Hyvän oppimisen tilat -kirjan esittely. Esityksessä on kaksi "porkkanaa" kirjasta: (1) Miten eri aikakausien opetussuunnitelmat näkyvät oppimisympäristöissä ja (2) miten meidän tulisi siirtyä oppimisympäristöistä hyvän oppimisen tiloihin.
Smart Board were introduced in 1991, and it
was the first interactive whiteboard to provide
touch control of computer applications and
annotation over standard MICROSOFT WINDOWS
Application.
Mathematics club objectives, need and importance of mathematics club, Mathema...Bhaskar Reddy
These slides contains what is math club, need and importance of the math club functions and activities of mathematics club, duties of members of mathematics club, mathematics club classification
Smart Board were introduced in 1991, and it
was the first interactive whiteboard to provide
touch control of computer applications and
annotation over standard MICROSOFT WINDOWS
Application.
Mathematics club objectives, need and importance of mathematics club, Mathema...Bhaskar Reddy
These slides contains what is math club, need and importance of the math club functions and activities of mathematics club, duties of members of mathematics club, mathematics club classification
Helping Students Develop Mathematical Process Skills, Really?Kien Lim
This is pdf copy of the presentation given at the CAMT 2015 Conference in Houston.
Session Title (limit 60 characters, including spaces)
Session Description:
Recognizing the importance of College and Career Readiness, TEKS has included the Mathematical Process Standards. Nationally, the Mathematical Practices Standards is in the Common Core. How can we help our students develop these process skills? Is it realistic? Is there an essence underlying all these standards? If yes, what is it? What need to change? Are you game for it? What support do you need? Examples of tasks that make students think will be shared.
My Presentation as Principal of VAMCC ,before NAAC TEAM - Sunil Sharma
VAMCC apply for 2nd cycle to NAAC for its gradation. The team arrived for visit as per schedule. on 8th April-2015 , the proceeding kicked off with my PPT presentation. Here I am uploading the same to guide others
Visit: www.alumnirelationsconference.in
Presentation on Role of Alumni in School. Presented at Alumni Relations Conference held at ISB, Mohali [India] on 29th March, 2014.
The Individual Development Plan for Postdoctoral Professional Developmentauthors boards
Purpose of the Individual Development Plan
The Individual Development Plan (IDP) is a tool designed to assist with (1) assessing an individual’s skill set relative to their career goals; (2) identifying professional goals and objectives; and (3) developing a plan to acquire the skills and competencies needed to achieve short- and long-term career objectives. While the IDP is not new, its recognition as a best practice in postdoctoral professional development is fairly recent. The Federation of American Societies of Experimental Biology (FASEB) was an early proponent of using IDPs for postdoctoral career planning. Dr. Philip Clifford, Associate Dean of Postdoctoral Education at the Medical College of Wisconsin, played a key role in drafting and promoting the FASEB model of the Postdoctoral IDP. Because of its demonstrated usefulness in fostering professional development, the IDP is increasingly recognized as an important instrument for postdocs in a broad range of positions. A well-crafted IDP can serve as both a planning and a communications tool, allowing postdocs to identify their research and career goals and to communicate these goals to mentors, PIs, and advisors
Helping Students Develop Mathematical Process Skills, Really?Kien Lim
This is pdf copy of the presentation given at the CAMT 2015 Conference in Houston.
Session Title (limit 60 characters, including spaces)
Session Description:
Recognizing the importance of College and Career Readiness, TEKS has included the Mathematical Process Standards. Nationally, the Mathematical Practices Standards is in the Common Core. How can we help our students develop these process skills? Is it realistic? Is there an essence underlying all these standards? If yes, what is it? What need to change? Are you game for it? What support do you need? Examples of tasks that make students think will be shared.
My Presentation as Principal of VAMCC ,before NAAC TEAM - Sunil Sharma
VAMCC apply for 2nd cycle to NAAC for its gradation. The team arrived for visit as per schedule. on 8th April-2015 , the proceeding kicked off with my PPT presentation. Here I am uploading the same to guide others
Visit: www.alumnirelationsconference.in
Presentation on Role of Alumni in School. Presented at Alumni Relations Conference held at ISB, Mohali [India] on 29th March, 2014.
The Individual Development Plan for Postdoctoral Professional Developmentauthors boards
Purpose of the Individual Development Plan
The Individual Development Plan (IDP) is a tool designed to assist with (1) assessing an individual’s skill set relative to their career goals; (2) identifying professional goals and objectives; and (3) developing a plan to acquire the skills and competencies needed to achieve short- and long-term career objectives. While the IDP is not new, its recognition as a best practice in postdoctoral professional development is fairly recent. The Federation of American Societies of Experimental Biology (FASEB) was an early proponent of using IDPs for postdoctoral career planning. Dr. Philip Clifford, Associate Dean of Postdoctoral Education at the Medical College of Wisconsin, played a key role in drafting and promoting the FASEB model of the Postdoctoral IDP. Because of its demonstrated usefulness in fostering professional development, the IDP is increasingly recognized as an important instrument for postdocs in a broad range of positions. A well-crafted IDP can serve as both a planning and a communications tool, allowing postdocs to identify their research and career goals and to communicate these goals to mentors, PIs, and advisors
Saari Mikko opetuksen kehittamishaasteet kajaanissaMikko Saari
eNorssin kevätpäivillä2012 pitämäni luento. Kevätpäivien teema oli "Oppiminen ja opettajuus – rajana horisontti?". Luentoni aihe oli puiseva mutta sisältöä kiiteltiin kovasti.
Esityksessä tarkastellaan oppimisen tulevaisuutta oppimistutkimuksen näkökulmasta. Siinä hahmotellaan myös pedagogisia malleja, joiden soveltaminen edistää oppilaisssa 21. vuosisadan taitojen oppimista. Esitys pidetty Kuopiossa 29.1.2014
Esitelmä Mikkelin Uusi Koulu -seminaarissa 14.3.2024. Keskisenä sisältönä oppimisen ja hyvinvoinnin suhde, opettajuuden käsite ja peruskoulun tulevaisuustyöhön liittyvät kysymykset.
Suomen Latu, Latunen-verkostotapaaminen, 15.10.-16, HelsinkiMaarit Marttila
Esitys Erilaisista liikkujista. Tarkastelunäkökulmana monikulttuuriset ryhmät ja erityistä tukea tarvitsevat lapset. Mukana myös tietoa väitöskirjani tuloksista.
Teaching and Learning with Artificial IntelligenceTeemu Leinonen
Slides from a talk where I argue that when we teach and learn with artificial intelligence (AI), pedagogical choices matter. Artificial intelligence is also not the first technology to challenge education. This time, the biggest challenge is related to the assessment of learning. When we want to teach and learn (1) concepts, (2) problem-solving skills, (3) cultural literacy, (4) mathematic literacy, (5) logics and analytics thinking, (6) higher-level understanding, (7) ethics, and (8) civics, we should pay attention to (1) transparency and Code of Conduct, (2) project-based learning, (3) letting AI do the first version, (4) lecture notes, (5) project presentations and demos, (6) seminars, (7) viva voce exams.
Educational reforms in Finland: past, present, futureTeemu Leinonen
Slides from a lecture at the Tallin University in 2019 about the contemporary educational thinking in Finland and the future. The present is the uncertain and the future is unknown. The most important thing is that we keep on developing the educational system as the world is changing.
Computational thinking, Learning analytics and Makerspaces in Schools?Teemu Leinonen
A review of research projects in the Aalto Media Lab's Learning Environment research group, that belong or are related to the themes of Computational thinking, Learning analytics and Makerspaces in Schools.
Future Learning Environments — the Past and the FutureTeemu Leinonen
Slides from the keynote at the MIndtrek 2018, Tampere, Finland. From the prehistory of the learning technology research to the history and the possible futures.
From non- and informal learning to documented co-learningTeemu Leinonen
Keynote at the he European Distance and E-Learning Network's (EDEN 2018) 27th Annual Conference, 17-20 June 2018 in Geneva, Italy.
The classical division of formal, non-formal and informal learning are challenged by mobile and IoT technologies connected to cloud computing applying artificial intelligence. With sensors and audio and video recordings we can track and record humans' and machines' activities that can be then analysed to automate routine tasks but also to provide information for reflection and conscious development of human activity. During my talk I will present and discuss the new possibilities of tracking and recording of actions in the context of new pedagogies for workplace learning.
Learning Environments Research Group - Media Lab HelsinkiTeemu Leinonen
Portfolio of prototypes designed and researched at the Learning Environment Research Group at the Media Lab Helsinki, Aalto University School of Arts, Design and Architecture. The earliest prototypes are from 1998 and the latest from 2018.
The presentation starts with some historical examples from the later 1990's and early 2000. The latest examples are from mobile learning and workplace learning. The idea of open education is present in all the projects.
The presentation ends with a description of current technology and learning mega-trends that are intertwined.
The last 20 years of mobile learning: signposts of the past, present and futureTeemu Leinonen
Keynote at the mLearn 2017 — 16th World Conference on Mobile and Contextual Learning.
30 October - 1 November 2017
Larnaca, Cyprus
Abstract:
Back in 1997 while working at Media Lab Helsinki, Finland my colleagues and I started a research project called Future Learning Environments. Our main partners were educational psychologists at the University of Helsinki. Soon after this we organized ourselves as the Learning Environments research group (LeGroup). The mission of the research group was (and still is) to explore ways to improve the quality of teaching and learning with smart technological solutions. From the very beginning our research focused on the use of mobile devices, with the idea of bringing learning to meaningful contexts, and to support learners' knowledge building and reflective activities. The tools designed and developed, as part of our research, have helped students to develop their self-regulation, a skill closely related to students' well-being, to forms of deep learning and to autonomy. With our research we have not been driven by the common attempt to save time and money, instead we have aimed to abilities to innovate and to create social change.
During my talk I will make a retrospective journey through some of our work, starting with some early experiments in computer supported collaborative learning (CSCL) with school children using Nokia Communicators (1997) and Nokia Internet Tablets (2005). I will also introduce some of our research on educational challenges in the Global South that made use of the affordances of basic mobile phones for knowledge sharing (2003-2005). Furthermore I will discuss our more recent work on mobile learning research dealing with the role of mobile devices in reflective and self-regulated learning, an augmented-reality application for workplace learning and on the challenges and possibilities of using biometric measures along wearable computers for collecting data for learning analytics. Through this journey, I aim thus to outline a few signposts of the past and present of mobile learning research, design and development. My hope is to help us discuss the future of education and the future tools to be designed when most things and activities in our life are digitally enhanced and networked.
Digital tools in learning: the past and the futureTeemu Leinonen
Aalto University Tenured Professors' Installation Lecture 2017. Department of Media, School of Arts, Design and Architecture, Aalto University. The lecture on Youtube in here:
https://youtu.be/yImx7rJVeX4
Critical aspects of digital tools in learning processes during the near futureTeemu Leinonen
“We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.” Roy Amara. Therefore we may predict or at least get an idea on what will happen next by closely following the technology development and by having a active role in it. The design and development of digital tools for learning or tools in general that are adapted to teaching and learning is not unproblematic. The three mega trends in technology; (1) Internet-based networks, (2) growing computing capacity and (3) automatization and robotics are providing new pedagogical and societal opportunities but also new challenges. The most interesting research themes related to the digital learning tools are the future of formal and informal learning, virtual social environments and analytics and adaptation. Working with the themes as a design researcher and designer one should be highly aware of the possible ethical issues related to these. To analyze the impact, positive and negative, we can use so called McLuhan’s Laws of Media, four questions we present to new media / tools.
The slides are from the teaching demonstration 20.9.2016. A lecture and exercise designed for the DOM-E5024 Introduction to Media Art and Culture course.
Guiding Students to Become Lifelong Learners: Flipped Classroom and Meaningfu...Teemu Leinonen
In this article we present a good practice of combining several teaching strategies such as blended learning, the flipped classroom and self-directed study activities in a MA level course, with the aim of helping students develop lifelong learning skills. We report how we adopted the flipped classroom model in several editions of the Introduction to Media Art and Theory course through the organization of fishbowl discussions with the students about the homework assignments they were asked to prepare before the classes. The course final assignments consisted in a video essay that the students had to produce in small groups and present to the class. The video essay required students to do research, define a research question and develop a critical attitude towards the topics explored. We analyzed the students’ feedback as well as the video essays submitted by the students in order to assess if the course provided them a meaningful learning experience and if it helped them become lifelong learners. We conclude that the course achieved the intended goals and that it represents a valuable case to discuss among the educational community.
Esitelmä Digitaalisuus ammatillisessa koulutusviennissä -työpajassa, Ammatillisen koulutuksen viennin edistämishanke. Omnia ja Opetushallitus. Hotelli Seurahuone, Helsinki. Esitelmässä käsitellään työn tulevaisuutta, sitä millaisia asioita ihmiset haluavat, sekä millaisilla keinoilla ihmiset pidetään jonkun palvelun käyttäjänä. Lisäksi esitelmässä esitellään yksi esimerkki: AchSo! -mobiili-työkalu työssä oppimiseen.
Collaborative learning in interdisciplinary higher educationTeemu Leinonen
Slides of a keynote at the University of Oldenburg in September 2015. How to build a University where collaborative learning and interdisciplinary work are in the core? Why is it important? What are the implications for learning? How to help students to become critical and ethical change makers?
Digitaalinen kulttuuri ja taide: uusi uusi aika?Teemu Leinonen
Taiteen edistämiskeskuksen uusien taidetoimikuntien ja jaostojen perehdytyspäivä, Säätytalo 12.1.2015. Esitysmateriaali.
Kurkistus tulevaisuuteen: ajatuksia eurooppalaisen sivistyksen suuresta linjasta (lukion tiedoilla), digitalisaatiosta, digitaalisesta kulttuurista, sosiaalisesta mediasta, webin luonteesta, tarpeesta uudelleen määritellä asioita, ohjelmistotaiteesta, mahdollisesta murroksesta jota parhaillaan elämme jne.
MOOC - Koulutuksen mullistaja vai keisarin uudet vaatteet?Teemu Leinonen
Esitysmateriaalini ITK 2014 teemaseminaarista "MOOC - Koulutuksen mullistaja vai keisarin uudet vaatteet?"
Teemaseminaarin kuvaus: "Tässä teemasessiossa otetaan MOOCista mittaa. Maailman johtavat yliopistot, Stanford, MIT ja monet muut ovat alkaneet massiivisesti tuottamaan kursseja MOOC ympäristöön.
Mitä, miten, miksi? Tarjoaako MOOCsit tulevaisuuden näkymän globaliin koulutustarjontaan ja miten siihen vastaavat suomalaiset koulutuslaitokset?
Millaisia kokemuksia on MOOCsien käytöstä niin tutkimuksen kuin käyttäjien kertomana?
MOOCsien yhteydessä on paljon esillä oppimisanalytiikka eli miten käyttäjätietoja voidaan hyödyntää, oppijan, opettajan ja kurssien suunnittelijan tukena? Avaako oppimisanalytiikka uusia pedagogisia näkymiä?
Virtuaaliyliopistot tulivat 90-luvun puolivälissä ja hävisivät reilu 10 vuotta myöhemmin. Ovatko MOOCit vain tähdenlento vai pysyvämpi ilmiö ja muutoksen aiheuttaja?
Mukana keskustelussa, joka ei ole hyssyttelyä on mm. Matti Apunen, Teemu Leinonen, Jarmo Viteli."
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Base...Teemu Leinonen
Presentation in the 10th International Conference on Mobile Learning 2014, 28 February – 2 March, Madrid, Spain. The aim of the research is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. The paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper presents challenges of supporting learning as part of work practices taking place in the workplace, because learning has different attributes during work than in formal educational contexts: e.g. it is informal, just in time and social. The theoretical framework of the design is the tradition of pragmatism. We start with the concepts of experience, change of practices / habits and reflection, claiming that living through experiences suggest changes for practices and these trigger reflective processing of the situations. We present an Android application ‘Ach So!’ for creating and annotating short videos as potential solution for informal learning for physical work practices. The paper ends in proposing future steps in the development of the application. The co-design process for the application is lean and iterative, where the design receives feedback from the project partners, skilled workers, apprentices and managers of SMEs targeted to be the main users of the application.
Blended learning in higher education: Theory and practice in FinlandTeemu Leinonen
Educational methods, pedagogy and technology used for teaching and learning, is changing. The fact that the price of communication and to deliver information is becoming close to zero requires educators to reconsider their practices.
Higher education relying only to classical lectures is coming to the end. The "digital first" approach, where all learning materials and large part of course communication such as announcements and assignments, in addition to administrative tasks, is brought to the open web will force us to reconsider how to make the classroom situations more valuable for students.
By introducing flipped classroom approach and study projects we can implement problem based learning and progressive inquiry where students are asked to to research in small groups. In introduction courses we can give for students homework, asking them to read and watch video lectures, and then use the classroom time to discuss about the content. In study projects the small group research should take place in an authentic research environments with more advantages researchers, in labs and studios where the expert work. This way students will have access to the tacit expert knowledge. On the other hand, there is a need to learn skills that will help to work in multidisciplinary groups. Essential is to learn to understand other competences — to respect them and to get excited about them. Therefore part of the studies should take place in multidisciplinary study projects focusing on to solve the real world problems.
In this slide set I start by introducing some sides of Finland and the Aalto University. I continue with a short presentation of pedagogical ideas that aim to be relevant in the network society. I conclude with the "digital first" statement and present some examples from my own courses, as well as of the latest digital tools developed as part of the research in my research group.
Scenarios for peer-to-peer learning in construction with emerging forms of co...Teemu Leinonen
Presentation slides from the talk at the IEEE International Symposium on Technology and Society (ISTAS13) 2013. The paper is published in the conference proceedings and will be available: http://veillance.me.
10. 1. Opetussuunnitelmien luonne ja oppimisympäristöt
Tänään kaksi asiaa
2. Oppimisympäristöistä hyvän oppimisen tiloihin
11. 1. Opetussuunnitelmien luonne ja oppimisympäristöt
Tänään kaksi asiaa
2. Oppimisympäristöistä hyvän oppimisen tiloihin
12. • Opetussuunnitelmat ovat historiattomia.
• Opetussuunnitelma on aina synteesi koulutukseen liittyvistä ajatuksista
ja teorioista.
• Erilaisten historiallisten ja kulttuurillisten vaiheiden kautta on päädytty
tiettyyn näkemykseen siitä, millainen opetus nähdään milloinkin
arvokkaana ja parhaiten koulutuksen tavoitteita palvelevana.
• Opetussuunnitelma on aina sen hetkinen paras arvaus siitä, miten opetus
tulisi järjestää, ja se sisältää aina valintoja eri vaihtoehtojen välillä.
Opetussuunnitelmien luonne
Fyysiset oppimisympäristöt ovat aina oman aikansa
”opetussuunnitelmien” tuloksia.
Toinen hyvä esimerkki rakennuksesta, jossa yhdistyvät juhlavuus ja lapset talon pääkäyttäjinä huomioon ottava suunnittelu, on Helsingin Sörnäisissä niin ikään Wivi Lönnin suunnittelema Ebeneser-talo, joka valmistui vuonna 1908 kansanlastentarhaksi. Päiväkodin toimintaa ja taloa suunniteltaessa tavoitteena oli luoda jotakin, joka toteuttaisi Saksassa vuonna 1882 perustetun Pestalozzi-Fröbel-Haus-päiväkodin ja opettajankoulutuslaitoksen pedagogisia ja tiloihin liittyviä ideoita. Ebeneser-talon tilat ovatkin varsin esteettömät pienille lapsille ja korostavat sellaisina lapsen oikeutta omaehtoiseen toimintaan. Esimerkiksi rappusten askelman ja kai- teen korkeudessa on ajateltu, miten 3–5-vuotiaat lapset voivat kulkea rappusissa ilman aikuisten apua.
Roihuvuoren koulun peruskorjauksesta on kiistelty pitkään. Koulu on kärsinyt huonosta sisäilmasta.
■ Ongelmien takia opetus siirtyy elokuussa Porolahden peruskoulun yhteydessä oleviin väistötilapaviljonkeihin.
■ Peruskorjaus on tarkoitus tehdä vuosina 2014–2015.
■ Koulu on valmistunut vuonna 1967. Sen on suunnitellut arkkitehti Aarno Ruusuvuori.