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Blended learning in higher education:
Theory and practice in Finland
Teemu Leinonen
Media Lab Helsinki
Aalto University Sc...
Agenda
1.
2.
3.
4.

Introduction
Pedagogy
Digital first
Examples
Agenda
1.
2.
3.
4.

Introduction
Pedagogy
Digital first
Examples
Teemu Leinonen
Associate Professor, Dr.
New Media Design and Learning
Aalto University
School of Arts, Design and
Architec...
Geography lesson: Finland
History of Finland
7

1

1
About 700 years:
Part of Swedish Empire (1100 -)
About 100 years:
Autonomic Part of Russian Empire
(1809 -)
About 100 year...
7

1

1
7

1

1
What do you know about
Finland?
Finland =
Jean Sibelius
Composer.

Alvar Aalto (and Aino)
Architect, Designer.

+ Metal bands: Nightwish, Stratovarius, HI...
Finland =
Nokia
in 2010: ~350 million mobile phones / year,
~11-12 / second.

Linux
Linus Torvalds 1991: 80% of Internet s...
Finland =
Angry Birds
1,7 billion downloads.

Clash of Clans and Hay Day
the fastest growing game company ever.

+Max Payn...
Finland =
Education
According to OECD (PISA) Finland is one of the
leading country in the quality (an equality) of
educati...
Finland: Facts
• Population 5.2 million
• Over 6 million mobile phone subscriptions
• Over 3 million broadband Internet co...
Aalto University
– Where science and
art meet technology
and business
Three leading universities
in their own fields became
Aalto University in 2010
Helsinki School of Economics (HSE)
Universi...
Long tradition in science and
technology, art and design,
economics and business.
1849

1871

1898

1849 Technical School ...
Noteworthy alumni
4

2

5

1

3

6

1.Alvar Aalto, architect. professor MIT 1921.
2.Susanna Majuri, photographer. 2007.
3....
Agenda
1.
2.
3.
4.

Introduction
Pedagogy
Digital first
Examples
Agenda
1.
2.
3.
4.

Introduction
Pedagogy
Digital first
Examples
Form follows the function.
Does pedagogy follow the function?
Education is about the future.
What do we know about the future?
We can analyze trends
. . . from the history.
The future of work?
Work takes place in networks.

EK Oivallus 2011. Illustration: Rami Niemi
Less symphony orchestra, more jazz.

EK Oivallus 2011. Illustration: Rami Niemi
How are our graduates?
Today: often high-quality individual
performers.

EK Oivallus 2011. Illustration: Rami Niemi
In the future: people who understand other
competence and get excited about them.

EK Oivallus 2011. Illustration: Rami Ni...
In the future: creative, entrepreneurial people.

EK Oivallus 2011. Illustration: Rami Niemi
In the future: people who understand other
competence and get excited about them.
How to become a network player?
How to learn to work with others?
(or how to learn to play jazz?)
How to still reach the depth?
How to become an expert in some area?
(or how to become good enough to play a solos?)
What research suggests?

Expertise develops in
participation to the
practices of the experts,
rather than by studying
form...
What research suggests?
Practicing work with experts from different fields than yours.

Expertise develops in
participatio...
Pedagogy in higher education?
“Bulimia pedagogy”
“Pedagogía bulímica”

We expect our students to listen and to
internalize as much as possible of the
in...
Problem-based learning
Aprendizaje basado en problemas

We set-up a problems for small study groups to
solve. Same time st...
Progressive inquiry learning
Aprendizaje por indagación progresiva

Students are asked to setup their own research
questio...
Progressive inquiry learning
Setting up
Research
Questions

Constructing
Working
Theories

Critical
Evaluation

Creating
t...
In practice (in my own teaching)

Problem-based learning with
some elements of progressive
inquiry.
Study projects.
Agenda
1.
2.
3.
4.

Introduction
Pedagogy
Digital first
Examples
Agenda
1.
2.
3.
4.

Introduction
Pedagogy
Digital first
Examples
Laptops, mobile phone, tablets etc.
Let’s use the tools our students already have.
Course design principle
Digital first
Learning materials (as much as possible).
Course communication: announcements etc.
A...
Agenda
1.
2.
3.
4.

Introduction
Pedagogy
Digital first
Examples
Agenda
1.
2.
3.
4.

Introduction
Pedagogy
Digital first
Examples
New Media Concepts for the Third Sector
(Study project)

http://thirdsector.mlog.taik.fi
Introduction to Media Art and Culture (IMAC)

http://imac.mlog.taik.fi
Introduction to Media Art and Culture (IMAC)

http://imac.mlog.taik.fi
Knowledge Building tool

http://fle4.aalto.fi
Knowledge Building tool

http://fle4.aalto.fi
Knowledge Building tool

http://fle4.aalto.fi
TeamUp

http://teamup.aalto.fi
TeamUp

http://teamup.aalto.fi
Gracias.
Kiitos.
http://teemuleinonen.fi
Leinonen, T & Durall Gazulla, E. (in press):
Pensamiento de diseño y aprendizaje colaborativo

Google: ” "Pensamiento de d...
Blended learning in higher education: Theory and practice in Finland
Blended learning in higher education: Theory and practice in Finland
Blended learning in higher education: Theory and practice in Finland
Blended learning in higher education: Theory and practice in Finland
Blended learning in higher education: Theory and practice in Finland
Blended learning in higher education: Theory and practice in Finland
Blended learning in higher education: Theory and practice in Finland
Blended learning in higher education: Theory and practice in Finland
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Blended learning in higher education: Theory and practice in Finland

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Educational methods, pedagogy and technology used for teaching and learning, is changing. The fact that the price of communication and to deliver information is becoming close to zero requires educators to reconsider their practices.

Higher education relying only to classical lectures is coming to the end. The "digital first" approach, where all learning materials and large part of course communication such as announcements and assignments, in addition to administrative tasks, is brought to the open web will force us to reconsider how to make the classroom situations more valuable for students.

By introducing flipped classroom approach and study projects we can implement problem based learning and progressive inquiry where students are asked to to research in small groups. In introduction courses we can give for students homework, asking them to read and watch video lectures, and then use the classroom time to discuss about the content. In study projects the small group research should take place in an authentic research environments with more advantages researchers, in labs and studios where the expert work. This way students will have access to the tacit expert knowledge. On the other hand, there is a need to learn skills that will help to work in multidisciplinary groups. Essential is to learn to understand other competences — to respect them and to get excited about them. Therefore part of the studies should take place in multidisciplinary study projects focusing on to solve the real world problems.

In this slide set I start by introducing some sides of Finland and the Aalto University. I continue with a short presentation of pedagogical ideas that aim to be relevant in the network society. I conclude with the "digital first" statement and present some examples from my own courses, as well as of the latest digital tools developed as part of the research in my research group.

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  • Good afternoon. My name is Teemu Leinonen I am professor at the Aalto University in Helsinki Finland. I have done research on New Media and its use in Education for some time and have in last couple of years.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • We set-up a problems for small study groups to solve. Same time students are asked to read selected, relevant literature that will help them to “solve” the problems or to have “educated” discussion on the problems.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Tolstoy has proposed that: “The vocation of every man and woman is to serve other people ”.
     
    In this presentation today I am aiming to demonstrate how I have tried to do it. How I have tried to serve other people.
     
    My study is about design. According to Nelson and Stolterman design is not about self-expression. Design is not about self-service. Design is other-service. Design is always an attempt to serve other people.
  • Transcript of "Blended learning in higher education: Theory and practice in Finland"

    1. 1. Blended learning in higher education: Theory and practice in Finland Teemu Leinonen Media Lab Helsinki Aalto University School of Arts, Design and Architecture Helsinki, Finland
    2. 2. Agenda 1. 2. 3. 4. Introduction Pedagogy Digital first Examples
    3. 3. Agenda 1. 2. 3. 4. Introduction Pedagogy Digital first Examples
    4. 4. Teemu Leinonen Associate Professor, Dr. New Media Design and Learning Aalto University School of Arts, Design and Architecture Learning Environments Research Group (LeGroup), Media Lab Helsinki Designer: web / mobile and learning > Education / learning science > New Media > Design > Design Methodology
    5. 5. Geography lesson: Finland
    6. 6. History of Finland
    7. 7. 7 1 1
    8. 8. About 700 years: Part of Swedish Empire (1100 -) About 100 years: Autonomic Part of Russian Empire (1809 -) About 100 years: Independent (1917-)
    9. 9. 7 1 1
    10. 10. 7 1 1
    11. 11. What do you know about Finland?
    12. 12. Finland = Jean Sibelius Composer. Alvar Aalto (and Aino) Architect, Designer. + Metal bands: Nightwish, Stratovarius, HIM, Rasmus etc. and of course still the Scandinavian design.
    13. 13. Finland = Nokia in 2010: ~350 million mobile phones / year, ~11-12 / second. Linux Linus Torvalds 1991: 80% of Internet servers, 90% of super computers. + IRC, the first graphical web browser, MySQL etc.
    14. 14. Finland = Angry Birds 1,7 billion downloads. Clash of Clans and Hay Day the fastest growing game company ever. +Max Payne, Death Rally, Alan Wake etc.
    15. 15. Finland = Education According to OECD (PISA) Finland is one of the leading country in the quality (an equality) of education.
    16. 16. Finland: Facts • Population 5.2 million • Over 6 million mobile phone subscriptions • Over 3 million broadband Internet connections • Internet access is a right (1 Mbit/s) • Nordic country (Finland, Sweden, Norway, Denmark, Iceland) • Languages: Finnish and Swedish
    17. 17. Aalto University – Where science and art meet technology and business
    18. 18. Three leading universities in their own fields became Aalto University in 2010 Helsinki School of Economics (HSE) University of Art and Design Helsinki (TaiK) Helsinki University of Technology (TKK) The Aalto University community: 75,000 alumni, 20,000 students, 5,000 staff
    19. 19. Long tradition in science and technology, art and design, economics and business. 1849 1871 1898 1849 Technical School of Helsinki, a university since 1908 1871 School of Sculpture, a university since 1973 1898 Helsinki Business College, a university since 1911
    20. 20. Noteworthy alumni 4 2 5 1 3 6 1.Alvar Aalto, architect. professor MIT 1921. 2.Susanna Majuri, photographer. 2007. 3.Eero Aarnio, designer. 1957. 4.Risto Siilasmaa, chairman of the board, Nokia. 2009. 5.Taneli Tikka, serial entrepreneur. 2004. 6.Sirkka Hämäläinen, former governor of the Bank of Finland. 1981. 7.Pirjo Suhonen, entrepreneur, Ivana Helsinki. 1998. 8.Paola Suhonen, entrepreneur, Ivana Helsinki. 2001. 7 8
    21. 21. Agenda 1. 2. 3. 4. Introduction Pedagogy Digital first Examples
    22. 22. Agenda 1. 2. 3. 4. Introduction Pedagogy Digital first Examples
    23. 23. Form follows the function.
    24. 24. Does pedagogy follow the function?
    25. 25. Education is about the future.
    26. 26. What do we know about the future?
    27. 27. We can analyze trends . . . from the history.
    28. 28. The future of work?
    29. 29. Work takes place in networks. EK Oivallus 2011. Illustration: Rami Niemi
    30. 30. Less symphony orchestra, more jazz. EK Oivallus 2011. Illustration: Rami Niemi
    31. 31. How are our graduates?
    32. 32. Today: often high-quality individual performers. EK Oivallus 2011. Illustration: Rami Niemi
    33. 33. In the future: people who understand other competence and get excited about them. EK Oivallus 2011. Illustration: Rami Niemi
    34. 34. In the future: creative, entrepreneurial people. EK Oivallus 2011. Illustration: Rami Niemi
    35. 35. In the future: people who understand other competence and get excited about them.
    36. 36. How to become a network player? How to learn to work with others? (or how to learn to play jazz?)
    37. 37. How to still reach the depth? How to become an expert in some area? (or how to become good enough to play a solos?)
    38. 38. What research suggests? Expertise develops in participation to the practices of the experts, rather than by studying formal knowledge. Critical is the access to the tacit knowledge of the experts. Brown, Duguid, & Collins,1987, Hakkarainen 2002
    39. 39. What research suggests? Practicing work with experts from different fields than yours. Expertise develops in participation to the practices of the experts, rather than by studying formal knowledge. Critical is the access to the tacit knowledge of the experts. Brown, Duguid, & Collins,1987, Hakkarainen 2002
    40. 40. Pedagogy in higher education?
    41. 41. “Bulimia pedagogy” “Pedagogía bulímica” We expect our students to listen and to internalize as much as possible of the information we tell them during the lectures and then ask them to “vomit” the same information back to us in an exam. Lonka 2011
    42. 42. Problem-based learning Aprendizaje basado en problemas We set-up a problems for small study groups to solve. Same time students are asked to read selected, relevant literature that will help them to “solve” the problems or to have “educated” discussion on the problems.
    43. 43. Progressive inquiry learning Aprendizaje por indagación progresiva Students are asked to setup their own research questions that are then discussed with the class to make sure that they are relevant and important to study. Later students are asked to bring to the discussion their own hypothesis, deepening knowledge and good resources. They may also do their own experiments. At some points students are asked to summarize their findings.
    44. 44. Progressive inquiry learning Setting up Research Questions Constructing Working Theories Critical Evaluation Creating the Context Distributed Expertise Searching Deepening Knowledge Developing New Working Theories Generating Subordinate Questions (Hakkarainen 1999)
    45. 45. In practice (in my own teaching) Problem-based learning with some elements of progressive inquiry. Study projects.
    46. 46. Agenda 1. 2. 3. 4. Introduction Pedagogy Digital first Examples
    47. 47. Agenda 1. 2. 3. 4. Introduction Pedagogy Digital first Examples
    48. 48. Laptops, mobile phone, tablets etc. Let’s use the tools our students already have.
    49. 49. Course design principle Digital first Learning materials (as much as possible). Course communication: announcements etc. Assignments: study papers, study journals, essays. Administration: registration, grades, etc. all in the open web (when ever possible).
    50. 50. Agenda 1. 2. 3. 4. Introduction Pedagogy Digital first Examples
    51. 51. Agenda 1. 2. 3. 4. Introduction Pedagogy Digital first Examples
    52. 52. New Media Concepts for the Third Sector (Study project) http://thirdsector.mlog.taik.fi
    53. 53. Introduction to Media Art and Culture (IMAC) http://imac.mlog.taik.fi
    54. 54. Introduction to Media Art and Culture (IMAC) http://imac.mlog.taik.fi
    55. 55. Knowledge Building tool http://fle4.aalto.fi
    56. 56. Knowledge Building tool http://fle4.aalto.fi
    57. 57. Knowledge Building tool http://fle4.aalto.fi
    58. 58. TeamUp http://teamup.aalto.fi
    59. 59. TeamUp http://teamup.aalto.fi
    60. 60. Gracias. Kiitos. http://teemuleinonen.fi
    61. 61. Leinonen, T & Durall Gazulla, E. (in press): Pensamiento de diseño y aprendizaje colaborativo Google: ” "Pensamiento de diseño y aprendizaje colaborativo"
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