Netta Iivari's research while affiliated with University of Oulu and other places

... Further, maker activities integrate transdisciplinary knowledge about computing, design, and making in education. Depending on the theme, children can engage with critical design methods to raise awareness of societal issues (Iivari et al., 2023;Schaper et al., 2022), reflect upon the status quo (Iivari et al., 2022), and envision inclusive and diverse futures in a digitalized society (Sharma et al., 2021). In this regard, Iivari et al. (2022) pointed towards opportunities for feminist approaches in Child-Computer Interaction to generate "sensitive and self-reflective accounts of how we are engaged in producing objects and subjects" in design. ...

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Gender literacy through the making process: A feminist pedagogy approach

... One of the outcomes of this project was FabULaB'Kid which provided workshops aimed at introducing students to fablab environments as well as the specialised tools typically found therein. The Scientotheque is also involved in developing innovative teacher support systems through partnerships with a number of European projects including: the Computer Learning Community (CAI) project 3 which seeks to empower teachers by creating collaborative spaces for the coconstruction and exchange of resources, the European Space Education Resource Office (ESERO) Belgium project 4 which seeks to highlight and promote STEM skills through the use of space themes and finally the European project Dexterlab, 5 a collaboration consisting of universities in France, Greece, Spain, and Belgium, which produces a catalogue of experimental science activities based on the do-it-yourself nature of the Maker community (Nikou, 2023;Norouzi et al., 2023). ...

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Creative Applications of Artificial Intelligence in Education

... This approach leads to an understanding where critical insights into knowledge construction in CS can be gained through the intersectional experiences of individuals with diverse socio-cultural identities within socio-technical systems. These insights and perspectives, when integrated into CSEd, offer new ways to approach the field (e.g., culturally responsive computing, ethnocomputing), where subjectivity is not seen as a limiting factor but rather as a strength that establishes truth through negotiation (Iivari et al., 2023;Ladson-Billings, 1995). ...

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Fostering Equity in Computer Science Education: Principles from a Feminist Standpoint Conceptual Framework

... For example, inclusive design was originally developed to address the needs of people with disabilities but now tries to address a wider range of factors that can lead to exclusion, such as gender and socio-economic status (Szlavi and Guedes, 2023). Participatory design involves users as co-designers and co-creators of design solutions, giving them a voice and a stake in the design process, and more recently began to tackle gender equality issues (Iivari et al., 2023). Design for social innovation (Manzini, 2015) and autonomous design (Escobar, 2018) are perhaps the most relevant frameworks, as they focus on empowering people at the local level through collaborative design activities. ...

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Dis/re-orienting design through norm-critical gender lenses: an educational case in Turkey

... Para finalizar esta sección, es pertinente subrayar que el Hub Educativo Digital trasciende su naturaleza como mera innovación tecnológica para posicionarse como una verdadera transformación pedagógica (Kinnula, Iivari, Kuure, & Molin-Juustila, 2023). Este avance señala un desplazamiento esencial en la manera en que conceptualizamos, impartimos y vivenciamos la educación. ...

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Reflexiones sobre el capitalismo de datos

... With each class of pupils, around semester long critical design and critical making projects were carried out, in which children were sensitizing with the problem of bullying as well as with digital technology, design and making, envisioning a better world without bullying, ideating and designing digital tools to move towards that world, critically reflecting on their designs, building prototypes of their ideas, showcasing the prototypes as part of drama performances or activism campaigns aimed at mobilizing the broader school community to tackle bullying and reflecting on and evaluating the outcomes and the process (see e.g., Hartikainen et al., 2023, Ventä-Olkkonen et al., 2021. ...

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“Real Impact”: Challenges and Opportunities in Bridging the Gap between Research and Practice - Making a Difference in Industry, Policy, and Society

... Iversen et al. 2018, Iivari et al. 2018, Dindler et al. 2022, Andersen et al. 2023. In this line of research efforts in K-9 education should support "a reflective and critical stance toward computing and on the empowerment of children to shape computing in the future society" (Tikkanen et al, 2023). This emphasis on rethinking computational thinking to include broader perspectives such as computational practices and computational perspectives is also found in Brennan & Resnick (2012), Tissenbaum et al. (2019) and recently in Proctor & Kafai (2020) calling for a focus on cognitive, situated and critical framings of computational thinking. ...

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DORIT: An analytical model for computational empowerment in K-9 education

... In addition to these quantitative results, it is important to discuss the replicability of these energy communities in real implementations. In [38], the acceptability of such schemes of energy communities was assessed through a survey filled by 617 citizens from Finland, and showed that only 20% of the respondents were not interested in participating in an energy community, whereas the incentive of citizens interested where mostly the potential economic gains through buying and selling electricity, but also the reduction of their environmental impact, and the reduction of their dependence to big energy companies. However, it was shown that energy communities should not require any change in end-users' consumption nor any technical challenge. ...

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Modelling the formation of peer-to-peer trading coalitions and prosumer participation incentives in transactive energy communities

... Entrepreneurial mentoring is essential for aspiring students to develop entrepreneurial skills (Wilbanks, 2013). However, students often face obstacles such as a lack of mentorship (Hägg et al., 2023), funding (Singh Sandhu et al., 2011), experience (Ozen et al., 2023), difficulty in balancing schoolwork and running a business (Hartikainen et al., 2023), and insufficient networking opportunities with other businesspeople (Blažič, 2022). TVET lecturers, who are essentially upgraded lecturers from non-skilled education backgrounds, may find entrepreneurial mentoring challenging and time-consuming, potentially distracting them from their teaching and research responsibilities (Stephen & Festus, 2022). ...

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Exploring the nexus of entrepreneurial potential and entrepreneurial mentoring among TVET program students

... We are inspired by existing resources and toolkits supporting similar research areas, such as the "CORE" knowledge base website, tailored for children's and young people's experiences online [21] and the "Family Engagement Playbook" by the Global Family Research Project [7]. Since previous research and workshops highlight the need for a familycentered approach, despite limited practical knowledge on how to design and study technology for and with families, this CHI 2024 workshop aims to discuss ways to bridge the gap between family-centered research and practice, addressing pressing issues and challenges. ...

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Methods for Family-Centered Design: Bridging the Gap Between Research and Practice