SeOppi Magazine 3/2012

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The SeOppi Magazine is the only Finnish magazine in
the field of e-learning. It is a membership bulletin for the
members of, and published by, the Association of Finnish
eLearning Centre.

The SeOppi Magazine offers up-to-date information
about the latest phenomena, products and solutions of
e-learning and their use. The magazine promotes the use,
research and development of e-learning and digital education
solutions in companies, educational establishments and
other organizations with the help of the best experts.

The SeOppi magazine gathers professionals, companies,
communities and practitioners in the field together and leads
them to the sources offering information about e-learning.

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SeOppi Magazine 3/2012

  1. 1. eLEARNING IN FINLAND 03 | 2012 The Association of Finnish eLearning Centre Promoter and Network-Builder in the Finnish eLearning Branch The Association of Finnish eLearning Centre...10–11Small and Medium-sized FUAS The AKTIIVI Open KnowledgeCompanies Go Mobile...19 eCampus...21–22 Programme...23 Festival...24–25
  2. 2. Contents Editorial............................................. 3 Augmented Reality Pilot Projects Small and Medium-sized Companies Go Mobile........................19 24 taken off to a good start..................... 4 “Future Learning” at LEARNTEC................................... 20 In Online Education Users Create Value – Not Systems................ 6 FUAS eCampus Coming Soon............ 21 How Do We Kindle Internal The AKTIIVI Programme Motivation for Understanding Is Now Productising Learning Technologies?....................... 8 Projects’ Outputs............................. 23 Ten Years of Work – The Association Open Knowledge Festival of Finnish eLearning Centre is Brought Open Knowledge Promoter and Network-builder............ 10 Ambassadors to Helsinki.................. 24 Fröken Senja and the Delights of Learning Swedish....... 12 New Tool for Evaluating eSkills...........14 Why Do Finns Prefer Mobile Learning in Vocational Education?................... 26 4 3D Takes Us Challenges, Risks and Approaches out of the Classroom and for Involving Business-to-Business to the Far Side of the World............... 28 Customers and Users in Innovation by Social Media................................ 15 What Is Mixed Reality?...................... 29 The Innovative, Progressive Exploring School Model is Designed to Help the (Birth of the) CAVE...................... 30 26 with the Pedagogical Use of ICT.......... 17 Members of Visiting Association for Learning the Association of Technology ALT in England................. 18 Finnish eLearning Centre.................. 32 SeOPPI-MAGAZINE 03 | 2012 CIRCULATION 3000 copies PUBLISHER The Association of Finnish eLearning Centre ADVERTISING AND MATERIALS Visamäentie 33, FI-13100 Hämeenlinna Niina KesämaaThe SeOppi Magazine is the only Finnish magazine in Visamäentie 33, FI-13100 Hämeenlinnathe field of e-learning. It is a membership bulletin for the EDITOR IN CHIEF e-mail | niina.kesamaa@eoppimiskeskus.fimembers of, and published by, the Association of Finnish Titi TammineneLearning Centre. Tel.  |  +358 40 869 6306 TRANSLATION The SeOppi Magazine offers up-to-date information e-mail | titi.tamminen@eoppimiskeskus.fi Tiina Lanas | TILA Communicationsabout the latest phenomena, products and solutions of e-mail | tiina.lanas@tilacommunications.fie-learning and their use. The magazine promotes the use, JOURNALISTSresearch and development of e-learning and digital education Oili Salminen LAYOUTsolutions in companies, educational establishments and e-mail | oili.salminen@eoppimiskeskus.fi Adverbiother organizations with the help of the best experts. The SeOppi magazine gathers professionals, companies, Niina Kesämaa PLACE OF PUBLICATIONcommunities and practitioners in the field together and leads Tel.  |  040 827 6378 Framthem to the sources offering information about e-learning. e-mail | niina.kesamaa@eoppimiskeskus.fi COVER IMAGE ISSN-NUMBER Timo Korhonen, Daniel Schildt & 1795-3251 Futureimagebank
  3. 3. EDITORIALDear Readers,I n recent years in Finland, the use of educational technologies has increased greatly. It Picture: Teemu Korpi seems that we are learning to use information and communication technologies more and more to practice our future skills. A question that poses a more extensive chal-lenge for us is the one relating to whether or not students, teachers and organisations areinterested in changing their operational and pedagogical methods to make the best use ofthe possibilities of ICT. We know that technologies applied in teaching today are well suited to supporting skillsrelating to critical thinking, working together and operating globally. But for many of us,electronic learning environments may cause stress or at least some degree of strain. Onthe one hand, students see the use of technology as motivating and supportive of mean-ingful learning. On the other hand, they seem to be stressed by the lack of support theyreceive when new methods are being introduced as well as the fact that teachers use thesemethods in many different ways. Students would appreciate coherent modes of operationthat would allow them to focus their energies on learning and co-structuring of informationinstead of solving technical problems. The question arises whether educational applica- Leena Vainiotions should actually be based on more standard systems. Or would we need more peda- Chairman of the Boardgogical leadership? If so, what might be the role of technology and application developers? of the Association of Finnish eLearning Centre They say that the young people today form a generation born with telephones in their Tel.  |  +358 3 6464 380 Mobile  |  +358 40 727 6601hands and with internet as their native locality. Statistics open our eyes to a different truth. e-mail | leena.vainio@hamk.fiA large number of young Finns do not know how to search for data even though most ofthem are handy with their devices and software. Guidance and support in information skillsare required continuously – even adults need them – as the quick acquisition and applica-tion of new information is a key issue in learning and in the development of anything new. The Association of Finnish eLearning Centre is an organisation that has promoted theuse of information and communication technologies in education for more than a dec-ade. The association is busy, even today, creating networks among the operators in thisfield, providing administrative services for open learning projects and promoting the use,research and development of digital materials. The experiences and best practices collected by the Association of Finnish eLearningCentre are needed in Finland as well as in international networks. Our association has Would we needbeen involved in many projects that have made use of the association’s skills, and we are more pedagogicalsearching constantly for new contacts and openings. The EDUCA conference in Berlin isone of the forums in which we share our expertise. As we all know, options abound but leadership?time and resources are restricted. In this situation, good practices provide us with thegrounds for making meaningful choices. Therefore, let us all display our expertise. In addi-tion to the association’s web services, this magazine, SeOppi, is one of the channels avail-able for information distribution. l 03  | 2012    | 3
  4. 4. TEXT JOANNA KALALAHTI | University of Tampere & LEENA KOSKIMÄKI | HAMK University of Applied Sciences PICTURES iSTOCKPHOTOAugmentedReality Pilot Projectstaken off to a good startThe AVO2 subproject “3D and mobile environments for learning and partici-pation” is piloting the use of augmented reality and Kinect, the motion-sens-ing input device, for education and improved participation. In autumn 2012,the project has taken off to a good start, and the first pilots are under way. Further information Learning domestic work with education, when they were asked in spring Joanna Kalalahti  |  University of Tampere augmented reality 2012 about good learning contents to e-mail | joanna.kalalahti@uta.fi “Cleaning the toilet is one of the least moti- pilot. Just a moment earlier, the teachers vating topics in the studies of domestic and students had been introduced to aug- Leena Koskimäki | HAMK and consumer services students. The use mented reality through a few demos, the University of Applied Sciences e-mail | leena.koskimaki@hamk.fi of an augmented reality application might viewing of which had brought astonished, make it more interesting”, said Ms. Tuula yet delighted expressions on their Merja Salminen | HAMK Rantanen, Special Needs Teacher and Ms. faces. University of Applied Sciences Leena Koivisto, Special Needs Assistant, e-mail | merja.salminen@hamk.fi in Orimattila unit of Sal- paus further LINK www | eoppimiskeskus.fi/avo24 |   03 | 2012
  5. 5. Causing the wow effect is not a sufficient centration. Clients are eager to play and atreason to start making use of augmented the same time getting rather considerablereality in teaching. Any application that is amounts of exercise. Their degree of mobilityimplemented must be useful in real situa- and control of bodily movements have beentions and, first of all, it must help students improved while playing. When they have beenlearn the intended content at least as well as engaged in the activity, clients have experi-traditional methods do. enced success and joy and have felt empow- There are several challenges in the ered as they have seen that they can controlOrimattila pilot. Students should have their Kinect themselves. The students participat-hands free in these educational situations, ing in the pilot use of these new contentsand the adopted technology should work well have felt positive about the success of theenough to keep the students’ user experi- implementation.ence positive. In addition, students in special The guidance sessions are ongoing andneeds groups may have problems understand- observations are being collected. Duringing instructions in textual form. It is possible the autumn, on the basis of these materi-to answer these challenges with a technology als, IT students at HAMK will develop vari-that enables the presentation of the required ous applications for Virvelinranta clients toissues through several different media. enjoy, make use of and learn with. These The application that guides students applications will also benefit HAMK studentsin toilet care is going to be first tested in studying welfare as they will be able to usepractice in autumn 2012, and further devel- the applications for practice. The usabilityopment is going to take place on the basis and features of Kinect are studied in orderof the feedback received. It may be possible to create well-thought-out user experiences terrain by the aid of GPS coordinates. Theseto make use of the application in another for as many clients as possible. The wishes assignment points will present forest-relatedpilot site of this project, i.e. in Virvelinranta of Virvelinranta staff, such as counsellors tasks that can be resolved using mobileDevelopment and Resource Centre for the and physiotherapists, are carefully noted, devices. At an assignment point, you mightDisabled. and their feedback is valuable. Some staff be asked to view a video clip or to search members are now guiding game sessions for more information on the web. The tasksGetting Empowered by themselves. Kinect seems to have come to can involve rewarding, therefore motivatingInteraction and Motion with Virvelinranta to stay. elements. The intention is to select a cityMotion-Sensing Input Devices forest for this path so that it can be easilyThis autumn in Virvelinranta a group of stu- Forest Learning Path reached by as many people as possible. Ondents studying welfare at HAMK University Is Forming in Tampere the other hand, all assignment points can beof Applied Sciences have begun testing and The 3DM subproject has quite literally been easily transferred to a different area by sim-familiarizing technologies that help the cli- taken into the bushes. The Pirkanmaa unit ply changing the coordinates. The applicationents’ activities and participation. As of this of the Finnish Forestry Centre and its edu- will be ready for test use in spring 2013.August, students in work placement at the cational partner, the 4H organisation, are In addition, the 3DM subproject hopesDevelopment and Resource Centre have been involved in designing a forest learning path to implement a pilot in which an abstractpracticing how to conduct guidance sessions that could be operated on augmented reality issue is made more concrete with the helpfor their clients with Kinect sensor, a motion- browsers in smart phones and tablets. The of augmented reality. Good examples of suchsensing input device. These guided sessions target group will include pupils in comprehen- applications are abundant already. lhave only a few participants at a time to sive schools as well as everyone generallyensure the fine experience. The participants interested in forests.have so far played one or both of two games: “In spring 2012, our Bittimetsä (Bit for-Kinect Sports and Kinectimals, in the latter of est) project implemented the Kauppi forestwhich the client obtains a pet in order to take skills track in Tampere. The assignmentcare of it and to teach tricks to it. points are marked with QR codes and are Even though the participants were not problematic in the sense that they easily To Learn Morefamiliar with Kinect at first, they soon learned attract vandalism and, therefore, they require 3DM subproject blogto use it. Virvelinranta clients eagerly wel- constant maintenance. We also wanted to at University of Tampere:comed new experiences and, in particular, try out a new method for forestry education http://avoimestitutkien.the cuddly animals in the Kinectimals game. because this might work better in motivating wordpress.comEven the staff became enthusiastic about modern children and young people to learnthe new device. The beginning could not have about forests”, says Ms. Ulla Konkarikoski Augmented reality groupbeen better even though the first times with from the Forestry Centre. in SOMETU networkthe device presented challenges by finding The idea is to implement this forestry http://sometu.ning.com/group/the best practices for different clients. The education path so that it will include 9–12 lisatty-todellisuusvirtual pet motivated many to intensive con- assignment points that can be found in the 03  | 2012    | 5
  6. 6. TEXT ARI-MATTI AUVINEN PICTURE iSTOCKPHOTOIn Online EducationUsers Create Value– Not SystemsIt is important to understand the creation of value in online education.Once we do so, we can develop our understanding of good practices thatcreate value for our learners. But how does value formation take place ininternet-based education?T he background for studies in how to the product – if not, then the phase is an Writer information value is created can be found in unnecessary cost factor. Mr. Ari-Matti Auvinen is a researcher industrial and service-providing This type of modelling is the most at the Aalto University and a senior partner in HCI Productions.enterprises. Since the 1980’s, the value useful when applied to studying the opera-creation in industrial operations has been tions of a company from the viewpoint ofdescribed in terms of value chains, or, as the value added for the client. This type of ning and implementation of an effectiveinterconnected production phases in which modelling allows us to identify e.g. process online course, but it does not cover onlinethe value of the industrial product is always phases that produce no value for the client. teaching in a comprehensive way. Onlinehigher in a later phase than it was in a The value chain model has been the basis learning does not necessarily take place inpreceding one. for the design and implementation of many a linear chain, proceeding phase by phase. As of the beginning of the current cen- services. Let us present fast food chains In modern online education, the imple-tury, value in service production has been as our example: we consider them to menting party does not manage all keyunderstood as being jointly produced; it is belong to the service sector, but in practice, items involved in the value creation, suchseen as the result of the close coopera- they operate strictly by the logic of indus- as external learners and other web-basedtion and interaction of the service provider trial production. resources; instead, the implementing partyand the client. In this context, value is not offers structures and environments forcreated in effective, consecutive produc- How Do These Models learning.tion phases but in the cooperation of the Apply to Learning? Could we find other possible ways toservice provider and the client/user of the Many parties involved in education and model value creation in online education?service. learning have assumed a critical view to such operating principles and analytical Services DisplayValue Chains in methods originated in business life. How- Co-creation of ValueIndustrial Production ever, in their book “Distance Education In the early 2000’s, one of the most sig-The study of the creation of value was – A System’s View”, the North Americans nificant contributions to the discussionstarted in businesses that work to gain Michael Moore and Greg Kearsley pre- concerning service businesses was theprofits. These studies analyse and model sented a modelling system that closely opening by S.L. Vargo and R.B. Lusch: howcompanies’ operations that enable the add- resembles the value chain model. In their does the logic of service production differing of value. view, distance learning, blended learning from that of industrial production (Service- The best-known concept in the field and online education should be studied as Dominant Logic), and in which ways do ser-is the value chain, introduced by Michael production systems. Moore and Kersley’s vices manifest characteristics and ways ofPorter in the mid-1980’s. Porter’s value studies differ from the Porterian world in working that cannot be reduced to the valuechain model presents the manufacturing that they focus on the many-faceted interac- chain models of industrial production?of industrial products phase by phase tive relations between learners and learning One important feature regarding ser-from raw material to refined products, their materials, learners and supervisors and vices is found in the fact that clients aredistribution, sales and various after-sales among different learners. important parties in this value co-creation.activities. The basic idea is that each The value chain model provides us Value is not created in a production systemphase in the value chain should add value with good grounds for studying the plan- such as a value chain; value is the outcome6 |   03 | 2012
  7. 7. of close, multi-faceted cooperation. Manyservices – such as WeightWatchers groups– base their service concept completelyupon peer communication and their senseof community. Developers of value co-creation include Online educationC.K. Prahalad and V. Ramaswamy. Their as it is today formskey claim is that the most important fea- a good example of ver-ture in value creation no longer relates toconcrete goods (such as the development satile co-creationof product features) or solutions (such as of value.combinations of products and services) butto the world of experiences (such as thepersonalisation of experiences and experi-ence networks). The marketplace, understood in a widesense, is becoming the arena for interac-tion – in the case of online education, wemight use the term operating environment.The key factor in this arena will be themastery and management of the variousdialogues as the marketplace changes froma supplier-client marketplace to one of co-creation. In short, the key issue is seeingthe client/user as a functioning subject, notas the object of actions. Online education as it is today formsa good example of versatile co-creation ofvalue. The active work of learners them-selves (portfolio work), the content produc-tion of peers and peer groups (wikis andteam working), peer assessments (crossevaluations), and tutored discussions formexamples of co-creation of value within thearea of value creation. Clients participatingin web-based education receive an interest-ing type of value from the interaction ofthe learner and teacher/supervisor, fromthe activities of other learners as well asfrom the sharing of the work and learningresources of others.Different Views of Value CreationComplement One AnotherIt is important to understand how valueis created in online education, becausethis understanding helps us improve ourunderstanding of good practices that cre-ate value for learners. The traditional valuechain model gives us a good basis so thatwe may design and implement the differ-ent phases efficiently. The starting point In order to present active parties’ shar- creation of value focuses on the continualfor the work is production: how can we ing and participation in the core of the interaction and dialogue of the providersdesign and implement a web-based learn- value creation in web-based education, we of this education with the learners; the co-ing item effectively? But, unfortunately, should view value-chain thinking and the creation of value also means that the own-effective design and implementation do concept of value creation through co-crea- ership of and the commitment to actionsnot suffice. tion as complementary to one another. Co- agreed upon are stronger. l 03  | 2012    | 7
  8. 8. TEXT KAISA HONKONEN-RATINEN & ANNE RONGAS PICTURE iSTOCKPHOTOHow Do We KindleInternal Motivationfor Understanding Learning Technologies?“Why are we still trying to herd these resisting cats?” asked a teacher withlong work experience in information and communication technologies.8 |   03 | 2012
  9. 9. W hat have we learned in our ICT Links and motivated the person is, there just training courses? How could we AVO simply is not enough time for him or her to herd resisting cats – or should www | eoppimiskeskus.fi/avo develop new skills at this point.we do so at all? Over the past year, the How can we renew ICT-related work Open Päivitysproject members of AVO and Open Päivitys culture and improve skill levels in work www | eoppimiskeskus.fi/open-paeivitys(Teacher Update) have trained more than communities in the long term? Several edu-700 teachers and principals in various Educational managers’ LUOTI cational institutions have been involved inparts of Finland. The conclusions we www | eoppimiskeskus.fi/luoti the creation of systematic peer work meth-present in this article are based on these ods. We have seen practices that work:training sessions. ope.fi-skill levels pedagogical cafés of work communities, http://opefi.wikispaces.com “We are only beginning with this.” e-learning and social media teams, regularInquiries about training sessions often study circles, social media seminars, andbegin with these words. Electronic learning of those involved hesitate to share their resource-specific teachers.environments have been in use for more experiments and experiences with others. Networked learning will be a key skill forthan ten years, but we are still fighting with Solutions for the challenges schools future learners. In their article published inthe problems that occur with the introduc- are facing are offered in the form of train- 2006, Hanna Järvenoja and Sanna Järvelätion of systems. Technology seems to be ing, both in the short term and in the long state: “Those who succeed in the futurean extra, and other things do not allow the term. Short-term education only slightly may not be those who know the most buttime for learning it. At the same time, some cracks the curtain to the world behind. It those who have good self-regulatory skillsschools and pilot groups are proceeding depends on the skills of the participants in learning and who can adapt to changinginto different worlds with augmented reality whether they find the point of contact bridg- learning situations. It is also central thatand social media, the talk of which alone is ing the training with their own expertise. the learner has the will and the skill to func-totally confusing for beginners. Short-term education may improve indi- tion in a group.” Our key observation concerning the suc- vidual teachers’ expertise and motivate Networked learning has been consid-cessful cases is that even a little technology them to improve their teaching. On the ered to involve a good maintenance of moti-goes a long way if there are the will, the other hand, how the skills acquired through vation and the sharing of responsibility. Itideas and the culture of cooperation. Under- short-term education are disseminated in is also noteworthy how group members canstanding the essence is more important than the work community and how the long-term interactively regulate their learning. Sharedtechnology: why are we doing this, how does effect is created, depends on the working regulation reduces the tedium of strugglingthis help learning, teaching and guiding? culture of that community. alone, or, as Järvenoja and Järvelä encour- Devices and applications do not renew The communal way of working, open age us: “Group members feel that they areanything as such. There are even too many culture, peer work and sharing one’s exper- all doing something together to resolveoptions available. What should we do first, tise in the community are great changes their situation.”how should we proceed? It seems the in working cultures and can be created What have we as trainers gained frompieces are coming together at different through long processes only. this training? The most important item werates in different places. All learning is based on enthusiasm, pos- learned is, perhaps, that goal-setting and The ope.fi skill level descriptions, itive attitude, motivation and need. Roughly, working accordingly form the frame of allrecently updated, emphasise the joining of motivation is seen to have two different training arrangements. The culture of hav-expertise at the level of the work commu- aspects which have different effects: there is ing to manage on one’s own is strong innity. Everyone does not have to know how internal as well as external motivation. Exter- teaching, and there are also many goodto do everything. nal motivation originates from the goals and results from teachers’ independence, but Pedagogical leadership is of prime requirements of others as well as the associ- many opportunities are missed in this way.importance: the work community as a ated rewards and penalties. Internal motiva- The Administration of Education Serviceswhole should aim at using their learn- tion, on the other hand, arises from personal in Hämeenlinna has chosen the motto “noing technologies and web resources so objects of interest and rewards brought by need to manage alone any longer any more”.that they can join their forces, skills and personal actions. Externally motivated activ- Shared activities are fuel to learning, andknowledge, reducing redundant work. Even ity may kindle internal motivation as well. our task as educators and renewers is tothe most motivated teacher cannot alone Internal motivation is strengthened feed more fuel into the fire. This is not a rev-change the working culture of a school. through active participation. Education based olution, but we are facing a time of change. Not even one teacher should be left on long-term peer learning forces everyone We must help one another forward. lalone in this operation environment that is to participate in person, and that enablesundergoing constant change. It is also note- the group, if it is active, to tackle problemsworthy that the ICT skills of young people as they arise and find the way forward. Source: Järvenoja, H. & Järvelä, S. (2006). Motivaation ja emootioiden säätely oppimisprosessin aikana. (Titleare uneven. We can clearly discern a long- It would be good to remember in the translated: Regulation of motivation and emotionsing to progress from fragmentary solutions whirls of our daily lives that motivation during the learning process.) In Järvelä, S. & Häkkinen,to comprehensive, flexible systems that often is bound to the specific situation and P & Lehtinen, E. Ed. Oppimisen teoria ja teknologian .blend into everyday work. Best practices the particular time. Someone’s life situation opetuskäyttö. (Title translated: Theory of learning andare wanted, but at the same time, many may be such that no matter how interested the educational use of technologies.) Helsinki: WSOY. 03  | 2012    | 9
  10. 10. TEXT OILI SALMINEN PICTURE iSTOCKPHOTOTen Years of Work– The Association of Finnish eLearningCentre is Promoter and Network-builderM ore than ten years ago, people Professor Kai Hakkarainen of the University Further information active in web learning met at what of Turku, Senior Partner Ari-Matti Auvinen of Chairman of the Board  |  Research Manager  is now HAMK University of Applied HCI Productions and Professor Marko Niem- Ms. Leena Vainio Tel.  |  +358 3 646 4380, +358 40 727 6601Sciences in order to establish an associa- inen of Aalto University. The lecture record- e-mail | leena.vainio@hamk.fition to promote the interests of their field. ings are available in www.eoppimiskeskus.fi.This event formed the beginning of the The annual meeting elected a new Development ManagerAssociation of Finnish eLearning Centre, Board for the association. The Board con- Ms. Titi Tamminenan association that has since reached the sists of eight members and eight deputy The Association of Finnish eLearning Centreposition of an expert in the area of digital members. Ms. Leena Vainio of HAMK Uni- Tel.  |  +358 40 869 6306education. The operation of the associa- versity of Applied Sciences continues as e-mail | titi.tamminen@eoppimiskeskus.fition has been significantly extended to new the Chairman of the Board, and the Deputy Onlinefields, and the present participants include Chair is Mr. Ville Availa of Ambientia Oyj. The Association of Finnish eLearning Centrethe leading experts in digital education in The members of the new Board are Ms. www | eoppimiskeskus.fiFinland. The current members include more Leena Vainio, Chairman (HAMK), Mr. Villethan 50 organisations and approximately Availa, (Ambientia Oyj), Ms. Maarit Hyn- AVO projects200 individual persons. ninen-Ojala (Metropolia AMK), Mr. Tuomas www | eoppimiskeskus.fi/avo To honour the 10 years of the asso­ Kuusivaara (Discendum Oy), Mr. Ari-Matticiation, the annual meeting on 27 March Auvinen, Mr. Jarmo Tanskanen, Mr. Tarmo Korhonen (Ilona IT Oy), Mr. Harto Pönkä2012 was held in a more festive venue than Toikkanen and Mr. Ville Venäläinen. Their (Innowise), Ms. Irma Mänty, Mr. Jarmousually: the Hämeenlinna City Hall. A cel- deputy members are Mr. Timo Väliharju Viteli, Mr. Mika Kantola, and Mr. Juhaebratory seminar was held in connection with (Mediamaisteri Oy), Ms. Hanna Nordlund Särestöniemi. Ms Hynninen-Ojala and Mr.the annual meeting. The speakers included (Teknologiakeskus Innopark Oy), Mr. Risto Särestöniemi are new in their positions. l A Bit of History ing Centre has become influential as an conference at Aulanko in Hämeenlinna in expert organisation. Throughout its his- April of this year. The association was founded in Hämeen- tory, the objective of the association has The most significant projects of the linna at the end of January 2002; been the increase in cooperation among past few years have dealt with promoting Hämeenlinna is still the location of the educational institutions, companies, ser- open ways of working and open contents. office. vice providers, users and other parties. With its extensive operative network, The Finnish eLearning Centre has pro- The association keeps its members, the association implemented the AVO1 moted e-learning and the use, research other parties in the field and its interest – Open Networks for Learning project in and development of digital solutions for groups up-to-date with seminars, the 2008–2012, funded by the European education in businesses, educational most international of which is the annual Social Fund ESF. A new project, dubbed institutions and various organisations. DCL (Digital Competence and Learning) AVO2, was established at the beginning The core of operations is found in the seminar, held in Hämeenlinna. of the current year. This project, Open- establishment of networks for purposes The eEemeli quality competition was ness Accelerating Learning Networks, will that promote successful cooperation in started almost at the same time that the focus on the establishment of a working the field of digital education. association was first established. The culture among the participants that is During its years of operation in the most recent eEemeli first prize, the elev- participatory and involves networking field, the Association of Finnish eLearn- enth one, was awarded at the ITK 2012 and the sense of community.10 |   03 | 2012
  11. 11. The Association of Finnish eLearning Centre isan independent, national non-profit organisationthat promotes the use of e-learning and digitaleducation solutions in Finnish companies andorganisations. It was established in 2002. Contact information bringing out their know-how and Association of Finnish eLearning Centre promote research and usabil- e-mail | info@eoppimiskeskus.fi ity of results achieved in the www | eoppimiskeskus.fi branches of e-learning and e-studying.O ur purpose is to develop and We co-operate with the increase the skills and knowl- best experts and provide edge of e-learning in education, up-to-date information aboutteaching and business operations. We research, development, trendsorganise annual events such as meetings, and experiences from e-learning.seminars and briefings for our members. We promote sharing of knowledge,The largest national event is the Digital best practices and quality in e-learning.Competence and Learning -conference, We also distribute information and per-which is organized traditionally in Novem- form as a contact surface for finding part-ber in Hämeenlinna. ners, such as experts and service provid- The Association is a national meeting ers, on the Finnish e-learning market.point which provides networking links for Our networks offer contacts to thethe Finnish e-learning projects and regional producers and users of the e-learningclusters and helps to create contacts services. We provide leading speakersbetween companies, organisations and in the field of e-learning in a variety ofindividuals. Since 2012 we have been seminars and workshops. We participatecoordinating a significant Finnish national in national e-learning policy making andproject “Openness Accelerating Learn- in the work of the Finnish Digibusinessing Networks – (AVO2)” which promotes Cluster programme.open learning resources and open content Our expertise is based on theproduction, virtual and online learning knowledge of our members and asso-environments and social media tools, ciates. The goal of our data servicepeer-production and open source solutions is dispersing existing, well-workingfor schools. Operating through a national practices and creating fresh informa-network, there are eleven organisations tion. Theme group activities promoteand tens of experts involved in the AVO2 networking and learning from oneproject. another. Discussion, learning and The Association of Finnish eLearn- education seminars deliver expertiseing Centre organises also annually the and promote networking. leEemeli e-learning competition for domes-tic e-learning products, services or poli-cies produced or owned by the companyitself. The competition seeks for domestice-learning solutions and enhances innova- We promotetion and quality of e-learning products. sharing of knowledge, The Association serves as a co-oper-ation forum for e-learning interest groups, best practices andprovides expert services and spreads quality ininformation on e-learning. We assiste-learning professionals and other stake- e-learning.holders in achieving common goals and 03  | 2012    | 11
  12. 12. TEXT OILI SALMINEN PICTURES iSTOCKPHOTO www.facebook.com/ senjaopettaaFröken Senjaand the Delightsof Learning SwedishThe highly popular, highly praised and often awarded project “Senja TeachesYou Swedish (and Finnish)” took the next step in autumn 2012 and publisheda book. The study book, composed of Facebook postings, forms an exam-ple of a new way of working and a new type of book: the producers crowd-sourced the contents to create this bilingual study book. Fröken (Miss) Senjastill teaches gleeful Swedish (riemuruotsi, älsklingssvenska) in Facebook.S enja Larsen tells us that the idea is members, I asked other members – highly Additional information to practise the Swedish language, skilled verbally, and fun and liberal-minded Senja Larsen culture and structures as well as the – to help with the texts, and the language e-mail | senja.larsen@gmail.comexceptions that form the proof of them. school got wind under its wings!” Tel.  |  +358 50 551 1377This is a completely new way of learning From then on, “Senja Teaches Youand interacting in social media. Swedish (and Finnish)” pages have been Links www | facebook.com/senjaopettaa It started in Facebook. Ms. Senja maintained by about twenty people in Publication of the book in YouTubeLarsen, a very busy person, created a site Senja’s office. www | youtube.com/watch?v=DzH0SwkSBh0she would have been interested in following With more than 16 000 people likingherself. Suddenly, a great number of people it, this website is one of the most popularwere interested in the method of learning social media communities in Finland. The The operation of the language schoolone or two new Swedish words per day. “I do popularity is at least partly explained by relies on the text to be studied and thenot know Swedish all that well myself, even the fact that in Senja’s language school, comments posted about it. The texts inthough I had promised to teach it to others, learning is a shared hobby seasoned with Senja’s school are written in accordanceand when we suddenly had thousands of humour. with a precisely specified concept regard-12 |   03 | 2012
  13. 13. less of the fact that they approach their This book presents a combination of was carried out in Kickstarter, the largestsubject with hilarity. The texts to be stud- the traditional book with the hectic pace crowdsourced funding platform in the world,ied form the basis which the commenta- of social media in which topics rise and that has funded more than 23 000 projectstors may increment with their expertise. fall within days. Both of these aspects are with approximately 200 million euros.The basic text is presented in Finnish, found within this one volume. The crowdsourced funding project was aand Swedish translations are mixed into “We left some mistakes in the book, greater success than expected, but beforeit. A person who speaks only Finnish can because we like them. Making mistakes is the book was published, this funding had tofirst read the text without looking at the necessary for learning. So much the better, be cancelled. Under the Finnish law accord-Swedish words, and it works well, says if you are having fun too. If you can push a ing to Finnish police administration, crowd-Fröken Senja. little and learn even one new thing a day, sourcing in this type of case is not legal, and The Swedish translations are always you are quite well set a year from now. You therefore, all funds already collected for thegiven in upper case letters MED VERSALER can read the book so that you deal with one Senja book were returned to the contribu-in the form in which they would occur if the topic per day,” Fröken Senja recommends. tors; their copies of the book were deliveredcomplete sentence were given in Swedish. The heaviest task after compiling and to them nevertheless.Finnish words are always written in lower illustrating the book was proofreading it. Fröken Senja believes that voluntarycase letters. Social media often use relaxed language and work is the only way with which a book that “In our texts, we mix modern and old- skip capitalisation and punctuation, and no involves this much work could have been putfashioned language and the form of Swed- spell-checkers understand two languages. together.ish spoken in Sweden as well as the form Proofreading was completed by the members The crowdsourcing attempt raised a dis-spoken in Finland. The comments often in Senja’s office together with seven volun- cussion that may have its effects on futuregive dialectal forms of Swedish. Occasion- teers who included translators and teachers. decisions. Many members of parliament andally, hilarious curses and other not-so- “Our goal was to make sure of the ministers have expressed their views con-proper words get slipped in. We delight correctness of the language so that the cerning the issue, and there is a web groupin this diversity. Languages are not static book can be used in education. But we established that works on renewing the– they assume their form according to their still wanted to respect our commentators’ Money Collection Act.use”, Senja Larsen tells us. approaches and wanted to find a good The book publication event was trans- balance between their personal touches mitted direct online via GoogleHangoutPostings Become a Book and the meanings that they most likely with minor technological requirements, andA voluntary work force compiled the book intended," Fröken Senja explains. saved in YouTube at the same time.from the daily texts (about 300 of them,each no longer than 420 characters), and The Crowdsourced Funding Senja Received a Pricethe more than 16 000 comments given to Attempt Remained – An Attempt Even in the eEemeli Competitionthem. Comments from hundreds of people Compiling and publishing a book is not This language instruction project has beenwere included. In addition to the texts, the free of costs. Illustrations, layout design widely acknowledged. This project has receivedbook contains more than 2500 comments and administration required funding, and the Vuoden kieliteko 2011 prize (Linguisticfrom the community members. The most fund-raising was attempted with one of the Act of the Year) from the Federation of Foreigneager commentators were 42 in number, first ever crowdsourced funding projects in Language Teachers in Finland, the Parastaand more than 10 of their wisecracks were Finland. In July 2012, the community started Parasta (Best of the Best) prize from the Finn-published in the book. Nadja Andersson their project to find out if the book would sell. ish eLearning Centre, the community awardwas selected out of a large group of appli- In 30 days, they received 345 advance orders from Kulturfonden, and the Språksporre 2012cants to illustrate the book. for the book and its spin-offs. This project award from the Hugo Bergroth Society. l 03  | 2012    | 13
  14. 14. TEXT HEIKKI LAAKSAMO PICTURE FUTUREIMAGEBANKNew Tool forEvaluating eSkills More information of training or other development processes TIEKE-Developer of the Modern about the project employees would need to improve their Information Society of Finland Heikki Laaksamo eSkills. In addition, hidden talents may be TIEKE The Finnish Information Society Devel- Tel.  |  +358 40 835 0032 found which can be very important for mod- opment Centre has an important role as a e-mail | firstname.lastname@tieke.fi ern organizations. The tool can be of help in neutral non-profit organization in creating recruitment processes. viable tools and expertise for the informationW society. The main focus of work at TIEKE is on orking, modern information society A Necessary Tool the development of eSkills, networking and and spare time activities set ex- TIEKE conducted a survey to learn how neces- interoperability. l pectations concerning the informa- sary the tool would be fortion and communication technology (ICT) user the potential user organiza-skills of every citizen. One can wonder if his tions. According to theor her eSkills are on an appropriate level. In survey, two thirds of theorganizations there may be considerations respondents saidregarding the real eSkills level of employeesand what kind of training they really need. that they would use One can wonder the tool immediately or within a year. Three if his or her eSkillsThe Level of eSkillsCan Be Found Out quarters told TIEKE that are on anTIEKE The Finnish Information Society Devel- they would start using the appropriate level. tool within two years. Theopment Centre is creating a new Internet- survey also made it obviousbased competence evaluation tool by which that Finnish organizations do notthe level of ICT skills can be measured. The have this kind of tool for use.tool will include areas like information societycitizen skills, basic and advanced eSkills and Developed inknowledge work skills. As a result of evalua- an Expert Networktion, one obtains a personal profile of his or TIEKE’s competence evaluation toolher skills. These test results can also be com- project is a part of the Systemic Learn-pared to the average skill level of others who ing Solutions (SysTech) project organizedhave taken the test. Testing is not bound to by the University of Jyväskylä and financedany certain application programs and the tool partly by Tekes (the Finnish Funding Agencywill give a consistent and unbiased environ- for Technology and Innovation). Partners inment for testing in Finland. the project are Centria University of Applied Sciences, The Viikki Teacher Training SchoolUseful Tool For Organizations of University of Helsinki, Aamos Oy, TheEducational organizations can utilize the tool Tax Administration of Finland, North Kareliain their planning, evaluation and development Municipal Education and Training Consor-work. Training organizations can test students tium, and Etnoteam Finland Oy. The projectto find out their starting level. The contents will be completed by the end of June 2013.of the course can then be modified accordingto the results to better meet the needs ofthat particular group. After the course the stu-dents can be tested again to gain informationon whether the course improved their skills. Organizations can also test their employ-ees to find out the level of their ICT skills.These test results can beused as referencepoints in performance appraisals. Employ-ers can also obtain information on what sort14 |   03 | 2012
  15. 15. TEXT JARI JUSSILA | TTY & HANNA NORDLUND | Innopark & HANNU KÄRKKÄINEN | TTY PICTURE iSTOCKPHOTOChallenges, Risks and Approaches forInvolving Business-to-BusinessCustomers and Usersin Innovation by Social MediaT he model of innovation is changing from closed to open, by which we mean that organizations are nowmaking extensive use of external ideas andtechnologies in their innovation activities.Social media is becoming an increasinglyimportant means of involving customersand users in innovation processes. Socialmedia enables the emergence of user com-munities. It potentially increases collabora-tion and enables more efficient utilizationof distributed knowledge resources insideand outside a company. Social media tools,such as wikis, blogs, social networkingsites and online communities also createnew ways and means of interacting withcustomers and users. These new waysinclude using social media facilitated www.tut.fi/innovation competitions, events, communi-ties and marketplaces to involve users and soitacustomers in innovation. There are also various challenges andrisks relating to using social media in B2Binnovation processes. Reliable customerand user information may be hard to recog-nize and utilize. Also, companies often fail exposure to litigation. Employees may for external actors while maintaining the own-to incorporate this information into decision instance unintentionally expose individual ership of the individual product parts andmaking processes, or they often under-invest pieces of information that, when aggre- exposing only minimal amount of the largerin understanding and making sense of the gated to other data by competitors for pur- entity. Second, at least some part of theinformation.The central idea of free-revealing poses of business intelligence, may reveal risks of the traditional innovation processin user communities might not take place sensitive information because they can be can be outsourced to customers and users.in the B2B context where the users often stored online indefinitely, and can be easily Companies may for instance provide userscompete against each other. Furthermore, searchable. with toolkits that enable them to designthe number of users is often smaller and the In counterbalance to the above chal- just the kind of products they wish to have.emergence of communities might lack criti- lenges and risks, there are also various However, more research is needed to under-cal mass. Finally, IPR rights and questions useful ways to overcome them. First, inno- stand the best practices to tackle theseof information security present challenges vation intermediaries such as InnoCentive risks and challenges.particularly in the B2B context. can be used to minimize the risk of free- Our SOITA -research project focuses According to a social media poll con- revealing of ideas and knowledge. By using especially on how B2B companies canducted by Symantec (2011), the top three an intermediary, a company can in some better interact with and learn from theirsocial media incidents experienced by cases remain anonymous in requesting customers and users to create better prod-the typical enterprises in this study were external ideas. It is also possible to split uct and service innovations. Stay tuned foremployees sharing too much information the development of new product or service research and best practices on how thesein public forums, the loss or exposure of into smaller parts that can be outsourced issues can be solved and join us for discus-confidential information, and increased or crowdsourced relatively safely to various sion at http://www.tut.fi/soita. l 03  | 2012    | 15
  16. 16. Unique and innovative teachers’ certificate program developed in Finland The key to the success of Finnish education are highly qualified teachers, top-end professional development and collaboration. Now all this has become easily available for teaching faculty worldwide! • Fully online Admission requirements: Minimum Bachelor’s • 30 European credits (ECTS) degree, proficiency in English. • 3 modules Starting date: January 2013. • Alongside work in 3 semesters • Authentic, collaborative e-Learning • Fully facilitated learning process More information at • Language of education: English http://21stcenturyeducators.tamk.fi LANGUAGE & CULTURE LEARNING FREE OF CHARGE AT ANY TIME NO REGISTRATION NO PASSWORD k loo and g lt.or Go and look www.becult.org Go uc .be w ww16 |   03 | 2012
  17. 17. TEXT LIISA ILOMÄKI & MINNA LAKKALA | Technology in Education Research Group (TEdu) | Institute of Behavioural Sciences | University of Helsinki PICTURE LIISA MYYRYThe Innovative, Progressive School Modelis Designed to Help with thePedagogical Use of ICT In principle, Finnish schools have excellent possibilities for making use of the new digital technologies, but only some schools test and use new methods and new equipment in any diversity of ways or with any success. A great number of schools seem to be stuck in their old ways. Some reasons for the differences in the pace of development can be found in the ways of working in these schools.A t the beginning of the current millen- school community to develop as a whole. nium, we studied schools in the city The culture of working together must be of Espoo and developed our first embedded into the school structures – it model in which we presented the factors should not depend on voluntary efforts. that seem to influence the development Similarly, every teacher must carry the of schools via technology. The theoretical responsibility of the way of working and be background consisted of three parts: stud- involved in teams that carry responsibility. ies on the development of schools, e.g. No teacher can play the game alone any- the ideas of Dr. Michael Fullan, well-known more! in Finland; the ideas concerning Computer Common practices and models help Supported Collaborative Learning as repre- everyone, as solutions already agreed upon sented by e.g. Carl Bereiter and Marlene save the teachers’ and pupils’ time and Scardamalia; and studies on the use of help them concentrate on the essential ICT and the respective skills, which we had issue. also conducted ourselves. The essential issue is pedagogy: In 2008–2011, we participated in the learner-centred education in which students project Educational Technology At School’s work together, dealing with phenomena and Everyday Life, funded by the Finnish Fund- problems in a goal-oriented manner. ing Agency for Technology and Innovation TEKES, in which we collected data on new Inadequate Digital Skills Abound schools. Our school model was made more Digital technology is a tool with which we precise and simple, and we also studied may achieve more autonomy and, at the the phenomena from the point of view of same time, more sense of community innovation research. The model was given in working. Many studies show us that the name Innovative, Progressive School. students’ digital skills are uneven and do Researchers Liisa Ilomäki (left) and Minna Lakkala not always suffice as far as using informa- would like to explore development of secondary education. Principals Lead School tion sources or searching for information. Communities to Common Goals Good pedagogical practices supported by Success factors for innovation are easy to appropriate digital technologies provide find. The role of the principal should not be students with technological skills that they it is more difficult to use these technolo- underestimated: the principal is the primus could not reach through web surfing with gies with good pedagogical sense. Those motor that eventually will make the commu- friends. schools and teachers are successful that nity proceed in one direction. At school as easily as elsewhere, we plan the way forward together and then sys- Visions and goals common to all of the might become enthusiastic about all sorts tematically proceed in the direction agreed teacher community are necessary for the of new technical bells and whistles, but upon. l 03  | 2012    | 17
  18. 18. TEXT LEENA VAINIO PICTURE LEENA VAINIO Visiting Association for Learning Technology ALT Association for Learning Technol- ogy promotes research into learning technologies, improves practice and ALT in England influences educational policies with the following objectives:  The association uses a strong voice to ensure that learning technologies are in the core of I had quite a challenge in September as I was modern learning.  The Association supports all mem- invited to the UK to be a Guest Speaker in a con- ber organisations in their efforts to reach their goals in a cost- ference hosted by ALT Association for Learning effective and efficient manner. Technology. One of the most interesting aspects  The association identifies and recognises excellent professional of the conference was seeing and experiencing accomplishments, research and how our sister organisation in the UK arranges practices.  The association brings together a conference. Of course, it was also great to be parties in the sectors of technology given the possibility to familiarise myself with the and pedagogy in their diverse work roles, producing solutions for com- workings of the association. mon problems through research.  The organisation is flexible and transparent, able to respondT his ALT conference was very similar LINKS quickly and efficiently to challeng- to our traditional Interactive Technol- Information concerning ALT ing development requirements, ogy in Education conference (ITK), www | alt.ac.uk spreading open processes and but the number of participants was lower working methods. The annual ALT conference than in our conference – perhaps a quarter www | bit.ly/ALT-C-2012 of ITK visitors. The keynote speakers were highly esteemed users of learning technolo- gies. I was thrilled, in particular, with Eric Mazur’s presentation about peer learning. them all on video. Students use their peer The objective of ALT is to boost discus- Mr. Mazur is the professor of physics and groups to study the issues he discusses in sion and to disseminate information applied physics at Harvard University, and his lectures, and his duty as their teacher concerning diverse learning technolo- he has developed peer learning methods is to pose questions for them to resolve gies that support learning, teaching, and for physics. He does not give traditional so that students may co-create knowledge assessment. The fact that the last of lectures to students at all anymore, but has as peers. Learning outcomes have been these items is quite heavily focused upon excellent and students have had excellent is interestingly different from our own key motivation for learning. objectives. There was a large number of interesting The association focuses on people who presentations at the conference, including wish to understand, lead, research, support Pecha Kuchas nonstop in a conference hall. and enable learning with the aid of learning There were about 50 companies with exhi- technologies. The members include approxi- bitions, and conference participants eagerly mately 900 individuals and 200 organisa- visited their stalls. tions, most of which are schools and higher education institutions of various kinds. ALT Feels Familiar The association cooperates closely with ALT as an association and in spirit is very researchers and publishes the magazine similar to our eLearning Centre. It was Research in Learning Technology. The edito- good to see that our sister association rial board of this thrice-yearly magazine con- has issues similar to ours on its agenda sists of significant international experts in The exhibition stalls were on the sides of the large so that cooperation definitely will pay off learning technologies. The screening for pub- lobby. The centre of the lobby was reserved for par- in the form of increased energy in our own lication is stringent, and only 20% of articles ticipants to visit with one another and have coffee. work. received for consideration are published. l 18 |   03 | 2012
  19. 19. TEXT OILI SALMINEN PICTURE TRENDIKOTI Small and Medium-sized Companies Go Mobile In a short time, tablets have proven their worth as the communication media on construction sites. TL Sippola, the company constructing trendy homes called Trendikoti, is using tablets in their VIDICO project to pilot effective mobile communications among their widely dispersed construc- tion sites and the office. “One would not let go of this device so very easily”, says Mr. Mikko Kautto, the contractor, in view of his experiences. Further information munity. Our site supervisors started to use www | vidico.fi tablets so that they would always have access to the most recent information and the option T he VIDICO subproject “Tacit Knowl- to, for example, check the blueprints.” edge in Companies” has implement- The conditions on construction sites ed as many as 15 pilots for small offer certain challenges for the use of com- and medium-sized enterprises in a diversity munications technologies. “You cannot of fields. The pilots have shown us that the take tablets to the dirtiest places, but you participating companies have started to are well able to use them in your car or in consider more extensive renewals and en- the break room.” hancements to their operations in addition to the sharing of their expertise. Paper and Mileages Drop In no longer than three months, the company Tablets Improve Communication noticed a reduction in the amount of paper in the Construction Company used and miles driven. Now they can search The Trendikoti construction sites require for viable solutions on site with their mobile mobile management and supervision in order devices. In addition, the designer in charge to keep the work progressing on schedule. of intranet updates does not receive so many “We intend to decrease the number of mis- inquiries anymore because he can enter all takes and unnecessary complications, and data and clarifications in the system immedi- create a good atmosphere in the work com- ately so that sites can make use of them. You cannot cook an omelette without When there is a tight spot, it would be good to know breaking eggs, they say. But the errors in who would be able to solve the problem! Mobile the construction company pilot have been information from the intranet helps in this Trendikoti harmless – such as pictures from people’s construction site where Obaid Ahmadyar (left), site homes and vacations being accidentally manager Pekka Linnanmäki and Juho Kokkoniemi VIDICO – Visible Digital Com- published in photo stream. “They have actu- together plan the next jobs to tackle. petence is a cross-boundary ally created a warm sense of community”, project funded by the Regional Kautto remarks. Council of Päijät-Häme with the The pilot succeeded even more than dinated by Innopark Programmes. VIDICO European Regional Development expected, and the construction company searches for operative models, products Fund (ERDF), implemented jointly intends to continue the use of these new and methods that make the competences by Innopark Programmes Oy, the tools and methods even after the pilot. of various parties visible and available Porvoo unit of Haaga-Helia Uni- for effective, high-quality utilisation. The versity of Applied Sciences and The Pilot Implemented VIDICO members have helped the public Finland Futures Research Centre Under VIDICO sector as well as the private sector in the of the University of Turku. The tablet device pilot in Trendikoti was southern parts of Finland digitalise opera- implemented under the VIDICO project coor- tions and make competence visible. l 03  | 2012    | 19
  20. 20. “Future Learning” at LEARNTECLEARNTEC is the leading international success of the trade fair shows the true The convention gives extensive insighttrade fair and convention for vocational importance of “modern learning”: 75 per- into the future of the e-learning and educa-education, learning and information tech- cent of exhibitors from 2012 have already tion sector. It presents successful trainingnology and is scheduled to take place signed up to showcase their know-how at projects implemented in business, schoolbetween 29 and 31 January 2013 at the LEARNTEC in Karlsruhe again next year. and university environments, and links thisKarlsruhe Trade Fair Center. It has been The trade fair and convention focus on programme with the products and servicesestablished for many years as the sector both current solutions and future learning offered by exhibitors at the trade fair. In itsmeeting place for e-learning providers and methods. LEARNTEC offers its exhibitors lecture programme, the LEARNTEC Conventionplayers in the field of vocational education and visitors over 20 years of experience focuses on future-oriented questions and pio-and the focus of next year’s event will be in “learning with IT”. In 2012, over 6,100 neering development trends. The prominenton “Future Learning”. Consulting company visitors once again took advantage of the keynote speakers and high-calibre lecturersowner Sünne Eichler, who is also a member opportunity to find out about the latest are experts from the realms of business andof the LEARNTEC Convention Committee, trends in the sector. Next year’s event will academia. The latest topics and solutions areexplains: “In 2013, LEARNTEC will once also focus on the trends for e-learning and featured in five parallel areas – Technology,again be zoning in on real-life and forward- vocational training. Visitors find out all Management, Specials, Didactics and Work-looking trends such as management short- the latest information on mobile learning, shop – together with fundamental questionsages, employer marketing, media conver- blended learning, serious games, social and future perspectives. Established topicsgence and augmented reality as well as on media and other areas that are of relevance include “Mobile Learning in Technology andmobile, social and game-based learning”. to the sector. These range from virtual Didactics”, “Serious Games” and new innova- “Future Learning” – a fitting motto for classrooms to e-coaching management tive interfaces and 3-D technologies. Here, theLEARNTEC in more ways than one. On the training sessions. Whether learning or voca- focus is always on the human element – i.e.one hand, it refers to the future of learning; tional training, LEARNTEC shows the latest users and their learning requirements.on the other, it indicates that lifelong learn- software, hardware and coaching conceptsing is vital to the future of any career. The for the entire educational spectrum. www | learntec.de 21st Leading International Trade Fair and Convention for Vocational Education, Learning and IT Future Learning. www.learntec.de • Please register online at www.learntec.de/ticketshop 29 – 31 January 2013 prior to the event. Karlsruhe Trade Fair Center • Enter the promotion code SeOppi2013 • Get your free entrance ticket for the LEARNTEC exhibition!20 |   03 | 2012
  21. 21. TEXT LEENA VAINIO | Chairman of FUAS Virtual Campus work group & ANTTI KAUPPI | Project Leader of the FUAS Alliance PICTURE FUTUREIMAGEBANKFUAS eCampusComing SoonIn 2015, the FUAS eCampus will form a shared learning environment anda developer community for the students, staff and partners of the FUASAlliance (consisting of the HAMK, Lahti and Laurea Universities of AppliedSciences). This online campus will provide new shared services, nationaland international, to support studies as well as research, development andinnovation in the Helsinki Metropolitan Area.T he shared online campus has been Additional information in planning for two years. Summer is available from studies and staff training organisedthus far have provided good experiences work group members The online campusof the tentative working model. At this HAMK will combine physicalpoint in time, the work has proceeded toa concrete phase. The FUAS eCampus will Leena Vainio | Chair e-mail | leena.vainio@hamk.fi and virtual learningform a shared function for the alliance as LAMK environments.of January 1st 2013. Its roll-out will take Harri Kuusela | Deputy Chairplace in phases catering to the needs of e-mail | harri.kuusela@lamk.fithe various parties and making use of theirexperiences. LAUREA Irma Mänty e-mail | irma.manty@laurea.fiA Combination of Work,Learning and EntrepreneurshipThe online campus will form a learning andworking environment for the students, staffand partners of the Universities of AppliedSciences (UAS) in the FUAS Alliance. Theonline campus will provide students withthe opportunity to study in different sortsof learning environments, and also enablethem to learn through developer communi-ties formed of FUAS UAS students, staffand partners. Web access to manyservices will also be madeavailable to them. The basicidea is to include studentsin the development of theeCampus and the relatedapplications so that the bestsolutions eventually form thefoundation for student entre-preneurship in the global mar-ketplace. For the staff, the eCampuswill offer a cooperative plat-  03  | 2012    | 21

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