VE-RDI – VET-focused Research, Development and Innovations
Olli Vesterinen is a Principal Lecturer in Professional Teacher Education. He holds a PhD in educational sciences.
In 2016, Vesterinen worked as a project manager in New Comprehensive School Plan in the Ministry of Education and Culture. He has previously been a postdoctoral researcher at the University of Helsinki in the OmniSchool Project (MOE 2011–2015) and a member of the Media Education research group.
His doctoral dissertation from 2011 focused on Media Literacy and Media Education. Olli Vesterinen has also served on the boards of many educational organisations, steering groups of various projects, editorial boards of publications and journals and as a chairman of the The Finnish Society on Media Education (FSME). He has previously worked as a Principal Lecturer at Diakonia University of Applied Sciences (Diak).
As an expert in Digital Pedagogy, Olli has worked, among other things, in the Digivisio 2030 Project (2021–2022) and as a chairman (2022–2023) in the national Digital Pedagogy Network of Higher Education Institutions (Digipedaverkosto). His particular interest is the Ethics of Artificial Intelligence (AI) as a future challenge for teachers. At Haaga-Helia, Olli Vesterinen coordinates Research, Development and Innovation activities in Vocational Secondary Education (VE-RDI).
Areas of Expertise
Professional Teacher Education; Research, Development and Innovation of the Vocational Secondary Education; Digital Pedagogy, Artificial Intelligence, Ethics in Education
Publications
Cazan, A-M., David, L., Truța, C., Maican, C., Henter, R., Nastasa, L., Nummela, N., Vesterinen, O., Rosnes, A., Tungland, T., Gudevold, E., Digernes, M., Unz, D., Witter, S. & Pavalache-Ilie, M. (2024). Technostress and time spent online. A cross-cultural comparison for teachers and students. Frontiers in Psychology, Educational Psychology, Vol. 15. https://doi.org/10.3389/fpsyg.2024.1377200
Vesterinen, O., Kangas, M., Krokfors, L., Kopisto, K. & Salo, L. (2017). Inter-professional pedagogical collaboration between teachers and their out-of-school partners. Educational Studies, 43(2), 231–242.
Vesterinen, O., Toom, A. & Krokfors, L. (2014). From action to understanding–student teachers’ learning and practical reasoning during teaching practice. Reflective Practice 15(5), 618–633.
