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The SeOppi Magazine is the only Finnish magazine in the field of elearning. It is a membership bulletin of the Association of Finnish eLearning Centre. …

The SeOppi Magazine is the only Finnish magazine in the field of elearning. It is a membership bulletin of the Association of Finnish eLearning Centre.

The SeOppi Magazine offers up-to-date information about the latest phenomena, products and solutions of e-learning and their use. The magazine promotes the use, research and development of e-learning and digital education solutions in companies, educational establishments and other organizations with the help of the best experts.

The SeOppi Magazine gathers professionals, companies, communities and practitioners in the field together and leads them to the sources offering information about e-learning.

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  • 1. eLearning in Finland 03/2011 The Association of Finnish eLearning Centre Promoter and Network-Builder in the Finnish eLearning Branch 4 Cloud Learning 20 Better teamwork in schools16 Exporting brilliant futures 26 Social Media for Learning – Who Are Involved?
  • 2. 3 Editorial EDITORIAL 01/2009 4 Cloud Learning 6 AKTIIVI Development Programme: A Digital Ecosystem – A Common Operational Scheme t Dear Readers, The SeOppi Magazine is the only Finnish magazine in the field of e- learning. It is a membership bulletin for the members of, and published 8 AVO pearls and diamonds sparkle by, the Association of Finnish eLearning Centre. 10 Creating a virtual coffee room The SeOppi Magazine offers up-to-date information about the latest for a project network: Experiences of the he Association of of the whole is very demanding for the The ManpowerGroup follows working- use and selection of a communication tool phenomena, products and solutions of e-learning and their use. The in a distributed network Finnish eLearning coordinator, even harrowing at times, but life trends and has dubbed the period magazine promotes the use, research and development of e-learning Centre has worked we are eagerly anticipating the outcomes following the virtual information society and digital education solutions in companies, educational establish- 12 Redesigning ICT for learners: for ten years now of this cooperation and looking forward the Human Age –period. In this age, ments and other organizations with the help of the best experts. the Dream School platform to create versatile to having many teachers in this network, it is skilled people with human capital operational precon- learning. The supplementary education who will flourish. People who master the The SeOppi magazine gathers professionals, companies, communities 14 No school left behind 20 ditions for many for teachers requires new models, as they social media and technologies and are and practitioners in the field together and leads them to the sources types of activities are always very busy, and, in particular, ready for continuous learning together offering information about e-learning. and to encourage the use of information technologies in with others will win out in ever-changing 15 Lost in transformation: The e-learning of tomorrow is dependent on the documentation its members to teaching requires more models than environments. In building a competent of today develop and use before to enable the instant application of Finland, it is important for students and Publisher: The Association of Finnish eLearning Centre Visamäentie 33, FI-13100 Hämeenlinna high-quality online the learning in everyday work. teachers to have access to the best pos- learning solutions. The DCL (Digital Competences and sible sources of information at all times in Editor in Chief: Titi Tamminen 16 Exporting brilliant futures Tel. +358-3-6241-5214, titi.tamminen@eoppimiskeskus.fi Concrete examples Learning) conference in November bit order to be able to work on information Journalists: Niina Kesämaa, Suomen eOppimiskeskus ry to refine it into knowledge and wisdom. of our work are into very current themes: cloud techno- Oili Salminen Tiina Lanas, TILA Communications 18 Developing information society: a challenge and found in abundance logies, mobile devices for working and In addition to versatile learning materials, an opportunity for vocational teachers on the pages of this publication. The AVO learning, and new types of learning and there is a need for versatile learning envi- ISSN-number: 1795—3251 Circulation: 3000 copies project has developed online learning working environments. The best offerings ronments, effective work methods, skilled Advertising and materials: Niina Kesämaa 20 Better teamwork in schools solutions, tested different methods and of this conference included interesting teachers and coaches as well as techno- Visamäentie 33, FI-13100 Hämeenlinna produced a lot of learning materials and expert presentations and the chance to logies suited to the required purposes. niina.kesamaa@eoppimiskeskus.fi, Tel. +358-40-827-6378 22 At its best – Optimal integration of empirical knowledge concerning the meet colleagues. It is always good to learn Organizations and businesses require Layout: Markkinointiviestintä 42 Oy support in eLearning effort Place of publication: Kirjapaino Hermes Oy use and development of these solutions, that we are not alone in our oorganizations, good competences and wise management Cover: Shutterstock Images 24 InnoOmnia – 21st century learning solutions available for members and others equally. working towards change, but that many in order to make our operational environ- Images: The Association of Finnish eLearning Centre The results are bound to contain ideas that others find themselves similarly placed. ments pliable to changing circumstan- Shutterstock Images 26 Social Media for Learning – Who Are Involved? make good business sense. The project is Shared soul-searching gives us new ideas ces and quick to benefit from opportuni- a good example of inter-organizational for our work and invigorates us. Next year, ties that present themselves. In building a 28 Facilitating learning from customers by social multidisciplinary cooperation which joins we could plan a track in our conference competent Finland, we need companies media in business–to–business sector expertise and resources, simultaneously in English so that we could benefit from that produce good services and techno- logies to support learning as well as good AVOIMET VERKOSTOT OPPIMISEEN enabling members learning from one experiences and views from other count- 31 Open Networks for Learning The Association of Finnish eLearning Centre — Promoter and Network-builder in the Finnish another. The outcome shows that one plus ries. Please contact us if you are interested teachers and trainers. e-Learning Branch one equals much more than two. in cooperation. In the field of e-learning, there is no lack A supplementary education venture Next spring, in April, our association will of doing and challenges. Lets build multi- for teachers, about to commence in the be an active participant in a large confe- disciplinary networks together – it is these autumn and funded by the Ministry of rence: Information Technology in Education. that create interaction and innovations. Education and Culture, also takes advan- This conference will include approximately Leena Vainio Markku Markkula Ville Availa tage of the networked cooperation mode. 2000 teachers, researchers, developers president chairman of advisory board vice president leena.vainio@hamk.fi markku.markkula@aalto.fi ville.availa@ambientia.fi In this project, the representatives of and company representatives. The con- educational institutions and businesses ference will provide us with a good picture will structure a new operational approach of what is going on in teaching informa- for supplementary education. The tion and communications technologies and training process involved offers, again, what the newest trends consist of. These an excellent chance to learn to cooper- conferences give a good view into how a Leena Vainio ate and work together. The management competent Finland is being built. president Titi Tamminen Tiina Front-Tammivirta Anne Rongas development managertiti. development manager project coordinatortamminen@eoppimiskeskus.fi tiina.front-tammivirta@eoppimiskeskus.fi anne.rongas@innopark.fi Are you interested in membership? Find out more at www.eoppimiskeskus.fi Pauliina Mäkelä Kim Holmberg Isto Huvila project coordinator EduFinland EduFinlandmakelapauliina@gmail.com kim@edufinland.fi isto.huvila@istohuvila.fi 2 03/2011 03/2011 3
  • 3. Teemu Arina, Dicole WHO? Teemu Arina is focused on un- derstanding how social technol- ogies are changing management, learning and collaboration. He is a Cloud Learning start-up entrepreneur working on revolutionizing meeting practices with a new online service called Meetin.gs (www.meetin.gs). Teemu has over a decade of internati- onal experience on advising edu- cational institutions, government bodies and enterprise organiza- tions on the possibilities of digitalThe cloud is a metaphor for the internet and Cloud Computing is a metaphor for a techno- working environments and social media. For more information, seelogical paradigm shift in the way we utilize software and information. Just like running http://www.tarina.me.water and electricity, we are now using computing resources on demand through thebroadband internet – and so we will also approach learning online. his change however has much broader device combines distributed learning implications on organizations than just cost resources and contextual information • Learning content: Content needs to be presented in various forms and savings alone. In the future it will surely be based on where the user is located and mediums from dynamic conversation based streams to well thought out cheaper to run your Learning Management into what direction he or she is heading narratives and information visualization dashboards. System as a cloud service, but these techno- or looking. • Learning locations: Learning should take place in different locations logies will bring up questions whether we Future devices will also record various during the day. Material under study material under study should connect need such systems in the first place. other information from the environment with the objects in the environment. Cloud Learning takes a holistic approach such as humidity, nearby objects and • Storage of learning content: A library larger than the library of Alexandria to understanding how digitally distributed user-specific information such as heart could already fit into a single device in your pocket. Content will be organized and transparent technologies are shaping rate or latest Facebook status updates. in an associative way through tagging and could potentially use semantic web individual and organizational learning. Colla- Applications such as WordLens (real- capabilities. Content that is based on physical objects will have location based boration and learning online now looks more time translation), Layar (augmented information embedded within. Cloud computing will provide a distributed and like a cloud than a cathedral. reality) and StarWalk (browsing celestial efficient way to store and access this information. objects) already show the potential of • Organization of learning content: Digital technologies free us from the Cloud Learning Services using the camera, accelerometer and limitations of physical organization. Metaphorically the same book could There are good examples on how social technologies are location aware features on latest mobile reside on multiple bookshelves at the same time. Social recommendation enabling new modes of collaboration. In general, social devices in combination with information systems and new kind of search engines provide relevancy and accuracy for computing platforms often deploy a network of people available online. finding suitable content. connected on a planetary scale. In addition, learners will loose their • From broadcast and consumption to collaboration and co-creation: The Such networks are used to filter and display better and more backpacks as all content will be available past was all about teachers acting as transmitters of content. In the future focused information for learners based on their social connec- on their tablets. The future of a bookshelf teachers and students are collaborators and students are considered part of tions, usage history and proclaimed interests. What is possible is not going to be a replica of the physical the process of improving teaching. Teachers and facilitators will be available in open systems in terms of recommendation systems has ma- one: it will include the ability to bookmark, on-demand from anywhere in the world through the Internet. jor advantages over centralized and closed systems based on highlight, annotate, share and filter every a limited content and user base. piece of content, article and page based Crowdsourcing enables one to outsource certain key tasks on the learners social network graph. It is evident that digitally distributed need to develop new pedagogical and through the internet to a large number of people in order to tap Learners will combine various appli- learning environments connected to practical models based on social learning, into the collective intelligence available. Websites like elance. cations on their mobile devices to form the physical environment will be more openness and transparency in order to com and 99designs.com provide peer-reviewed freelance a personal cloud learning environment, scalable, more effective, more comprehen- provide access to their services in a more workers ready to help with your work. Distributed Q&A engines consisting of interconnected software sive, more social and more immersive than accessible way through the interested – such as Quora (quora.com) provide means for asking ques- applications utilizing content and services learning environments designed based on in the end it is the only way for them to tions and getting answers from people all around the world. available from the cloud. the physical environment alone. stay relevant for future learners. The challenge, however, is not techno- Cloud Learning Devices Cloud Learning Environments logy but our current culture and existing The current trend on mobile and tablet computing points In order to improve our learning environ- infrastructure for education that is based AVOIMET VERKOSTOT OPPIMISEEN Open Networks for Learning towards a future where the input and access devices we use are ments we need to understand how work on a fading paradigm. Our educational becoming increasingly contextual and eventually freeing and learning is conducted in digitally system ought to be a reflection of the computing from a fixed location. Cloud learning on a mobile distributed environments free of physical society we live in. Educational institutions constraints.4 03/2011 03/2011 5
  • 4. Leena Vainio, Kirsi Saloniemi and Mika Sihvonen Ongoing and past projects funded under the programme Active Citizen of the Open Learning Environment Name of project Coordinator Additional information Key objective AKTIIVI – Active Citizen of the Kemi-Tornio University http://www.aktiivi.info Inter-project networking, research, advance planning, Open Learning Environment, of Applied Sciences communication of good practices, assessment of service coordinating project quality from the users point of view. Common events,AKTIIVI Development Programme: training events.A Digital Ecosystem – Avara museo The Open Finnish Museums http://avaramuseo.blogspot.com/ Developing the expertise of museum professionals regar- Museum – A Developing Learning Association ding the learning of different sorts of adult groups about Environment for Adults museums, making the museum institution more transparentA Common Operational for adult visitors. AVO – Open Networks for The Association of Fin- http://www.eoppimiskeskus.fi/fi/avo Fostering open content production, setting up learning com-Scheme Learning nish eLearning Centre http://www.avoinvirta.fi munities, promoting active citizenship, democracy and the emergence of high-quality operational models for social me- dia and first-rate production methods for peer production. AYVOT – Open Communal And Finnish Online Universi- http://www.amk.fi Building a generic, open environment based on peer Virtual Environment ty of Applied Sciences, learning, applicable to many fields and truly supportive of network development social interaction. The contents produced are sexual healthAs of 2008, the nationwide programme AKTIIVI – Active Citizen of the Open Learning unit materials (about 150 study credits).Environment has focused on activating people in different sorts of learning environments. Prestudy Hermia, company http://www.hermia.fi Developing a comprehensive learning environment for pro-This ESF development programme is currently funding 14 different projects (see table 1), jects in support of operations relating to structural funds.and three new ventures will kick off during this autumn and early next year. Kiravo – The Library as an Open The City of Helsinki/ http://kiravo.kirjastot.fi/ Improving the participants skills relating to pedagogy, Learning Environment information retrieval, data acquisition and data management. Promotion of participants employment and expertise as their data retrieval skills develop. Lähellä kaupungissa – Near in Helsinki City Library http://users.utu.fi/vijoke/blogi/ Developing an internet service that works as an open The model unit- All Results Are Available for The outcomes that these projects the City learning environment in which to learn about themes related ing the projects Public Use wish to achieve are intended to foster the to the city environment. The target group consists of high under this de- All the projects under this development structuring of new types of learning paths school students. velopment pro- programme (see the table) are nation- for different types of learners. The aim is Mobiilisti University of Turku http://www.mobiilisti.com/ Studying the tools and environments the mobile learner requi- gramme is the wide networked ventures, ready to share to remove obstacles, restraints and blind res in order to feel supported in studies and to demonstrate digital ecosys- their results with all citizens. The goals alleys of learning, and active operators are his/her learning. Testing, piloting and promoting the use of tem. This mod- of these networked ventures include provided with diverse opportunities for mobile equipment for learning independent of time and place, expanding the learning environment outside the classroom. el differs signi- supporting cooperation under their demonstrating their skills (see e.g. Hämewiki, ficantly from the themes, increasing expertise, sharing http://ttstyt.wordpress.com/tietoa/). Open Zone – Branch Libraries HAMK University of http://www.turkuamk.fi/public/ Promoting the recruiting of immigrants into library services usual project information and best practices as well as In September, the participants to a Promoting Open Learning And Applied Sciences default.aspx?contentid=117792 by structuring and implementing a targeted educational pro- mindset. Tradi- promoting the flexible use of technology. network meeting in Inari compiled project Active Citizenship gram which qualifies the participants for professional-level tionally, it has An additional goal is to find ideas for results and outputs. There were many of library duties; also designing and implementing a shorter preparation training programme for immigrant guides. been sufficient new products which could be turned into them! The programme will communicate for a project to business models. actively about them in 2012. SÁPMI MIEHTÁ – The Virtual Turku University of http://elgg.mcampus.fi/aktiivi/pg/ Improving the teaching and the contents of studies in the do well but not Sámi Language and Culture Applied Sciences pages/view/1468 Sámi culture so that the operating model enables the use to tell others. Development and Learning http://sapmimiehta.wordpress. of Sámi materials from Sámi libraries, museums and otherThe digital ecosystem wishes to model an Environment com/ organizations for teaching. The Sámi Educationonline environment for networked organi- VUOSTTAS LÁVKI, Institute, a vocational http://www.sogsakk.fizations in which they can cooperate, share a prestudy project schoolinformation and develop technologies andbusiness models openly and flexibly. Tietotaitotalkoot – Mutual Finnish Information http://www.tietotaitotalkoot.fi/ Improving communication skills in communities and setting The concept digital ecosystem became Support for Media Skills Processing Association, up communal communication practices that survive the Acquisition FIPA project.generally known through an ICT deve-lopment programme by the EU (Nachira, University of Tampere http://ttstyt.wordpress.com/tietoa/ Improving librarians and teachers contents-related skills for2002). The concept is based on Moores Information Society Facilites helping their students navigate in the information society. Es-(1996) business ecology. Digital ecosys- tablishing practices and cooperative models in areas that aretems refer to distributed, self-support- new for libraries but are clearly challenging them to enhance their operations. Particular attention is paid to the furthering environments operating without cent- development and spreading of good working practices.ralized administration similarly to biological Inari, 20-22 September 2011. The joint project meeting studied the outputs of the various ventures.ecosystems; such systems enable commu- Seinäjoki University http://verkkohaltuun.wordpress. A bilingual project improving the internet skills of socially Sources: Digital ecosystem. Accessed 23.9.2011. URL: http://www.digital-ecosystems.org/ IEEE DEST. 2007. Verkko haltuun! Manage thenities to work together in order to create, Inaugural IEEE International Digital EcoSystems Technologies Conference, Call for Papers, 21-23 February, 2007, of Applied Sciences, com/tausta/ excluded persons and persons at risk of social exclusion, mo- Webmaintain and distribute added value among IEEE DEST. Accessed 23.9.2011. http://www.ieee-dest.curtin.edu.au/. Moore J F (1996) The Death of Competiti- School of Culture and tivating them for the use of various information networks, thus on: Leadership & Strategy in the Age of Business Ecosystems. New York: Harper Business. Nachira, F (2002) To- Design/Library and preventing exclusion and promoting employment. Providingthe members in the form of expertise in wards a Network of Digital Business Ecosystems Fostering the Local Development. European Commission Discus- Information Services trainers with new skills for their work with special groups.different application areas (IEEE 2007). sion Paper. Bruxelles. Accessed 23.9.2011. URL: www.digital-ecosystems.org/doc/discussionpaper.pdf6 03/2011 03/2011 7
  • 5. Tiina Front-Tammivirta, picture Anne Rongas AVO pearls and diamonds sparkleThe jointly created and implemented training sessions and materials, webinars, Mobiilikesä-koulu (Mobile Summer School), Matkatoimisto Some (Travel Agency SoMe), the Nettikansa(the Netfolks - Web-age civil society), the growth of Vinkkiverkosto (Hints Network). Theseare some examples of the outputs produced by the project Open Networks for Learning Open production and distribution has gained many forms through the AVO project. We worked the best outputs and practices of the project into "AVO pearls". At the mid- point of our string of pearls, we placed a diamond which signifies the culture of positive copying, i.e. the principle that all outputs and practices obtained with the aid of pub-(AVO) during its three years of operation. lic funding need to be shared openly. he projects peer pro- distant as the Helsinki metropolitan area and online. The projects output publications email address list, is compiled in Gdocs so Project workers operating widely Internet addresses: www.eoppimiskeskus.fi/avo (project presentation) ductions have included Kemi-Tornio area in Southern Lapland. have been collected on an open wiki page that during the week, every project parti- dispersed around the country are http://bit.ly/avomateriaalit (open wiki links to the training concept The training concept was structured into (links at the end of this article). cipant can include events and issues that challenging the traditional communication project outputs) www.avoinvirta.fi (compilation blog) for social media (so- three phases during the project. The first The project participant network has need to be communicated. This autumn and meeting practices. AVO bravely tried cial media = SoMe), the phase, Pulahdus (Dip), brushes lightly on used new collaborative communication we started Hangout meetings in Google+ out web channels from online confe- Peer productions (in Finnish): Mobiilikesäkoulu (Mo- SoMe tools and methods; the second, services actively so that the widely in which AVO communications staff meet rencing systems to Skype and sharing http://fi.wikibooks.org/wiki/Viisautta_wikin_tekoon http://fi.wikibooks.org/wiki/Viisautta_ bile Summer School), Sukellus (Dive), takes the participants dispersed participants have been able for an hour every week. Network internal videos. Project meetings have taken blogin_k%C3%A4ytt%C3%B6%C3%B6n the AVO webinar se- deeper via practical training with the tools, to establish a sense of presence in the and also external communications take advantage of an online conferencing http://www.uta.fi/~joanna.kalalahti/materiaalit/ver- taistuotanto_uutena_toimintamallina_case_viisautta_ ries (about 40 of them), while the third, Syväsukellus (Depths) project community. Many of these tools place via the compilation blog Avoinvirta system (Adobe Connect Pro) from the wikin_tekoon_wikikirja.pdf active and activat- includes critical assessments of the and operational models are applicable (Open Stream) which monitors and very beginning, also using Skypes group ing conference ses- uses of SoMe and its applications to to work communities and business use. publishes blogs relating to the project and chat combined with a meeting-specific SoMe learning environments (in Finnish): http://someoppi.wikispaces.com/ sions (such as at Infor- participants own work. The planning People involved in remote work can obtain its themes from about twenty sources. wiki page. The use of these usually goes http://sometus.wikispaces.com/ mation Technology in of the training was conducted as peer a social dimension to their working Matkatoimisto SoMe (Travel Agency without hitches after a short practice Mobile learning (mostly in Finnish): Education ITK and production in a training planning wiki, and days through web-based social network SoMe) is an excellent example of a period. Online meetings require good https://sites.google.com/site/mobiilioppiminen/ Digital Competence the more extensive training packages are servi-ces. At its best, a virtual space can low-threshold consultation clinic imple- preparation, however, and a respect of www.mobiilikesakoulu.com http://www.mobiilisti.com/and Learning DCL) as well as some in their own wiki in Wikispaces. create a sense of belonging for users; this mented at conferences and events. An- certain practical issues. A good model hasSoMe environments and materials. Peer may be an essential support for a project yone can enter this agency with his or been formed for short web seminars, or Networks and events:productions have been implemented Open presence in open services worker struggling alone in an organiza- her own laptop or cell phone and obtain webinars, which we will publish as an out- www.sometu.fi http://sometu.wikispaces.com/Qelluntaiamong project members as well as for Open peer production projects were pro- tion. Briefs, schedule changes and quick hands-on guidance in e.g. how to change put of the project at the end of the year http://sometu.wikispaces.com/Sometupikkujoulut10external participants. The extensive project duced for a wiki library in which anyone can inquiries are transmitted fast in a handy Facebook profile settings or register and (report: Good practices for Webinars). http://sometu.wikispaces.com/sometu_ITK11 http://sometu.wikispaces.com/sometu_ITK10network formed a good test bed for the contribute and participate in the writing way in an organizations social network use a Twitter account. During this autumn, These experiences are also applicable for http://sometu.ning.com/group/matkatoimistosomeuse of new service, especially collaborative process. The wiki guide "Viisautta wikin service. In practice, we tried a couple of the agency has expanded its operations the use of distributed teams in organiza- http://sometu.ning.com/events/event/search?q=somcommunication services; this extensive tekoon" ("Wisdom in Wiki production") different social network services in the by establishing a SoMe information point. tions and networks. etun+kuukausitapahtuma http://vinkkiverkko.ning.com/national-level network has made it and the blog guide "Viisautta blogien project, and the present one is Yammer. The first on-duty sessions were held at a Project outputs are distributed openly http://vinkkiverkko.wikispaces.com/possible for more than ten organizations käyttöön ("Wisdom in the use of blogs") cafe in Tampere. The open hours of the and spread actively on several forums to http://www.mahdollista.fi/ http://www.mahdollista.fi/nettikansan-tapahtumat/to work in the project, and for dozens of were created using an open process with Openly sharing and guiding information point are available in Sometu- enable their extensive use in educational nettikatilointi/experts to participate in six subprojects external experts and project workers as Openness has been an essential theme network, on Sometus Facebook page, organizations and civic activities. As the http://sometoitumassa.blogspot.com/in 2008–2011. More than 2000 persons editors and catalysts for the process. In in the project all along, and therefore, we and in AVO project communications. editorial states, they may be used and http://avoimestitutkien.wordpress.com/ http://edufinland.fi/have participated in training sessions and the wiki library, the materials are available have favoured services free of charge refined in businesses as well.events organized by the project. Training for editing and use for anyone interes- whenever possible. For our document Web-based social network services: https://plus.google.com/sessions in SoMe for education have ted. In this way, the materials will production, we often use GoogleDocs http://www.yammer.combeen tailored for staffs at universities of continue after the project. The peer so that we have no need to send diffe- More information:applied sciences, second-cycle educators production projects are described in rent versions out through email. Our AVOIMET VERKOSTOT OPPIMISEEN tiina.front-tammivirta@eoppimiskeskus.fiand project participants in areas as a case report, which is also available weekly brief, which we distribute via an Open Networks for Learning8 03/2011 03/2011 9
  • 6. Joanna KalalahtiCreating a virtual coffee roomfor a project network:EXPERIENCES OF THE USE ANDSELECTION OF A COMMUNICATIONTOOL IN A DISTRIBUTED NETWORKThe significance of diverse networked discussion tools has increased as networking andteleworking have become more common. Open Networks for Learning (AVO), a large,distributed Finnish project network, has also made use of communication tool to create avirtual room for the project participants. Hence, the selection of the right tool has beenchallenging. Networking is the mode of operation of the AVO project.t he AVO project The common discussion tool introduced more time chatting, which really would not Qaiku for Organisations was intro- are promising. Similar to Flowdock, were sent out during the transition has made use of for use in autumn 2010 was Flowdock. consume much of their time, maybe duced for use in the project early in Yammer enables the participants to sense periods from Flowdock to Qaiku for several different From the very first, a generous amount only five minutes a day. I felt the absentees December 2011. Very early, it was real-time presence. As a participant Organisations and from Qaiku for Organi- applications and of discussion on project themes and missed out on several good things." observed that discussions did not kick off puts it: "There must be some reaction, sations to Yammer. These surveys were tools for partici- contents was entered into Flowdock, with On the other hand, it is natural that as they did in Flowdock. The few discus- preferably during the same work day, to used for collecting information of the pant communi- informal talk included. The participants peoples activity levels differ as they parti- sion contents indicated that the problem the issues you send out into the commu- user experiences and the significance of cation. The tools in the various subprojects could easily cipate in various networks, and the non- was, foremost, the fact that there were nication tool. Without reaction, your trust in the tool for the project and its communal introduced for exchange information with one another use of Flowdock was understandable for no notifications available to indicate new the operation of the channel deteriorates. feeling. Some questions in the surveys were use at the be- and sense the existence of the project the more active users. The existence of the posts in discussion strings. By and by, If the reactions occasionally come faster presented to non-users of these tools, as ginning of the network in a shared virtual space. The use two different groups - Flowdock users and the discussions in this tool dwindled to (perhaps in a few seconds only), there well, because the reasons for not using project did not of Flowdock helped individuals become non-users - made project communication almost nothing. It was seen, as a partici- is the sense of presence, the sense that them needed clarification. support com- acquainted with the other participants. fragmented as all participants could not be pant put it, that "Qaiku could not function we are both or all here now and we can mon discussion, One individual described his personal reached via the same channel. The reasons as a replacement for an instant messen- talk. The tool must be able to indicate the http://www.yammer.com and the partici- feeling of the importance of Flowdock as for not using Flowdock included pressure ger. Qaiku might work in structuring infor- arrival of new messages even if I were http://www.flowdock.com pants soon felt follows: "I occasionally had a strong sense at work and the fact that the tool was not mation but it will not function as a light doing something totally different – typically, http://www.qaiku.com/organisations a strong need of belonging. It is important to be able to embedded in any natural way among the medium for staying in contact." some sort of a notification window would The ESF project AVO pilots, trains and for a discussion have a sense of belonging if you are the applications in daily use. Some participants As Qaiku for Organisations did not open up in the corner of my screen, or my supports the pedagogical and criticaltool. They expected the tool to strength- only person in your organization partici- felt the discussions in Flowdock to be of no seem operable, its use was halted as cell phone would clink." introduction for use of new operational models for educational institutions anden the communal feeling in the project pating in the project. Only your co-partici- relevance for themselves. early as the end of January, 2011. The Factors external to the tool are natu- civic activities. The project has partic-and to increase the opportunity for the pants are able to understand your every- The discussion tool was changed after feeling among project participants was rally also significant for its performance. ipants from twelve different organisa-parti-cipants to learn about one another. day problems and challenges." three months of use because Flowdock mainly annoyance due to the fact that all Some people may feel more comfor- tions and features eleven subprojects.The project has certain common goals, Even though Flowdock was an became subject to a charge and rather discussion had dried up. The tool as such table being present via tools that are notand the sponsor requires inter-subproject important new channel for project work for expensive. As the AVO project considers was not felt to be unworkable, but it was based only on textual communication.cooperation. Shared, natural activities are many people, everyone did not use it and, it important to trial various tools to gain not felt suitable for the discussions within The strength of the participants sense ofeffortlessly built around common issues. therefore, did not take part in the discus- experience, the change as such was not the AVO project. belonging in a network certainly has an im- AVOIMET VERKOSTOT OPPIMISEENIt requires communication to notice these sion. The active Flowdock users found this a problem. While the change was ongoing, The new discussion tool introduced for pact on how intensively they are attracted Open Networks for Learningcommon issues. An appropriately func- somewhat annoying: "We would find more expectations were quite high. People did use at the beginning of February 2011 by the discussions and common activities.tioning discussion channel is needed to shortcuts when solving our problems and not care which tool they used as long as it was Yammer. AVO user experiences The participants comments haveenable communication. gain more new insights if people spent fulfilled its purpose well. of Yammer are not extensive, but they been collected from surveys which10 03/2011 03/2011 11
  • 7. Elias Aarnio change possible. ICT as a whole, including AVOIMET VERKOSTOT OPPIMISEEN Open Networks for Learning hardware, has now been redefined as services. The workstations are Linux clients, both thin and fat clients that are virtua- lized: instead of the usual method booting Redesigning ICT the operating system from the hard disk, these computers are booted over the net- for learners: work from a server. The applications are run on the server while the client unit is technically only a window to the ser- the Dream School ver where information is processed and stored. User experience is smoother and faster, platform the machines boot quickly, personal settings and files are accessible from every machine. Hardware failure is easy to deal with: power off, detach cables, plug them into the replacement unit, power on. This is done in 5 minutes. The collaborative development model of services of Dream School. Last but not least: a study by VTT, Technical Research Centre of Finland, home. In this way, the schools at Kauniain- has been shown to be better suited forThe secondary schools of Kauniainen, Finland have developed a learner centred concept, the shows that the thin client model cuts en have acquired more quality and value education and delivers higher quality forDream School. The fundamental philosophy is to put the learners, pupils and teachers, in the environmental load by 50% because of for less money. lower cost than the old model. low electricity consumption, longer life Redesigning ICT has been a learningcentre. Search skills and the aquisition and adaptation of information from different sources are cycles of workstations and reuse of al- Dream School tools for you experience for the development team that ready existing computers as client Dream School has flexible, dynamic part- has gained valuable experience in theimportant in addition to knowledge. The goal is to give students skills and tools that equip them machines. nerships with a number of small and process. A suitable procurement mod-for good lives and awakens the desire for lifelong learning. The teacher is seen as a collaborator medium-size companies. The school gets el and know how are essential tools for The Intranet learning platform: what it needs as the Open Source model restructuring ICT for learning. The Dreamand a guide. ICT is a ubiquitous part of the learning environment. The use of resources is flexibility through modularity avoids the restrictions and limitations School development group welcomes Technology has no intrinsic value. It exists that result from vendor lock-in i.e. the other schools to reap the benefits fromscrutinized and all learning spaces are used in flexible manner. Students get a chance to take only to serve the learner in a pedagogically dependency of a company. the work done and join the flow.part in the design of classroom spaces. justifiable manner. There are no complete The Dream School concept, the The Dream School Intranet platform turnkey solutions that would fulfill all needs procurement model and the ICT platform source codes and related documentation of schools. This is why the Dream School have been developed solely to serve the will be released under an Open Source Intranet Platform has been created. schools’ core task: the support of growth license at http://www.dreamschool.eu It is an Open Source platform that and learning. The procurement model edesigning ICT was re- enables third parties to develop appli- designed motivated by cations and services. Open Application a simple idea: schools Programming Interfaces and infras- Key benefits do not equip their pupils tructure built using Free/Libre and Open with the skills they need Source software gives the school a wider • Improved service level now. The schools task choice. Instead of evaluating existing • Better cost efficiency. Overall cost reduced is to equip the pupils solutions the Dream School way is to de- 40% (estimate) with skills and tools scribe what the software or service should • Longer life cycle of workstations and reduced for the future. Making actually do and then call for tenders. It is electricity consumption has cut environmental load by about 50% predictions about the important to note that this does not mean • Start-up times of workstations have shortened drastically future is very dif- that the services and solutions would have • Overall reliability of the ICT-system has improvedficult, but we know that learning to to be Open Source. They may be proprietary • Services meet the pupils’ and teachers’ needs better than beforecope with change will be an extremely as well. The only requirement is that they learning is a more positive experienceimportant skill. ICT was redesigned to have the open application interface toequip the learners with tools that enable communicate with the Dream Schooleffective searching and processing of in- platform. Additional reading:formation, compilation of personal learn- The end result is a school intranet thating portfolios, and collaboration. These consists of a collection of web services: http://www.dreamschool.eu/tools are also accessible from homes via collaboration tools, integrated email and Nikamaa: Education evolves at a dream school, http://finland.fi/Public/default.aspx?contentid=213348remote desktops. Remote access is inde- instant messaging and a learning diary Hautala, Leviäkangas, Öörni & Britschgi: Educational ICT in Finnish-speaking schools of Kauniainen,pendent of platform. that makes the learning path visible. The VTT Working Papers 170 (in Finnish, includes abstract in English) The motto “We deserve better tools The technical structure of Dream School learning platform. user can create his/her own desktop from http://www.vtt.fi/inf/pdf/workingpapers/2011/W170.pdfmore suitable for our uses, and we are available applications. Everything is avail-ready to work to get them” made the able for learners both at schools and at12 03/2011 03/2011 13
  • 8. Jyrki J.J. Kasvi, Research and Development Manager Olle SköldTIEKE Finnish Information Society Development CentreNo school left behind Lost in transformation: The e-learning of tomorrow is dependent on the documentation of todayMany consider Finnish schools e-learning pioneers, but the majority of the approximately3,000 elementary schools in Finland are still relying on pre-information age practices. Inspite of almost ubiquitous classroom computers and encouraging experiences in pioneering During the last decades there have been tremendous developments in the field of e-learning.schools, the promise of information and communication technologies has eluded our These developments are heterogeneous and have led to advancements in virtually everyschools for 30 years. Teachers’ chalkboards may have been replaced by smart boards and aspect of digital education, from the increase in quality of the required learning tools tostudents may write a few essays with a computer, but in other aspects children from our grand- better insights into the pedagogical strategies of Internet-based education.parents’ generation would blend in just fine in the classrooms of today. f riginally we Teacher education defines a teacher rom a general pers- text of e-learning are very different from bility to easily document important believed that for decades. Identifying and unlearning pective, much of the ten years ago. In order to ensure that the phenomena that are often trouble- e-learning outdated practices is as difficult for work that has been pedagogical strategies, practices, and some to capture and to comprehensively was chal- teachers as for anybody else. However, done to improve vari- tools of e-learning are able to keep up collect in an analogue setting; to mention lenging from it is critical that teacher training is updat- ous aspects of e- with the rapid contextual changes of a few examples, written communication a technolo- ed if we do not want to wait decades for learning has been contemporary information society, it is between teacher and learner, classroom gical point of our schools to reach current standards, focused on solving essential not to take progress in such setting and interaction, and draft versions view. How- not to mention future goals. It is not only a practical problems, a broad and complex domain as digital of papers and other texts. To put it simply, ever, techno- question of learning how to use technology like finding out how education for granted. Hence, it is im- the present argument is that documen- logy proved and media in education, but understanding to identify a suitable portant to focus on what can be done tation of various aspects and stages of to be much their further pedagogical possibilities. platform for a specific today in order to facilitate research and e-courses provides both the means to easier than However, we are just beginning to grasp learning task or estab- development in the field of e-learning of learn from mistakes and the opportu-changing the culture and practices of our the full potential of ICT in education. lishing best practices tomorrow. nity to use successful approaches asschools. The idea of ICT facilitated, learner Moreover in addition to teachers, to support student A possible way to build a sound inspiration when trying to overcome thecentric collaborative learning is just too both school headmasters and municipal participation. foundation for future e-learning advance- challenges that e-learning faces. Theremuch to handle. Ultimately, parents would education managers need to have their However, it is im- ments is to emphasize the importance are of course many issues regardingobject if teachers were to tear down class- knowledge updated: e-education has portant to note that the surroundings of of documentation. Imagine the wealth of ethics and personal integrity that need toroom walls and rip up the syllabus they are evolved greatly since they took their classes. e-learning have changed alongside the material being used in the planning, be discussed in relation to the suggestedfamiliar with. Decisions concerning the resources and field itself. Considering two factors with a execution, and follow-up phases of an approach. Nevertheless, the potential While e-learning is not primarily a arrangement of education are made by high impact on digital education, namely e-course. Just in this one example it is benefit of providing the future field oftechnological challenge, a functioning politicians who are even less-versed in today’s proliferation of portable devices possible to identify documents traditionally e-learning with images of the past makes Jyrki J. Kasvitechnological infrastructure is definitely current e-learning technologies or peda- with Internet access and the ever- related to education, like curricula, syllabi, such a discussion an investment wellrequired. While many Finnish schools have computers in order to properly prepare gogy. Even they need to have their know- changing skill sets needed to interact with and texts written for the purpose of exami- worth the effort.computers and broadband connections, and conduct their duties. ledge brought up to date if we are to bring a continuously updated digital environ- nation – exams, essays, and theses. Also,support and maintenance is too often Without educational content school our schools to 21. century. ment, it becomes obvious that today’s con- the digital environment offers the possi-neglected. Municipal school authorities computers are just expensive junk. Whilefail to understand that computers are digital content is taking over other partsconsumables that need to be upgraded, of our media environment, schools are AVOIMET VERKOSTOT OPPIMISEENand that schools need technical support still sticking to textbooks printed on Open Networks for Learningso that teachers do not have to spend paper. Moreover, even those digital learn-their time managing software versions and ing materials that have been created inmaintaining user accounts. What is more, various projects are hard to find, as no AVOIMET VERKOSTOT OPPIMISEENteachers should be provided with personal indexed catalogues exist. Open Networks for Learning14 03/2011 03/2011 15
  • 9. Jussi Ristikaarto, picture Janne Piippo n a combined effort to capitalize on Finlands success in various educational rankings and the growing reputation of being a top country in education sector excel- Exporting lence, Finnish businesses and education providers have com- bined forces and are now activelybrilliant futures operating under a unified brand, Future Learning Finland, repre- senting top-quality education from Finland. Future Learning Finland – a national education export clusterFinlands growing reputation as a top-ranking country in education and learning is spurring Future Learning Finland (FLF) is a govern- ducts from modern e-learning platforms contents as part of Finnish exportconcrete results. Thanks to increasing global demand, a way to export Finnish quality ment-backed program that was launched to state-of-the-art mobile learning solu- activities. From these elements, tailored in January 2011 to provide Finnish tions. solutions and next-generation learningeducation has been set up by the Finnish government. Future Learning Finland is a national educational solutions internationally, tai- Furthermore, the Finnish competence- experiences are developed and custo- lored to meet the needs of global customers. based vocational qualification system is mized to meet the clients needs.education export program, exporting Finnish educational know-how and learning solutions FLF brings together the top players from developed in close cooperation with com- National operating models cannot beinternationally. Finland with the best solutions, from panies to meet the ever-changing needs directly transferred to other environments private companies to educational and of the business life. It is an agile system and cultures, but learning and experiences research institutions. based on individual learning programs, can be shared. For example, future school Currently there are over 70 members allowing students to combine learning concepts package learning and expe- actively participating in the program. FLF with practical experience. riences as well as related services and is coordinated by Finpro and powered by technologies into practical solutions that three Finnish government ministries: the Education and learning – an comply with the culture and practical Ministry of Education and Culture, the important part of all export requirements of an individual country. Ministry of Employment and the Economy activities and the Ministry of Foreign Affairs. Veli-Pekka Niitamo, Director of Future We see brilliant futures Learning Finland, emphasizes the fact Mervi Palander, Project Manager at Finland: from outstanding that education and learning should not be Future Learning Finland, believes that the teachers to understanding viewed as separate entities from the export export cluster is tapping on huge interna- business viewpoint, but as a vital, organic parts of all tional potential and heading into the right Finlands brand as a leader in education export activities. direction. and learning has gained powerful mo- "We need to strengthen education "Education is a fast-growing interna- mentum in the recent years, fueled large- export as an essential part of other sectors, tional market sector, and we believe that ly by the success in PISA evaluations. for example, industrial products and ser- we have a lot to offer in this area. With Finnish cultural and societal values, com- vice solutions. Finnish companies should the help of Future Learning Finland, the bined with decades of fruitful work by the be able to offer their customers compre- whole Finnish export cluster will see new Finnish government in cooperation with hensive solutions that include education, possibilities in turning know-how into the educational sector have resulted in a learning and competence development exportable products and solutions", learning environment that constantly de- as organic parts of the whole. This way Palander says. livers top ratings in international compar- educational know-how could better sup- "To put it in a nutshell, we see all kinds isons. port other export sectors – and of course of brilliant futures for our customers, and Finnish teachers are in a league of their the other way around", says Niitamo. we want to help them make them into own, thanks to the Finnish teacher training. "Finland has a history of partnerships reality", she adds. All Finnish teachers are required to hold between the big industry and vocational Finland has vast educational benefits a Master’s degree, and their training training. Future Learning Finland utilizes to offer internationally. The supply of effectively combines research and prac- this experience to support export activi- services offered by Future Learning tice. Finland has a long tradition of high ties with the best educational solutions Finland is based on these benefits. FLF average results and low dropout rates, and services possible", Niitamo adds. is on the lookout for international part- which is telling of the efficiency and flexi- nerships to create the best possible Future Learning Finland has five • Teacher training bility of the system. Tailored and customized teaching and learning solutions for the main fields of expertise from which • Research-based education But its not enough to have excellent according to individual needs changing needs of global customers. the education export clusters com- • Learning environments (physical and virtual) teachers. In Finland, pedagogical know- Future Learning Finland can offer, among bined know-how and solutions are • ICT in learning ledge is combined with the latest tech- others, competence development, training created: • Competence-based vocational training nology in a creative ways. FLF members programs, collaboration tools, edutain- offer a wide range of services and pro- ment, virtual learning and learning16 03/2011 03/2011 17
  • 10. Antti Voutilainen, project information officer Match the Batteries projectMervi Jansson, Innovation Manager, Omnia – The Joint Authority of Education in Espoo RegionSatu Järvinen, Producer, Digital Learning, Omnia – The Joint Authority of Education in Espoo Region Developing participation in the information society: A CHALLENGE AND AN OPPORTUNITY FOR VOCATIONAL TEACHERS Multidisciplinary cooperation at InnoOmnia spa where business and administration students are on-the-job learners.The world around us is constantly changing. These changes are apparent in teaching and Information acquisition ”Modern students are Ms. Tauriainen is and networking skills born with their laptops” worried about this.learning. The big question is: "How will teachers respond and adapt to the challenges of the Vocational teachers need better informa- Technology changes learning environ- "Development in ICT is truly fast and at tion acquisition and networking skills. The ments and enriches learning. And more the same time, new pedagogical oppor-evolving environment?" rapid changes in today’s working life result is yet to come! The use of technology tunities emerge. At the moment, we have in ever evolving expertise requirements. across the board in teaching is now rare, some forerunners in our educational Even the jobs that have traditionally been but advancing into the right direction. Vari- institutions. In addition, we have average- seen as unalterable, like the role of the ous visual elements, audio and video clips, skilled teachers who perhaps master cer- teacher, will be undergoing changes. learning games, simulations and 3D virtual tain basics. But then there are those who Projects developing vocational learn- worlds… all enrich the students learning are struggling to come to grips with the ing environments aim to ensure the avail- experiences and help motivate them. changing ICT landscape and need support ability of competent labour in the future. ”Today students are born with their with even the most basic applications. The We need to ensure that those studying in laptops, and they may be more adept challenge lies in the need to increase the the vocational sector will be equipped with using them and benefitting from informa- number of forerunners, the daring exper- life-long learning skills in order to succeed tion technology than most of their teach- imenters and developers. At the moment, as graduated professionals. The vocational ers”, adds Ms. Tauriainen laughing. ”It is there are simply not enough of them." teacher of tomorrow is more of a coach, a quite demanding for teachers to accept Every teacher should be able to under-e must encourage teachers to step out counsellor or a learning sherpa. this situation but it can also be seen as a stand the possibilities that ICT offers andof the classroom, start networking, share Information acquisition is wider than resource. By recognizing these skills, the create individual learning paths and envi-their expertise and actively work towards traditional information retrieval. Teachers teacher can help the students excel in the ronments depending on the needs of thebuilding networks both inside and out- need to be able to foster new literacy classroom”, she adds. students.side of their organizations. The Finnish skills and take advantage of all forms of Future vocational teachers are co- Ms. Tauriainen sees that ideally ICT isNational Board of Education strongly learning; formal, non-formal and informal, learners and learning enablers, nimble not about the technology. It is an opportuni-supports such projects and has been encouraging students to build bridges to users of technology, always on the lookout ty to activate, direct and enhance learning.involved in furthering these initiatives", working life throughout their studies. Old for the latest developments. ”The tool should not dominate. It shouldsays Head of Unit, Counsellor of Education, The modern learning environment is essentially different from the classrooms we knew in the past century. habits die hard, teachers also need en- be a natural part of teaching so that the Authentic working life cooperation ia a must.Ms. Susanna Tauriainen, from the Finn- couragement to venture out and give new More forerunners are needed end result is a better learning experience.ish National Board of Education, Voca- technology and pedagogy a chance. The skill levels of Finnish vocational teach- That is the ideal but it also proposes ational Development. purpose of these themes is to enable virtual worlds. These experts come from Ms. Tauriainen says one of the many ers in information and communications challenge.” The Finnish National Board of Educa- swarming; ad hoc attacking problems or different parts of Finland, which allows the professional challenges of vocational technologies (ICT) are quite varied. Sometion has initiated a national project Nap- opportunities that go beyond the realms whole country to be represented. teachers today is the ability to tolerate teachers are highly enthusiastic aboutpiparisto − Match the Batteries, that aims of any one vocational institution. A national platform, www.opefooru- ambiguity. new technologies and the subsequentto coordinate vocational learning environ- The Match the Batteries-project also mi.fi, was developed partially to serve the ”Tolerating incompleteness is a chal- opportunities for teaching and counseling.ment development projects. brings together projects that can comp- Match the Batteries –project. The platform lenge in the modern society in which However the large majority still struggle to The key objective of the project is to liment one another and enables peer- promotes the activities of development information and communication technol- jump on the bandwagon.foster hyperconnectedness; building net- to-peer review and development. The projects in Finland and shares informa- ogies are used 24/7. Teachers need toworks of networks. The Finnish National overall goal is to have nationally imple- tion on professional development courses realise that teaching today is about con-Board of Education together with the mented action models for the entire and activities. The service provides devel- tinuous self-study and self-development”,project steering group has agreed on vocational sector. opers support in their often lone job and Ms. Tauriainen remarks.a selection of themes to be promoted The steering group of the Match the offers opportunities to network and shareacross all development projects. These Batteries-project consists of expert deve- experiences. Interviews: Susanna Tauriainen, Head of Unit, Counsellor of Education, Finnish National Board of Education, Vocational Development. Sanna Brauer, The Oulu Regionthemes include i.e. mlearning, enriched lopers of learning environments, each Joint Authority for Education OSEKK, School of Vocational Teacher Education. Nina Eskola, Pirkanmaa Educational Consortium. Riitta Karusaari, Rovaniemi Municipal Federation of Education. Pasi Mattila, Center for Internet Excellence CIE. Teemu Moilanen, University of Eastern Finland, Aducate - Centre for Training and Development.learning, working life cooperation and with their specific areas of expertise such Johanna Rintanen, Salo Region Educational Federation of Municipalities. Minna Taivassalo-Salkosuo, The Finnish National Board of Education. Jari Välkkynen,anticipating future competencies. The as mobile learning, learning games and Tavastia Vocational College18 03/2011 03/2011 19
  • 11. Tarmo Toikkanen and Jukka Purma, Aalto university Better teamwork in schools TeamUp encourages European teachers to utilize small teams of pupils in their classrooms.TeamUp is a free, open-source tool designed in the iTEC project to respond to the challenges ofclassroom teamwork. TeamUp is one of the first concrete results from the project, with more tofollow in the coming years. TeamUp uses a combination of several algorithms, utilizing information on pupils’ traits, social relationships, and interests, to create optimal teams. What TeamUp does topics they find interesting. Then, Team- next, and c) If they have any problems. A As our research group pondered the Up can create groups and ensure that teacher only needs about seven minutes challenges of teamwork, an idea emerged everyone gets to work on a topic he or between lessons to catch up with what all that could alleviate the concerns teachers she is interested in. teams have been doing. Other pupils can had brought up. TeamUp is a better tool TeamUp’s grouping algorithm takes also listen to all team updates and learn for group creation than randomness, self- into account each learner’s interests, what other teams are up to. assigned groups, whiteboards, or teacher additional requirements made by the notebooks, because TeamUp can take into teacher, and impossible combinations. It Try it yourself account more factors that may affect calculates optimal team mates for each TeamUp is being piloted within the iTEC learning outcomes. TeamUp knows the pupil and then finds a grouping solution project in over 200 classrooms around traits, habits, and social relationships of where a maximum fit is found. TeamUp Europe during the autumn of 2011. Team- the pupils. Based on this information, will remember the groups, so at the start Up works in a normal modern web browser.pupils cannot collaborate meaningfully TeamUp attemps to create as hetero- of the next lesson it is easy to remind pu- While newsflash recording requires Flashwithout some kind of structure. Usually genous groups as possible, unless the pils who they should be working with. support, other functions, such as viewingteachers split their pupils into small teacher has a reason to bring together When teams are working on something of newsflashes and voting, work on anygroups. Or do they? Teachers around pupils that share a skill, language, or other concrete and visible in the classroom, it is browser. The tool is freely available for useEurope have participated in iTEC parti- trait. TeamUp’s grouping algorithm avoids still feasible for the teacher to follow their by anyone to create functional teams. Teachers can add badges to each of their pupils, and decide each badge’s meaning as they wish. Usingcipatory design workshops and have in these badges, without knowing their meanings, TeamUp can still produce heterogenous groups, where best friends the problematic configurations that progress. But when work is done digit- You can check out the prototype at teamup.fact told us that pupils working in small don’t work together every time, and where pupils of varying skill levels have an opportunity to learn together. teachers are worried about. ally, work disappears from view. TeamUp aalto.fi.groups aren’t that common in many In inquiry based learning approaches, has a time saving method for monitoring The tool itself is published as openEuropean countries. Teachers are wary of each group focuses on one topic within a team progress. Each team can record source, so anyone is free to develop itdysfunctional teams, loss of control, criteria definition, and so forth. In nearly all on the numbers. The other way is to have more general theme. Pupils will be greatly newsflashes of up to one minute in length, further, either in collaboration with ourand the time required to monitor group of the scenarios the pupils were working the pupils create the groups themselves. more motivated to do proper inquiries using a web cam and a microphone. In team, or as a separate developmentprogress. Even teachers who commonly in small groups, but the scenarios Neither method guarantees functional if they can work on topics that they find each newsflash, the team should tell project. Keep in touch!use teamwork share these concerns. bypassed entirely the processes of form- groups, as self-assigned groups usually interesting. Pupils can tell TeamUp which a) What they’ve done, b) What they’ll do The significance of of teamwork arose ing, guiding, and monitoring of the small have friends always working together, andquite surprisingly in iTEC. The innovative groups, which turned out to be a major a random split is just that: random, withlearning scenarios that were being challenge for many teachers. no way to use additional knowledge of theprocessed contained activities such as the The traditional way to create small teacher on what has worked in the past. More information:use of outside experts, collecting data out- groups is to have the pupils in turn count teamup.aalto.fi itec.eun.org AVOIMET VERKOSTOT OPPIMISEENside of school, collaborative assessment from one to seven, and form groups based Open Networks for Learning20 03/2011 03/2011 21
  • 12. Anu Pruikkonen and Paul Nijbakker At its best – Optimal integration of support in eLearning effortKemi-Tornio University of Applied Sciences, located in the north of Finland, has made The roadmap towards the achievement ofa strategic choice to implement the majority of its adult education online. the elearning training goals. s of the year It came as no surprise, therefore, With regard to this, the strategic choice the e-learning support services at KTUAS of ICT skills in teaching. Such expertise needs. For example, if a teacher has 2000, Kemi- that a survey made at the universities of made by KTUAS has led to the organiza- have contributed heavily to the improve- building, from a training perspective, an idea about applying a new working Tornio Univer- Lapland in spring 2009 revealed signi- tion investing in two-pronged e-learning ment of the use of ICT in education and thus involves interaction among and between method online, but does not know how sity of Applied ficant variation in teachers’ e-teaching support services for teachers, covering the have played a role in the knowledge mana- the educational managers and heads to implement it in an online environ- Sciences has skills. The elearning tools are usually not technical and pedagogical aspects. This was gement and development processes in the of degree programmes, who are res- ment, a discussion with the support made use employed efficiently beyond the basic done to guarantee that e-learning could organization and beyond it. ponsible for the pedagogical deve- staff can help identify the best tools and of the tools level and new functionalities and methods be introduced organization-wide. E- Process development involves the es- lopment, on the one hand, and for the approaches to enable implementation. and methods are often not applied properly. However, learning support is provided in the planning, tablishment of information flows between e-learning support staff on the other. Furthermore, there is a variety of e-services needed to en- the development and application of new implementation, evaluation and deve- the core processes (teaching and learn- Joint planning and the skills management available that enable individual familia- able and sup- working methods online requires a proper lopment phases of the teaching process. ing) and the support processes. The skills it implies play an important role in the rization with new tools and methods. port a certain working knowledge of the tools and their At its best, e-learning support forms a requirements for this and the responses to development of ICT skills in education. All these features have been included in educational use. Additionally, it requires courage and shared blended learning experience for the those needs can be manifold. For example, Other kinds of participatory methods can the roadmap towards integration of teach-paradigm, which in 2003 led to the forma- curiosity on the side of the staff to extend teacher and the student. By employing a data obtained from course feedback, which also be used as tools for development. ing and teaching support services.tion of the eDegree model for the online im- and modify traditional working methods. variety of support and training models, forms a part of the university’s quality The definition of the new model and its The successful integration of teachingplementation of full degree programmes. At assurance system, is shared and dis- implementation are supported with tailored processes and support processes signifiesthe moment approximately 500 adult cussed by the tutor (and/or teachers) of face-to-face and/or remote staff training. transition from reactive problem solvingstudents study at KTUAS in degree the adult student group and a represent- One example of a training model provided to pro-active planning and anticipation.programmes that are partly or partly or ative of the support team, so that any by the e-learning support services is the Such integration requires that the ac-entirely conducted online and 96% of topical feedback finds its way directly to the so-called guided construction of online tors are committed to work together to-the staff is involved in teaching online. support team. The support services then courses, which focuses on the methodo- wards the new teaching and learning cul-In other words, the adoption of virtual react to the feedback by offering targeted logical planning of the teaching-learning ture. The integration functions, ideal-learning environments and supporting training at the unit or individual level. process. During the training, teachers ly, as a tool for strategic management,social media software and the teaching The feedback mechanisms, in addition work with and develop their own courses which helps introduce new methods intomethods suitable for these environments to the anticipation and determination of in collaboration with support persons. practice through managed processesconcerns all adult students and the majo- skills requirements, have resulted in the This training “in vivo” provides a better based on the required competences.rity of the staff, not only the pioneers. outlining of a variety of information and yield in terms of transfer of e-learning Adopting new teaching and learning Roughly estimated, only 5–10% of communication technologies, as well knowledge and skills than similar training methodologies requires collaborative andteachers who teach online are pioneers as pedagogical approaches, needed in “in vitro”, so to speak. In order to get the open working methods. Kemi-Torniowho continuously develop their online online teaching. Targeted staff training is best output from this process-integrated University of Applied Sciences made theteaching skills. This group employs the organised on the basis of these outlines. support and training, the teachers must strategic decision to implement the e-elearning support services efficiently, while Various tailor-made support and training be committed to the development of learning support services optimally, to thesimultaneously gaining new knowledge via efforts can be agreed on in jointly drafted their e-skills and participate in training point where they have become a peer de-participating in different online communi- development plans at the unit or individual that meets their needs. veloper for teaching staff during the wholeties and networks. The biggest target group level. This too is an element in the quality In addition to scheduled staff training, process from planning to evaluation andof the elearning support services is the ap- assurance system at the university. Heads naturally, there is support available for in- (re)development.proximately 80–90% of other teachers, of degree programmes may, for example, dividual needs on an ad-hoc basis. Allwho form a very heterogeneous group The outline of the goals of the elearning support effort. set aside a part of the staff development teachers can request the proverbial guide bywhen it comes to skills and attitudes. resources for training in the integration their side to cater for their personal training22 03/2011 03/2011 23
  • 13. Mervi Jansson Groups from many countries have visited InnoOmnia to experience the new learning culture. InnoOmnia can also be visited virtually in Second Life.InnoOmnia A visual boom – 21st century Mobile devices have brought the world of visual communication into InnoOm- nia. Students can make their own per-learning solutions sonal learning material and share it online with fellow-students. One example is a manual for a multi purpose loader. Students shot a video on “How to use a multi purpose loader”, sent it to YouTube and made a QR code. Other students could scan the code and watch the video on their iPads and iPods. Mobile devices are also used in vocational skills demonstrations. 3D virtual worlds can come in handy during the long cold Finnish winter. Landscape and design students used to sketch or make mock-ups of gardens, but now with their own virtual plots of land and a great variety of plants, gardens can be planted with a click of a mouse and presented to potential customers or future employers. Students with learning disabilities and immigrants who are struggling to master the Finnish language also benefit from using photos, videos and visual job aids. Entrepreneurs at InnoOmnia are learning At InnoOmnia students and entrepreneurs work closely together on joint projects. that many critical e.g. safety related issues at the workplace can be presented mentors advising, supporting and chal- level. The Finnish National Board of in a more illustrative way using visual lenging students to fulfill their potential. Education has selected InnoOmnia as material. Along with the new learning culture a teacher training centre offering short- and technology, professional develop- and long-term professional developmentOssi Nukarinen and Annina Cedersröm, newly graduated artesans, continue as entrepreneurs in InnoOmnias facilities. Mobile learning challenges ment programmes for the educational programmes focusing on lifelong learning existing practices sector have become an integral part of and building career, innovation and ICT Mobile devices challenge existing peda- InnoOmnia’s activities. Teachers need skills. Learning environment consultation gogy. The possibility to truely tailor content support, coaching and advice in order to and tailored professional development vocational learning environment. Today business challenges and students brain- and media takes individual study paths to take advantage of new technology and programmes are also available to interna- InnoOmnia learning solutions centre is storm and compete for the best solutions a whole new level. This is both an oppor- change existing teaching practices. tional partners. a part of Omnia, The Joint Authority of using social media. Omnia’s students, tunity and a challenge as teachers are In InnoOmnia, we believe learning Education in the Espoo Region. Students, staff and entrepreneurs are now develop- often less skilled with the devices than Well tailored education export should be an engaging and challenging staff and entrepreneurs representing ing the game format. students. In order for teachers to see the Finnish students have been successful process spiced with fun and laughter. We over ten different fields of business mix In the traditional model of vocational possibilities of mobile learning devices, in international assessment programmes coax those participating in our training and mingle. Cloud-based platforms and training, on-the-job learning is split into a they need to experience mobile learning and skills competitions. When foreign to step outside of their comfort zone, to mobile technology are natural extensions few modules completed at some point in themselves. The best outcome requires educational delegations visit Finland, answer the question why before to everyday life in InnoOmnia. time during a three-year programme. In technology, pedagogy and content know- we at InnoOmnia are often asked about rushing to the question how. You are InnoOmnia on-the-job learning starts ledge. Finnish teacher education. Although welcome to join us for a taste of the future Working and learning together during the first month of studies and Teachers are no longer the sole content Finnish schools have now become more of learning today.here learning for life is spiced InnoOmnia’s facilities include cosy continues until graduation. experts in InnoOmnia’s collaborative active in the field of education export,with entrepreneurship and cafeterias and other meeting places, InnoOmnia rents premises to entre- network. Students can use Skype or good learning outcomes are the primemobile technology where students and entrepreneurs can preneurs who are willing to share their Facetime to chat with each other or motivator for constantly developing,A small group of people began developing get together and share ideas. In Inno- expertise with teachers and students in entrepreneurs on and off campus. Learning testing and improving learning environ-the concept of InnoOmnia two years ago. Omnia everybody is a learner and a teacher. joint projects. Students start project-based becomes transparent when students blog ments and pedagogy.The ambitious goal was to find “out of One thing leads to another and ideas turn learning with InnoOmnia staff, and as their during the day about their on-the-job Education export is a rather newthe box” solutions for bringing students, into projects, business opportunities and skills develop, move on to more demanding experiences. Classrooms are no longer the concept in Finland even though pro-staff and entrepreneurs under the same funding. A good example of this is an projects and finally even get financial primary learning or teaching environment fessional development programmesroof, creating a new type of collaborative online game where entrepreneurs share compensation for their work. and teachers become coaches and have been actively offered on a national24 03/2011 03/2011 25
  • 14. Ari-Matti Auvinen, Senior Parter, HCI Productions OySocial Media for Learning– Who Are Involved? Modern learners have good basic day work of schools and educationalSocial media are becoming important in the teaching in schools and educational institutions. skills in social media, but the use of social institutions, issues emerge such as theWe often think of social media from the viewpoint of various applications as we consider media as a part of learning has not been working hours and effort required of very common so far. At the level of schools teachers and supporting staff, copyrightthe possibilities and uses of blogs, wikis, collaborative documents and users video and and educational institutions, it is important and respective compensation issues as for teachers and the units supporting them well as the possibilities for integrating theaudio clips. We know Blogspot, Wikipedia, YouTube and GoogleDocs as tools, but what sort to be able to utilize the benefits available use of social media into existing learningof structures are required for their use to be effective? through social media. The versatile teacher materials. training on many levels offered by the Good pioneering work concerning among ICT service providers are crucial for Finnish AVO (Open Networks for Learning) copyright issues has been done in Finland building opportunities for the use of social project in 2010–2011 forms a good through appropriately targeted public media. As users shift from traditional table- example of strengthening teachers skills in funding; this has taken place in the edu- tops to mobile devices, these fundamental the use of social media. cational sector, in particular, with the elements gain new emphasis. ocial media have The use of social media should not be outcomethatbothlearnersandteachershave Even though it is often claimed that fast become a founded on the enthusiasm of individual ample information and resources available legislation lags behind developments in part of our every- teachers alone; it should form an integral in many forms as distinct as guide booklets ICT, Finnish legislation has developed quite day lives. A part of the work in schools and educational and model contracts. Regardless of this, well and has kept on a par with European 2010 study by institutions. To use a nearly clichéd expres- the joys of proprietorship seem to triumph legislation. Statistics Fin- sion: social media must be a part of school over the joys of sharing, but we may hope land tells us strategies. We must also note that the that the situation in this sector changes as Advance Together that 76 % of the possibilities of using social media are time goes by. Social media form versatile, diverse pheno- young people greatly influenced by the work conducted Social media offer new challenges for mena that are not limited to individual in the ages of in other learning environments. These teachers time management, but these application providers. Social media for 16-24 use the learning environments include, for example, challenges seem more difficult to over- learning and teaching awaken interest inInternet several times a day, 83 % have museums, other media and their Internet come for teachers who have not tried using many parties even though its significanceregistered as members in social me- applications and web communities. A social media in their own work than they is only now becoming clear for manydia communities, 67 % follow a social particularly important feature is the availa- seem for those who have done so. It is of these parties. Similar to many othermedia community daily, and 64% have bility of our national resources for enriching evident that the pace and dynamics in emerging issues, social media, in the firstread blogs (Official Statistics of Finland, the contents for social media. Such social media differ from those in traditional phase, cause some people to react withUse of information and communications important resources include e.g. the face-to-face education. In addition to time suspicion and defensiveness.technology, September 2011). Young National Digital Library project and the management, it is important to agree on Promoting the benefits of social medialearners are therefore perfectly prepared contents offered by Yle, Finlands national the use, enhancement, editing and distri- to, however, requires multidisciplinaryto use social media in their learning; public service broadcasting company. bution of various resources. cooperation of many kinds among thehowever, teachers in most schools and Today we may claim that an important Regarding the availability of study books different parties. In the Finnish society, weeducational institutions seem to be less part of the national culture and identity and other learning materials, we noticed have a strong, long tradition of cooperationprepared to use these ICT tools than their consists of the availability of the whole in the 1990s that publishers of learning among the key parties, and now is the timestudents are. spectrum of works of national culture in materials quickly adopted the use of CD- to put a joint effort into developing the use We know very many different types significance for the use of social media in relations in view of certain operations. the digital form. ROMs and Internet materials. So far, there of social media for learning and teaching.of social media communities and appli- teaching and learning. Traditional stakeholder analyses study has not been similar enthusiasm evidentcations but we do not often consider the competitors, suppliers, public authori- Versatile Interest in for the use of social media; therefore, thererequirements and preconditions involved Learners Are the Most Important ties etc. whereas modern interest-group Social Media is still potential untapped in social media AVOIMET VERKOSTOT OPPIMISEENin the use of social media. I base my Stakeholders analyses use key customers as the starting As a phenomenon, the use of social for personalising, enriching and diversifying Open Networks for Learningreview on the chart in Figure 1, in which Stakeholder analyses are used in point. From the points of view of teaching media is new and growing rapidly, and learning materials.I present the key stakeholder groups business administration to determine the and learning, the key customers are, of therefore, it is also an object of doubts and We often forget that a well-functioningwhose operations are of essential key-position players and their mutual course, the learners. expectations of many sorts. In the every- ICT infrastructure and proper competition26 03/2011 03/2011 27
  • 15. Hannu Kärkkäinen, Tampere University of TechnologyJari Jussila, Tampere University of TechnologyHanna Nordlund, Innopark AVOIMET VERKOSTOT OPPIMISEEN Open Networks for Learning Facilitating learning from customers by social media in business–to–business sectorSocial media is changing both internal and external organizational practices by creating newopportunities for interaction and learning across organizational boundaries. n the basis Examples have slowly started to is not only two-way, but actual community of our re- emerge where B2B companies have interaction, in which not only the compa- search, we demonstrated how learning from and ny but also its customers can learn from believe that with customers using social media can be each other’s problems and best practices. companies accomplished. Angel.com’s product Furthermore, an interesting and rather still fail to managers use wikis in defining product recent form of interaction in innovation take advan- requirements and use cases. The company is usertoolkit– supported interaction. tage of the has a public wiki, where each registered This type of innovation involves the use learning op- user can contribute by editing technical of various configurator and design tools, portunties documents, sharing use cases and best and it seems to clearly benefit from so- from custo- practices. The company has also set cial media and communities. Good cases mers [2][3]. up a dedicated wiki with their strategic in point are business-to-consumer com-Instead, social media is primarily seen partners for more private and secure munities such as Legos Mindstorms andas a marketing channel. It seems that interaction. Crescendo Designs uses Threadless.coms T-shirt design commu-there is an interest in broader utilization the virtual reality platform Second Life to nity.of social media but companies lack un- help their clients review and modify the de- User toolkits combined with socialderstanding and encouraging examples signs, for example, by trying out different media and community interaction are very[4]. Moreover, the business-to-consumer material and colour choices. In a shared interesting from B2B customer learningcontext has been emphasized while space the architect and the customer can point of view. Customers not only can for designing a 3D room, creating a best with the product, what comple- customers to create better products andthe business-to-business (B2B) context move the location of walls, windows and devise and customize solutions for moodboard, and creating design compe- mentary products go best with the service innovations (www.tut.fi/soita). Inhas received less attention. ceilings in order to make design changes their own needs without the company titions. In the case of furniture manufac- product, and so on. In the case of a this project we aim to create encouraging However, learning from customers is before the design goes into production. ever learning the needs in detail. Custo- turing, a firm could, for example, organize construction company specialized in examples in Finland.more easily said than done. Organizational Protech Associates uses different Web mers can even learn from their own needs. a design competition for consumers or office construction, the firm could benefitlearning is essentially based on some 2.0 applications to track the use of This takes place, for instance, when cus- designers to design an ideal living room from the same ecosystem by allowingsort of feedback as well as real world product documentation by customers tomers experiment with solutions and featuring their products. It is possible to its customers to design or fine-tuneexperiences. One important challenge and to collect real-time feedback from simulate real-world experiences even set up a competition and publicize it for their office spaces, thus providing per- Our research project SOITA focuses especially onof learning from customers is essentially customers. By integrating information when their solutions do not exist in the the public to vote for their favourite entry. sonalization as self-service. how B2B companies can better interact with anddue to the limitations of customers being from the end users, the company is able real world. In the MyDeco interior design This approach enables the company to tap Our research project SOITA focuses learn from their customers to create better products and service innovations (www.tut.fi/soita). In thisable to imagine and give feedback about to gain insight into what the customers community customers can test colour into the crowds’ design choices – for especially on how B2B companies can project we aim to create encouraging examples insomething that they have not themselves are searching and finding, which allows combinations, furniture combinations etc. example, which materials or colours work better interact with and learn from their Finland.experienced [1]. This means that, using the company to assess how well it is do- The users can also get feedback fromtraditional methods such as interviews ing and to priotize its backlog of develop- their contacts and other users by easily Referencesand surveys, companies encounter dif- ment actions. sharing solutions through social media. [1] Von Hippel, E. 2005. Democratizing innovation. The MIT Press. [2] Jussila, J., Kärkkäinen, H. and Leino, M. 2011. Social Media’s Possibilities for Improving Business-to-Business Customer Interaction and Understanding.ficulties in understanding, learning from The examples of Crescendo and Pro- In addition to providing a marketplace The Proceedings of the XXII ISPIM Conference (Hamburg, Jun. 2011).and meeting the hidden or latent needs tech Associates highlight the possi- for interior design products, MyDeco [3] Kärkkäinen, H., Jussila, J. and Janhonen, J. 2011. Managing customer information and knowledge with social media in business-to-business companies. Proceedings of the 11th International Conference on Knowledge Management and Knowledge Technologies (2011), 17.of their customers. bilities of two-way interaction, where- provides several design tools for the [4] Kärkkäinen, H., Jussila, J. and Väisänen, J. 2010. Social media use and potential in business-to-business companies’ innovation. as the interaction created by Angel.com individual consumer. These include tools Proceedings of the 14th International Academic MindTrek Conference: Envisioning Future Media Environments (2010), 228–236.28 03/2011 03/2011 29
  • 16. The Association of Finnish eLearning Centre www.mba4phd.com — Promoter and Network- MBA Creation of the MBA program is supported by the European Commission. The development work of the new program builder in the Finnish PhD is carried out in an Erasmus project MBA4PhD, during the project period 2010–2013. e-learning branch Science Prifysgol Cymru Academi Fyd-eang to Business he Association of seeks domestic e-learning solutions and Our expertise is based on the know- Finnish eLearning enhances the innovation and quality of ledge of our members and associates. EducationFinder End-to-End eLearning Worldwide eLearning Centre is an inde- pendent, national e-learning products. The Association serves as a co- The goal of our data service is dispersing current, well-working practices andMARKETING non-profit organiza- operation forum for e-learning interest creating fresh information. Theme group ORGANISATION tion that promotes groups, provides expert services and activities promote networking and Teacher Training the use of e-learn- spreads information about e-learning. learning from one another. Discussion, Partners EducationFinder ing and digital educa- We help e-learning professionals and learning and education seminars deliver Local Agents Customers Financing Schools Fees Helsinki College Stockholm College tion solutions in Finn- other stakeholders reach their goals and expertise and promote networking. Ministry Health Care Organisations Min of Education EU, AfDB, WB UN ish companies and bring out their know-how. We also pro- Social Media Min of Health MKFC organizations. It was mote research and work to contribute to Rural Area established in 2002. the usability of the results achieved in the Development MKFC Stockholms Folkhögskola Our purpose is to branches of e-learning and e-studying. develop and increase We co-operate with the best experts the skills and know- and provide up-to-date information ledge of e-learning in about research, development, trends and education, teaching experiences concerning e-learning. We and business operations. We organize promote sharing of knowedge, best annual events such as meetings, semi- practices and quality in e-learning. We nars and briefings for our members. also distribute information and act as The largest national event is the Digital an interface for finding partners, such Competence and Learning -conference, as experts and service providers, on which is organized traditionally in Novem- the Finnish e-learning market. ber in Hämeenlinna. Our networks offer contacts to The Association is a national meeting the producers and users of e- point which provides networking links learning services We for the Finnish e-learning projects and provide leading regional clusters and helps create speakers in contacts among companies, organi- the field zations and individuals. As of 2008, of e-learn- we have been coordinating a signi- ing for a ficant Finnish national project Open variety Networks for Learning –(AVO) which of seminars promotes open learning resources and and workshops. We participate in the open content production, virtual and drafting of the national e-learning policy online learning environments and social and in the work of the Finnish Digibusi- media tools, peer-production and open ness Cluster programme. source solutions for schools. Operating through a national network, there are a dozen organizations and tens of experts involved in the AVO-project. Contact information Association of Finnish eLearning Centre The Association of Finnish eLearn- info@eoppimiskeskus.fi ing Centre is the organiser of the an- www.eoppimiskeskus.fi nual eEemeli e-learning competition for domestic e-learning products, services or policies produced or owned by the participating company. The competition AVOIMET VERKOSTOT OPPIMISEEN Open Networks for Learning30 03/2011 03/2011 31
  • 17. 02/2008Members of the Association of Finnish eLearning CentreOrganization members:3T Results Ltd. Kopiosto Otava Publishing Company Ltd.www.3tratkaisut.fi www.kopiosto.fi www.otava.fiAalto Pro Laurea University Otavan Folk High Schoolaaltopro.aalto.fi of Applied Sciences www.internetix.fi www.laurea.fiAEL Oy Päivi Kunnas Oywww.ael.fi Markkinointiviestintä 42 www.42.fi Somea OyAmbientia Ltd. www.somea.orgwww.ambientia.net Mediamaisteri Group www.mediamaisteri.com Suomen oppimispelit ryCity of Hämeenlinna www.suomenoppimispelit.fiwww.hameenlinna.fi Metaverstas Oy www.metaverstas.fi Technology Centre Innopark Ltd.Consulo Oy www.innopark.fiwww.consulo.fi Mikrolinna Oy www.mikrolinna.fi TIEKE Finnish InformationDiscendum Oy Society Development Centrewww.discendum.com Mobiletools International Oy www.tieke.fi www.mobiletools.fiEximo5 Oy Tmi NewTECwww.eximo5.fi Nethunt Oy www.newtec.fiFronter Oy NetOp Finland Oy Valopi Oywww.fronter.fi www.netopfinland.fi www.valopi.fiHCI Productions Oy Palmenia Center WordDivewww.hci.fi for Continuing Education www.worddive.com www.helsinki.fi/palmeniaHAMK University WSOYPro Ltd.of Applied Sciences Pedapoint Oy www.wsoypro.fiwww.hamk.fi pedapoint.wordpress.comInnowise Oy Orxter Ltdwww.innowise.fi www.orxter.comSupporting members:Association for Festo Oy, Didactic Nordea Bank Finland Abp,Educational Activity www.festo.fi Hämeenlinna Officewww.ok-opintokeskus.fi www.nordea.fi IMC AG c/o Genergia KyDIGIBUSINESS cluster www.genergia.fi Siikaranta Institute, Espooprogramme www.siikaranta.fiwww.digibusiness.fi Kymenlaakson ammattikorkea- koulu, University of Applied Tampere Vocational AdultDigital Lessons Finland Oy Sciences Education Centre TAKKdigitallessons.com www.kyamk.fi www.takk.fiDikaios Oy MJK Institute Vero-opistowww.dikaios.fi www.mjk.fi www.vero.fiEconomic Information Office MKFC Helsinki College WinNova West Coastwww.tat.fi http://www.helsinkicollege.fi/ Education Ltd www.winnova.fi32 03/2011

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