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Encounterslonka2013long
 

Encounterslonka2013long

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This is my keynote on Friday 22, 2013 www.encounters13.org Haaga-Helia and Laurea Porvoo Campus, Finland

This is my keynote on Friday 22, 2013 www.encounters13.org Haaga-Helia and Laurea Porvoo Campus, Finland

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  • If you want to hear more about the Gap between Digital natives and educational practices in English: http://www.youtube.com/watch?v=LwjpjmdRD7I Anthony Salcito and Kirsti Lonka (Youtube)

    In Finnish Studia Generalia February 28, 2013: You can see the video: http://video.helsinki.fi/Arkisto/tallenne.php?ID=20189
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  • It would be interesting to hear your keynote in order to understand the cap we should mind.
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    Encounterslonka2013long Encounterslonka2013long Presentation Transcript

    • Classroom of tomorrow - Professor Kirsti Lonka, Vice Dean Faculty of Behavioural Sciences University of Helsinki, Finland Twitter @kirstilonka #encounters2013Faculty of Behavioural Sciences / Professor KirstiLonka, 2013 www.helsinki.fi/yliopisto 1
    • BACKGROUND• The level of teacher education in Finland is highest in the world – Master’s degree is requirement• Statistically, it is more difficult to get in to teacher education programs (elementary school) than to medical school or law school• Elementary teachers stay with the same children for several years – they have 13 subjects to master, even they specialise in two• Music, arts, handicraft, domestic skills and sports are all included in the study plans• Autonomous teachers, no standadised tests, long holidays, short school daysFaculty of Behavioural Sciences / Professor KirstiLonka, 2013 www.helsinki.fi/yliopisto 2
    • The Bulimic Learning Model • The aim of instruction is to fill in a container (human mind) • Take in knowledge, spread it on the exam paper, then forget • The goals are defined in quantitative terms ”Students know 60 %” • How does this promote learning, engagement or motivation? www.helsinki.fi/yliopisto 3
    • The Double Helix of the Teacher• Trying to maintain the old practices and simultaneously trying to be innovative• You must give up something or to change something• Sense of duty makes people the more exhausted, the more complex their working environment becomes• Can we reorganize our spaces of learning? Faculty of Behavioural Sciences / Professor Kirsti www.helsinki.fi/yliopisto 4 Lonka, 2013
    • Distributed intelligence? Materially - Ajattelun ulkoistami- nen - Ideoiden kehittely distributed - Ulkoinen muistikent- täintelligence Socially distributed intelligence Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 5 Wireless network of intelligence
    • www.indoorenvironment.orgCreating new solutions for designingschools and universities in Finland Prof Kirsti Lonka et al. 2011-2015 WP4 Task 1.1 Learning Environments
    • Mind the Gap Project Academy of Finland Kirsti Lonka Mind Program Katariina Educational Salmela-Aro, psychology Adolescent research development and group, Department wellbeing research of teacher group, University of education, Univers Jyväskylä & Helsinki ity of Helsinki Collegium Kai Kimmo Alho Hakkarainen, TecBrain, attention and hnology- memory networks mediated collabo- research rative learning group, Helsinki group, DepartmentCollegium, Universit of y of Helsinki Education, Universit y of Turku Lonka, 2013 2013-2016 Faculty of Behavioural Sciences / Professor Kirsti www.helsinki.fi/yliopisto 7
    • The Aims• The project integrates educational, developmental, socio- emotional and neuroscientific approaches to examine the development of minds of so called “digital natives”, who have, from the very beginning of their life, been socialized to use information and communication technologies (ICTs).• There appears to be a gap between the digital youth and the educational practices and the minds of previous generations. Faculty of Behavio ural Science s/ Profess or Kirsti Lonka, 8 www.helsinki.fi/yliopisto 2013
    • Digital immigrants,Digital natives are assumed to in contrast, use ICTs have thorougly intellectually as weakly integrated socialized to use ICTs external tools Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 www.helsinki.fi/yliopisto 9
    • Gap between digital natives and educational practicesDigital natives’ practices Educational practices• Flexible use of digimedia • Traditional media• Multi tasking • Linear and sequential• Intellectual ICT protheses • Pure mental performance• Internet searches • Limited textbook content• Working on screen • Paper and pencil• Making and sharing in groups • External performance• Extended networks • Closed classroom community• Knowledge creation • Bulimic learning Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 www.helsinki.fi/yliopisto 10
    • Prof. Kimmo Alho: MIND THE BRAINHow technology and social networks shape our brain Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 11
    • MAGNETOM Skyra 3.0 T (Siemens) magnetic resonance imaging (MRI) scannerAdvanced Magnetic Imaging (AMI) Centre, Aalto University Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 12
    • Navigation-related structural change in the hippocampi of taxi drivers © 2002 W. W. Norton Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 13 Maguire et al., PNAS, 2000
    • © 2002 W. W. NortonFaculty of Behavioural Sciences / Professor KirstiLonka, 2013 14 Bickart et al., Nature Neuroscience, 2011
    • CAN WE MULTITASK? Functional magnetic resonance imaging (fMRI) Auditory and visual phonological tasks performed separatelyAudVisBothN=15 Dual tasking: Phonological vs. simple auditory and visual tasks Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 www.helsinki.fi/yliopisto 15 Salo, Rinne, Salonen & Alho, Brain Research, in press & Salo et al., in preparation
    • Turning the classroom upside downA timelapse video from Minerva Plaza – Engaging Learning environment for teacher education: Vimeo.com/60818003 Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 www.helsinki.fi/yliopisto 16
    • FLIPPED CLASSROOM ANDMOOC? WHAT ON EARTH• Flipping classroom upside down by making used of social and technological (material) resources• The valuable time we spend at school is not ment to be used for knowledge transmission• Much more engaging to study contents in an engaging way and then elaborate on them and create knowledge in the classroom• There is so much global knowledge and wisdom, easily accessible, that the teacher can focus on their basis task – fostering student learning!Faculty of Behavioural Sciences / Professor KirstiLonka, 2013 www.helsinki.fi/yliopisto 17
    • Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 www.helsinki.fi/yliopisto www.helsinki.fi/yliopisto 18
    • Creating new knowledge practices (Hakkarainen, 2009)• Collectively cultivated knowledge practices (even more than personal beliefs) determine the nature of learning• “Knowledge practices’ are social practices related to working with knowledge, i.e., personal, collaborative, and institutional routines; these include repeated procedures for carrying out learning tasks and creating epistemic artifacts• In order to change our ways of learning, we need to transform our knowledge practices – technology is one tool for doing this www.helsinki.fi/yliopisto 19
    • Dimensions of technology-mediated collaborative learning (by Kai Hakkarainen)Knowledge Building Knowledge-practiceApproach Approach Putting Putting social students ideas practices to in the centre the centreThe “copernican Technologyrevolution” that puts enhancesstudents’ ideas (and learning onlyknowledge objects) throughinto the centre ofeducational activity. transformed social practices
    • July, 2012 May, 2012Aug 6, Aug 7,2012 2012 Faculty of Behavio ural Science s/ Profess or Kirsti Lonka, 21 2013
    • Connecting people and ideas!Faculty of Behavioural Sciences / Professor KirstiLonka, 2013 www.helsinki.fi/yliopisto 22
    • Collaborative knowledge constructionFaculty of Behavioural Sciences / Professor KirstiLonka, 201323 www.helsinki.fi/yliopisto
    • COLLABORATIVEKNOWLEDGEBUILDING INLARGE GROUPS• SMART podium maintains eye contact SMART podium with the audience• Flinga application helps the students tojoin collaborative knowledgeconstruction during session(now a pc with touch screen is enough)• Boundaries between virtual and F2Fshall disappear Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 24
    • Measuring optimal motivationalstates with CASSQ mobile apps Faculty of Behavio ural Science s/ Profess or Kirsti Lonka,25 www.helsinki.fi/yliopisto 2012
    • Pictures from Oulu UBIKOproject: University trainingelementary schoolFaculty of Behavioural Sciences / Professor KirstiLonka, 2013 www.helsinki.fi/yliopisto 26
    • Oulu University Training Easy to regroup theSchool furniture Classroom: Flexible, private Team corridoor: Half private, for self-regulated learning By Olli Niemi www.helsinki.fi/yliopisto 23.1.2013 27
    • Faculty of Behavioural Sciences / Professor KirstiLonka, 2013 28
    • Faculty of Behavioural Sciences / Professor KirstiLonka, 2013 29
    • Faculty of Behavioural Sciences / Professor KirstiLonka, 2013 30
    • Faculty of Behavioural Sciences / Professor KirstiLonka, 2013 31
    • Faculty of Behavioural Sciences / Professor KirstiLonka, 2013 32
    • Vision for Future?Pedagogical, P2P, F2F, virtual ja mobile combined.Flexible physical spaces and variety of collaborative knowledge building activitiesTeachers (and students and parents) collaboratively create new knowledge practicesEmotions and motivation matter! (Lonka & Ketonen, 2012)http://versita.metapress.com/content/6604263706320662/fulltext.pdfPedagogical leadership developes to support engaging learning solutionsTransgenerational and intercultural learning flourishes www.helsinki.fi/yliopisto 33