(1) The document discusses how artificial intelligence and digital technologies will impact education and work in the future. (2) It describes current applications of AI such as personalized learning environments and interactive content creation. (3) The distant future possibilities discussed include AI-generated art and music, AI to support learning for those with special needs, and AI to assist with information retrieval and tasks at work. The presentation emphasizes that technology should be used to support stable educational goals and new designs for learning.

1. Digitaalinen tulevaisuus 2030 – kuinka ”tukiäly” tukee
ihmisten arkea, oppimista ja työtä jo lähitulevaisuudessa.
Kirjastossa Tavataan –koulutuspäivä Kalajoella 9.5.2019 klo 11-12. Kalajoen
kirjasto
Jari Laru, KT, yliopistonlehtori teknologiatuettu oppiminen ja opetus.
Kasvatustieteiden tiedekunta, Oulun yliopisto. Larux tmi

2. Kuusi vuosikymmentä, kolme sukupolvea
87 201757
Isoisä 6v Minä 12v Tytär ~12v

3. 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

5. Tämä hetki: kaupalliset tuotteet ja
opettajien kokeilut
Tuotekehitystaso + varhaiset
sovellukset + soveltava tutkimus
Perustutkimus
Technology
Enhanced Learning
Technology Enhanced &
Augmented
Learning Processes
No idea 
Tänään ”Huomenna” ”Ei aavistustakaan”
TÄSTÄ ETEENPÄIN ESITYKSEN RAKENNE ON

6. DIGI ON ARKEA: TYÖVÄLINE
1. TÄNÄÄN
Opettajankoulutus seuraa ”kenttää”

7. 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

8. https://lukukeskus.fi/5-faktaa-lasten-ja-nuorten-
lukemisesta/

9. https://www.nytimes.com/interactive/2018/02/09/
technology/the-rise-of-a-visual-internet.html
Yhtenäiskulttuurin uusi
konteksti:

10. 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

11. 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

12. Viranhaltijan muutospaineet..

13. Kovat taidot: esim.
matematiikka ja kielet
Pehmeät taidot
● Yhteisöllinen työskentely ja
oppiminen
● Luovuus ja mielikuvitus
● Kiirittinen ajattelu ja
ongelmanratkaisu
● Elämä muuttuvassa
yhteiskunassa
● Informaatiolukutaito ja ICT skilsl

14. Ideaalikuva digiaikakauden kansalaisesta

15. TEKOÄLY ON JO ARKIPÄIVÄISTYMÄSSÄ
2. HUOMENNA
Tutkijoiden kammioista..

16. TYÖSKENTELY JA OPPIMINEN
TULEVAISUUDESSA?
ONKO TEKOÄLY UHKA?

17. Pjotos: Pixabay & Wikipedia

18. https://www.theverge.com/2
017/11/2/16597276/google-
ai-image-attacks-adversarial-
turtle-rifle-3d-printed

19. 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)

20. 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?

21. The process started
with 95 experienced
experts from Europe
and North America.
Their fields of
expertise varied (a
balanced mix of
educational research,
educational practice,
corporate learning). Of
the original 95, 61
experts generated
ideas, 42 sorted them
and evaluated them on
‘importance’ and 35 on
‘feasibility’.
Neelen & Kirchner
(2017). A THREE
STAGE PLAN TO
PREPARE OUR
YOUTH FOR JOBS
THAT DON’T EXIST
(YET)
https://3starlearningexperie
nces.wordpress.com/2017/
08/18/a-three-stage-plan-
to-prepare-our-youth-for-

22. 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”

23. 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).

24. ”..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.

25. Future of work? 2070*
* Children who start in primary school this year will be in working life until 2070

27. TEKOTAITEELLISTA TÖHERTELYÄ??
Taide ja tekoäly

28. Olet luonteeltasi
Vaikuttaja
Tekotaide?
https://www.christies.com/features/A-collaboration-
between-two-artists-one-human-one-a-machine-9332-
1.aspx
Myyntihinta yli
432, 500
dollaria

29. Tekomusiikki?

31. TUKIÄLY ARJEN APUNA
Erityisen tuen tarve tekoäly

32. https://venturebeat.com/2019/02/04/google-adds-live-
transcribe-and-sound-amplifier-apps-to-help-hearing-
impaired-users-communicate/

33. Tekoäly on jo tulossa oppimisympäristöihinkin: ”syvälukija” esimerkkinä

35. TUKIÄLY TYÖSSÄ JA OPPIMISESSA
TEKOÄLY tiedonhaun ja työn tukena

36. http://www.headai.com/

37. PERUSTUTKIMUS
3. TULEVAISUUS
”ei hajuakaan” tai ”perustutkijoiden pöydältä”

38. DISTANT FUTURE (No ETA,
surprise)
We have no idea about it.

39. RESEARCH
TRENDS /
PROJECTS
(outline for
following
slides)

40. 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
?

41. 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?

42. Big data + machine learning
+ AI = learning analytics?
= Valtava menetelmällinen haaste.

43. Oppimisen analytiikka = menetelmällinen haaste

44. SLAM - Strategic regulation of learning through
Learning Analytics and Mobile clouds for individual
and collaborative learning success
http://www.slamproject.org/blog
Esimerkkilähteitä:
Sedrakyan, G., Järvelä, S., & Kirschner, P. (2016). Conceptual framework for feedback
automation and personalization for designing learning analytics dashboards.
Bannert, M., Molenar, I., Azevedo, R., Järvelä, S., & Gašević, D. (2017, March). Relevance
of learning analytics to measure and support students' learning in adaptive educational
technologies. In Proceedings of the Seventh International Learning Analytics & Knowledge
Conference (pp. 568-569). ACM.

45. KÄYTTÖLIITTYMÄT OVAT ISOSSA
MURROKSESSA

46. 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

47. 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/

48. https://medium.com/@shivsoni377/the-difference-between-augmented-reality-virtual-reality-and-mixed-reality-
a028bdd81f9d?fbclid=IwAR17d57MG4e9-ClKnGKEk8Sv9tSn87Uac2Gqx28pnw2NIM8gq_-zEwcYy_g
Rich interfaces & Environments: virtual assistants
and xReality

49. Tulevaisuudessa sisällöt, opiskelijat, suoritukset ym.
integroituvat saumattomasti (OPETUKSESSA)
TEKOÄLY
● Tekoäly kuratoi videovirrat ja tekstiaineistot opiskelijoiden käyttöön
● Tekoäly rakentaa kurssiympäristöt jotka “toimivat parhaiten oppimisessa”
● Tekoäly arvioi yksinkertaisimmat arvioitavat kokonaisuudet
LOHKOKETJU
● Lohkoketju kytkee palaset yhteen nykyistä tilannetta paremmin: eri toimijoiden
oppimisympäristöt, suoritukset, arvioinnit, osaamisen osoitukset
● APIen jälkeinen aika?
● Universaali oppimisympäristö?

50. 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
?

51. Next generation hardware and software: tool for
living (so easy, intuitive and supportive)

52. tools for living tools for
learning
Laru, J. (2012). Scaffolding learning activities with collaborative scripts and mobile
devices, Scientiae Rerum Socialium, University Of Oulu, September 30.

54. Kiitos! Ole yhteydessä!
Kysymyksiä?
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