(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.
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.
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.
«Learning Analytics at the Open University and the UK»Bart Rienties
In this seminar, Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be.
eMadrid seminar on «Review and challenges in Learning Analytics»
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.
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.
«Learning Analytics at the Open University and the UK»Bart Rienties
In this seminar, Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be.
eMadrid seminar on «Review and challenges in Learning Analytics»
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
SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
Driving technology use through learning designJakob Pedersen
This is a presentation created and given by Dr. Jerome Dooga, University of Jos, Nigeria 6 December 2016 for the e/merge Africa professional network. Creative Commons CC-BY-SA All attribution to Dr. Jerome Dooga
The slide show was developed by me and my student Snehasis on account of Mathematics day and presented in National Meet at NCERT,New Delhi
Pratima Nayak (pnpratima@gmail.com)
Computational Participation: Towards a National EducationPolicy in Uruguay ...@cristobalcobo
L@S: Fourth Annual ACM Conference on Learning at Scale
April 20 – 21, 2017 @ Massachusetts Institute of Technology
organized with the Association for Computing Machinery (www.acm.org).
In 2007, Plan Ceibal became the first nationwide ubiquitous educational computer program in the world based on the 1:1 model. It is one of the most important programs implemented by Uruguay’s Government to minimize digital divide and is based upon three pillars: equity, learning and technology. As of 2007, Plan Ceibal has covered public schools, providing every student and teacher in kindergarten, primary and middle school with a laptop or tablet and internet access in the school, as well as a comprehensive set of educational software platforms.
Plan Ceibal reached 85% of the students in Uruguay (100% of public education 1 to 9 grades students) reducing significantly the digital divide between the “have” and the “have-nots”.
After the massive deployment of devices, platforms and connectivity, as well as educational resources, now the focus is particularly on teachers training, development of new pedagogies as well as a new culture for understanding teaching and learning (i.e. new pedagogies for deep learning). This presentation summarize the "computational thinking" and the "maker culture" promoted by this public policy in Uruguay.
http://www.fundacionceibal.edu.uy/en/page/about-us
by @cristobalcobo
Keynote taking about the importance of emotional and social learning, and digital competence as key comptences in the future where AI among other emerging technologies might shape our skills' set.
This SlideShare is about leading a digital school in the CEWA context. This version includes updated scenarios - hypothetical challenges designed to provoke deep thinking about ICT leadership from a Teaching and learning context.
Artificial Intelligence in Education. How AI is transforming learning and development with examples. AI is all over the place, allowing a student to learn at their own pace.
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.
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
SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
Driving technology use through learning designJakob Pedersen
This is a presentation created and given by Dr. Jerome Dooga, University of Jos, Nigeria 6 December 2016 for the e/merge Africa professional network. Creative Commons CC-BY-SA All attribution to Dr. Jerome Dooga
The slide show was developed by me and my student Snehasis on account of Mathematics day and presented in National Meet at NCERT,New Delhi
Pratima Nayak (pnpratima@gmail.com)
Computational Participation: Towards a National EducationPolicy in Uruguay ...@cristobalcobo
L@S: Fourth Annual ACM Conference on Learning at Scale
April 20 – 21, 2017 @ Massachusetts Institute of Technology
organized with the Association for Computing Machinery (www.acm.org).
In 2007, Plan Ceibal became the first nationwide ubiquitous educational computer program in the world based on the 1:1 model. It is one of the most important programs implemented by Uruguay’s Government to minimize digital divide and is based upon three pillars: equity, learning and technology. As of 2007, Plan Ceibal has covered public schools, providing every student and teacher in kindergarten, primary and middle school with a laptop or tablet and internet access in the school, as well as a comprehensive set of educational software platforms.
Plan Ceibal reached 85% of the students in Uruguay (100% of public education 1 to 9 grades students) reducing significantly the digital divide between the “have” and the “have-nots”.
After the massive deployment of devices, platforms and connectivity, as well as educational resources, now the focus is particularly on teachers training, development of new pedagogies as well as a new culture for understanding teaching and learning (i.e. new pedagogies for deep learning). This presentation summarize the "computational thinking" and the "maker culture" promoted by this public policy in Uruguay.
http://www.fundacionceibal.edu.uy/en/page/about-us
by @cristobalcobo
Keynote taking about the importance of emotional and social learning, and digital competence as key comptences in the future where AI among other emerging technologies might shape our skills' set.
This SlideShare is about leading a digital school in the CEWA context. This version includes updated scenarios - hypothetical challenges designed to provoke deep thinking about ICT leadership from a Teaching and learning context.
Artificial Intelligence in Education. How AI is transforming learning and development with examples. AI is all over the place, allowing a student to learn at their own pace.
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.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
Although educators and leaders create, design, and imagine the future, technology is changing how students learn and teachers teach. The future of education must keep up to date with the dynamic nature of the 21st century. It is expedient to take stock of the past in order to look forward, imagine and plan for a better future. Today, we take a look at education and how social, economic, and technological changes will revolutionize the way children, youth, and adults go to school. The future of education lies in harnessing technology to make us learn quicker, memorize effectively, and teach better. Without doubts, education today is not what it was even five years ago, and the future of education will look significantly different than it did a decade ago. This paper addresses how higher education institutions and K 12 schools can best prepare students for the future. Matthew N. O. Sadiku | Grace A. Adegoye | Abayomi Ajayi-Majebi | Sarhan M. Musa "The Future of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52270.pdf Paper URL: https://www.ijtsrd.com/home-science/education/52270/the-future-of-education/matthew-n-o-sadiku
«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
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.
Osaamismerkit toteutettiin Discendumin Badgefactory -palvelun avulla ja ne integroitiin osaksi Eliademy-ympäristössä toteutettua kurssia. Matalimman tason osaamismerkit myönnettiin automaattisesti siten, että opettaja teki niiden hakulomakkeisiin vain satunnaistarkastuksia kun taas kaksi korkeinta tasoa perustui opettajan tekemään tarkistukseen ja hyväksymiseen. Hyväksytyt merkit opiskelija tallensi omaan Openbadge Passport -lompakkoonsa ja julkiseen osaamisportfolioonsa.
Teknologiatuettu oppiminen ja opetus 4op - johdantoluento + digitalisaatioJari Laru
Oulun yliopiston Kasvatustieteiden tiedekunnan kurssin "teknologiatuettu oppiminen ja opetus" johdantoluento. Luennoitsija: Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus
Alustuspuheenvuoro tapahtumassa: KAUPPATIETEELLISEN ALAN VALTAKUNNALLINEN TAPAAMINEN 17.-18.8.2015, OULU
Päivien ajankohtaisena teemana on digitaalisuus,
jota tarkastellaan tutkimuksen ja koulutuksen näkökulmasta.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Digitaalinen tulevaisuus 2030 – kuinka ”tukiäly” tukee ihmisten arkea, oppimista ja työtä jo lähitulevaisuudessa.
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
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
4.
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
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
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
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
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.
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.
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/
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
?
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.