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.

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 schools
16 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. Let's 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 coordinator
tamminen@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 EduFinland
makelapauliina@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 digital
The cloud is a metaphor for the internet and Cloud Computing is a metaphor for a techno- working environments and social
media. For more information, see
logical 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 the
broadband 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 learner's 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 transparent
A 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 health
As 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 other
The digital ecosystem wishes to model an Environment com/ organizations for teaching.
The Sámi Education
online environment for networked organi-
VUOSTTAS LÁVKI, Institute, a vocational http://www.sogsakk.fi
zations in which they can cooperate, share a prestudy project school
information and develop technologies and
business 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 for
2002). The concept is based on Moore's 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 are
tems refer to distributed, self-support- new for libraries but are clearly challenging them to enhance
their operations. Particular attention is paid to the further
ing 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 the
nities 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-
Web
maintain 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. Providing
the 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.pdf
6 03/2011 03/2011 7

5. Tiina Front-Tammivirta, picture Anne Rongas
AVO pearls
and diamonds
sparkle
The 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). These
are 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 project's peer pro- distant as the Helsinki metropolitan area and online. The project's 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 Skype's 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 has
SoMe 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/Qelluntai
among 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/Sometupikkujoulut10
external 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_ITK10
network formed a good test bed for the contribute and participate in the writing way in an organization's social network use a Twitter account. During this autumn, These experiences are also applicable for http://sometu.ning.com/group/matkatoimistosome
use 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=som
communication 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 Sometu's 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.com
been 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.fi
and project participants in areas as a case report, which is also available weekly brief, which we distribute via an Open Networks for Learning
8 03/2011 03/2011 9

6. Joanna Kalalahti
Creating a virtual coffee room
for a project network:
EXPERIENCES OF THE USE AND
SELECTION OF A COMMUNICATION
TOOL IN A DISTRIBUTED NETWORK
The significance of diverse networked discussion tools has increased as networking and
teleworking have become more common. Open Networks for Learning (AVO), a large,
distributed Finnish project network, has also made use of communication tool to create a
virtual room for the project participants. Hence, the selection of the right tool has been
challenging. 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 people's 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 critical
tool. 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 and
en 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 not
and 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 of
effortlessly 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 OPPIMISEEN
It 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 Learning
common 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 have
enable communication. gain more new insights if people spent fulfilled its purpose well. of Yammer are not extensive, but they been collected from surveys which
10 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 for
The 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 for
Dream 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 learning
centre. 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 the
important 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 Dream
and 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 from
scrutinized 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 improved
ficult, but we know that learning to to be Open Source. They may be proprietary • Services meet the pupils’ and teachers’ needs better than before
cope with change will be an extremely as well. The only requirement is that they learning is a more positive experience
important skill. ICT was redesigned to have the open application interface to
equip the learners with tools that enable communicate with the Dream School
effective searching and processing of in- platform. Additional reading:
formation, compilation of personal learn- The end result is a school intranet that
ing 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=213348
remote 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.pdf
more 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 at
12 03/2011 03/2011 13