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Teknologinen kehitys ja digitalisaatio muuttavat jokapäiväistä arkea ja työelämän osaamisvaatimuksia. Teollisuusaloilla teknologisen kehityksen sanotaan liittyvän neljänteen teolliseen vallankumouksen, joka puolestaan kytkeytyy kyber-fyysisten järjestelmien kehittymiseen ja käyttöönottoon. Alalle toisen asteen koulutuksen saanutta työvoimaa tuottavassa ammatillisessa koulutuksessa ajankohtainen ilmiö on osaamisperusteisuuden ja yksilöllisten opintopolkujen korostuminen. Työelämä ja siihen valmistava opetus edellyttävät digitaalisia valmiuksia parhaillaan ammattiin opiskelevilta tulevilta työntekijöiltä. Tutkimuksessa analysoidaan 435 opiskelijan digitaalisen osaamisen testituloksia sekä kyselyvastauksia siitä, miten paljon ammatillisten oppilaitosten opetuksessa hyödynnetään erilaisia digitaalisia resursseja. Tutkimus keskittyy tekniikan alojen opiskelijoiden digitaalisiin valmiuksiin ja selvittää, miten erilaiset tavat hyödyntää digitaalisia resursseja ammatillisessa koulutuksessa yhdistyvät opiskelijoiden digitaalisiin valmiuksiin. Tulokset osoittavat, että tekniikan alojen opiskelijoiden digitaalisissa valmiuksissa on verrattain paljon kehittämisen varaa. Runsas kuluttajakäytöstä tuttujen palvelujen ja sovellusten hyödyntäminen oppilaitoksissa yhdistyy negatiivisesti opiskelijoiden digitaalisiin valmiuksiin. Sen sijaan näitä valmiuksia edistää ahkera tiedonhallintaa tukevien digitaalisten resurssien opetuskäyttö., Technological development and digitalisation are changing the skill requirements of working life. In industrial sectors, this is said to be linked to the fourth industrial revolution associated with the development of cyber-physical systems. Concurrently, in Finnish vocational upper secondary education, the current phenomenon is the emphasis on knowledge-based and individualised learning. Both working life and vocational training require digital skills from future employees. This article examines students’ digital abilities and how different ways to utilise digital learning resources in education combine with them. The data consist of 435 Finnish upper secondary education students in the field of engineering, manufacturing and construction. The results indicate that there is much room for improvement in students’ digital abilities. Further, abundant use of consumer-friendly applications in educational settings is found to be negatively related to students’ digital abilities. Instead, digital abilities are enhanced by the extensive use of digital resources in ways that support students’ information management capabilities.

Course structure and learning objectives for the3 ECTS Research Data Management (BRDM) course at the University of Turku and at the Åbo Akademi University, Turku, Finland in Spring of 2019-22.

Course structure and learning objectives for the3 ECTS Research Data Management (BRDM) course at the University of Turku and at the Åbo Akademi University, Turku, Finland in Spring of 2019-22.

The concept of new literacies refers to new forms of literacy. The meaning of literacy is constantly changing as new technologies and new social practices emerge. To be literate in the future means being able to use a combination of new technologies and new social practices that have not yet appeared. This has important implications for education. In this paper, we analyse Finnish educational policy and strategy papers from 1998 to 2014 conducting textmining and traditional close reading. By means of lexical dispersion we separate three distinct time periods: before 2005, the years 2005–2010 and after 2010. By close reading and topic modeling, we examine the emergence of new literacies in our research material and how thisis related to the sociocultural contexts of each period of time., The concept of new literacies refers to new forms of literacy. The meaning of literacy is constantly changing as new technologies and new social practices emerge. To be literate in the future means being able to use a combination of new technologies and new social practices that have not yet appeared. This has important implications for education. In this paper, we analyse Finnish educational policy and strategy papers from 1998 to 2014 conducting textmining and traditional close reading. By means of lexical dispersion we separate three distinct time periods: before 2005, the years 2005–2010 and after 2010. By close reading and topic modeling, we examine the emergence of new literacies in our research material and how this is related to the sociocultural contexts of each period of time.

This document is a deliverable of the Working group for linking and citing data within the Finnish Open Science Coordination in 2020. The aim of the document is to offer research organisations support for deployment of persistent identifiers by offering information about: benefits of using identifiers considerations in choosing and implementing persistent identifiers available persistent identifiers Read more about the Finnish Open Science Coordination at openscience.fi This is an unofficial translation., The authors are in alphabetic order according to given name.

3 ECTS Research Data Management Curriculum for Doctoral Students and Post Doc Researchers at the University of Turku and at the Åbo Akademi University, Turku, Finland, Spring of 2020.

3 ECTS Research Data Management Curriculum for Doctoral Students and Post Doc Researchers at the University of Turku and at the Åbo Akademi University, Turku, Finland, Spring of 2020.