{"id":27184,"date":"2026-10-15T10:12:17","date_gmt":"2026-10-15T08:12:17","guid":{"rendered":"https:\/\/blogs.uef.fi\/ueflibrary\/?p=27184"},"modified":"2026-10-15T10:12:17","modified_gmt":"2026-10-15T08:12:17","slug":"avoin-tutkimus-ecer-2026-konferenssissa-open-research-at-ecer-2026-conference","status":"publish","type":"post","link":"https:\/\/blogs.uef.fi\/ueflibrary\/avoin-tutkimus-ecer-2026-konferenssissa-open-research-at-ecer-2026-conference\/","title":{"rendered":"Avoin tutkimus ECER 2026 -konferenssissa | Open research at ECER 2026 conference"},"content":{"rendered":"\n

(Please, scroll down to read in English.)<\/bdo><\/p>\n\n\n\n

Osallistuin kahden p\u00e4iv\u00e4n ajan ECER-konferenssiin (European Conference on Educational Research<\/bdo>) joka j\u00e4rjestettiin 17.\u201321.8.2026 Tampereella. Se on suuri kasvatustieteen alan konferenssi, jonka j\u00e4rjest\u00e4\u00e4 European Educational Research Association<\/bdo> (EERA). Tapahtuma kiinnosti minua sek\u00e4 aikuiskasvatustieteen tutkijana ett\u00e4 kirjastossa ty\u00f6skentelev\u00e4n\u00e4 datanhallinnan asiantuntijana. T\u00e4m\u00e4n vuoden teema konferenssissa oli ”Tiet\u00e4minen ja toimiminen: koulutustutkimuksen muuttuvat olosuhteet ja mahdollisuudet”. Osallistujia oli yli 3600 yhteens\u00e4 84 maasta. Ohjelmaa oli runsaasti, ja lukuisten rinnakkaissessioiden l\u00e4pik\u00e4yminen etuk\u00e4teen sek\u00e4 kiinnostavimpien esitysten valitseminen veiv\u00e4t oman aikansa.<\/strong><\/p>\n\n\n\n

Tutustuminen Avoin tutkimus kasvatustieteess\u00e4 -verkostoon<\/h2>\n\n\n\n

Eniten minua kiinnosti p\u00e4\u00e4st\u00e4 tutustumaan Open Research in Education<\/bdo><\/a> -verkostoon, joka on yksi EERA:n alla toimivista aihekohtaisista verkostoista. Se kokoaa yhteen kasvatustieteen tutkijoita, tietoasiantuntijoita ja tutkimushallintoa, jotka ovat kiinnostuneita tutkimuksen avoimuudesta ja tutkimusta tukevan infrastruktuurin, kuten kirjaston palvelujen, kehitt\u00e4misest\u00e4. Hypp\u00e4sin suoraan verkoston toimintaan mukaan: seurasin teemaryhm\u00e4n esityksi\u00e4, joissa pidin my\u00f6s oman esitykseni, ja osallistuin lis\u00e4ksi verkoston kokoukseen ja yhteiseen illallistapaamiseen. Toiminnassa pidemp\u00e4\u00e4n mukana ollut joukko toivotti uuden tulokkaan l\u00e4mpim\u00e4sti tervetulleeksi. Oli eritt\u00e4in mukavaa verkostoitua samoista teemoista kiinnostuneiden kanssa. Verkosto on my\u00f6s perustanut uuden lehden: Journal of Open Research in Education<\/bdo> (JORE)<\/a>, joka keskittyy tarkastelemaan ja edist\u00e4m\u00e4\u00e4n avointa tutkimusta kasvatustieteess\u00e4. Kannattaa tutustua niin verkostoon kuin lehteen.<\/p>\n\n\n\n

Datanhallinnan asiantuntijana oli kiinnostavaa saada katsaus kasvatustieteiden n\u00e4k\u00f6kulmasta avoimeen tutkimukseen. Tutkimusdata ja sen eri asteinen avoimuus on siin\u00e4 keskeinen osa. Tuoreet tutkimustulokset esityksiss\u00e4 kuitenkin nostivat esiin haasteita, joita datan avoimuuteen liittyy ja paljastivat, ett\u00e4 datan avaamisen k\u00e4yt\u00e4nn\u00f6t eiv\u00e4t ole juurtuneet tutkimuksen arkeen. Omassa esityksess\u00e4ni kerroin alustavia tuloksia siit\u00e4, millaisia tutkimusdatan jakamisen esteit\u00e4 ihmistieteiden tutkijat, kuten kasvatustieteilij\u00e4t, ty\u00f6ss\u00e4\u00e4n kohtaavat. Ihmisilt\u00e4 ker\u00e4tyn aineiston kanssa tutkija joutuu punnitsemaan eettisyytt\u00e4 ja avoimuutta. My\u00f6s olemassa olevan datan k\u00e4ytt\u00e4miseen liittyy erilaisia haasteita. Esimerkiksi organisaatioiden, kuten koulujen, toiminnassa syntyy paljon dataa, mutta sen tutkimusk\u00e4yt\u00f6ss\u00e4 on pohdittava yksityisyyden suoja, ja toisaalta my\u00f6s riitt\u00e4v\u00e4 kontekstin s\u00e4ilytt\u00e4minen, ett\u00e4 data on k\u00e4ytt\u00f6kelpoista ja merkityksellist\u00e4.<\/p>\n\n\n\n

Teko\u00e4ly, mittaaminen ja ihmisyys<\/h2>\n\n\n\n

Seurasin esityksi\u00e4 my\u00f6s kirjallisuuskatsauksista, etnografiasta ja kriittisest\u00e4 koulutusteknologian tutkimuksesta. Teko\u00e4lyyn liittyv\u00e4 tutkimus oli luonnollisesti vahvasti esill\u00e4. Sen yhteydess\u00e4 pohdittiin, miten teko\u00e4lyn k\u00e4ytt\u00f6 vaikuttaa ajatteluun ja toimintaan sek\u00e4 nostettiin huolia ihmisten taitojen menetyksest\u00e4. Teko\u00e4ly voi my\u00f6s vahvistaa jo olemassa olevia huonoja rakenteita ja k\u00e4yt\u00e4nt\u00f6j\u00e4. Tutkijoita ja heid\u00e4n tuotoksiaan mitataan monin tavoin ja teko\u00e4ly n\u00e4ytt\u00e4ytyy tehostamisen v\u00e4lineen\u00e4 my\u00f6s tutkimukselle. Mieleeni j\u00e4i erityisesti er\u00e4\u00e4n kokeneen tutkijan toteamus siit\u00e4, ettei h\u00e4n halua en\u00e4\u00e4 tulla kutsutuksi dataksi. H\u00e4n muistutti esityksess\u00e4\u00e4n siit\u00e4, miten t\u00e4rke\u00e4\u00e4 on n\u00e4hd\u00e4 ihmisyys mitattavien numeroiden taustalla. Tieteellisi\u00e4 julkaisuja ilmestyy kiihtyv\u00e4\u00e4 tahtia ja teko\u00e4lyst\u00e4 haetaan ratkaisua t\u00e4m\u00e4n julkaisumassan l\u00e4pik\u00e4ymiseen. Esimerkiksi teko\u00e4lyavusteiset kirjallisuuskatsausty\u00f6kalut lupaavat nopeampaa tapaa tehd\u00e4 katsaus julkaistusta tutkimuksesta. T\u00e4llaiset ty\u00f6kalut alkavat olla v\u00e4ltt\u00e4m\u00e4tt\u00f6myys valtavaa julkaisumassaa seuloessa, mutta on hyv\u00e4 my\u00f6s kriittisesti pohtia kiire- ja tehokkuuspuhetta sek\u00e4 teknologiaan liitettyj\u00e4 suuria lupauksia. Ajatteleminen ja oppiminen vaativat kuitenkin ihmiselt\u00e4 aikaa ja vaivaa. V\u00e4lill\u00e4 on hyv\u00e4 pys\u00e4hty\u00e4 pohtimaan mit\u00e4 teemme, miten ja kuinka k\u00e4yt\u00e4tt\u00e4m\u00e4mme v\u00e4lineet vaikuttavat. Ja muistaa ihmisten t\u00e4rkeys.<\/p>\n\n\n\n

\"Kirjoittaja<\/figure>\n\n\n\n

I participated the ECER conference (European Conference on Educational Research) for two days. This time, the conference was held in Tampere on 17\u201321 August 2026. ECER is a major conference in the field of educational research, organised by the European Educational Research Association (EERA). The event was of interest to me both as a researcher in adult education and as a data management specialist working at the library. The theme of this year’s conference was ”Knowing and Acting: The changing conditions and potentials of education research”. There were over 3,600 participants from a total of 84 countries. The programme was extensive, and going through the numerous parallel sessions in advance and choosing the most interesting presentations took some time.<\/strong><\/bdo><\/p>\n\n\n\n

Getting to know the Open Research in Education network<\/h2>\n\n\n\n

What interested me most was the opportunity to get to know the Open Research in Education network<\/a>, one of the thematic networks operating under EERA. The network brings together educational researchers, information specialists and research administration professionals who are interested in open research and in developing research support infrastructure, such as library services. I jumped straight into the network’s activities: I followed the presentations of the thematic group, in which I also gave my own presentation, and I took part in the network meeting and a joint dinner. The group gave this newcomer a warm welcome. It was very nice to network with people interested in the same topics. The network has also launched a new journal, the Journal of Open Research in Education (JORE)<\/a>, which focuses on examining and promoting open research in educational science. Both the network and the journal are well worth exploring.

As a data management specialist, it was interesting to get an overview of open research from the perspective of educational sciences. Research data and its varying degrees of openness is a central part of this. However, recent research results presented at the conference highlighted the challenges related to data openness and revealed that practices for data sharing have not yet become established in everyday research work. In my own presentation, I shared preliminary results about the challenges that researchers in the human sciences, such as educational researchers, encounter when sharing research data. When working with data collected from people, researchers have to weigh ethical considerations against openness. The use of existing data also involves various challenges. For example, a lot of data is generated in the activities of organisations such as schools, but when such data is used for research, privacy must be considered. At the same time, enough context must be preserved for the data to be usable and meaningful.<\/bdo><\/p>\n\n\n\n

Artificial intelligence, measurement and the human element<\/h2>\n\n\n\n

I also followed presentations on literature reviews, ethnography and critical research on educational technology. Research related to artificial intelligence was, of course, strongly represented. In this context, speakers reflected on how the use of AI affects thinking and action, and concerns were raised about the loss of human skills. AI can also reinforce existing poor structures and practices. Researchers and their output are measured in many ways, and AI is also presented as a tool for making research more efficient. One remark that particularly stayed with me came from an experienced researcher who said that he no longer wants to be referred to as data. In his presentation, he highlighted the importance of seeing the humanity behind the numbers being measured. Scientific publications are published at an accelerating pace, and AI is seen as a solution for working through this mass of publications. For example, AI-assisted literature review tools promise a faster way to review published research. Such tools are becoming a necessity when handling enormous amounts of publications, but it is also worth critically reflecting on the discourse of speed and efficiency, as well as on the big promises attached to technology. Thinking and learning still require time and effort from us as human beings. It is good to pause every now and then to consider what we are doing, how we are doing it and how the tools we use affect us \u2013 and to remember the importance of human element.<\/bdo><\/p>\n\n\n\n

Anne Karhap\u00e4\u00e4, tietoasiantuntija ja tutkijatohtori|Information specialist and Postdoctoral researcher<\/bdo>
Opetus- ja tietopalvelut | Training and information services<\/bdo><\/p>\n\n\n\n

\"Tampereen<\/figure>\n","protected":false},"excerpt":{"rendered":"

(Please, scroll down to read in English.) Osallistuin kahden p\u00e4iv\u00e4n ajan ECER-konferenssiin (European Conference on Educational Research) joka j\u00e4rjestettiin 17.\u201321.8.2026 Tampereella. Se on suuri kasvatustieteen alan konferenssi, jonka j\u00e4rjest\u00e4\u00e4 European Educational Research Association (EERA). Tapahtuma kiinnosti minua sek\u00e4 aikuiskasvatustieteen tutkijana ett\u00e4 kirjastossa ty\u00f6skentelev\u00e4n\u00e4 datanhallinnan asiantuntijana. T\u00e4m\u00e4n vuoden teema konferenssissa oli ”Tiet\u00e4minen ja toimiminen: koulutustutkimuksen muuttuvat […]<\/p>\n","protected":false},"author":72,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[410,7],"tags":[32,639,165,409],"class_list":["post-27184","post","type-post","status-publish","format-standard","hentry","category-ajankohtaista","category-matkakertomukset","tag-avoin-tiede","tag-conferences","tag-konferenssit","tag-open-science"],"acf":[],"yoast_head":"\nAvoin tutkimus ECER 2026 -konferenssissa | Open research at ECER 2026 conference | UEF Library<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.uef.fi\/ueflibrary\/avoin-tutkimus-ecer-2026-konferenssissa-open-research-at-ecer-2026-conference\/\" \/>\n<meta property=\"og:locale\" content=\"fi_FI\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Avoin tutkimus ECER 2026 -konferenssissa | Open research at ECER 2026 conference | UEF Library\" \/>\n<meta property=\"og:description\" content=\"(Please, scroll down to read in English.) 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