”Davidin ja Goljatin taistelu: kesyttääkö opettajateknologian vai jyrääkö teknologia opettajan? Teknologiatuetun oppimisen ja opettamisen nykyhetken ja tulevaisuuden tarkastelua eri näkökulmista
David and Goliath: Will the teacher tame technology or will technology overwhelm the teacher?
This document discusses the relationship between education and technology from different perspectives. It explores both the current state of technology in education as well as potential future developments. Technologies like programming, robotics, and digital fabrication are currently being used, while developments like artificial intelligence, virtual and augmented reality, and adaptive learning systems may impact education in the future. Overall, the role of the teacher is changing as new technologies become integrated into teaching and learning.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
How smart are smart classrooms? Evaluating International Evidence@cristobalcobo
There has been a considerable progress in integrating technological innovations to facilitate the learning process. This has a potentially important implications on student’s learning process as well as the role of teachers. SMART Classroom is a machine-assisted educational platform developed in Korea that allows learners to study at their own pace while teachers play a role as advisers, coaches and facilitators. Artificial intelligence allows for identification of optimal lessons based on learning algorithms and patterns of individual learning. The session will showcase an example of a framework of Korean education policies and an initiative of smart classroom, and how it has contributed to improving the learning quality and reducing the education gap in Korea.
@cristobalcobo
https://cristobalcobo.net
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
How smart are smart classrooms? Evaluating International Evidence@cristobalcobo
There has been a considerable progress in integrating technological innovations to facilitate the learning process. This has a potentially important implications on student’s learning process as well as the role of teachers. SMART Classroom is a machine-assisted educational platform developed in Korea that allows learners to study at their own pace while teachers play a role as advisers, coaches and facilitators. Artificial intelligence allows for identification of optimal lessons based on learning algorithms and patterns of individual learning. The session will showcase an example of a framework of Korean education policies and an initiative of smart classroom, and how it has contributed to improving the learning quality and reducing the education gap in Korea.
@cristobalcobo
https://cristobalcobo.net
Computational thinking and making in the age of machine learningHenriikka Vartiainen
Vartiainen, H. & Tedre, M. (2019). Computational thinking and making in the age of machine learning - and its challenges to Design and Technology education. Presentation in
NordFo Make&Learn Conference, 18.9.2019 Gothenburg.
In this webinar, Prof Hendrik Drachsler will reflect on the process of applying learning analytics solutions within higher education settings, its implications, and the critical lessons learned in the Trusted Learning Research Program. The talk will focus on the experience of edutec.science research collective consisting of researchers from the Netherlands and Germany that contribute to the Trusted Learning Analytics (TLA) research program. The TLA program aims to provide actionable and supportive feedback to students and stands in the tradition of human-centered learning analytics concepts. Thus, the TLA program aims to contribute to unfolding the full potential of each learner. It, therefore, applies sensor technology to support psychomotor as well as web technology to support meta-cognitive and collaborative learning skills with high-informative feedback methods. Prof. Drachsler applies validated measurement instruments from the field of psychometric and investigates to what extent Learning Analytics interventions can reproduce the findings of these instruments. During this webinar, Prof Drachsler will discuss the lessons learned from implementing TLA systems. He will touch on TLA prerequisites like ethics, privacy, and data protection, as well as high informative feedback for psychomotor, collaborative, and meta-cognitive competencies and the ongoing research towards a repository, methods, tools and skills that facilitate the uptake of TLA in Germany and the Netherlands.
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth ...Mike KEPPELL
Ruth Wong Memorial Lecture in Education Series
Dr Ruth Wong Hie King
•Dates: 1918-1982, born in Singapore
•Attended Queen’s University in Belfast, Ireland; Harvard University, USA
• Taught at the Singapore Anglo-Chinese School and the University of Malaya in Singapore
•Foundation Professor of Education and Dean of the Faculty of Education, University of Malaya in Kuala Lumpur (1964)
•Director of Research, Ministry of Education, Singapore (1969-1973)
•Principal of the Teachers’ Training College, Singapore (1971-1973)
•Founding Director of Singapore’s only teacher training college, the Institute of Education (1973-1976)
•Retired from the Institute of Education (1976)
•President of the National Council of the Girls' Brigade, Singapore (1977)
Well known for her commitment to education, Dr Wong was a respected figure in Singapore’s education history. This Memorial Lecture Series is made possible by the generous support of her family. The National University of Singapore is privileged to host this Distinguished Lecture Series in Education.
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
Module on certificate course for digital learnersVikramjit Singh
This is a complete module for the teachers and teacher educators for developing skills related to modern world of digital technology and Web 2.0 tools world of teaching and learning.
Computational thinking and making in the age of machine learningHenriikka Vartiainen
Vartiainen, H. & Tedre, M. (2019). Computational thinking and making in the age of machine learning - and its challenges to Design and Technology education. Presentation in
NordFo Make&Learn Conference, 18.9.2019 Gothenburg.
In this webinar, Prof Hendrik Drachsler will reflect on the process of applying learning analytics solutions within higher education settings, its implications, and the critical lessons learned in the Trusted Learning Research Program. The talk will focus on the experience of edutec.science research collective consisting of researchers from the Netherlands and Germany that contribute to the Trusted Learning Analytics (TLA) research program. The TLA program aims to provide actionable and supportive feedback to students and stands in the tradition of human-centered learning analytics concepts. Thus, the TLA program aims to contribute to unfolding the full potential of each learner. It, therefore, applies sensor technology to support psychomotor as well as web technology to support meta-cognitive and collaborative learning skills with high-informative feedback methods. Prof. Drachsler applies validated measurement instruments from the field of psychometric and investigates to what extent Learning Analytics interventions can reproduce the findings of these instruments. During this webinar, Prof Drachsler will discuss the lessons learned from implementing TLA systems. He will touch on TLA prerequisites like ethics, privacy, and data protection, as well as high informative feedback for psychomotor, collaborative, and meta-cognitive competencies and the ongoing research towards a repository, methods, tools and skills that facilitate the uptake of TLA in Germany and the Netherlands.
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth ...Mike KEPPELL
Ruth Wong Memorial Lecture in Education Series
Dr Ruth Wong Hie King
•Dates: 1918-1982, born in Singapore
•Attended Queen’s University in Belfast, Ireland; Harvard University, USA
• Taught at the Singapore Anglo-Chinese School and the University of Malaya in Singapore
•Foundation Professor of Education and Dean of the Faculty of Education, University of Malaya in Kuala Lumpur (1964)
•Director of Research, Ministry of Education, Singapore (1969-1973)
•Principal of the Teachers’ Training College, Singapore (1971-1973)
•Founding Director of Singapore’s only teacher training college, the Institute of Education (1973-1976)
•Retired from the Institute of Education (1976)
•President of the National Council of the Girls' Brigade, Singapore (1977)
Well known for her commitment to education, Dr Wong was a respected figure in Singapore’s education history. This Memorial Lecture Series is made possible by the generous support of her family. The National University of Singapore is privileged to host this Distinguished Lecture Series in Education.
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
Module on certificate course for digital learnersVikramjit Singh
This is a complete module for the teachers and teacher educators for developing skills related to modern world of digital technology and Web 2.0 tools world of teaching and learning.
Similar to ”Davidin ja Goljatin taistelu: kesyttääkö opettajateknologian vai jyrääkö teknologia opettajan? Teknologiatuetun oppimisen ja opettamisen nykyhetken ja tulevaisuuden tarkastelua eri näkökulmista
Keynote: 24.01.2023
The promise of technology
Presbyterian Mackenzie University, Brazil.
See the youtube link for the green screen promotion to the session here:
Link to video clip (skip adverts)
https://youtu.be/gEeoTTGpo3s
Presbyterian Mackenzie University in Brazil. It has existed for 70 years and has approximately 30,000 students in 48 undergraduate and 14 graduate courses. The team there have been implementing a framework for competencies that higher education students must develop to achieve Transformative Learning. They hold a training event aimed at approximately a thousand professors who work there known as Transformative Learning Forums. I have been invited to speak at their Forum about innovation and the use of technology in higher education.
To publicise the event, speakers are invited to submit a two-three minute video about their talk, and created a short Green Screen film, hosted it on our Faculty YouTube site, for ease of download at the other end. The feedback has been overwhelmingly positive, the host institution were very pleased with the final version.
Debbie Holley is the Professor of Learning Innovation in the Department of Nursing Sciences, Bournemouth University. You can find out more about her work by following her on twitter @debbieholley1
Mackenzie University
Merchant, G, Marsh, J. & Burnett, C. (2012) Digital Futures in Teacher Education- the DEfT Project. Paper presented at United Kingdom Literacy Association Conference, University of Leicester.
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
ICT Reflective Practice Essay - Seminar 1Miles Berry
We begin by considering rationales for teaching ICT. I discuss social constructivism and some other constructivist views of learning. We consider a number of current issues in ICT education, and I brief you on the assignment and the directed task.
Game-based learning and academic integrityJudy O'Connell
Through a new subject added to anacademic program which commenced in 2014 at Charles Sturt University, further strategies have been explored to support subject engagement and assessment design. The contribution of global connectedness for embedding academic integrity through social scholarship was an essential feature of the curriculum and learning experience.
Developing our digital literacies: the imperativeRhona Sharpe
Session for Changing the Learning Landscape event, 29 May 2013
http://www.heacademy.ac.uk/events/detail/2013/29_May_CLL_Aston
Similar to ”Davidin ja Goljatin taistelu: kesyttääkö opettajateknologian vai jyrääkö teknologia opettajan? Teknologiatuetun oppimisen ja opettamisen nykyhetken ja tulevaisuuden tarkastelua eri näkökulmista (20)
Developing Computational Thinking Practises through Digital Fabrication Activ...Jari Laru
This paper presents a study of developing computational thinking (CT) practices through digital fabrication activities, such as creating tangible artefacts with digital tools. The aim of the study was to explore the potential of digital fabrication activities for developing CT practices. We investigated three cases of school visits where the students engaged in digital fabrication activities in Fab Lab Oulu, northern Finland. Based on the perspectives of the teachers who participated in the activities and facilitators who ran the activities, we identified that digital fabrication activities have the potential to develop CT practices, especially formulating problems in order to use a computer for assistance, thinking logically, and implementing possible solutions efficiently and effectively. The findings suggested that the nature of digital fabrication activities, such as frequent use of computers and complex problem-solving, encouraged development of CT practices. However, we also uncovered the possibility that CT is not being adequately defined by the teachers and facilitators.
Supporting Fab Lab facilitators to develop pedagogical practices to improve l...Jari Laru
Planning and facilitating digital fabrication activities, where students engage in creating tangible artefacts with digital technology, requires knowledge on both technology and pedagogy. Currently, most of the studies see facilitators of digital fabrication activities as technology experts and there are only few studies regarding them as educators. There is not much discussion from the learning sciences point of view, considering what are the requirements to enhance learning in the activities. To fill these research gaps, this paper aims to provide theoretically grounded practical suggestions of how the facilitators may contribute to improve students’ learning in digital fabrication activities based on learning science propostions. The aim of this study was to explore, how Fab Lab facilitators and school teachers can design digital fabrication activities to support students’ learning. We explored the current practices in Fab Lab Oulu from the two perspectives: considering novice students’ learning and scaffolding ill-structured problem-solving. We suggest that the facilitators may improve students’ learning by taking into account their background and current learning processes, applying instructional scaffolding, and supporting teachers involvement to take active role in the activities.
Digitaalisen oppimisen välineitä yhdessä kehittämässä – varhainen omaksuja, u...Jari Laru
Esitykseni pääviesti on se, että jokaisessa organisaatiossa on varhaisia omaksujia myös tietohallinnon asiakkaina. Heidät tulisi ottaa mukaan yhteiskehittämiseen eli käyttää resurssina, eikä syyllistyä vastakkainasetteluun..
Korkeakoulujen IT-Päivät 6.11-7.11.2018 Oulu, Finland.
Miten opettajien uusi sukupolvi mullistaa opetuksen? Vai mullistaako sittenkään?Jari Laru
Puheenvuoro SETT2018 tapahtumassa 13.9.2018, Messukeskus, Helsinki.
Tarkastelen puheenvuorossa virassa olevien opettajien ja opettajaksi opiskelevien välisiä eroja ja yhtäläisyyksiä.
Puheenvuoro RAKLI:n vierailulla: Teknologiatuettu oppiminen ja oppimisen uude...Jari Laru
RAKLIn vierailu Oulun yliopistolle 11.6.2018. Puheenvuoro.
Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus
Oulun yliopisto/KTK/Oppimisen ja koulutusteknologian tutkimusyksikkö
Mulla olis ny yksi hopea ja kuusi pronssia! osaamismerkit opetuksessa Jari Laru
ESITYS esitetty Interaktiivinen Tekniikka Koulutuksessa 2017 -tapahtumassa.
Tässä foorumissa kerrotaan kokemuksia tieto- ja viestintätekniikan orientoivien opintojen (3+2 op) muuttamisesta osaamismerkkeihin perustuvaksi, opiskelijalähtöiseksi, pelillistetyksi ja ongelmalähtöiseksi kokonaisuudeksi. Nämä väline- ja sovellusopinnot ovat tiedekuntamme opiskelijoille usein ainoa katsaus teknologiatuetun oppimisen ja opettamisen maailmaan, joten niiden kehittämiseen on panostettu vuosien aikana paljon. Aiemmin on kokeiltu mm. pisteisiin perustuvaa pelillistämistä ja opetuksen tarinallistamista. Mielestäni perinteiset välineharjoitukset eivät ole enää paras tapa opiskella tieto- ja viestintätekniikan hyödyntämistä 2010-luvulla, vaan yhä enemmän on tarvetta opetella tutkia uusia tapoja toteuttaa välineisiin ja sovelluksiin tutustuminen.
Kurssiuudistuksen suunnittelun pohjaksi valittiin kolmeportainen vaikeustason nousu ja siihen liittyvä ongelmalähtöisyys, kontekstualisuus ja pelillistäminen. Pelillistämistä lukuun ottamatta ongelmalähtöisyys ja kontekstualisuus lisääntyvät korkeammalle tasolle pyrittäessä. Kurssien rakenne suunniteltiin sellaiseksi että opiskelijat saivat itse päättää kuinka he opintonsa toteuttavat kunhan he saavat tietyn määrän osaamismerkkejä tositteena osaamisestansa. Jokainen osaamismerkki toimi itsenäisenä oppimateriaalina jonka lisäksi opettaja tarjosi opiskelijoille räätälöityä työskentelyapua.
Osaamismerkkien matalin taso koostui lähinnä sovellusharjoitteista ja tutustumisesta erilaisiin verkostopalveluihin. Toisella tasolla osaamismerkin sai oman opiskelunsa suunnittelemisesta, sovellusharjoituksen suunnittelusta tai vaikkapa käytännön opetuskokeilusta. Korkein taso tarkoitti kurssin välitöntä läpäisyä - erityisen etevä opiskelija pystyi osoittamaan oman osaamisensa hakemalla välittömästi kultaista merkkiä jonka tositteena tarvittiin toteutuksen suunnitelma ja raportti sovellusesimerkkeineen.
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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.
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”Davidin ja Goljatin taistelu: kesyttääkö opettajateknologian vai jyrääkö teknologia opettajan? Teknologiatuetun oppimisen ja opettamisen nykyhetken ja tulevaisuuden tarkastelua eri näkökulmista
1. ”Davidin ja Goljatin taistelu: kesyttääkö opettaja
teknologian vai jyrääkö teknologia opettajan?”
DIGITALISAATIO KOULUTUKSESSA, OPPIMISESSA & OSAAMISESSA - DIGIGO!
PÄÄTÖSSEMINAARI 16.4. Rovaniemi
Jari Laru, KT, yliopistonlehtori teknologiatuettu oppiminen ja opetus. Kasvatustieteiden tiedekunta, Oulun
yliopisto. Larux tmi (www.jarilaru.fi). LinkedIN, ResearchGate, Instagram, Twitter etc.
Teknologiatuetun oppimisen ja opettamisen
nykyhetken ja tulevaisuuden tarkastelua eri näkökulmista
4. LUE LISÄÄ aiheesta: Saarikoski, Petri (2017) "Ojennat kätesi verkkoon ja joku tarttuu siihen". Kokemuksia ja muistoja kotimaisen BBS-harrastuksen valtakaudelta. Tekniikan Waiheita
2/2017.
Vuoden 1991 BBS-
luettelo / Oulun
lääni ja kainuu
http://www.student.oulu.fi/~jlaru/mina/atk.htm
12. Frey, C. B., & Osborne, M. A. (2013). The future of employment:
How susceptible are jobs to computerisation? Oxford, UK: Oxford
Martin School. Available
at http://acikistihbarat.com/Dosyalar/effect-of-computerisation-on-
Labour market and computerisation (AI)
13. Neelen & Kirchner (2017). A THREE STAGE PLAN TO PREPARE OUR YOUTH FOR JOBS THAT DON’T
EXIST (YET).https://3starlearningexperiences.wordpress.com/2017/08/18/a-three-stage-plan-to-prepare-our-youth-for-jobs-that-dont-exist-yet/
However, what is truly ‘21st century’ is the
enormous increase in information (and
information resources) and the challenge
around the question whether or not the
information is reliable. Therefore, Kirschner
argues, the only skills that are truly
‘21st century’ are:
• Information literacy: also known as
information problem-solving skills including
searching for, identifying, evaluating (the
quality and reliability of information sources),
and effectively using the information that has
been obtained; and
• Information management: the ability to
capture, curate, and share information.
How to prepare our Youth for jobs that don’t exist yet?
14. What are the basic educational goals?
”Quality education may be the single most powerful tool available available for
increasing educational growth, enhancing competetiviness, and promoting
inclusion” (Luschei, 2014)
Luschei, T. F. (2014). Assessing the costs and benefits of educational technology. In Handbook of research on educational
communications and technology (pp. 239-248). Springer, New York, NY.
”stable”
15. Basic educational goals (Spector, 2013)
A. Developing responsible citizens (citizens who will understand, appreciate,
and engage actively in civic and political life, with moral and civic virtues)
B. Developing life-long learners (fostering life-long learning by nurturing the
individual’s unique talents to be competent and responsible citizens
throughout their lives)
C. Developing basic knowledge and literacy (so that individuals can actively
participate in and contribute to society)
D. Developing critical thinking and problem-solving skills (examining ideas
and thoughts before accepting them, developing criteria with which to
evaluate and judge ideas, combining creative thinking and critical
thinking,and reaching a resolution).
Spector, J. M. (2013). Emerging educational technologies and research directions. Journal of
Educational Technology & Society, 16(2).
16. ”..these (basic) goals [last slide] and
associated educational mission can be
found in one form or another in most
developed and developing countries
around world..” (pp.84 ,Navidad, Mayes,
Choi & Spector, 2015)
Natividad, G., Mayes, R., & Spector, J. M. (2015). Balancing stable educational
goals with changing educational technologies: challenges and opportunities. e-
mentor, 1, 83-94.
17. Kati Pitkänen, Megumi Iwata and Jari
Laru. 2019. Supporting Fab Lab
facilitators to develop pedagogical
practices to improve learning in digital
fabrication activities. In Proceedings of
the Conference on Creativity and
Making in Education (FabLearn
Europe’19). ACM, New York, NY, USA,
8 pages.
Monitieteiset oppimiskokonaisuudet vaativat
monenlaista osaamista eri osapuolilta
18. Laru, J., & Järvelä, S. (2014). Integrated use of multiple social software tools and face-to-face activities in order to support self-regulated learning: a
case study in higher education context. In L.-H. Wong, M. Milrad, & M. Specht (Eds.), Seamless Learning in the Age of Mobile Connectivity. Springer
Verlag.
Pedagogisten vaiheiden, sovellusten ja
välineiden tiukka integrointi keskenään
19. Opetuksen ei tarvitse olla aina perinteisellä tavalla
toteutettua..
http://bit.ly/osaamismerkkipaja
20. Tämä hetki: kaupalliset tuotteet ja
opettajien kokeilut
Tutkimushankkeen kesto +
kaupallistaminen
Kaukainen tulevaisuus
Technology
Enhanced Learning
Technology Enhanced &
Augmented
Learning Processes
No idea
Tänään ”Huomenna” ”Ei aavistustakaan”
TÄSTÄ ETEENPÄIN ESITYKSEN RAKENNE ON
21. DIGI ON ARKEA: TYÖVÄLINE
1. TÄNÄÄN
Opettajankoulutus seuraa ”kenttää”
22. Current tech level: programming, robotics,
STEAM, making etc. (physical computing)
Current tech level: Personal learning/teaching
environments with social media
Personal Learning Environment: Janson Hews: https://www.flickr.com/photos/24823508@N04/6992313131
”A Personal Learning Environment or
PLE is a potentially promising
pedagogical approach for both
integrating formal and informal
learning using social media and
supporting student self-regulated
learning in higher education
contexts.”
Current tech level: interactive content creation,
authoring
https://www.researchgate.net/figure/An-example-of-integration-with-Basic-IMS-LTI-
When-we-speak-about-Web-Services-integration_fig2_267949991
González, C., & Motz, R. (2011). Advantages of
using Web Services as Learning
Objects. International Journal of Computer
Application: Proceedings on Design and Evaluation
of Digital Content for Education (DEDCE) Eds.
Foundation of Computer Science, 1.
Current tech level: standards & integration
within/between ecosystems
(helppokäyttöistä) teknologiaa on
todella runsaasti saatavilla
23. Verkot ovat hitaita tai
puutteellisia
Ei laitteita tai
ohjelmistoja
Ei vapautta valita
mitä sovelluksia
/järjestelmiä käyttää
Erittäin rajoitettu
budjetti
Liikaa
mahdollisuuksia
Ei ole aikaa ottaa
välineitä
käyttöön
Hyvin rajallinen
täydennyskoulutus
24. 10.000<*
Massive Open Online Course
*Suomessa 2000-3000 on jo hurjan iso MOOC
xMOOC (luennoitsijakeskeinen, konetarkastus); cMOOC (yhteisöllinen, vertaisarviointi); #etMOOC (ongelmakeskeinen); ccMOOC
(projektikeskeinen); mOOC (pieni mooc); SPOC (suljettu pieni kurssi) ja DOCC (Distributed Open Collaborative Course) [useamman
yliopiston yhdessä tuottama kurssi]
https://fi.wikipedia.org/wiki/Massiivinen_avoin_verkkokurssi
30. ”Ensimmäistä kertaa joku
sanoo, että pelaamisesta
on hyötyä”
”Mahtavaa, että saan
käyttää aiempaa
harrastustani gradussa ja
opettajankoulutuksessa”
Osa
opettaja(n/opiskelijan)
identiteettiä
36. Computater literacy (oppii
perustaitoja)
Computational fluency (oppii
aikakaudelle tärkeitä taitoja ja
käytänteitä)
Computational thinking
(ohjelmallinen ajattelu, integroituu
digitaaliseen elämäntapaan)
Computational Design
(digitaalisten tuotosten
suunnittelu)
Focus on tools like word processors &
spreadsheets
Fluency with language and practises of
computing. Asset in emerging digitalized world.
Wing’s essay on computational thinking (2006).
A lot of CT framworks, but generally computing
practises are taught by using computing
concepts and practises through games, magic
tricks, and activites
37. ”However, a critical gap remains in
understanding how to best integrate
CT into NGSS (next generation
science standardards)-aligned science
instruction beyond simply including
more and bigger datasets or adding
technological instruments.
Instead, the goal is to provide
students with ongoing experiences
to advance their CT skills and
support their understanding of how
those skills are a fundamental aspect
of contemporary scientific inquiry”
38. Computational Thinking in STEM classes
David Weintrop, Elham Beheshti, Michael Horn, Kai Orton, Kemi Jona, Laura Trouille, and Uri Wilensky. 2016. Defining computational
thinking for mathematics and science classrooms. Journal of Science Education and Technology 25, 1 (2016), 127–147.
https://link.springer.com/article/10.1007/s10956-015-9581-5 (LINKIN TAKANA TARKEMMAT KUVAUKSET)
39. Asare, K. O., Leikanger, T., Schuss, C., Klakegg, S., Visuri, A., &
Ferreira, D. (2018, September). S3: environmental fingerprinting
with a credit card-sized NFC powered sensor board.
In Proceedings of the 20th International Conference on Human-
Computer Interaction with Mobile Devices and Services
Adjunct(pp. 298-305). ACM.
http://www.akuvisuri.com/wordpress/wp-
content/uploads/2018/09/mhci18.pdf
40. ESIMERKKI
A B C D
Gendreau Chakarov, A., Recker, M., Jacobs, J., Van Horne, K., & Sumner, T. (2019, February). Designing a Middle School Science Curriculum that Integrates Computational
Thinking and Sensor Technology. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 818-824). ACM.
Vaiheet, sensoreiden hyödyntäminen
41. Computational thinking is not only
something programmers must know, but it
is also a thinking tool to for understanding
our technology infused social world
• It increases our awaraness of how our everyday digital tools work
• Improves our resilience against diff threats:
• Algorithm guided attemps to guide our behavior
• Personally tailored fake news
• Viral powers of social media
• Massive, data-intensive analysis of our movements
42. Computing as pervasive information
processes: nothing to automate
COMPUTATIONAL INTERPRETATION OF THE
WORLD
• Natural processes of DNA transcription
are computational
• Many brain processes can be seen as
computational
• Simulations & mathematical models
MANY NEW TECHNOLOGICAL innovations
* blogging, blockchain, image
recognizitioon, artificial intelligence etc.
https://commons.wikimedia.org
44. Fig. 1. Gartner’s hype curve and the development of “mobile learning”
”huomenna”
”Tänään”
”mobiilioppimisen kehitys 2000-2010”
Laru, J., Naykki, P., & Jarvela, S. (2014). Four stages of research on the educational use of ubiquitous computing.
IEEE Transactions on Learning Technologies, (1), 1–1. doi:10.1109/TLT.2014.2360862 Openaccess
47. To adress 21st centyry challenges and opportunities,
Woolf (2010) suggests..
● User modeling
● Mobile and network tools
● Rich interfaces and
environments, including
gamification and
intelligent systems
● Educational data mining
● Personalizing education
● Assessing student learning
● Diminishing boundaries
● Developing altenative
teaching strategies
● Enhancing the role of
stakeholders
● Adressing policy changes
Technology should be used for:New designs that include:
Woolf B.P., A roadmap for education technology, National
Science Foundation, Washington, DC, 2010, https://hal.
archives-ouvertes.fr/hal-00588291.
Technology is not answer, unless it
can be used for
?
48. Example of smart Learning Environment [metatutor]
Adaptive learning materials: early steps
Chew, S. W., Cheng, I. L., & Chen, N. S. (2018). Exploring challenges faced by different
stakeholders while implementing educational technology in classrooms through expert
interviews. Journal of Computers in Education, 5(2), 175-197.
Metatutor Environment (left side:) Azevedo, R., Harley, J., Trevors, G., Duffy, M., Feyzi-
Behnagh, R., Bouchet, F., & Landis, R. (2013). Using trace data to examine the complex roles of
cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent
systems. In International handbook of metacognition and learning technologies, Springer New
York, p. 431
..towards developing ”smart learning environment”
• That monitors learners’ learning process and
their progress,
• adapting to their learning patterns and needs,
• suggesting and feeding learners with relevant
information what they need in different forms
that suits each learner’s learning preference
and style
Future: Automated real-time adaptive learning
environment?
50. https://www.slamproject.org/uploads/5/7/5/1/57512023/j%C3%A4rvel%C3%A4
-keynote_lak_2017-final_optimized.pdf
101 hours of video, 266 216 000 data points of
physiological data, 236 000 EdX log events…
Collaboration with LA, data-mining and signal
processing experts => Methodological
development (LA) => Data vizualisation
SLAM PROJECT https://www.slamproject.org/
Järvelä, S. , Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J. Miller, M. & Laru, J. (2016, in
press). Socially shared regulation of learning in CSCL: Understanding and prompting individual- and
group-level shared regulatory activities. International Journal of Computer Supported Collaborative
Learning.
Järvelä, S., Malmberg, J. & Koivuniemi, M. (2016). Recognizing socially shared regulation by using
the temporal sequences of online chat and logs in CSCL. Learning and Instruction, 42, 1-11.
DOI: 10.1016/j.learninstruc.2015.10.006
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J. & Sobocinski, M. (2016). How do types of
interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning
and Instruction 43, 39-51. DOI:10.1016/j.learninstruc.2016.01.005
Järvelä, S., Malmberg, J., Sobocinski, M., Haataja, E., & Kirschner, P. (2016). What multimodal data
can tell us about the self-regulated learning process? Submitted.
Malmberg, J., Järvelä, S., Holappa, J., Haataja, E., & Siipo, A. (2016). Going beyond what is visible
–What physiological measures can reveal about regulated learning in the context of collaborative
learning. Submitted.
Malmberg, J., Järvelä, S., & Järvenoja, H. (2016). Capturing temporal and sequential patterns of
self-, co-, and socially shared regulation in the context of collaborative learning. Submitted.
Pijeira-Díaz, H. J., Drachsler, H., Järvelä, S., & Kirschner, P. A. (2016). Investigating collaborative
learning success
with physiological coupling indices based on electrodermal activity. Proceedings of the Sixth
International Conference on Learning Analytics and Knowledge. ACM.
DOI:10.1145/2883851.2883897
Pijeira-Díaz, H. J., Drachsler, H., Kirschner, P. A., & Järvelä, S. (2018). Profiling sympathetic arousal
in a physics course: How active are students? Journal of Computer Assisted Learning, (April), 1–12.
DOI:10.1111/jcal.12271
Sedrakyan, G., Malmberg, J., Verbert, K., Järvelä, S., & Kirschner, P. A. (2018). Linking Learning
Behavior Analytics and Learning Science Concepts: Designing a Learning Analytics Dashboard for
Feedback to Support Learning Regulation. Computers in Human Behavior.
DOI:10.1016/j.chb.2018.05.004
Sobocinski, M., Malmberg, J. & Järvelä, S. (2016). Exploring temporal sequences of regulatory
phases and associated interaction types in collaborative learning tasks. Submitted.
51. Educational robots
Educational robot is not just a tool used in the
class, but more general learning companion
• Ability to have fully context aware whereby it
would be to feed learner’s preference (Mishra,
2015)
• Ability to understand and attain learning
patterns and characteristics of the learners
• Would be able to react to the learner’s input
• Robot would grow together with child,
learning the child’s living style and learning
habits
52. D. Hood, S. Lemaignan and P.
Dillenbourg. The CoWriter
Project: Teaching a Robot how
to Write. 2015 Human-Robot
Interaction Conference,
Portand, USA, 2015.
Educational robots: example robot which
can teach children to write
See the project: https://chili.epfl.ch/page-92073-en-html/robotics/cowriter/
54. To adress 21st centyry challenges and opportunities,
Woolf (2010) suggests..
● User modeling
● Mobile and network tools
● Rich interfaces and
environments, including
gamification and
intelligent systems
● Educational data mining
● Personalizing education
● Assessing student learning
● Diminishing boundaries
● Developing altenative
teaching strategies
● Enhancing the role of
stakeholders
● Adressing policy changes
Technology should be used for:New designs that include:
Woolf B.P., A roadmap for education technology, National
Science Foundation, Washington, DC, 2010, https://hal.
archives-ouvertes.fr/hal-00588291.
Technology is not answer, unless it
can be used for
?
57. ”Davidin ja Goljatin taistelu: kesyttääkö opettaja
teknologian vai jyrääkö teknologia opettajan?”
DIGITALISAATIO KOULUTUKSESSA, OPPIMISESSA & OSAAMISESSA - DIGIGO!
PÄÄTÖSSEMINAARI 16.4. Rovaniemi
Jari Laru, KT, yliopistonlehtori teknologiatuettu oppiminen ja opetus. Kasvatustieteiden tiedekunta, Oulun
yliopisto. Larux tmi (www.jarilaru.fi). LinkedIN, ResearchGate, Instagram, Twitter etc.
Teknologiatuetun oppimisen ja opettamisen
nykyhetken ja tulevaisuuden tarkastelua eri näkökulmista