Engaging Learning Environments – blending physical, virtual, social and mental spaces of learning Prof., Vice Dean Kirsti Lonka University of Helsinki, Finland & Karolinska Institutet, Sweden Teemu Patala, Context Learning Finland Oy
Interest is a psychological state that is characterized by an affective component of positive emotion and a cognitive component of concentration (Hidi & Renninger, 2006)
Interaction between a person and surrounding context
Prior knowledge is related to interest experience (Alexander, Jetton & Kullikowich, 1995)
Students who experienced more interest also showed more persistence, and performed better in a recall test (Ainley, Hillman & Hidi, 2002)
What is INTEREST?
THE FOUR-PHASE MODEL OF INTEREST (Hidi & Renninger, 2006)
Situational interest (CATCH)
Individual interest (HOLD)
Instruction promoting interest? (Tsai et al, 2008)
If the teachers control too much, students’ emotions are less positive
Cognitive automy support gives students an enhanced sense of control
Cognitive autonomy is supported during lessons where students’ prior knowledge and understanding are activated and the aims are transparent
Such lessons are associated with more enjoyment and interest!
Activating and diagnosing , catching interest, setting context and goals, starting the process. Assessing change, deepening interest – what new was created? – what should be developed? The goal, summative evaluation Diagnostic evaluation, feed forward Diagnostic evaluation, feed forward Fostering the learning process and reflective thinking , maintaining interest , (face to face, P2P, virtually etc.), creating new knowledge or new practices DIAGNOSE ACTIVATE OBSERVE CHANGE FOSTER LEARNING Activating and engaging learning methods (Lonka & Ahola, 1995; Hakkarainen ym., 2004; Lonka & Ketonen, 2011) Feedback
Diagnosis, activation The process of knowledge creation starts with diagnosing current (shared) mental models and activating previous knowledge. The group has to acknowledge their needs for betterment, set goals, and start the process.
The learning process The group starts to create new knowledge, new ways of thinking and new ways of acting. This may take place face to face, P2P, on the net, by self study, etc. The facilitator gives constructive feedback.
Evaluation What has changed? What kind of new practices, ideas, or products have been created? Were the goals met – or even exceeded? Both the process and the product must be evaluated. What can we do better next time?
Ainley, M., Hillman, K., & Hidi, S. (2002). Gender and interest processes in response to literary texts: situational and individual interest. Learning and Instruction, 12 (4), 411-428.
Alexander, P. A., Jetton, T. L., & Kullikowich, J. M. (1995). Interrelationship of knowledge, interest and recall: assessing a model of domain learning. Journal of Educational Psychology, 87 (4) , 559-575.
Csikszentmihalyi, M. (1988). The flow experience and human psychology. In: M. Csikszentmihalyi & I.S. Csikszentmihalyi (eds.), Optimal experience. Psychological studies of flow in consciousness (15-35). Cambridge, MA: Cambridge University Press.
Csikszentmihalyi, M., Rathunde, K. & Whalen, S. (1993). Talented teenagers. The roots of success and failure. Canada: Cambridge University Press.
Hakkarainen, K., Lonka, K. & Lipponen, L. (2004). Tutkiva oppiminen. Järki, tunteet ja kulttuuri oppimisen sytyttäjinä. Porvoo: WSOY.
Hidi, S. & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41 (2), 111-127.
Ketonen, E. (2011). Kiinnostusta vai ahdistusta? Opettajaksi opiskelevien akateemiset tunteet, motivaatio ja opiskelun ongelmat suhteessa hyvinvointiin ja menestykseen aktivoivalla luentokurssilla. University of Helsinki. Department of teacher education. Unpublished master´s thesis.
Lonka, K. & Ahola, K. (1995). Activating instruction - how to foster study and thinking skills in higher education. European Journal of Psychology of Education, 10 (4), 351-368.
Lonka, K. & Ketonen, E. (submitted, 2011). Engaging learning – how to make lectures more activating? Studies for the Learning Society .
Muukkonen, H., Hakkarainen, K., Jalonen, S., Kosonen, K., Heikkilä, A., Lonka, K., Inkinen, M., Salmela-Aro, K., Linnanen, J., & Salo, K. (2007). Process- and context-sensitive research on academic knowledge practices: developing CASS-tools and methods. Proceedings of the Computer Supported Collaborative Learning Conference. Rutgers University, New Jersey, USA, July 16-21, 2007.
Scardamalia, M. (2002). Collective cognitive resbonsibility for the advancement of knowledge. In B. Smith (eds.), Liberal education in a knowledge society (67-98). Chicago: Open Court.
Tsai, Y.-M., Kunter, M., Ludtke, O., Trautwein, U., & Ryan, R.M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100 (2), 460-472.
Prof. Kirsti Lonka Faculty of Beh Sciences References (2/2)