About the research
What we do?
Digital transformation is an ongoing process. It has been studied for a long time with various approaches and concepts, from habits, change to recent metamorphoses of enterprises. It underlines the demand to adopt digital technologies in the process, work management and states the need for changing also the work culture. Theoretical, methodological, and empirical studies have and are focusing on medium and large organization’s digital transformation within average-sized countries and population densities.
Research team focus
The digital transformation and lifelong learning research team focus on novel approaches that take into account the Estonian particular features, for instance, small size and low-density small population as well as in-depth research into the attitudes of the small companies, enterprises. Our research team’s current studies present that particularly important is enhancing knowledge transfer and engagement intertwined with dynamic ecosystem building – collaboration occurring across industry sectors and NGOs, and academia.
Research on lifelong learning methods and practices emphasizes contextual/situational and embodied learning aspects that cover the lifespan but focuses on workplace learning. The strategy being bottom-up approaches but also standardizing basic learning mechanisms that can be well-scaled for allowing and supporting knowledge transfer, creativity, and critical thinking (for instance collaboration with The University of Helsinki and Jyvaskyla, Roskilde University, Denmark, and selected companies).
More about the project
Research on cultural and creative industries small enterprises metamorphoses/morphogenesis in digital transformation and ecosystem building
It is not sufficient to focus on new technologies and training people on how to use technology. To enhance the digital skills in the creative industries aims to create and design learning enablers allowing seamless knowledge and skill transfer between different work sectors. For reaching the learning aim, the project aims to research, create, design, and evaluate new ways of networking, executing context-bound workshops, and providing a base/platform for dynamic ecosystem building. (Björgvinsson et al., 2010; Parmentier & Mangematin, 2014; Masso et al., 2020).
It is crucial to recognize the ecosystems that can be built beyond locality factors placing attention to network topologies of creativity shifting perspective away from urban creative centers into networked activities for reaching the “niche markets”.
Cultural and creative industries also have other advanced dimensions that are already experimenting with emerging needs, potentials, and technologies, namely the combinations of Arts, Science, and technology. Our team contributes to this by collaborating with the Tallinn University The HCI group’s research and strats.ee as well as supporting and collaborating with various forward-looking entities such as Tartu Loomemajanduskeskus, Biotoopia, Helsinki XR center, TalTech Mectory XR-center, and Tallinna Loomeinkubaator who enable new forms industries, art, and ecosystems to create. (Peirce 1974 and Verbeek 2006).
Indicators for achieving active engagement, knowledge transfer, and empowerment
There are still challenges in enhancing learners’ engagement in the distance and online learning manners often used in workplace learning. Workplace and lifelong learning are also critically tied to knowledge transfer (Kemper et al., 2000; Rodroguez-Sanchero et al. 2020), critical thinking (Watson & Glaser, 1980; Facione, 1990), collaboration, attitude change (Peirce, 1974 [1934, 1935]). All of which should provide a better view of how the industries evolve and prosper. This work has already started in collaboration with Business Finland project CREDU.
Using audio for workplace learning
Existing approaches have not looked in this direction and how some learners, such as field workers who cannot watch videos while they work, can be supported. The research aims to explore how to use the audio system as a learning resource that can support reflection in action, situated, and embodied learning, our focus is currently on enhancing MOOCs environments.
Creating tools to raise awareness in companies of algorithm systems for learning at work
The aim is to propose a user-friendly xAI architecture at workplaces on the awareness of the users using gamification of consequences which reflect the dilemma of the AI and trusting technology. The purpose of the consequences of gamification is to reflect the importance of machines to human explainability and the importance of human reasoning. Definition in progress.
Björgvinsson, E., Ehn, P., & Hillgren, P. A. (2010, November). Participatory design and” democratizing innovation”. In Proceedings of the 11th Biennial participatory design conference (pp. 41-50).
Facione, P.A. (1990b). The California Critical Thinking Skills Test—College level: Interpreting the CCTST, group norms and sub-scores (Technical Report No. 4). Millbrae: California Academic Press.
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Masso, A., Lauristin, M., Opermann, S., & Kalmus, V. (2020). Applying the Morphogenetic Perspective for the Analysis of Estonian Social Transformations. Researching Estonian Transformation: Morphogenetic Reflections, 1-31.
Parmentier, G., & Mangematin, V. (2014). Orchestrating innovation with user communities in the creative industries. Technological Forecasting and Social Change, 83, 40–53. doi:10.1016/j.techfore.2013.03.007.
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Rodríguez-Santero, J., Torres-Gordillo, J. J., & Gil-Flores, J. (2020). Confirmatory Factor Analysis of a Questionnaire for Evaluating Online Training in the Workplace. Sustainability, 12(11), 4629.
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