RESEARCH PROFILE
RESEARCH PROFILE
My current research focuses on how digitalization creates friction in everyday work and learning. These frictions include hidden work, cognitive load, emotional strain, skill gaps, organizational tensions, and mismatches between technological expectations and real practices. I study how these multilayered pressures influence human agency, competence development, and well‑being in digitalized environments.
25.11.2015, Doctor of Philosophy, Mathematical Information Technology, University of Jyväskylä, Faculty of Information Technology, Jyväskylä, Finland.
20.9.2011, Master of Science, Mathematical Information Technology (minors in Education, Social Gerontology, Marketing), University of Jyväskylä, Faculty of Information Technology, Jyväskylä, Finland.
2.2.2010, Bachelor of Science, Mathematical Information Technology (minors in Education, Basic Business Studies), University of Jyväskylä, Faculty of Information Technology, Jyväskylä, Finland.
19.12.2006, Bachelor of Business Administration (specialization in social and health care information management), Pirkanmaa Polytechnic, Tampere, Finland.
19.3.2021, Vocational Qualification in Crafts and Design, Artisan, Gradia, Jyväskylä, Finland.
1.6.2002, Vocational Qualification in Information and Communications Technology, Tampere Vocational College, Tampere, Finland.
19.8.2012, Basic Studies in Psychology, University of Jyväskylä, Open University, Jyväskylä, Finland.
Finnish – Native language; English – Good; Swedish – Satisfactory.
1.7.2025-28.2.2026, Postdoctoral researcher, University of Jyväskylä, Department of Education. Stage of academic research career: Stage II – Postdoctoral Researcher
1.9.2024-30.6.2025, Postdoctoral researcher, University of Jyväskylä, Department of Education.
1.9.2022-31.8.2024, Postdoctoral researcher, University of Jyväskylä, Department of Education.
1.6.2022-31.8.2022, University teacher, University of Jyväskylä, Department of Education.
1.12.2021-31.5.2022, University teacher, University of Jyväskylä, Department of Education.
1.10.2021-30.11.2021, Postdoctoral researcher, University of Jyväskylä, Department of Education.
1.11.2016-31.08.2019, Postdoctoral researcher, University of Jyväskylä, Finnish Institute for Educational Research.
23.3.2016-30.6.2016, University teacher, University of Jyväskylä, Department of Teacher Education.
1.7.2013–30.06.2015, Doctoral Student, University of Jyväskylä, Faculty of Information Technology.
3.10.2011–30.6.2013, Project researcher, University of Jyväskylä, Agora Center.
Undergraduate supervision
Supervised 7 bachelor's theses (2023–2024).
Master’s level supervision and evaluation
Co-supervisor of 1 master’s thesis (2023).
Evaluator of master’s theses in 2023, 2024, and 2025.
Doctoral supervision
Co-supervisor of 1 doctoral dissertation (2026).
Pedagogical training:
Pedagogical Basic Studies in Education (Subject Teacher), University of Jyväskylä, 5.10.2009.
Pedagogical Subject Studies in Education (Subject Teacher), University of Jyväskylä, 17.5.2011.
University Teaching (University of Jyväskylä, Department of Education):
Teaching AIKA4300 Bachelor's Thesis Seminar (9 credits) in spring 2023 and 2024.
In the EDUFI project Learning Analytics as a Tool for Teaching and Leadership (2021–2022), I co‑designed training that explored how learning analytics can support pedagogical decision‑making, teacher agency, and reflective leadership. In the EDUFI project Digital Security as Part of Teaching Professionals’ Digital Competence (2022), I co‑designed training and supervised school‑based development projects that examined how digital security can be meaningfully integrated into everyday pedagogical practices.
Teaching development:
Participation in the eEducation project at the University of Jyväskylä (2015).
Outstanding Paper Award, AACE World Conference on Educational Media & Technology, Tampere, 2014. Article: Evaluating the Nature Tour Mobile Learning Application
Pre-examiner:
1 doctoral dissertation (2025).
Referee for scientific journals (2018–2026):
Baltic Journal of Management
BMC Public Health
Hallinnon tutkimus
Työelämän tutkimus
Ammattikasvatuksen aikakauskirja
Educational Research Review
European Journal of Engineering Education
Social Sciences & Humanities Open
Applied Sciences
Computers & Education
Education Sciences
European Journal of Special Needs Education
Organizing scientific conference
Conference secretary, EARLI SIG14 -conference 2024, Jyväskylä.
Podcast episode: How to avoid technostress? SeAMK Podcast, Spring 2022.
https://youtu.be/JSF1eE9bIFI?si=3BeZ7HRYT-iOj__h
Public event presentation: SeAMK DIGI-ILTAMAT – Jaksaa, jaksaa – ja helposti!, Spring 2022.
https://projektit.seamk.fi/event/digi-iltamat-jaksaa-jaksaa-seinajoki/
Book for the general public: Mobiilioppimaan! Mobiiliteknologian hyödyntäminen opetuksessa.
My pedagogical approach views learning as a socially, culturally, and technologically mediated process, drawing on sociocultural and constructivist perspectives that emphasize interaction, participation, and meaning‑making (Illeris, 2009). I see learning not as the transmission of information but as a collaborative activity shaped by dialogue, shared inquiry, and the environments, both digital and physical, in which it unfolds. Within this perspective, I emphasize learner agency, collaboration, and research‑informed teaching, and increasingly understand the teacher’s role as a facilitator and coach rather than a transmitter of knowledge. This aligns with contemporary views of distributed and networked learning in the digital age (Siemens, 2008), in which knowledge emerges through connections among people, tools, and communities. I use technology as a tool for reflection and collaboration, not as a content‑delivery machine. Small‑group teaching suits me well because it allows for deeper engagement and lets me learn alongside the learners themselves. My early work on lecture feedback systems also showed me that even large groups can stay attentive with the right digital nudge.
Looking ahead, I am especially curious about immersive and intelligent learning environments. Not because they are shiny, but because they may finally allow everyday work, practice, and learning to merge in meaningful ways. I keep up with new tools largely out of curiosity, and partly because the digital landscape changes faster than anyone could realistically pretend to keep up with.