Welcome to the CodingSkills research network
- International research network concerning “Coding skills in learning and as a success factor for society”, organized and maintained by Tampere University of technology, University Consortium of Pori
The University Consortium of Pori (UCPori) is a unique partnership that brings together four Finnish universities – Aalto University, Tampere University of Technology, the University of Tampere and the University of Turku. It is a centre of 2 800 students, 200 experts and four universities operating as a network in a multi-disciplinary environment. http://www.ucpori.fi/
The outcome of this collaboration is to produce a research application and eventually receive EU funding in the future calls such as Erasmus Plus and Horizon 2020. Next the individual research interests of the collaborating parties are defined. After that the suitable possibilities to apply funding are examined. Time schedule and next steps of the actual writing of the application will be determined by the beginning of 2016.
The principle investigator in the research network is from TUT, Pori, Finland:
Prof., director of UC Pori, Jari Multisilta
Presentation Of Research Network - Who, Where, What
Tampere University of Technology, UC Pori
Contact person: Pauliina Tuomi [email@example.com] (+ Jari Multisilta [firstname.lastname@example.org] )
"The Finnish ministry of Education has outlined that ICT-skills, coding in particular, will be a fundamental part of the Finnish curriculum in 2016. It is in our interests, both Tampere university of technology and University of Turku, to study how coding skills have been approached in different countries within curriculum, but also as a part of larger phenomenon, maker culture in general. We also concentrate on the teaching of programming from historical perspective from the 1970'-1980's and games in general are in our interest. We will also be interested how the ideology of coding skills will be implemented and adapted in schools, both by the students and the teachers."
University of Turku, UC Pori
Contact person: Prof. Jaakko suominen [email@example.com]
Innokas & University of Helsinki
"Innokas Network aims to initiate educational reform for the learning of 21st Century Competencies as a new wave of learning arising from wide-spread innovation on the grass-roots level. Innokas Network acts as an enabler for this by developing, testing and sharing best practices, by arranging targeted support resources, by performing research, and by arranging professional development programs for teachers. Innokas Network participants include over 300 primary schools coordinated by 10 volunteer area coordinators, with volunteer contributions by practicing professional teachers in participating schools.
The pedagogical approach in Innokas Network is based on Innovation Education. Finnish Innovation education is related to "maker culture", an approach for learning through doing in a social environment. Finnish Innovation Education combines the cross-disciplinary Finnish traditions in handcrafts, arts, Science, Engineering, Technology and Mathematics (STEM) and other school subjects with the methods of digital fabrication, hands-on learning, coding and robotics. The approach encompasses the core principles of maker culture and expands them with school pedagogy based on the long tradition of Finnish teaching."
Contact person: Head of Innokas Network, Tiina Korhonen [firstname.lastname@example.org]
University of Helsinki, Department of Teacher Education / City of Espoo
SA Teaduskeskus AHHAA
Sadama 1, 51004 Tartu, Estonia | Science Centre AHHAA Foundation
Contact person: Matti Orav | Educational Collaboration Project Manager
"AHHAA was established as a special project of the University of Tartu in 1997. In 2000, AHHAA moved to the old observatory of Tartu and in 2004, the Science Centre AHHAA Foundation was established. AHHAA is an internationally renowned cooperation partner in several organisations. Currently, AHHAA is the chair of Nordisk Science Center Forbund(NSCF) and is a member of board of the European Network of Science Centres and Museums (ECSITE). Additionally, AHHAA is an active member of European Science Events Association (EUSEA) and International Planetarium Society(IPO). Our mission is to shape the knowledge-based mindset through Aha-experiences. What we mean by Aha-experiences is experimenting and discovering independently and the use of a´hands-on´ approach. The three basic values of AHHAA areknowledgeability, professionalism and friendliness. We value education, and are a reliable and top-quality partner and we’re always open to new ideas."
Projects AHHAA is an active member of:
School of Computer Science & Statistics, Trinity College Dublin/The University of Dublin
Dublin 2, IRELAND
Contact person: Prof. Brendan Tangney [email@example.com]
"www.bridge21.ie is a model for team based, collaborative, project based, technology mediated learning has been developed which encapsulates in a pragmatic fashion many of the attributes of 21st Century Learning. Current research is focusing on how the model can be used in mainstream classrooms to help bring about systemic change in the Irish secondary school education system so that the power of technology can be used to help unleash the potential of all students. There is a lot of activity in teaching coding outside of school and e.g. CodoDoJo? organization was founded in Ireland - https://coderdojo.com/ "
Università Cattolica del Sacro Cuore
C.R.E.M.I.T : Centro di Ricerca sull'Educazione ai Media all'Informazione e alla Tecnologia
20123 Milano, L.go Gemelli, 1.
Contact person: Dr. Alessandra Carenzio [firstname.lastname@example.org]
"We are interested in how coding is represented (which idea lays beyond coding? Which is the aim in teachers’ mind? What does coding mean for students?) at school, engaging teachers and students who are participating in coding activities. The idea is to develop a model of reception: how is coding interpreted? We have a theoretical background and we would like to test it and use it to get a better knowledge. We are also interested in the analysis of practical activities, based at schools, to get a better understanding of what coding really means: which are the main activities in coding hours? And where is coding included? Is it an approach or a discipline? Where is it practiced and how? We can invent a story or a videogame, we can define an app or a logical path. The activities are really wide. In 2015 (March-October) we have run a national research on coding as part of the project Smart Coding (supported by Samsung and run with INDIRE, www.smart-coding.it) and in November 2015 we have launched an action-research project called “It’s coding time” with 12 schools and two main partners (FabLab? Education and Servizio Marconi), to promote coding among teachers and students and to work with teachers as researchers (action-research is the main frame here)."
Department of Media Technology, Faculty of Technology, Linnaeus University (
LNU) Box451, 35106 Växjö, Sweden
Contact person: Prof. Marcelo Milrad [email@example.com]
"In the context of the network you are proposing, we will be interested to develop innovative learning activities that involve young students in coding and data collection and analysis using sensors, mobile devices and Internet of Things related approaches in real life setting. Moreover, our interest is also related to how to transform some of these activities into modules/courses that are part of in service teachers´competence development. We are together with other partners involved in a Coder Dojo activity running after school time. http://vaxjo.coderdojo.se/ We are also conducting research on how to develop different tools to support teachers to increase their skills with focus on simple coding/programming and we also run courses for in service teachers in which we discuss some of these topics: ICT and Learning: Digital Competence and Pedagogical Tools & Digital tools in preschool."
UCL Institute of Education, London Knowledge Lab,
23-29 Emerald Street
“Research in relation to the BBC Micro in the UK (and touching on other microcomputers We are interested in maker cultures and programming practices in relation to the arts as part of the STEM/STEAM agenda within the UK especially in light of the new computing curriculum that started in 2014. We are also interested in how these current day practices link to past computer literacy initiatives (through, for example, the BBC Micro and other microcomputers of the 1980s in Britain), and how computer literacy was taught or discussed in informal education such as in the home through magazines/books. This links to a current AHRC funded research project about the history of computer games in 1980s Britain, home computing practices, the revival of computer literacy projects, and connections to ³maker² or ³DIY² cultures today in informal learning spaces of cultural institutions such as museums.”
Contact person: Dr. Alison Gazzard [A.Gazzard@ioe.ac.uk]
Centre for Teaching Development and Digital MediaAarhus University
Building 5620, room 121
Paludan Müllers Vej 48
8200 Aarhus N., Denmark
"My research, teaching and development within the Center for Teaching Development and Digital Media is carried out within the nexus ’technology pedagogy and curriculum,’’maker and hacker cultures,’ and ‘enhancing teaching and learning with technologies in valuable and meaningful ways. I (and the center) will be interested in studying, developing and promoting innovative formats for future-oriented technological imagination and agency within formal and informal institutions through educational design thinking (signifying the merger of Design Thinking and educational
theories). As an example of my work, I am member of the board of directors in Coding Pirates Denmark (www.codingpirates.dk); being key member in relation to research, the foundational Coding Pirates Manifesto as well as scholarly writing, presentation and conference workshops. Coding Pirates Denmark supports and promotes technological courage, creativity and critical thinking in children through new technologies such as scratch, gamemaker, unity, lego mindstorm and lego wedo robots, ozobots and ozoblockly, 3d printers, arduino, makeymakey, littlebits and minecraft. The aim of my research at the Center for Teaching Development and Digital Media and my development work within Coding Pirates Denmark is to move teaching and learning activities involving coding and the use of new technologies beyond narrow STEM/STEAM thinking. This is done, in an effort to show that coding and new technologies are valuable and meaningful educational materials along the lines of chalkboards, paper, cameras or crayons and thus not confined to the STEM/STEAM regime.Finally, the three foci of the center - education, technology and design - is permeating a big portion of the center’s research, teaching and development activities as the aim is to develop and promote a research-based practice-led educational design thinking in relation to value-based vision-driven use of new technologies in education beyond STEM/STEAM. "
Contact person: Assistant Professor, PhD? Rikke Toft Nørgård [firstname.lastname@example.org]
ERASMUS + DEADLINES 2016
Key Action 2
Strategic partnerships in the field of youth
2 February 2016
Strategic partnerships in the field of education, training and youth
26 April 2016 (31.3.2016??)
Strategic partnerships in the field of youth
4 October 2016
Knowledge alliances, sector skills alliances
26 February 2016
Capacity building in the field of higher education
10 February 2016
Capacity building in the field of youth
2 February 2016
1 July 2016