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Praguelonkafinal2012

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My Keynote presented in PIL Global Forum, November 30, 2012

My Keynote presented in PIL Global Forum, November 30, 2012


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  • 1. Engaging the digitalnatives (and futureteachers)Nov, 30 2012Professor Kirsti Lonka Twitter @kirstilonka #PILGF
  • 2. TEACHER LEARNING IS OUR GOAL• Knowledge• Skills• Self-regulation• Scientific thinking• Ethics• Communication• Emotions and motivation• Technology as a natural part of life 2
  • 3. www.helsinki.fi/yliopisto 3
  • 4. www.helsinki.fi/yliopisto 4
  • 5. Creating new knowledge practices (Hakkarainen, 2009)Collectively cultivated knowledge practices (evenmore than personal dispositions or beliefs)determine the nature of learning“practices related to working with knowledge, i.e.,personal, collaborative, and institutional routines;these include repeated procedures for carrying outlearning tasks, solving problems, completingassignments, etc.In order to change our ways of learning, we need totransform our knowledge practices – technology isone tool for doing this 5
  • 6. The knowledge practices ofdigital natives The generation of young people, who were bornaround 1990s, may be called ”digital natives”,since they were born together with Internet andmobile technologies (Prensky, 2005; 2012). Typical knowledge practices for this generationare multi-tasking, reading from the screen, beingfond of computer games, using social mediaextensively, and chatting. Young people outsource many cognitivefunctions to different technological tools. 6
  • 7. Technology is a part of our social andknowledge practices… 7
  • 8. …but the spaces for learning remain thesame. 8
  • 9. Blended learningenvironments combine physical, virtual, social, mobile and mental spaces of learning 9
  • 10. Engaging learning environments (Lonka & Ketonen, 2012; Lonka, 2012)Assessing change, The goal, summative evaluationdeepening interest Activating and– what new was created? diagnosing,– what should be catching interest,developed? setting context and goals, starting the process. OBSERVE DIAGNOSE CHANGE ACTIVATE FeedbackDiagnostic evaluation, FOSTER LEARNING Diagnostic evaluation,feed forward feed forward Fostering the learning process and reflective thinking, 10 maintaining interest, (face to face, P2P, virtually etc.), creating new knowledge or new practices
  • 11. What do our studies show so far? Even mass education can be engaging and promoteflow (Lonka & Ketonen, 2012) Academic emotions (Pekrun, 2005), especially interest,predict cognitive academic outcomeshttp://versita.metapress.com/content/6604263706320662/fulltext.pdf During an engaging and dialogical lecture, optimism,reflective thinking, and study engagement may increase(Heiskanen et al., 2012) 11
  • 12. HelsinkiWorld Design Capital 2012 CASE: BuildingEngaging Learning Environment for Future Teacher Education S 12 www.helsinki.fi/yliopisto
  • 13. Connectingpeople andideas! 13
  • 14. Collaborative knowledgeconstruction 14
  • 15. July, 2012 May, 2012Aug 6, Aug 7,2012 2012 15
  • 16. COLLABORATIVEKNOWLEDGECONSTRUCTION INA LARGE GROUP• SMART podium maintains eyecontact with the audience SMART podium• We use Flinga application http://www.nordtouch.fi/flinga.htmlthat the students can join collaborative knowledge construction duringworkshops and lectures• Also the products of e-learning can be shared here http://www.context.fi/en/ 16
  • 17. 17
  • 18. New practices call for new tools 18
  • 19. Measuring optimal motivationalstates with CASS mobile apps(Muukkonen et al., 2007;2008; Litmanen et al., 2012;Tolvanen et al., 2011) 19
  • 20. What is epistemic agency?(Scardamalia, 2002) The students deal with problems of goals, motivation, evaluation, and long-range planning that are normally left to teachers or managers. Instead of studying for isolated courses and credit units, students themselves engage in personally meaningful study projects. Epistemic agency and self-regulated learning are valuable aspects of teacher education. Latest forms of fostering epistemic agency: MOOCS, flipped classrooms, etc. 20
  • 21. References 1/4Lonka, K. (2011) In S. Tierney (Ed.) Innovate! Collective wisdom for innovative schools (pp.32-35) USA: Partners in Learning School Program. Worldwide Public Sector Education,Microsoft.Lonka, K. (2012) Engaging Learning Environments for the Future. The 2012 Elizabeth W.Stone Lecture. In R. Gwyer, R. Stubbiftgs,& Graham Walton (Eds.) The road to informationliteracy. Librarians as facilitators of learning. IFLA (The International Federation of LibraryAssociations and Institutions). (p. 15-30.) Publications 157. De Gruyter Saur.http://www.ifla.org/news/new-publication-the-road-to-information-literacy-librarians-as-facilitators-of-learningLonka, K., Hakkarainen, K., & Sintonen, M. (2000). Progressive inquiry learning for children--experiences, possibilities, limitations. European Early Childhood Education ResearchJournal, 8(1), 7–23.Lonka, K., Joram, E. & Bryson, M. (1996) Conceptions of learning and knowledge - doestraining make a difference? Contemporary Educational Psychology, 21, 240-260.Lonka, K. & Ketonen, E. (2012). How to make a lecture course anengaging learning experience? Studies for the Learning Society.http://versita.metapress.com/content/6604263706320662/fulltext.pdf 21
  • 22. References 2/4Muukkonen- van der Meer, H. (2011). Perspective on knowledge creating inquiry inhigher education. Doctoral dissertation. Institute of Behavioural Sciences. University ofHelsinki, Finland. http://www.e-thesis.helsinki.fiMuukkonen, H., Hakkarainen, K., Inkinen, M., Lonka, K., Salmela-Aro, K. (2008). CASS-methods and tools for investigating higher education knowledge practices. In G.Kanselaar, V. Jonker, P. Kirschner & F. Prins (Eds.), International Perspectives in theLearning Sciences: Cre8ing a Learning World, Proceedings of the Eight InternationalConference for the Learning Sciences (ICLS 2008), Vol. 2 (pp. 107-115). Utrecht, TheNetherlands: ICLS.Muukkonen, H., Hakkarainen, K., Jalonen, S., Kosonen, K., Heikkilä, A.,Lonka, K., Inkinen, M., Salmela-Aro, K., Linnanen, J., & Salo, K. (2007). Process-andcontext-sensitive research on academic knowledge practices: Developing CASS-toolsand methods. Proceedings of the Computer Supported Collaborative LearningConference, Rutgers University, New Jersey, USA, July 16-21, 2007. 22
  • 23. References 3/4 Nieminen, J., Sauri, P. & Lonka, K. (2006). On the relationship between group functioning and study success in PBL. Medical Education, 40, 64-71. Paavola, S., Lipponen, L. & Hakkarainen, K. (2004). Modeling innovative knowledge communities: A knowledge-creation approach to learning. Review of Educational Research, 74, 557-576. Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497-506. Prensky, M. (2005). Listen to the natives. Learning in the digital age. Educational Leadership, 63 (4), 8-13. Prensky, M. (2008). Backup Education? Too many teachers see education as preparing kids for the past, not the future. Educational Technology, 48, 1-3. Prensky, M. (2012). From digital natives to digital wisdom. Hopeful essays for 21st century learning. Thousand Oaks, CA: SAGE. 23
  • 24. References (continued 4/4)Scardamalia, M. (2002). Collective cognitive responsibility for the advancementof knowledge. In B. Smith (Ed.), Liberal Education in a Knowledge Society (pp.67-98). Chicago: Open Court.Scardamalia, M., & Bereiter, C. (2003). Knowledge building environments:Extending the limits of the possible in education and knowledge work. In A.DiStefano, K.E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributedlearning. Thousand Oaks, CA: Sage Publications.Tsai, Y.-M., Kunter, M., Ludtke, O., Trautwein, U., & Ryan, R.M. (2008). Whatmakes lessons interesting? The role of situational and individual factors in threeschool subjects. Journal of Educational Psychology, 100(2), 460-472Tolvanen, A., Kiuru, N., Hakkarainen, K. Lonka, K.,Inkinen, M & Salmela-Aro,K.(2011) Estimation of nonlinear growth component in multilevel modeling: Aresearch application in the daily dynamics of competence, challenge and affects.International Journal of Behavioral Development, 35(4), 370-379. 24