Abstract
This chapter introduces Global Sharing Pedagogy (GSP), a new pedagogical framework for designing teaching and learning in schools. It provides a model that can be applied when designing, implementing, and evaluating teaching and learning. Changes in knowledge, learning and learning spaces, work, and technology have made our world smaller and seemingly borderless.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Macmillan.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26.
Beck, U. (1992). Risk society, towards a new modernity. London: Sage Publications.
Bellanca, J., & Brandt, R. (2010). 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree.
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17-66). Dordrecht: Springer.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.
Csíkszentmihályi, M. (1990, 2005). Flow: The psychology of optimal experience. Harper & Row. Translated into Finnish (2005). Flow – Elämän virta: tutkimuksia onnesta, siitä kun kaikki sujuu. Helsinki: Rasalas.
Cole, M., & Cigagas, X.E. (2010). Culture and cognition. In M. H. Bornstein (Ed.), Handbook of cultural developmental science (pp. 127-142). New York: Psychology Press.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Griffin, P., Care, E., & McGaw, B. (2012). The changing role of education and schools. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 1-16). Dordrecht: Springer.
Griffin, P., McGaw, B., & Care, E. (Eds.). (2012) Assessment and teaching of 21st century skills. Dordrecht: Springer.
Hakkarainen, K., Paavola, S., Kangas, K., & Seitamaa-Hakkarainen, P. (2013). Sociocultural perspectives on collaborative learning: Towards collaborative knowledge creation. In C. E. Hmelo-Silver, A. M. O’Donnell, C. Chan, & C. A. Chinn (Eds.), The international handbook of collaborative learning (pp. 57-73). New York: Routledge.
Hülsheger, U. R., Anderson, N., & Salgado, J. F. (2009). Team-level predictors of innovation at work: A comprehensive meta-analysis spanning three decades of research. Journal of Applied Psychology, 94(5), 1128-1145.
Multisilta, J., & Mäenpää, M. (2008). Mobile video stories. In Proceedings of the 3rd International Conference on Digital Interactive Media in Entertainment and Arts (DIMEA ‘08): Vol. 349 (pp. 401-406). New York, NY: ACM.
Multisilta, J., Suominen, M., & Östman, S. (2012). A platform for mobile social media and video sharing. International Journal of Arts and Technology, 5(1), 53-72.
Multisilta, J., & Perttula, A. (2013). Supporting learning with wireless sensor data. Future Internet, 5(1), 95-112.
Niemi, H., & Multisilta, J. (2014). Digital story telling promoting 21st century skills and students’ engagement. Submitted to Technology, Pedagogy and Education, Routledge.
Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital storytelling for 21st-century skills in virtual learning environments. Creative Education, 5, 657-671. http://dx.doi.org/10.4236/ce.2014.59078
OECD. (2013). PISA 2012 Results: Ready to learn: Students’ engagement, drive and self-beliefs (Volume III). Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264201170-en
Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of the Learning Sciences, 13(3), 423-451.
Pintrich, P. R. (2000). The role of motivation in self-regulated learning. In P. R. Pintrich & P. Ruohotie (Eds.), Conative constructions and self-regulated learning (pp. 51-66). Hämeenlinna, Finland: RCVE.
Pintrich, P. R., & McKeachie, W. J. (2000). A framework for conceptualizing student motivation and self-regulated learning in the college classroom. In P. R. Pintrich & P. Ruohotie (Eds.), Conative constructions and self-regulated learning (pp. 31-50). Hämeenlinna, Finland: RCVE.
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13.
Rank, J., Pace, V.L., & Frese, M. (2004). Three avenues for future research on creativity, innovation, and initiative. Applied Psychology, 53(4), 518-528.
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M., & Whitelock, D. (2012). Innovating pedagogy 2012. Open University Innovation Report. Milton Keynes, UK: The Open University.
Schwartz, D. L., & Okita, S. (2013). The productive agency in learning by teaching. School of Education. Stanford University. Retrieved from http://aaalab.stanford.edu/papers/Productive_Agency_in_Learning_by_Teaching.pdf
Säljö, R. (2012). Schooling and spaces for learning: Cultural dynamics and student participation and agency. In E. Hjörne, G. van der Aalsvoort, & G. Abreu (Eds.), Learning, social interaction and diversity: Exploring school practices (pp. 9-14). Rotterdam: Sense Publishers.
Taylor, L., & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1). Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/745
Tekes. (2013). Learning solutions: Tekes Programme 2011–2015. Retrieved from http://www.tekes.fi/Julkaisut/tekes_learning_solutions.pdf
Tuomi, P., & Multisilta, J. (2010). MoViE: Experiences and attitudes – Learning with a mobile social video application. Digital Culture & Education, 2(2), 165-189.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic Press.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1-37). Mahwah, NJ: Erlbaum.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Niemi, H., Multisilta, J. (2014). Global is Becoming Everywhere. In: Niemi, H., Multisilta, J., Lipponen, L., Vivitsou, M. (eds) Finnish Innovations and Technologies in Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-749-0_3
Download citation
DOI: https://doi.org/10.1007/978-94-6209-749-0_3
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-749-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)