Engage your students!    Professor Kirsti Lonka University of Helsinki, Finland                           www.helsinki.fi/...
PROJECT-BASED WORK CALLS FOR       CREATIVE IMPROVISATION!       (Sawyer, 2003)• A group of active participants  who joint...
ELEMENTS OF PROGRESSIVE INQUIRY         (Hakkarainen, Lonka & Lipponen, 1999; 2004)           Setting up Research         ...
STEP 1:Creating the Context Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi / Esityksen nimi                         ...
The Case• http://mazur.harvard.edu/sentFiles/MazurTalk_1815.pdf                                       www.helsinki.fi/ylio...
STEP 2:Setting up the research       question Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi / Esityksen nimi       ...
Getting organised• Choose the Chairperson, Secretary and time keeper  from your table• Chairperson: The one who has darkes...
Constructing the preliminaryquestion (5 minutes)• Please talk in small tables with your group• What kinds of questions wer...
STEP 3:Constructing working      theoriesKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi             ...
Brainstorming (10 minutes)• What do we know about this topic beforehand?• What kinds of ideas do we have about the researc...
Constructing the model• The tutor organises the results of the brainstorming  by using SMART Podium• In collaboration with...
STEP 4:   Critical evaluationKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi                         ...
Set the learning goals(8 minutes)• What do we have to learn in order to understand this  topic better?• What is the focus ...
STEP 5:        Self Study(may include mini lectures)   Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi   / Esityksen ...
STEP 6:Setting up deepening      questionsKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi            ...
What do we need to know more(5 minutes)• Discuss in small tables• Send questions by using FlingaKäyttäytymis-tieteellinen ...
STEP 7:Developing a new working         theory  Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi  / Esityksen nimi    ...
Presenting Pages• Each group shows their findings and questions,  taking turns• The tutor comments by using Socratic quest...
Searching information by usingiPads and other sources (20minutes)• Please share the process by searching deepening  inform...
SOME BACKGROUND        INFORMATION                      Article by Lonka & Ketonen (2012)http://versita.metapress.com/cont...
WHAT IS INTEREST?• Interest is a psychological state that is  characterized by an affective component of  positive emotion...
THE FOUR-PHASE MODEL OF INTEREST(Hidi & Renninger, 2006)                • Situational interest                  (CATCH)   ...
INSTRUCTION PROMOTING INTEREST?(Tsai et al, 2008) • If the teachers control too much, students’   emotions are less positi...
THE FOUR-CHANNEL MODEL OF FLOW            (Csikszentmihalyi, 1993)            +                  ANXIETY              FLOW...
FLOW - THE OPTIMAL MOTIVATIONALEXPERIENCE (Csikszentmihalyi, 1988)• High challenge combined with feeling of  competence• E...
STUDENT EXPERIENCES IN DIFFERENTCONTEXTS   Cafe              Library  Lecture          Small group                     www...
Dimensions of affect             (Fredrickson, 2001; Tellegren, Watson & Clark, 1999)         +                           ...
WHAT PREDICTED GRADE ON ANACTIVATING COURSE? (Ketonen, 2011)• Stepwise regression analysis     • Criteria: Probability of ...
FUTURE BLENDEDENVIRONMENTS?Books, Internet materials, small groups, chats, wikis, blogs, touch pad devices, new mobile tec...
How to promote flow and meaningfullearning in teacher education – and inthe classroom?• Increasing understanding of agency...
Upcoming SlideShare
Loading in …5
×

Lonka minerva2013

963
-1

Published on

How to engage your students? A PBL Session Minerva Plaza Friday, April 5, 2013

Published in: Education, Travel, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
963
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
6
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Lonka minerva2013

  1. 1. Engage your students! Professor Kirsti Lonka University of Helsinki, Finland www.helsinki.fi/yliopisto
  2. 2. PROJECT-BASED WORK CALLS FOR CREATIVE IMPROVISATION! (Sawyer, 2003)• A group of active participants who jointly create innovations• Each of the participants has an own role and own strengths• Everybody should stay in the same tune, even though solos are ok from time to time www.helsinki.fi/yliopisto
  3. 3. ELEMENTS OF PROGRESSIVE INQUIRY (Hakkarainen, Lonka & Lipponen, 1999; 2004) Setting up Research Questions Constructing Working TheoriesCreating the Context Critical Evaluation Distributed expertise Developing New WorkingTheories Searching Deepening Generating Subordinate Knowledge Questions www.helsinki.fi/yliopisto
  4. 4. STEP 1:Creating the Context Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi / Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 4
  5. 5. The Case• http://mazur.harvard.edu/sentFiles/MazurTalk_1815.pdf www.helsinki.fi/yliopisto 5
  6. 6. STEP 2:Setting up the research question Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi / Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 6
  7. 7. Getting organised• Choose the Chairperson, Secretary and time keeper from your table• Chairperson: The one who has darkest eyes - keeps discussion going• Secretary: The one who lives nearest to Oulu - makes notes• Time keeper: The one who has the most colorful outfit- Sees that the group keeps in timeKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 7
  8. 8. Constructing the preliminaryquestion (5 minutes)• Please talk in small tables with your group• What kinds of questions were emerged?• Come up with a central question• Send the question by using FlingaKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 8
  9. 9. STEP 3:Constructing working theoriesKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 9
  10. 10. Brainstorming (10 minutes)• What do we know about this topic beforehand?• What kinds of ideas do we have about the research question?• Please collect ideas and send them by using Flinga in the endKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 10
  11. 11. Constructing the model• The tutor organises the results of the brainstorming by using SMART Podium• In collaboration with the table groupsKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 11
  12. 12. STEP 4: Critical evaluationKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 12
  13. 13. Set the learning goals(8 minutes)• What do we have to learn in order to understand this topic better?• What is the focus of our self studyKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 13
  14. 14. STEP 5: Self Study(may include mini lectures) Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi / Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 14
  15. 15. STEP 6:Setting up deepening questionsKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 15
  16. 16. What do we need to know more(5 minutes)• Discuss in small tables• Send questions by using FlingaKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 16
  17. 17. STEP 7:Developing a new working theory Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi / Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 17
  18. 18. Presenting Pages• Each group shows their findings and questions, taking turns• The tutor comments by using Socratic questions• A new working theory is built collaborativelyKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 18
  19. 19. Searching information by usingiPads and other sources (20minutes)• Please share the process by searching deepening information• Discuss your findings• Think about the questions you want to pose to the tutor• Collect your findings to Pages• Collect your questions to PagesKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 19
  20. 20. SOME BACKGROUND INFORMATION Article by Lonka & Ketonen (2012)http://versita.metapress.com/content/6604263706320662/fulltext.pdf Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi / Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 20
  21. 21. WHAT IS INTEREST?• 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) www.helsinki.fi/yliopisto
  22. 22. THE FOUR-PHASE MODEL OF INTEREST(Hidi & Renninger, 2006) • Situational interest (CATCH) a) triggered b) maintained • Individual interest (HOLD) a) emerging b) well-developed www.helsinki.fi/yliopisto
  23. 23. INSTRUCTION PROMOTING INTEREST?(Tsai et al, 2008) • If the teachers control too much, students’ emotions are less positive • 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! www.helsinki.fi/yliopisto
  24. 24. THE FOUR-CHANNEL MODEL OF FLOW (Csikszentmihalyi, 1993) + ANXIETY FLOWCHALLENGE APATHY RELAXATION/ BOREDOM - - + COMPETENCE www.helsinki.fi/yliopisto
  25. 25. FLOW - THE OPTIMAL MOTIVATIONALEXPERIENCE (Csikszentmihalyi, 1988)• High challenge combined with feeling of competence• Engagement• Absorption, loosing sense of time• Promotes intellectual evolution• Part of normal daily experience www.helsinki.fi/yliopisto
  26. 26. STUDENT EXPERIENCES IN DIFFERENTCONTEXTS Cafe Library Lecture Small group www.helsinki.fi/yliopisto
  27. 27. Dimensions of affect (Fredrickson, 2001; Tellegren, Watson & Clark, 1999) + Interest, Nervousness, Enthusiasm,ACTIVE Anxiety Engagement , RE, Apathy Relaxation, Exhaustion Satisfaction Depression - - PLEASANT + www.helsinki.fi/yliopisto
  28. 28. WHAT PREDICTED GRADE ON ANACTIVATING COURSE? (Ketonen, 2011)• Stepwise regression analysis • Criteria: Probability of F-to-enter <.05; to-remove >.10 .47 .48 -.39 •This model explained 29% of the variance; ; R2=0.29 •Adding the other academic emotions did not increase the explanation significantly.Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 28
  29. 29. FUTURE BLENDEDENVIRONMENTS?Books, Internet materials, small groups, chats, wikis, blogs, touch pad devices, new mobile technologies, interactive whiteboards (or –walls), new kinds of learning spaces, social media, avatars, videos, voice clips, etc.All of these are integrated in an environment that is designed to support learning and knowledge creationThe solutions shall scale up, given that there is an efficient pedagogical script: an engaging learning modelKäyttäytymis-tieteellinen tiedekunta / Henkilön nimi/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 29
  30. 30. How to promote flow and meaningfullearning in teacher education – and inthe classroom?• Increasing understanding of agency and ownership in learning processes• Authentic environments and contexts• Inquiry-, case-, or problem-based learning• Promoting flow and understanding the interplay between emotions and intelligence action• Peer-to-peer interaction and collaborative learning• Blended learning environments: e-Education as a natural part of life• Developing new social knowledge practices www.helsinki.fi/yliopisto

×