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Finland: Coding, AI, and Robotics – past present future
The document discusses the historical, current, and future landscape of education in Finland, emphasizing its evolution from being part of different empires to its current independent education system. It highlights the role of coding, AI, and robotics as essential transversal competencies in the Finnish curriculum, and explores the need for an ecosystem supporting diverse learning environments. Additionally, it contemplates the long-term impacts of technology on education while referencing various studies related to self-regulated learning and collaborative technologies.
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Finland: Coding, AI, and Robotics – past present future
- 1. Finland: Coding, AI,and Robotics Teemu Leinonen Associate Professor Aalto University Finland past present future
- 2. Education in Finland —the known past — the uncertain present — the unknown future past present future
- 3. Education in Finland —the known past past present future
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- 6. About 700 years: Partof Swedish Empire (1100 -) About 100 years: Autonomic Part of Russian Empire (1809 -) About 100 years +: Independent (1917-)
- 7. 7 1 1 1100- 1809 - 1917 - 7 1 1
- 8. History of educationin Finland
- 9. 1100 - 1809- 1917 - 1640 University of Helsinki 1857 compulsory schools 1972 comprehensive school
- 10. Education in Finland —the uncertain present past present future
- 11. Education system inFinland “No dead-ends.” “Learners can always continue their studies on a higher level of education, whatever choices they make in between.” “Both general and vocational upper secondary certificates provide eligibility for further studies.” Studyinfo.fi
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- 13. The school culture FinnishNational Agency for Education
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- 15. Coding, AI, andRobotics Transversal competences
- 16. Coding, AI, andRobotics Transversal competences
- 17. Coding, AI, andRobotics Transversal competences
- 18. Coding, AI, andRobotics Transversal competences
- 19. Coding, AI, andRobotics Transversal competences
- 20. Coding, AI, andRobotics Transversal competences
- 21. Coding, AI, andRobotics Transversal competences
- 22. Coding, AI, andRobotics Transversal competences
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- 24. Education in Finland —the unknown future past present future
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- 26. “We tend tooverestimate the effect of a technology in the short run and underestimate the effect in the long run.”
- 27. Roy Amara (AmarasLaw) The Institute for the Future / Stanford Research Institute “We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.”
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- 29. Effect Time What we think that will happen Whatreally happens
- 30. Effect Time short run: overestimate long run: underestimate Whatreally happens What we think that will happen
- 31. internet-based networks growing computingcapacity automation and robotics (AI) Technology mega-trends
- 32. Learning mega-trends formal andinformal learning social environments analytics, self-regulated learning (SRL) and reflection
- 33. Learning mega-trends formal andinformal learning social environments analytics, self-regulated learning (SRL) and reflection
- 34. Context Formal Non-Formal Informal Institutions Allthe rest (more and more on Internet) Work + GLAMs + NGOs
- 35. Context Formal Non-Formal Informal Powerand Control Institutions All the rest (more and more on Internet) Curriculum & Degrees Pseudo- voluntary Voluntary (or not ?) Work + GLAMs + NGOs
- 36. Context Formal Non-Formal Informal Powerand Control Regulation Institutions All the rest (more and more on Internet) Curriculum & Degrees Pseudo- voluntary Voluntary (or not ?) Directives, laws, degree regulations Sociocultural context Self- regulation Work + GLAMs + NGOs
- 37. Context Formal Non-Formal Informal Powerand Control Regulation Institutions All the rest (more and more on Internet) Curriculum & Degrees Pseudo- voluntary Voluntary (or not ?) Directives, laws, degree regulations Sociocultural context Self- regulation Work + GLAMs + NGOs
- 38. Context Formal Non-Formal Informal Powerand Control Regulation Institutions All the rest (more and more on Internet) Curriculum & Degrees Pseudo- voluntary Voluntary (or not ?) Directives, laws, degree regulations Sociocultural context Self- regulation Work + GLAMs + NGOs
- 39. We need anecosystem that is supporting the move from formal, to non-formal and informal.
- 40. By Jean MarcCote (1901) via Wikimedia Commons.
- 41. B.F. Skinner (1957):Teaching machine and programmed learning.
- 42. The slogan onthe wall: "Programming is the second literacy. The first one gives you knowledge: the second allows you to implement it in practice.” 1985-1986: Chkalovski Village School No. 2, Pravetz 82 computers. Газета «Переславская неделя» / В. С. Спиридонов via Wikimedia Commons.
- 44. Durall, E., Leinonen,T., Gros, B., & Rodriguez-Kaarto, T. (2017). Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session. Designs for Learning, 9(1). Pejoska-Laajola, J., Reponen, S., Virnes, M., & Leinonen, T. (2017). Mobile augmented communication for remote collaboration in a physical work context. Australasian Journal of Educational Technology, 33(6). Leinonen, T., Keune, A., Veermans, M., & Toikkanen, T. (2016). Mobile apps for reflection in learning: A design research in K‐12 education. British Journal of Educational Technology, 47(1), 184-202. Pejoska, J., Bauters, M., Purma, J., & Leinonen, T. (2016). Social augmented reality: Enhancing context‐dependent communication and informal learning at work. British Journal of Educational Technology, 47(3), 474-483. Virnes, M., Purma, J., Bauters, M., & Leinonen, T. (2015). Creating and Sharing Knowledge Through Experiences: A Case Study with Ach so! in Healthcare Education. In Design for Teaching and Learning in a Networked World (pp. 642-645). Springer, Cham. Gazulla, E. D., & Leinonen, T. (2016). Why do we want data for learning? Learning analytics and the laws of media. In The Future of Ubiquitous Learning (pp. 59-72). Springer, Berlin, Heidelberg. Bauters, M., Purma, J., & Leinonen, T. (2014). In-time on-place learning. In 10th International Conference on Mobile Learning 2014. IADIS Press. Leinonen, T., Purrna, J., Ngua, K., & Hayes, A. (2013, June). Scenarios for peer-to-peer learning in construction with emerging forms of collaborative computing. In Technology and Society (ISTAS), 2013 IEEE International Symposium on (pp. 59-71). IEEE. Leinonen, T. (2012). Towards p2p learning: What media and whose peer. Towards peer- production in public services: Cases from Finland, 51-59. References