LEARNING/ÕPPES TECH-METH is the interdisciplinary research group of researchers from seven different disciplines from the School of Educational Sciences and School of Governance, Law and Society. The research group has been operating since 2017, brings together researchers, lecturers, doctoral students and graduates from different disciplines, focusing on higher education research, implementing new technology in teaching practice and identity of the academics at the university.
Members of the group
The research group collaborates with innovative technology companies: Datel, Demek CNC, which works with collaborative robots, MobiLab, which produces augmented reality solutions, Kinema Robotics as well as Higher Education in Transition (HET), Tampere University of Technology, The Estonian Academy of Security Sciences and Tallinn Health Care College.
Within the framework of the research activities, research seminars, webinars and workshops for lecturers and scholars have been organized in cooperation with the members of the research group and technology entrepreneurs, in which the results of the research, published publications and pilot technologies have been introduced.
Research seminars (in estonian)
2.03.22 University change processes: transformative practices of learning and teaching
6.04.21 From teacher concerns to student learning
6.09.21 Future Technologies Hybrid Seminar I session
6.09.21 Future Technologies Hybrid Seminar II session
20.04.22 Future technologies in higher education
Leoste, J., Jõgi, L., Õun, T., Pastor, L., San Martín López, J., Grauberg, I. (2021). Perceptions about the Future of Integrating Emerging Technologies into Higher Education – The Case of Robotics with Artificial Intelligence. Computers, 10 (9). https://doi.org/10.3390/computers10090110
Leoste, J., Rakic, S., Marcelloni, F., Zuddio, M. F., Marjanovic, U., & Oun, T. (2021). E-learning in the times of COVID-19: The main challenges in Higher Education. 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA), 225–230. https://doi.org/10.1109/ICETA54173.2021.9726554
Jõgi, L (2021). A virtual space for learning and collaboration - teaching and assessing practical skills online In: Jõgi, L., Leoste, J., Väät, S., Maire Tuul, Csilla Lazar (Eds). A FLEXIBLE FRAMEWORK FOR HYBRID LOWER-SECONDARY EDUCATION, 31-38.
Jõgi, L., Ümarik, M., Pata, K. (Eds) (2020). Teaching and Learning at the University. Practices and Transformations. Cambridge Scholars Publishing.
Ümarik, M., & Jõgi, L. (2020). Introduction interdisciplinary teaching and learning at the university as an educational innovation: LIFE project courses. in: (Eds) Jõgi, L, Ümarik, M, & Pata, K. (2020). Teaching and Learning at the University. Practices and Transformations. Cambridge Scholars Publishing, 11-29.
Jõgi, L. & Ümarik, M. Oder, T. (2020). The professional identity and teaching practice of academics in the context of changes at the university. in: (Eds) Jõgi, L, Ümarik, M, & Pata, K. (2020). Teaching and Learning at the University. Practices and Transformations. Cambridge Scholars Publishing, 83-101.
Jõgi, L., Ümarik, M., Pata, K. (2020). University as a space for educational innovation, changes in teaching and learning. In: (Eds.) Jõgi, L, Ümarik, M, & Pata, K. (2020). Teaching and Learning at the University. Practices and Transformations. Cambridge Scholars Publishing, 2-11.
Saia, K., Toros, K. (2020). The shifting paradigm of interprofessional collaboration in higher education: getting the students ready for interprofessional practice. In: Teaching and Learning at the University: Practices and Transformations (59−74). Cambridge Scholars Publishing.
Jõgi, L., Ümarik, M. (2019). Negotiated professional identities of academics in the context of structural reform and innovation at the university". HEAd´19 5th International Conference on Higher Education Advances: 5th International Conference on Higher Education Advances (HEAd’19). (Eds). Domenech, Josep; Merello, Paloma; de la Poza, Elena; Blazquez, Desamparados; Peña-Ortiz, Raúl. València: 2019, Editorial Universitat Politècnica de València, 307−314. DOI: 10.4995/HEAD19.2019.9453.