Pekka Ihanainen

Pekka Ihanainen
IhaNova Ltd

About

6
Publications
2,545
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37
Citations

Publications

Publications (6)
Research
Full-text available
One-stop guidance centers for young were coordinated by ESF funded Kohtaamo project which operated nationally. This report summarizes the main observations of its evaluation during 2018-2020 and makes some recommendations with a view to developing and consolidating the support structure for guidance centers. Evaluation was participatory and develop...
Book
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With contributions from four continents, this volume reveals a ‘snapshot’ of some of our best thinking for building new education futures. Diverse experiences, visions, and ideas are shared to help spark new thinking among educators and policymakers, provoke conversation, and facilitate new ideas for meeting human development needs in a rapidly tra...
Chapter
Field activities are presented in this chapter as a mechanism for enacting learning in the ‘open’, either in response to formal disciplinary learning activities or to support those moored in informal learning practices. Field activity represents a disciplinary model found across the (field) sciences and throughout the humanities. Mobile technology...
Article
Full-text available
This paper proposed a method for developing capacity for lifelong learning in open spaces, defined here as places without predefined learning structures or objectives, through the cultivation of aesthetic literacy. This discussion will be situated within fieldwork performed by the authors in Helsinki, Finland, and Tallinn, Estonia, in 2013. Based o...
Article
Full-text available
Mobile learning field activities are presented in this paper as a mechanism for enacting learning in the ‘open’, either in response to formal disciplinary learning activities or to support those moored in informal learning practices. Field activity represents a disciplinary model found across the (field) sciences and throughout the humanities. It h...
Article
Full-text available
p>A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where online interactions are concerned. In this article, we propose a new model for understanding time in pedagogical contexts. Conceptual parts of the model wil...

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