Lonka ewf2013

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My presentation at www.ewf2013.org
Education World Forum, London January 29, 2013 Westminster Great Hall

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Lonka ewf2013

  1. 1. The future of learning in Finland Mooc, flipped or what? - Professor Kirsti Lonka, Vice Dean Faculty of Behavioural Sciences University of Helsinki, Finland Twitter @kirstilonka #mindgap Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 1
  2. 2. BACKGROUND • The level of teacher education in Finland is highest in the world – Master’s degree is the requirement • Statistically, more difficult to get in to teacher education programs (elementary school) than to medical 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, short school days, long holidays, hardly any standardised testsProfessor Kirsti Lonka, University of Helsinki 31.1.2013 2
  3. 3. What kinds of thing botheredFinnish teachers in 2013?• Work engagement and well-being• Triple demands > technology vs. old study plan, increasing interculturalism• Students using technology outside school, mainly for entertainment• Maintaining mother tongue (Finnish, Swedish)• Units becoming too big, too much centralisation?• Study plans – are they too restrictive ?• How much you dare to use your own creativityProfessor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 3
  4. 4. The Double Helix of the Teacher• Trying to maintain the old practices and simultaenously trying to be innovative• You must give up something or to change something!• Sense of duty makes people the more exhausted, the more complex your working environment becomes (Hakanen, Schaufeli)• Less is more! www.helsinki.fi/yliopisto 31.1.2013 4 Professor Kirsti Lonka, University of Helsinki
  5. 5. FLIPPED CLASSROOM ANDMOOC? WHAT ON EARTH• Flipping classroom upside down by applying a making used of new social and technological (material) resources• The valuable time we spend at school is not ment to be used for knowledge transmission or monologues.• Much better 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!Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 5
  6. 6. Mind the Gap Project Kirsti Lonka Academy of Finland Katariina Educational Mind Program Salmela- psychology Aro, Adolescent research development andgroup, Department wellbeing research of teacher group, University ofeducation, Univers Jyväskylä & Helsinki ity of Helsinki Collegium Kai Hakkarainen, Tec Kimmo Alho hnology-Brain, attention and mediated collabo- memory networks rative learning research group, Department group, Helsinki ofCollegium, Universit Education, Universit y of Helsinki y of Turku 2013-2016 www.helsinki.fi/yliopisto
  7. 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. 7 www.helsinki.fi/yliopisto
  8. 8. Digital immigrants,Digital natives are assumed to in contrast, use ICTs have thorougly intellectually as weakly integrated socialized to use ICTs external tools Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 8
  9. 9. Gap between diginatives’ and educational practicesDiginatives’ 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 www.helsinki.fi/yliopisto
  10. 10. The future of Finnish teacher education Has already started in 2012 Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 10
  11. 11. www.helsinki.fi/yliopistowww.helsinki.fi/yliopisto 11
  12. 12. July, 2012 May, 2012Aug 6, Aug 7,2012 2012 Faculty of Behavio ural Science s/ Profess or Kirsti Lonka, 12 2012
  13. 13. Connecting people and ideas!www.helsinki.fi/yliopisto
  14. 14. Collaborative knowledge construction14 www.helsinki.fi/yliopisto
  15. 15. COLLABORATIVEKNOWLEDGECONSTRUCTION INLARGE GROUPS• SMART podium maintains eye contact SMART podium with the audience• We use Flinga application so that the students can join collaborative knowledge construction during session• Boundaries between virtual and F2F shall disappear•The latest version of Flinga may be usedwith ordinary laptops! Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2012 15
  16. 16. Measuring optimal motivationalstates with CASS mobile apps Faculty of Behavio ural Science s/ Profess or Kirsti Lonka,16 www.helsinki.fi/yliopisto 2012
  17. 17. Pictures from Oulu UBIKOproject: University trainingelementary schoolProfessor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 17
  18. 18. Professor Kirsti Lonka, University of Helsinki 31.1.2013 18
  19. 19. Professor Kirsti Lonka, University of Helsinki 31.1.2013 19
  20. 20. Professor Kirsti Lonka, University of Helsinki 31.1.2013 20
  21. 21. Professor Kirsti Lonka, University of Helsinki 31.1.2013 21
  22. 22. Professor Kirsti Lonka, University of Helsinki 31.1.2013 22
  23. 23. Future learning environments?Pedagogical, P2P, F2F, virtual ja mobile combined.Flexible physical spaces and variety of trialogical scriptsChildren have a role of an active agent, but the teacher is central actor in the process tooTeachers (and students and parents) collaboratively create new knowledge practicesPedagogical leadership developes to support engaging learning solutionsTransgenerational and intercultural learning flourishes www.helsinki.fi/yliopisto 31.1.2013 23

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