and teachers from diverse regions of Finland.
Virittäjät - TVT-strategiat toimimaan (sivusto)
Photo: Matti Pyykkö, City of Helsinki (C)
The Future Learner
Period: 2014-2015
Organisations: Häme University of Applied Sciences, Universities of Applied Sciences in Finland, Ministry of Education
Summary of activities:
"The Future Learner" (Tulevaisuuden oppija) was a subproject of a national project named “YAMK-koulutus vahvaksi TKI-vaikuttajaksi”, which was funded by the Ministry of Education of Finland. The objective of the project was to enhance RD&I (Research, Development and Innovation) in Master’s Degree -studies completed at Finnish Universities of Applied Sciences, and to deepen the university-business co-operation with the world of work. "Tulevaisuuden oppija" was a theoretical summary of the latest research of digital disruption and change in the world of work, the X- and Y-generation learners, and future insights for educators.
YAMK-koulutus vahvaksi TKI-vaikuttajaksi (in Finnish)
Tulevaisuuden oppija (Slideshre in Finnish)
Ryymin et al. Flexible and Agile Studying in Master’s Degree –
Experiences on Flipped Classroom in the University of Applied Sciences, approved manuscript
Organisations: Häme University of Applied Sciences, Universities of Applied Sciences in Finland, Ministry of Education
Summary of activities:
"The Future Learner" (Tulevaisuuden oppija) was a subproject of a national project named “YAMK-koulutus vahvaksi TKI-vaikuttajaksi”, which was funded by the Ministry of Education of Finland. The objective of the project was to enhance RD&I (Research, Development and Innovation) in Master’s Degree -studies completed at Finnish Universities of Applied Sciences, and to deepen the university-business co-operation with the world of work. "Tulevaisuuden oppija" was a theoretical summary of the latest research of digital disruption and change in the world of work, the X- and Y-generation learners, and future insights for educators.
YAMK-koulutus vahvaksi TKI-vaikuttajaksi (in Finnish)
Tulevaisuuden oppija (Slideshre in Finnish)
Ryymin et al. Flexible and Agile Studying in Master’s Degree –
Experiences on Flipped Classroom in the University of Applied Sciences, approved manuscript
Picture: The qualities of "The Future Learner" (in Finnish), from the project presentation, 2015. Link above.
Flexible and Mediating Learning Environment Design
Period: 2013-2014
Organisations: City of Helsinki, Finnish National Board of Education, Arkkitehtitoimistio Kouvo & Partanen
Summary of activities:
Lead of the multidisciplinary planning of pedagogical design in the "Joustavat ja välittävät oppimisympäristöt" (Flexible and Mediative Learning Environments) -project in co-operation with the development teams. The project consisted of two practical show case learning environments: Munksnäs Högstadieskolan / Hoplaxskolan and Kalasatama Comprehensive School in Helsinki. The responsibilities also included design of the open tools for learning environment co-design, open workshops with city planners, school staff and ICT personnel, and disseminating the project practices.
Joustavat ja välittävät oppimisympäristöt (sivusto)
Joustavat ja välittävät oppimisympäristöt -blogi
Munksnäs högstadieskolan korjataan kuntoon (lehtiartikkeli)
Kalasatamaan uudenlaista kouluarkkitehtuuria (lehtiartikkeli)
Picture: Drafting new learning spaces for Munksnäs. Arkkitehtitoimisto Kouvo & Partanen, 2014. Source of the photo: http://oppimisymparistot.meke.wikispaces.net/Pienet+kokeilut
National Conference of Education in 2012 and 2013
Period: 2012-2013
Organisations: City of Helsinki, Cities of Vantaa, Espoo and Kauniainen, Finlandia Hall, Finnish National Board of Education, several educational networks from Finland
Summary of activities:
Design and management of the National Conference of Education "Oppimisen Festarit - Oppimisen festarit" (nowdays called "Oppimisen Fiesta") for comprehensive and secondary school teachers, principals, educators, student wellbeing personnel and NGOs in Finland, together with two working partners. The conference was an open, collaborative, hackathon-like happening, where participants and educational networks were encouraged to contribute, organise programmes, and solve current challenges creatively together. Responsibilities included lead of several conference project groups and networks, scheduling and booking, marketing, PR, stakeholder negotiations, negotiations of venue, accommodations, technology and digital infrastructure. Also, social media design, finance, feedback gathering and quality management were the duties of the project manager. The tasks considered also the design of open tools for conference and workshop planning in future as well as innovation of new methods for conference collaboration, e.g. "After Talk -café" and "Lectures in Action". Each conference had about 2000 visitors.
Malli ja työkaluja opetusalan yhteisen konferenssin suunnitteluun (sivusto)
Opi ja kasva -konferenssi (sivusto, ylläpito päättynyt 2014)
Organisations: City of Helsinki, Cities of Vantaa, Espoo and Kauniainen, Finlandia Hall, Finnish National Board of Education, several educational networks from Finland
Summary of activities:
Design and management of the National Conference of Education "Oppimisen Festarit - Oppimisen festarit" (nowdays called "Oppimisen Fiesta") for comprehensive and secondary school teachers, principals, educators, student wellbeing personnel and NGOs in Finland, together with two working partners. The conference was an open, collaborative, hackathon-like happening, where participants and educational networks were encouraged to contribute, organise programmes, and solve current challenges creatively together. Responsibilities included lead of several conference project groups and networks, scheduling and booking, marketing, PR, stakeholder negotiations, negotiations of venue, accommodations, technology and digital infrastructure. Also, social media design, finance, feedback gathering and quality management were the duties of the project manager. The tasks considered also the design of open tools for conference and workshop planning in future as well as innovation of new methods for conference collaboration, e.g. "After Talk -café" and "Lectures in Action". Each conference had about 2000 visitors.
Malli ja työkaluja opetusalan yhteisen konferenssin suunnitteluun (sivusto)
Opi ja kasva -konferenssi (sivusto, ylläpito päättynyt 2014)
Oppimisen festarit -ohjelma:
| opijakasva2013_sähköinen_ohjelma.pdf |
Photo: The screenshot of the conference leaflet, 2013. The program in Finnish can be uploaded above.
Distributed Leadership and Collaborative Decision Making in Schools
Period: 2012-2013
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
Design and management of the in-service training of distributed leadership and collaborative decision making for the executive teams of comprehensive schools of Helsinki City. There were 24 training days for 530 participants from 100 schools from different parts of Helsinki. The themes of the training were 1) Collaborative Culture and Distributed Leadership, 2) Knowledge and Competence Management, 3) Managing the School Strategy, 4) Safety and Security Management, 5) Quality Management and 6) Leading the Educational Networks. The responsibilities also included pre-questionnaire for the schools, facilitation of the contact day training workshops, lecturing, feedback gathering and analysis, and finance management.
Yhteisöllisen ja jaetun johtajuuden johtoryhmävalmennus, 2012-2013
Photo: Matti Pyykkö, City of Helsinki (C)
Strategic Leadership in Information Society
Period: 2012-2013
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
The project was a subproject of "the OSUKE-project" (Tieto- ja viestintätekniikan opetuskäyttö ja oppimisympäristöjen arviointi osaksi koulujen toimintasuunnitelmaa), the development of open tools for improving the pedagogically meaningful, systematic implementation of ICT in education and school management. The subproject was about gathering and editing the conclusions of the development process in co-operation with two authors for the following three publications:
How to Create the School of the Future - Revolutionary Thinking and Design from Finland (PDF)
Johtajuudella toimintakulttuurin muutokseen (PDF)
Tietoyhteiskuntakehityksen strateginen johtajuus koulussa ja opetustoimessa (PDF)
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
The project was a subproject of "the OSUKE-project" (Tieto- ja viestintätekniikan opetuskäyttö ja oppimisympäristöjen arviointi osaksi koulujen toimintasuunnitelmaa), the development of open tools for improving the pedagogically meaningful, systematic implementation of ICT in education and school management. The subproject was about gathering and editing the conclusions of the development process in co-operation with two authors for the following three publications:
How to Create the School of the Future - Revolutionary Thinking and Design from Finland (PDF)
Johtajuudella toimintakulttuurin muutokseen (PDF)
Tietoyhteiskuntakehityksen strateginen johtajuus koulussa ja opetustoimessa (PDF)
Picture: The screenshot from the project publication linked above. Design: Milla Toro, Innocorp oy.
The Peer Mentoring Model for Implementing ICT in Education
Period: 2012
Organisations: City of Helsinki
Summary of activities:
Designing the model for peer mentoring (digi tutors) and coaching for promoting ICT in education, and running new pedagogical experiments in the schools of Helsinki. Duties included the training concept planning, implementation, assessment and dissemination.
Kollegakouluttajat - opettajien vertaismentorointi, 2012
Organisations: City of Helsinki
Summary of activities:
Designing the model for peer mentoring (digi tutors) and coaching for promoting ICT in education, and running new pedagogical experiments in the schools of Helsinki. Duties included the training concept planning, implementation, assessment and dissemination.
Kollegakouluttajat - opettajien vertaismentorointi, 2012
Photo: Matti Pyykkö, City of Helsinki (C)
Skyhow Start-Up for Education Export of Technology-Supported ATM Training
Period: 2008-2011
Organisations: Finavia, Avia College, Tekes (Business Finland), Kinnarps Oy, Network of aviation industries and institutions
Summary of activities:
Research and development work for a Tekes-funded education export start-up, Skyhow, focused on designing a scalable, technology-supported Air Traffic Management (ATM) training model for European and Middle Eastern markets. The work supported the internationalisation of Finnish ATM expertise through digitally enabled, safety-critical training solutions.
My responsibilities included research and market intelligence, training programme and learning product co-development with professional ATMs, and the co-design of advanced learning environments. Working closely with the executive team and project management, I contributed educational expertise to align pedagogical quality, technological innovation, and international regulatory requirements.
Due to the safety and security standards of civil aviation, many project outcomes and training contents remain confidential. However, the work contributed to the development of export-ready ATM training concepts that integrate technology-enhanced learning, competence-based training, and international applicability.
The New Learning Environment of Avia College, Kinnarps Show Case
Screenshot from https://www.kinnarps.fi/inspiraatiota, 4.2. 2015.
Ryymin, E., Leinonen A. M, Suokas, S. ja Malinen, T. (2010). Lennonjohtokutsuu ubioppimaan! Esitys kansallisessa ITK-konferenssissa (Interaktiivinen Tietotekniikka Koulutuksessa), 22-23. huhtikuuta 2008, Hämeenlinna.
Photo: Adobe Stock (Generated with AI)
Note: In compliance with safety regulations, the sharing of photos featuring authentic air traffic controllers at work is not permissible.
Note: In compliance with safety regulations, the sharing of photos featuring authentic air traffic controllers at work is not permissible.
Technology-Supported Learning Environment Research, Benchmarking and Implementation
Period: 2008-2009
Organisations: Helsinki City
Summary of activities:
The implementation of digital learning environments in the education department of Helsinki in the team of Media Centre, in co-operation with the city management. All the comprehensive and secondary schools of Helsinki contributed to digital learning environment development. The responsibilities included school-based process coaching in comprehensive schools in the eastern area of Helsinki and hospital schools in the central city area. Pedagogical experiments especially in technology-supported inquiry learning, teacher training, peer mentoring and workshop facilitation of pilot schools.
Organisations: Helsinki City
Summary of activities:
The implementation of digital learning environments in the education department of Helsinki in the team of Media Centre, in co-operation with the city management. All the comprehensive and secondary schools of Helsinki contributed to digital learning environment development. The responsibilities included school-based process coaching in comprehensive schools in the eastern area of Helsinki and hospital schools in the central city area. Pedagogical experiments especially in technology-supported inquiry learning, teacher training, peer mentoring and workshop facilitation of pilot schools.
Picture: Anssi Keränen's (C) drawing for teachers' peer mentoring in the learning environment development process. Media Centre, Helsinki City, 2008.
Partners in Learning - Peer Coaching Programme
Period: 2005
Organisations: Microsoft oy, Datafisher oy
Summary of activities:
Localisation of the MS's international concept of Partner in Learning - Empowering Teachers and Students to Finland. Responsibilities included collaboration with the MS global educational team in Nynäshamn (Sweden) in August 2005 and building the Teacher Training and Train to Trainers -concept and learning materials in Finnish.
Partners in Learning Brochure 2008, Microsoft (C)
Organisations: Microsoft oy, Datafisher oy
Summary of activities:
Localisation of the MS's international concept of Partner in Learning - Empowering Teachers and Students to Finland. Responsibilities included collaboration with the MS global educational team in Nynäshamn (Sweden) in August 2005 and building the Teacher Training and Train to Trainers -concept and learning materials in Finnish.
Partners in Learning Brochure 2008, Microsoft (C)
Photo: Screenshot from Partners in Learning Brochure, Microsoft (C)
Safer Use of Internet
Period: 2001-2003
Organisations: Helsinki City, Institut fur Gewaltverzicht, Austria (Coordinator), Fundació Catalana per a la Recerca, Spain, Context European Education Magazine, Netherlands, EU-IST Programme.
Summary of activities:
The project was about promoting the safer use of Internet as well as safety and security in European schools. Duties included information gathering, training concept and product design as well as dissemination of good practices on the safe use of the Internet in comprehensive schools. The training themes were 1) Information Security, 2) Malware, 3) Cyberbullying, 4) Offensive Content, 5) Information Searching Skills, 6) Media Critics and Source Criticism. The responsibilities included also management of training and workshops, project dissemination, finance and process assessment.
Organisations: Helsinki City, Institut fur Gewaltverzicht, Austria (Coordinator), Fundació Catalana per a la Recerca, Spain, Context European Education Magazine, Netherlands, EU-IST Programme.
Summary of activities:
The project was about promoting the safer use of Internet as well as safety and security in European schools. Duties included information gathering, training concept and product design as well as dissemination of good practices on the safe use of the Internet in comprehensive schools. The training themes were 1) Information Security, 2) Malware, 3) Cyberbullying, 4) Offensive Content, 5) Information Searching Skills, 6) Media Critics and Source Criticism. The responsibilities included also management of training and workshops, project dissemination, finance and process assessment.
Picture: The Safer Use of Internet project logo, 2001.
ITCOLE - Innovative Technologies for Collaborative Learning and Knowledge Building
Period: 2001-2004
Organisations: Helsinki City, University of Art and Design Helsinki (Coordinator), University of Amsterdam and University of Nijmegen, Netherlands, Forschungszentrum Informationstechnic, Germany, University of Murcia, Spain, University of Salerno, Italy, University of Athens, Greece, EU-IST Programme.
Summary of activities:
ITCOLE (Innovative Learning Technologies for Collaborative Learning and Knowledge Building) was a large-scale research and development project focusing on new ways of teaching and learning with new technologies. The project was funded from the European Commission's Information Society Technology (IST) framework. The coordinator of the project was Aalto University (University of Art and Design in 2001-2004). The responsibilities included project management of the City of Helsinki, which together with the University of Art and Design, constituted "the Helsinki hub" of the project. Responsibilities included collaborative software and learning environment design together with the project consortium, running several pedagogical experiments of collaborative and inquiry-based learning, teacher in-service training model planning, and teacher education in Helsinki. Also assessment, reporting, finance and dissemination of the project practices were part of the project managers' duties.
Ryymin, E., Palonen, T. & Hakkarainen, K. (2008). Networking relations of using ICTs within a teacher community. Computer & Education, 51(3), 1264-1282. doi: 10.1016/j.compedu.2007.12.001
ITCOLE Brochure 2003
Leinonen, T., Hakkarainen, K., Appelt, W., Gómez-Skarmetav, A. & Leinonen, S. (2001). ITCOLE Project - Designing Innovative Technology for Collaborative Learning and Knowledge Building. In C. Montgomerie & J. Viteli (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2001 (pp. 1103-1108). Association for the Advancement of Computing in Education (AACE).
Ryymin, E., Veermans, M. & Lakkala, M. (2005). Dissemination practices of technology-supported inquiry learning. Learning the Skills, Special Edition of The Finnish Journal of Vocational and Professional Education, 65-85.
Ryymin, E. & Korhonen, K. (2004). Oppimiskumppanit verkossa. Yhteisöllisiä ratkaisuja opetuksen uudistamiseen. Ammattikasvatus 1, 64-74.
Ryymin, E. ja Korhonen, K. (2003). The Teacher Training and Consulting Model. Deliverable 8.1. Summary. Innovative Technologies for Collaborative Learning and Knowledge Building. ITCOLE IST Project 26249.
Organisations: Helsinki City, University of Art and Design Helsinki (Coordinator), University of Amsterdam and University of Nijmegen, Netherlands, Forschungszentrum Informationstechnic, Germany, University of Murcia, Spain, University of Salerno, Italy, University of Athens, Greece, EU-IST Programme.
Summary of activities:
ITCOLE (Innovative Learning Technologies for Collaborative Learning and Knowledge Building) was a large-scale research and development project focusing on new ways of teaching and learning with new technologies. The project was funded from the European Commission's Information Society Technology (IST) framework. The coordinator of the project was Aalto University (University of Art and Design in 2001-2004). The responsibilities included project management of the City of Helsinki, which together with the University of Art and Design, constituted "the Helsinki hub" of the project. Responsibilities included collaborative software and learning environment design together with the project consortium, running several pedagogical experiments of collaborative and inquiry-based learning, teacher in-service training model planning, and teacher education in Helsinki. Also assessment, reporting, finance and dissemination of the project practices were part of the project managers' duties.
Ryymin, E., Palonen, T. & Hakkarainen, K. (2008). Networking relations of using ICTs within a teacher community. Computer & Education, 51(3), 1264-1282. doi: 10.1016/j.compedu.2007.12.001
ITCOLE Brochure 2003
Leinonen, T., Hakkarainen, K., Appelt, W., Gómez-Skarmetav, A. & Leinonen, S. (2001). ITCOLE Project - Designing Innovative Technology for Collaborative Learning and Knowledge Building. In C. Montgomerie & J. Viteli (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2001 (pp. 1103-1108). Association for the Advancement of Computing in Education (AACE).
Ryymin, E., Veermans, M. & Lakkala, M. (2005). Dissemination practices of technology-supported inquiry learning. Learning the Skills, Special Edition of The Finnish Journal of Vocational and Professional Education, 65-85.
Ryymin, E. & Korhonen, K. (2004). Oppimiskumppanit verkossa. Yhteisöllisiä ratkaisuja opetuksen uudistamiseen. Ammattikasvatus 1, 64-74.
Ryymin, E. ja Korhonen, K. (2003). The Teacher Training and Consulting Model. Deliverable 8.1. Summary. Innovative Technologies for Collaborative Learning and Knowledge Building. ITCOLE IST Project 26249.
Photo: Philip Dean, ITCOLE-project (C)
The School Managers' Centre
Period: 2001-2003
Organisations: Helsinki City, European Schoolnet, now European School Network (EUN), European School Heads Association (ESHA), EU Socrates / Minerva framework
Summary of activities:
Development the School Managers' Centre resource centre, competence development activities and the website, in co-operation with ESHA and EUN (Coordinator) and an innovative team of school managers from comprehensive and secondary schools of Helsinki. The work duties were also to organize and facilitate several development workshops for school managers in Finland and abroad, as well as taking care of project finance, reporting, and assessment.
The EUN School Managers Centre (website 2016)
Organisations: Helsinki City, European Schoolnet, now European School Network (EUN), European School Heads Association (ESHA), EU Socrates / Minerva framework
Summary of activities:
Development the School Managers' Centre resource centre, competence development activities and the website, in co-operation with ESHA and EUN (Coordinator) and an innovative team of school managers from comprehensive and secondary schools of Helsinki. The work duties were also to organize and facilitate several development workshops for school managers in Finland and abroad, as well as taking care of project finance, reporting, and assessment.
The EUN School Managers Centre (website 2016)
Photo: The leaflet of School Managers' Centre, 2001.
Headline photo: Nina Mero, HAMK (C)
Project: The Finnish-Brazilian VET Teachers for the Future -programme
Project: The Finnish-Brazilian VET Teachers for the Future -programme