Slides of a keynote at the University of Oldenburg in September 2015. How to build a University where collaborative learning and interdisciplinary work are in the core? Why is it important? What are the implications for learning? How to help students to become critical and ethical change makers?
Blended learning in higher education: Theory and practice in FinlandTeemu Leinonen
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.
European perspectives on design for learning in the 21 centuryTeemu Leinonen
Keynote at the National Conference about flexible learning, 15-17 July Wrest Point Conference Centre, Hobart, Tasmania, Australia / Australasian Association of Distance Education Schools.
In this address, Professor Leinonen will discuss ‘meta-design’, which means design of ‘things’ for educators to design their own teaching and for learners to design their own learning. He will also present a generic Finnish / Northern European perspective on ICT in education, which he and his colleagues aim to make a pan-European model through a project entitled Innovative Technologies for an Engaging Classroom (iTEC). iTEC is a four-year, large-scale project that takes an informed look the potential classrooms of the future. With 27 project partners, including 14 Ministries of Education and funding from the European Commission of 9.45 million Euros, iTEC will provide a model describing how the deployment of technology in support of innovative teaching and learning activities can move beyond small scale pilots and become embedded in all Europe's schools. iTEC is being piloted in over 1,000 classrooms in 12 countries, making it by the most significant pan-European validation of ICT in schools yet undertaken.
These are the whiteboards from NITLE's "Mobile Technology Initiatives at Two Campuses," an instance of "Special Topics for Instructional Technologists and Their Colleagues" on 12/11/2009 featuring presentations from Seton Hall and Abilene Christian Universities.
Blended learning in higher education: Theory and practice in FinlandTeemu Leinonen
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.
European perspectives on design for learning in the 21 centuryTeemu Leinonen
Keynote at the National Conference about flexible learning, 15-17 July Wrest Point Conference Centre, Hobart, Tasmania, Australia / Australasian Association of Distance Education Schools.
In this address, Professor Leinonen will discuss ‘meta-design’, which means design of ‘things’ for educators to design their own teaching and for learners to design their own learning. He will also present a generic Finnish / Northern European perspective on ICT in education, which he and his colleagues aim to make a pan-European model through a project entitled Innovative Technologies for an Engaging Classroom (iTEC). iTEC is a four-year, large-scale project that takes an informed look the potential classrooms of the future. With 27 project partners, including 14 Ministries of Education and funding from the European Commission of 9.45 million Euros, iTEC will provide a model describing how the deployment of technology in support of innovative teaching and learning activities can move beyond small scale pilots and become embedded in all Europe's schools. iTEC is being piloted in over 1,000 classrooms in 12 countries, making it by the most significant pan-European validation of ICT in schools yet undertaken.
These are the whiteboards from NITLE's "Mobile Technology Initiatives at Two Campuses," an instance of "Special Topics for Instructional Technologists and Their Colleagues" on 12/11/2009 featuring presentations from Seton Hall and Abilene Christian Universities.
Emerging Instructional Technology and DesignAJ Kelton
The following slide deck was used for a presentation to the School of Library and Information Science at San Jose State University for their Fall Colloquium in Second Life
Wisconsin Innovative Schools Network 3/28 - OER PresentationsEric Lehmann
Presented on 3/28 at the Wisconsin Innovative Schools Network (WISN). "Expand your Classroom with Open Education Resources" (OER) Eric Lehmann - eAchieve Academy.
Wisconsin Innovative Schools Network (WISN) - 2014 OER Eric Lehmann
21st Century teaching with (OER) Open Educational Resources. Presentation for Middle School and High School teachers introducing OER Open Educational Resources. OER has been hailed by some as the key to breaking down the digital divide and giving all students (around the world) access to high quality educational resources.
History of educational technology
Particularly in recent years, technology has changed from being a peripheral factor to becoming more central in all forms of teaching. Nevertheless, arguments about the role of technology in education go back at least 2,500 years. To understand better the role and influence of technology on teaching, we need a little history, because as always there are lessons to be learned from history.
Mobile devices for learning: Seven things to remember (plus or minus two). John Cook
Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta.
New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
Multimedia project revolving around the analysis of Interactive Whiteboards as Emerging Technology. Analysis tools are McLuhan's Media Tetrad and Thornburg's Six Forces that Drive Emerging Technologies.
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Base...Teemu Leinonen
Presentation in the 10th International Conference on Mobile Learning 2014, 28 February – 2 March, Madrid, Spain. The aim of the research is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. The paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper presents challenges of supporting learning as part of work practices taking place in the workplace, because learning has different attributes during work than in formal educational contexts: e.g. it is informal, just in time and social. The theoretical framework of the design is the tradition of pragmatism. We start with the concepts of experience, change of practices / habits and reflection, claiming that living through experiences suggest changes for practices and these trigger reflective processing of the situations. We present an Android application ‘Ach So!’ for creating and annotating short videos as potential solution for informal learning for physical work practices. The paper ends in proposing future steps in the development of the application. The co-design process for the application is lean and iterative, where the design receives feedback from the project partners, skilled workers, apprentices and managers of SMEs targeted to be the main users of the application.
Emerging Instructional Technology and DesignAJ Kelton
The following slide deck was used for a presentation to the School of Library and Information Science at San Jose State University for their Fall Colloquium in Second Life
Wisconsin Innovative Schools Network 3/28 - OER PresentationsEric Lehmann
Presented on 3/28 at the Wisconsin Innovative Schools Network (WISN). "Expand your Classroom with Open Education Resources" (OER) Eric Lehmann - eAchieve Academy.
Wisconsin Innovative Schools Network (WISN) - 2014 OER Eric Lehmann
21st Century teaching with (OER) Open Educational Resources. Presentation for Middle School and High School teachers introducing OER Open Educational Resources. OER has been hailed by some as the key to breaking down the digital divide and giving all students (around the world) access to high quality educational resources.
History of educational technology
Particularly in recent years, technology has changed from being a peripheral factor to becoming more central in all forms of teaching. Nevertheless, arguments about the role of technology in education go back at least 2,500 years. To understand better the role and influence of technology on teaching, we need a little history, because as always there are lessons to be learned from history.
Mobile devices for learning: Seven things to remember (plus or minus two). John Cook
Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta.
New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
Multimedia project revolving around the analysis of Interactive Whiteboards as Emerging Technology. Analysis tools are McLuhan's Media Tetrad and Thornburg's Six Forces that Drive Emerging Technologies.
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Base...Teemu Leinonen
Presentation in the 10th International Conference on Mobile Learning 2014, 28 February – 2 March, Madrid, Spain. The aim of the research is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. The paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper presents challenges of supporting learning as part of work practices taking place in the workplace, because learning has different attributes during work than in formal educational contexts: e.g. it is informal, just in time and social. The theoretical framework of the design is the tradition of pragmatism. We start with the concepts of experience, change of practices / habits and reflection, claiming that living through experiences suggest changes for practices and these trigger reflective processing of the situations. We present an Android application ‘Ach So!’ for creating and annotating short videos as potential solution for informal learning for physical work practices. The paper ends in proposing future steps in the development of the application. The co-design process for the application is lean and iterative, where the design receives feedback from the project partners, skilled workers, apprentices and managers of SMEs targeted to be the main users of the application.
Interaction: What Every Digital-Age Classroom Needs!Staci Trekles
The most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
Online collaborative learning with audiencefeedbackAndrea Stone
Online course quality measures recommend student interaction and group activities, but these can be difficult. This session offers strategies for facilitation of online group work.
Continuous, collaborative learning: making it work for your orgCammy Bean
Presentation by Cammy Bean of Kineo on June 6, 2013. What is continuous, collaborative learning? How can you make it work with your organization? This webinar was hosted by Citrix/GoToTraining and Training Magazine.
Powerpoint for talk on working together virtually for ALA's Emerging Leaders, 2009. The text can be found at: http://wikis.ala.org/emergingleaders/images/a/a1/Working_virtually_text.pdf
Strategies to Engage Students in Collaborative Online Learningjalinskens67
Evaluates strategies used in online learning that promotes collaboration. Completed as an assignment for ELT7008-8-3 for Northcentral University, Prescott Valley, AZ.
How to design Collaborative learning activitiesAndrew Brasher
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
The workshop is being offered as part of the Metis Project (http://www.metis-project.org/), and it is one of three pilot workshops being run across different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE.
Please keep in mind that this is a pilot workshop and the ILDE is a prototype. We look forward to your critical feedback in assisting the project to further improve the production of this prototype into a working system.
Other resources used in this workshop are available from a pilot version of the ILDE: http://ilde.upf.edu/ou/v/b37 .
There are 8 steps to build a mobile app for patients health tracking. The medical mobile apps definitely make lives extremely easier not only for patients but for doctors and paramedics as well.
Openness in Scholarship: A return to core values?Cameron Neylon
The debate over the meaning, and value, of open movements has intensified. The fear of co-option of various efforts from Open Access to Open Data is driving a reassessment and re-definition of what is intended by “open”. In this article I apply group level models from cultural studies and economics to argue that the tension between exclusionary group formation and identity and aspirations towards inclusion and openness are a natural part of knowledge- making. Situating the traditional Western Scientific Knowledge System as a culture-made group, I argue that the institutional forms that support the group act as economic underwriters for the process by which groups creating exclusive knowledge invest in the process of making it more accessible, less exclusive, and more public-good-like, in exchange for receiving excludable goods that sustain the group. A necessary consequence of this is that our institutions will be conservative in their assessment of what knowledge-goods are worth of consideration and who is allowed within those institutional systems. Nonetheless the inclusion of new perspectives and increasing diversity underpins the production of general knowledge. I suggest that instead of positioning openness as new, and in opposition to traditional closed systems, it may be more productive to adopt a narrative in which efforts to increase inclusion are seen as a very old, core value of the academy, albeit one that is a constant work in progress.
Colleagues: this is a modified version of a 20-minute slide presentation via Adobe Connect based on a research topic of interest to Neera and Rita – EDDE 802 Assignment 1 (February, 2016) in the Doctor of Education in Distance Education (EdD) program at Athabasca University.
Presentation and workshop given by Jane Trowell, on 'The Body Politic, art, activism and social & ecological justice', a course for adults that Platform ran 2004-9; part of 'Student as Producer' Conference, 26/27.6.13, University of Lincoln http://studentasproducer.lincoln.ac.uk/events/student-as-producer-conference-2013/
Technology and English Learners: A New Language, or Universal?kristinlems
presentation by Kristin Lems and Jason Stegemoller, professors at National Louis University, at the 2014 STEMTech conference in Denver, Colorado organized by theleague.org.
2015 Oregon Library Association Conference, Eugene, OR: Join a conversation about cultivating creativity and imagination in children and youth by focusing instructional resources through a prism with polished edges reflecting first principles of instruction, the guided-inquiry method, and expectations embodied in today’s educational standards. Discover potential for "blind spots" in communication and collaboration.
Teaching and Learning with Artificial IntelligenceTeemu Leinonen
Slides from a talk where I argue that when we teach and learn with artificial intelligence (AI), pedagogical choices matter. Artificial intelligence is also not the first technology to challenge education. This time, the biggest challenge is related to the assessment of learning. When we want to teach and learn (1) concepts, (2) problem-solving skills, (3) cultural literacy, (4) mathematic literacy, (5) logics and analytics thinking, (6) higher-level understanding, (7) ethics, and (8) civics, we should pay attention to (1) transparency and Code of Conduct, (2) project-based learning, (3) letting AI do the first version, (4) lecture notes, (5) project presentations and demos, (6) seminars, (7) viva voce exams.
Hyvän oppimisen tilat -kirjan esittely. Esityksessä on kaksi "porkkanaa" kirjasta: (1) Miten eri aikakausien opetussuunnitelmat näkyvät oppimisympäristöissä ja (2) miten meidän tulisi siirtyä oppimisympäristöistä hyvän oppimisen tiloihin.
Educational reforms in Finland: past, present, futureTeemu Leinonen
Slides from a lecture at the Tallin University in 2019 about the contemporary educational thinking in Finland and the future. The present is the uncertain and the future is unknown. The most important thing is that we keep on developing the educational system as the world is changing.
Computational thinking, Learning analytics and Makerspaces in Schools?Teemu Leinonen
A review of research projects in the Aalto Media Lab's Learning Environment research group, that belong or are related to the themes of Computational thinking, Learning analytics and Makerspaces in Schools.
Future Learning Environments — the Past and the FutureTeemu Leinonen
Slides from the keynote at the MIndtrek 2018, Tampere, Finland. From the prehistory of the learning technology research to the history and the possible futures.
From non- and informal learning to documented co-learningTeemu Leinonen
Keynote at the he European Distance and E-Learning Network's (EDEN 2018) 27th Annual Conference, 17-20 June 2018 in Geneva, Italy.
The classical division of formal, non-formal and informal learning are challenged by mobile and IoT technologies connected to cloud computing applying artificial intelligence. With sensors and audio and video recordings we can track and record humans' and machines' activities that can be then analysed to automate routine tasks but also to provide information for reflection and conscious development of human activity. During my talk I will present and discuss the new possibilities of tracking and recording of actions in the context of new pedagogies for workplace learning.
Learning Environments Research Group - Media Lab HelsinkiTeemu Leinonen
Portfolio of prototypes designed and researched at the Learning Environment Research Group at the Media Lab Helsinki, Aalto University School of Arts, Design and Architecture. The earliest prototypes are from 1998 and the latest from 2018.
The presentation starts with some historical examples from the later 1990's and early 2000. The latest examples are from mobile learning and workplace learning. The idea of open education is present in all the projects.
The presentation ends with a description of current technology and learning mega-trends that are intertwined.
The last 20 years of mobile learning: signposts of the past, present and futureTeemu Leinonen
Keynote at the mLearn 2017 — 16th World Conference on Mobile and Contextual Learning.
30 October - 1 November 2017
Larnaca, Cyprus
Abstract:
Back in 1997 while working at Media Lab Helsinki, Finland my colleagues and I started a research project called Future Learning Environments. Our main partners were educational psychologists at the University of Helsinki. Soon after this we organized ourselves as the Learning Environments research group (LeGroup). The mission of the research group was (and still is) to explore ways to improve the quality of teaching and learning with smart technological solutions. From the very beginning our research focused on the use of mobile devices, with the idea of bringing learning to meaningful contexts, and to support learners' knowledge building and reflective activities. The tools designed and developed, as part of our research, have helped students to develop their self-regulation, a skill closely related to students' well-being, to forms of deep learning and to autonomy. With our research we have not been driven by the common attempt to save time and money, instead we have aimed to abilities to innovate and to create social change.
During my talk I will make a retrospective journey through some of our work, starting with some early experiments in computer supported collaborative learning (CSCL) with school children using Nokia Communicators (1997) and Nokia Internet Tablets (2005). I will also introduce some of our research on educational challenges in the Global South that made use of the affordances of basic mobile phones for knowledge sharing (2003-2005). Furthermore I will discuss our more recent work on mobile learning research dealing with the role of mobile devices in reflective and self-regulated learning, an augmented-reality application for workplace learning and on the challenges and possibilities of using biometric measures along wearable computers for collecting data for learning analytics. Through this journey, I aim thus to outline a few signposts of the past and present of mobile learning research, design and development. My hope is to help us discuss the future of education and the future tools to be designed when most things and activities in our life are digitally enhanced and networked.
Digital tools in learning: the past and the futureTeemu Leinonen
Aalto University Tenured Professors' Installation Lecture 2017. Department of Media, School of Arts, Design and Architecture, Aalto University. The lecture on Youtube in here:
https://youtu.be/yImx7rJVeX4
Critical aspects of digital tools in learning processes during the near futureTeemu Leinonen
“We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.” Roy Amara. Therefore we may predict or at least get an idea on what will happen next by closely following the technology development and by having a active role in it. The design and development of digital tools for learning or tools in general that are adapted to teaching and learning is not unproblematic. The three mega trends in technology; (1) Internet-based networks, (2) growing computing capacity and (3) automatization and robotics are providing new pedagogical and societal opportunities but also new challenges. The most interesting research themes related to the digital learning tools are the future of formal and informal learning, virtual social environments and analytics and adaptation. Working with the themes as a design researcher and designer one should be highly aware of the possible ethical issues related to these. To analyze the impact, positive and negative, we can use so called McLuhan’s Laws of Media, four questions we present to new media / tools.
The slides are from the teaching demonstration 20.9.2016. A lecture and exercise designed for the DOM-E5024 Introduction to Media Art and Culture course.
Guiding Students to Become Lifelong Learners: Flipped Classroom and Meaningfu...Teemu Leinonen
In this article we present a good practice of combining several teaching strategies such as blended learning, the flipped classroom and self-directed study activities in a MA level course, with the aim of helping students develop lifelong learning skills. We report how we adopted the flipped classroom model in several editions of the Introduction to Media Art and Theory course through the organization of fishbowl discussions with the students about the homework assignments they were asked to prepare before the classes. The course final assignments consisted in a video essay that the students had to produce in small groups and present to the class. The video essay required students to do research, define a research question and develop a critical attitude towards the topics explored. We analyzed the students’ feedback as well as the video essays submitted by the students in order to assess if the course provided them a meaningful learning experience and if it helped them become lifelong learners. We conclude that the course achieved the intended goals and that it represents a valuable case to discuss among the educational community.
Esitelmä Digitaalisuus ammatillisessa koulutusviennissä -työpajassa, Ammatillisen koulutuksen viennin edistämishanke. Omnia ja Opetushallitus. Hotelli Seurahuone, Helsinki. Esitelmässä käsitellään työn tulevaisuutta, sitä millaisia asioita ihmiset haluavat, sekä millaisilla keinoilla ihmiset pidetään jonkun palvelun käyttäjänä. Lisäksi esitelmässä esitellään yksi esimerkki: AchSo! -mobiili-työkalu työssä oppimiseen.
Digitaalinen kulttuuri ja taide: uusi uusi aika?Teemu Leinonen
Taiteen edistämiskeskuksen uusien taidetoimikuntien ja jaostojen perehdytyspäivä, Säätytalo 12.1.2015. Esitysmateriaali.
Kurkistus tulevaisuuteen: ajatuksia eurooppalaisen sivistyksen suuresta linjasta (lukion tiedoilla), digitalisaatiosta, digitaalisesta kulttuurista, sosiaalisesta mediasta, webin luonteesta, tarpeesta uudelleen määritellä asioita, ohjelmistotaiteesta, mahdollisesta murroksesta jota parhaillaan elämme jne.
MOOC - Koulutuksen mullistaja vai keisarin uudet vaatteet?Teemu Leinonen
Esitysmateriaalini ITK 2014 teemaseminaarista "MOOC - Koulutuksen mullistaja vai keisarin uudet vaatteet?"
Teemaseminaarin kuvaus: "Tässä teemasessiossa otetaan MOOCista mittaa. Maailman johtavat yliopistot, Stanford, MIT ja monet muut ovat alkaneet massiivisesti tuottamaan kursseja MOOC ympäristöön.
Mitä, miten, miksi? Tarjoaako MOOCsit tulevaisuuden näkymän globaliin koulutustarjontaan ja miten siihen vastaavat suomalaiset koulutuslaitokset?
Millaisia kokemuksia on MOOCsien käytöstä niin tutkimuksen kuin käyttäjien kertomana?
MOOCsien yhteydessä on paljon esillä oppimisanalytiikka eli miten käyttäjätietoja voidaan hyödyntää, oppijan, opettajan ja kurssien suunnittelijan tukena? Avaako oppimisanalytiikka uusia pedagogisia näkymiä?
Virtuaaliyliopistot tulivat 90-luvun puolivälissä ja hävisivät reilu 10 vuotta myöhemmin. Ovatko MOOCit vain tähdenlento vai pysyvämpi ilmiö ja muutoksen aiheuttaja?
Mukana keskustelussa, joka ei ole hyssyttelyä on mm. Matti Apunen, Teemu Leinonen, Jarmo Viteli."
Scenarios for peer-to-peer learning in construction with emerging forms of co...Teemu Leinonen
Presentation slides from the talk at the IEEE International Symposium on Technology and Society (ISTAS13) 2013. The paper is published in the conference proceedings and will be available: http://veillance.me.
LEAD - Learning Design – Design For Learning -project presentationTeemu Leinonen
Presentation slides of the LEAD (Learning Design – Designing for Learning) project. The research project aims to (1) bring design thinking to learning design and to (2) bring design expertise to the development process of technological learning solutions. In this project we understand learning situations widely, from traditional classroom situations to more informal learning settings. Project consortium is combination of Finnish leading universities with major international academic collaboration, active new start-ups and SMEs developing new solutions for educational institutes and organization for tackling the 21st century information management and learning challenges, and high-impact testbeds that act as a catalyst for companies to trial their solutions and competencies. The two year project includes collaboration with number of international research partners. The project is funded by Tekes – the Finnish Funding Agency for Technology and Innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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6. 23.9.2015
6
Zach
Dodson
Three leading universities form Aalto University in 2010
Helsinki University of
Technology, found in 1849
Helsinki School of Economics,
found in 1911
University of Art and Design
Helsinki, found in 1871
75 000 alumni
20 000 students
5 000 employees
50. Critical is the access
to the tacit
knowledge of the
experts.
Expertise develops in
participation to the
practices of the experts,
rather than by studying
formal knowledge.
(Brown, Duguid, & Collins,1987, Hakkarainen 2002)
What research suggests?
51. What research suggests?
Practicing work with experts from different fields than yours.
(Brown, Duguid, & Collins,1987, Hakkarainen 2002)
52. Brown, Duguid, & Collins,1987, Hakkarainen 2002
What research suggests?
Practicing work with experts from different fields than yours.
Critical is the access
to the tacit
knowledge of the
experts.
Expertise develops in
participation to the
practices of the experts,
rather than by studying
formal knowledge.
65. Basic desires:
What makes people to act?
1. Desire to influence (including
leadership; related to mastery)
2. Desire for knowledge
3. Desire to be autonomous
4. Desire for social standing
(including desire for attention)
5. Desire for peer companionship
(desire to play)
6. Desire to get even (including
desire to compete, to win)
7. Desire to obey a traditional
moral code
7. Desire to improve society
(including altruism, justice)
8. Desire to exercise muscles
9. Desire for sex (including courting)
10. Desire to raise own children
11. Desire to organize (including
desire for ritual)
12. Desire to eat
13. Desire for approval
14. Desire to avoid anxiety and fear
15. Desire to collect, value of frugality
(Reiss 2004)
66. LabOurWard! –
Innovating to save
women’s and babies
lives in low resource
settings
DOM-E5042 (5-10 cr)
Explore how the interplay of services,
space and media can create better
experiences for women, children and
families, as well as an empowering work
environment for health care providers.
Information design? Visualizations? Way-
finding? Story telling? Spatial design?
Materials and colors? Gadgets? Services?
The focus will be on resource low settings
in Sub-Saharan Africa and South-East
Asia.
Results will be exhibited and
presented at the Women Deliver
conference in Copenhagen during 16-19
May 2016 (see: http://wd2016.org) in the
form of a “LabourWard prototype”
DL for application 17.9.2015
WebOdi code: DOM-E5042