| 1. |
- Aramo-Immonen, Heli, 1964-, et al.
(author)
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Mediator’s role in an innovation ecosystem
- 2017
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In: International Journal of Business and Systems Research. - : InderScience Publishers. - 1751-200X .- 1751-2018. ; 11:3, s. 229-242
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Journal article (peer-reviewed)abstract
- The diffusion of new innovations into a business ecosystem is an interesting phenomenon. In order to gain competitive advantage for SMEs and also to add value in SME networks, the dynamic nature of the business ecosystem demands the capability to adapt new ideas. On the other hand, the risk-bearing ability of SMEs alone can be a barrier to the utilisation of novel innovations. In order to answer our research question - how to improve innovation diffusion in a business ecosystem via SME networks in collaboration with academia? - in this article we introduce the mediator-assisted innovation diffusion (MAID) model. The model was tested in multiple case studies where a total of 18 organisations participated. In the conceptual part of this paper we discuss the context of business and innovation ecosystems, the process of innovation diffusion and the mediator's role in value creation for SME networks in such an evolving ecosystem.
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| 2. |
- Aramo-Immonen, Heli, 1964-, et al.
(author)
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Visualizing informal learning behavior from conference participants' Twitter data with the Ostinato Model
- 2016
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In: Computers in human behavior. - : Elsevier. - 0747-5632 .- 1873-7692. ; 55, s. 584-595
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Journal article (peer-reviewed)abstract
- Network analysis is a valuable method for investigating and mapping the phenomena driving the social structure and sharing the findings with others. This article contributes to an emerging field of 'smart data' research on Twitter by presenting a case study of how community managers in Finland used this social media platform to construct an informal learning environment around an annually organized conference. In this empirical study we explore informal learning behavior in the project context, especially by analyzing and visualizing informal learning behavior from Twitter data using the Ostinato Model introduced in this paper. Ostinato is an iterative, user-centric, process-automated model for data-driven visual network analytics.
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| 3. |
- Joel-Edgar, Sian, et al.
(author)
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The questioning lens as research tool : the social shaping of network visualisation boundaries in the case of the UK junior doctors’ contract dispute
- 2020
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In: Information, Communication and Society. - : Routledge. - 1369-118X .- 1468-4462. ; 23:1, s. 20-37
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Journal article (peer-reviewed)abstract
- Social media and the data it produces lend itself to being visualised as a network. Individual Twitter users can be represented as nodes and retweeted by another Twitter user, thereby forming a relationship, an edge, between users. However, an unbounded network is a sprawling mass of nodes and edges. Boundary settings are typically applied, for example, a time period, a hashtag, a keyword search or a network substructure of a phenomenon of interest. Thus, the particular visualisation created is dependent upon the boundaries applied, enabling productive visual consumption, but concealing its social shaping. To explore this question of boundary setting and its associated issues, we draw on an example from the Twitter discussions about the UK Minister for Health, Jeremy Hunt, and the media debate surrounding the contractual hours of junior doctors during 2015–2016. We discuss the role and impact differing stakeholders have in setting these boundaries. We seek to provide a set of ‘questioning lenses’ in which we ask why these boundary settings were selected, what effect they have, and what are the potential implications of these boundary setting techniques on the visualisation consumer.
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| 4. |
- Linna, Petri, et al.
(author)
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Assessment of social media skills among vocational teachers in Finland
- 2015
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In: EDULEARN 15. - Valencia, Spain : The International Academy of Technology, Education and Development. - 9788460682431 ; , s. 4574-4581
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Conference paper (peer-reviewed)abstract
- Information technology penetration in the automotive industry has forced education in upper secondary vocational teaching to radically change. In car mechanic training this has an influence on traditional teaching methods as well as upon the substance of the education. At the same time education is generally changing to use social media (SOME) tools in various novel pedagogical settings. SOME may be seen as one solution to the challenges to the automotive sector. However, teachers need to be motivated to enter into a new era of education. In this case study we explore the upper secondary vocational teachers' ability to utilize SOME in teaching. We planned, tested and verified an assessment tool for evaluating SOME skills among vocational teachers. We also planned and provided training for vocational teachers in the use of SOME tools. Our findings were that the ability to utilize SOME tools among vocational teachers was not good and teachers were surprisingly conservative towards new educational technology. We discovered that utilizing an assessment survey questionnaire before and feedback questionnaire afterwards, greatly benefited a training course by plugging existing knowledge gaps and planning the training accordingly.
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| 5. |
- Saari, Mika, et al.
(author)
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Explorative Study Of Teaching Programming To Vocational Teachers In Finland
- 2015
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In: Edulearn 15. - Valencia, Spain : The International Academy of Technology, Education and Development. - 9788460682431 ; , s. 2860-2869
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Conference paper (peer-reviewed)abstract
- In this study we explore the possibility of organizing and structuring an information technology training day for upper secondary vocational teacher training in automotive and transport engineering. The objective is to show the development process of the three training sessions in response to survey data completed by teachers. Information technology has widely penetrated into the car industry during the last few decades but some teachers have difficulty in adapting and teaching new technologies to their students. This paper presents one approach to break the ice between 'old school' teachers and information technology, through the use of an 8-hour training day consisting of programming, electronic technology and data bus technology.The aim of this study is to discover how to structure training of new technology for experienced vocational teachers. In this paper we describe how we developed, organized and assessed information technology training for vocational teachers within the case study. The training day was organized in three locations in Finland: Pori, Jyvaskyla and Vantaa. After the first surveys were completed by the vocational teachers, the arrangement of the next training day was adjusted in response to the outcome of the initial surveys. After the first lecture session, the training feedback indicated that there should be more 'learning-by-doing' type of action. The next sessions included Arduino board [1], electronic components and a laptop software development environment.In this study we found that the attitudes of the training attendees were different in three locations around Finland. This is an interesting finding. When comparing the results obtained from Jyvaskyla and Vantaa the outcomes were slightly more negative in Jyvaskyla than in Vantaa. However the training was identical in both cases. The results also showed a difference in attitude between teachers of different age groups.One of the biggest problems in this type of training was the limitation of time. Most of the teachers were familiar with the automotive based digital testing equipment, but they were also aware that their students were far more advanced in information technology than they were. This may have generated tensions and resistance from the older generation of teacher when adopting any new technology.The overall outcome was positive. Teachers were pleased with this training in an automotive context, because it was first time they had received generic technological training. The attendees felt it was important because the training sessions were targeted directly to them. The collected survey results provided information about what vocational teachers are actually missing in practice. In the conceptual part of this paper we discuss motivation to learn [2,3] and adult education. In the empirical part of this paper we introduce the training method utilized and finally discuss the presented outcomes and conclusions of the survey data.
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