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A qualitative case study was conducted at the University of Eastern Finland within an ICT course for craft student teachers (N=13). Content analysis describes learning systems emerging from students’ collaborative design of an extended network of people, objects, and tools. Findings show active self-organization of the learning environment and use of diverse tools to collect, organize, and share information, followed by implications across spaces and communities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designing-connected-learning-emerging-learning-systems-in-a-craft-teacher-education-course/600691/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designing-connected-learning-emerging-learning-systems-in-a-craft-teacher-education-course/600691.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to achieve in teacher education?","Question",{"text":112,"@type":113},"The study applies learning by collaborative designing (LCD) to create and study new kinds of connected learning systems in teacher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the case study organized and what was the participant group?",{"text":117,"@type":113},"The case study took place at the University of Eastern Finland in an ICT course for craft student teachers, with N=13 participants.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of learning systems emerged from the students’ collaborative work?",{"text":121,"@type":113},"Students collaboratively designed an extended network of people, objects, and tools, and teams actively self-organised the learning environment while using diverse tools to think and to collect, organize, and share information.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600691,1792231602,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Designing Connected Learning: Emerging learning systems in a craft teacher education course  \nHenrikka Vartiaien, University of Eastern Finland, Finland Sinikka Pöllänen, University of Eastern Finland, Finland Anu Liljeströ m, University of Eastern Finland, Finland Petteri Vanninen, University of Eastern Finland, Finland Jorma Enkenberg, University of Eastern Finland, Finland  \nRESEARCH  \nAbstract  \nThis socioculturally informed study aims to apply learning by collaborative designing (LCD) as an instructional model for the creation and studying of new kinds of connected learning systems in teacher education. A case study was organized at the University of Eastern Finland in the context of an information and communication technology (ICT) course aimed at craft student teachers’ (N= 13) . A qualitative content analysis was used to describe the kind of learning systems that emerged when the students collaboratively designed an extended network of people, objects, and tools for their own learning and teaching. The results reveal that the student teams were active in designing and self-organising the learning environment in the pursuit of shared objects, and in using diverse tools and technologies for thinking and for collecting, organising and sharing information. Implications for designing connected learning and teaching across spaces and communities are also discussed.  \nKey words  \nconnected learning, learning by collaborative designing, learning systems, teacher education  \nIntroduction  \nCollaborative design is a necessity when creating novel and effective solutions for the most interesting and important challenges in today’s world (Fischer, 2014) . The creation of new ideas, products, and models to tackle emergent and complex problems challenges people to cross boundaries of their existing communities and prevailing knowledge. Doing so entails creating novel and often far-reaching links to experts, communities, and information networks representing heterogeneous knowledge and competence (Lehtinen et al, 2014) . This requires innovative recombination of multiple resources and tools (Francis, 2007), and the ability to make insightful and productive use of the collective resources in locally relevant ways (Mäkitalo et al, 2009) .  \nIf work and life in the twenty-first century are based on collaboration, creativity, problem solving, and being able to use technology to create new knowledge and expand human capacity and productivity (Binkley et al, 2011), education should promote such trans-disciplinary  \ncompetencies and extend the boundaries of traditional learning environments. Yet even in the age of information and networking, most educational systems fail to promote the skills that students need for living and working in a knowledge-creating society (Thomas and Brown, 2011; Ito et al, 2013; Scardamalia, 2001; Scardamalia and Bereiter, 2006; Binkley et al, 2011; Valtonen et al, 2013) . When reflecting on learning and teaching, there should be an increased emphasis on designing connected learning that knits together students’ interests, academic life and diverse learning resources and networks (Ito et al, 2013) . Consequently, the transformation efforts in education calls to develop organic, complex, and adaptive learning systems that evolve and connect students’ learning ecologies with multiple contexts and communities, their social practices, and tools (Facer, 2011; Loi and Dillon, 2006; Kumpulainen et al, 2013; Lto et al, 2013) . Thus, this study aims to apply learning by collaborative designing (LCD) as an enterprise for the creation and studying of new kinds of connected learning systems in teacher education.  \nTowards connected learning systems  \nAccording to Roth (2001), design is a heterogeneous process that connects, associates, and weaves together diverse tools, materials, artefacts, people, and agencies. Learning by designing can be seen as the process of arranging these elements to form novel systems, includingthe e","cbCaikvykym8HNnv","https://ap.wps.com/l/cbCaikvykym8HNnv","pdf",1925232,"English","# Abstract\n# Introduction\n# Towards connected learning systems","[{\"question\":\"What does the study aim to achieve in teacher education?\",\"answer\":\"The study applies learning by collaborative designing (LCD) to create and study new kinds of connected learning systems in teacher education.\"},{\"question\":\"How was the case study organized and what was the participant group?\",\"answer\":\"The case study took place at the University of Eastern Finland in an ICT course for craft student teachers, with N=13 participants.\"},{\"question\":\"What kinds of learning systems emerged from the students’ collaborative work?\",\"answer\":\" Students collaboratively designed an extended network of people, objects, and tools, and teams actively self-organised the learning environment while using diverse tools to think and to collect, organize, and share information.\"}]","Designing Connected Learning - Emerging learning systems in a craft teacher education course | PDF",1792091185,23]