This document discusses the current state of digital learning resources in Estonia and proposes moving towards an educational cloud and digital learning resource cloud. Currently, learning resources are scattered across various websites and repositories with issues around scaling use, interoperability, quality assurance, and intellectual property. The document proposes a digital learning resource cloud that would harvest metadata from repositories every 24 hours, allow for powerful search and recommendation of collections created by teachers, and track user activity through learning analytics. This cloud aims to address current issues and better support innovative pedagogical approaches.
This document discusses the current state of digital learning resources in Estonia and proposes moving towards an educational cloud and digital learning resource cloud. Currently, learning resources are scattered across various websites and repositories with issues around scaling use, interoperability, quality assurance, and intellectual property. The document proposes a digital learning resource cloud that would harvest metadata from repositories every 24 hours, allow for powerful search and recommendation of collections created by teachers, and track user activity through learning analytics. This cloud aims to address current issues and better support innovative pedagogical approaches.
Digital Innovation in Schools: Case Studies of 10 Schools for 21st Century discusses technology integration in education. It describes 10 schools that have successfully implemented digital technologies and transformed their pedagogical approaches. The schools employ strategies like project-based learning, personalized learning, BYOD programs, and digital curricula. They aim to equip students with 21st century skills by enhancing the learning process through technology, redesigning teaching methods, and empowering students as producers and managers of their own learning.
This document provides an introduction to a Digital Turn course taught by Mart Laanpere. It includes information about Mart, the practicalities of the course, background on Estonia, statistics on Estonia's digital society, its success on PISA tests, shifts in technology use in education, Estonia's strategy for lifelong learning and digital turn in schools, and experiences from a Samsung digital turn project. The document outlines the course content and provides context about Estonia's leadership in digital education.
Digital Innovation in Schools: Case Studies of 10 Schools for 21st Century discusses technology integration in education. It describes 10 schools that have successfully implemented digital technologies and transformed their pedagogical approaches. The schools employ strategies like project-based learning, personalized learning, BYOD programs, and digital curricula. They aim to equip students with 21st century skills by enhancing the learning process through technology, redesigning teaching methods, and empowering students as producers and managers of their own learning.
This document provides an introduction to a Digital Turn course taught by Mart Laanpere. It includes information about Mart, the practicalities of the course, background on Estonia, statistics on Estonia's digital society, its success on PISA tests, shifts in technology use in education, Estonia's strategy for lifelong learning and digital turn in schools, and experiences from a Samsung digital turn project. The document outlines the course content and provides context about Estonia's leadership in digital education.
Education system in Estonia: PISA and Digital TurnMart Laanpere
This document summarizes education in Estonia, including its success on PISA tests in mathematics, reading, and science. It provides statistics on Estonia's population, economy, and information society indicators showing widespread computer and internet access. Educational statistics are presented showing Estonia ranking highly in the world and Europe on PISA from 2009 to 2015. Possible factors for this success are discussed like school autonomy, qualified teachers, equal opportunities, and educational expenditures. The document concludes by discussing Estonia's digital turn in schools toward 1:1 computing and new learning paradigms.
Scenario-Based Validation of the Online Tool for Assessing Teachers’ Digital ...Mart Laanpere
This document summarizes research evaluating an online tool and rubric for assessing Estonian teachers' digital competencies. Through focus groups with teachers and other stakeholders, the researchers found:
1) Some statements in the rubric were difficult to understand or irrelevant for teachers.
2) The workload of self-assessment was too high, reducing motivation.
3) Changing to a simpler 3-point scale and providing examples instead of definitions could increase usability.
4) Scenario-based discussions helped validate changes needed to the rubric and tool to better reflect teachers' experiences and increase adoption. Suggestions were made to simplify the rubric and requirements for a new online assessment tool.
Evidence-Centered Approach to Online Assessment of Students’ Digital CompetenceMart Laanpere
This document discusses developing an online assessment of digital competence for Estonian students based on an Evidence-Centered Design (ECD) framework. It involves two university teams combining deductive and inductive approaches to build an assessment aligned with the DigComp framework and Estonian curriculum. The ECD framework layers assessment from domain analysis to implementation. A Bayesian network and practical tasks are proposed to assess knowledge, skills, and abilities. Piloting is planned in schools to test scenario-based tasks and Bayesian scoring.
Digital Mirror: Measuring the digital innovation maturity in Estonian schoolsMart Laanpere
1. The document discusses measuring the impact of whole-school digital innovation in Estonian schools. It describes Estonia's strategy of implementing a digital turn in education through 1:1 computing initiatives.
2. A tool called "Digital Mirror" is presented for assessing schools' digital maturity across dimensions of infrastructure, pedagogical innovation, and change management. The tool was used to evaluate schools in Estonia's Samsung DigitalTurn project.
3. Lessons from empirical studies with vocational schools show that Digital Mirror is useful for schools to self-assess and benchmark their digital progress, though it may take time to fully adopt and interpret key concepts. The tool could be integrated with the European Dig
Best Practice Benchmarking course by EuneosMart Laanpere
This document summarizes education in Estonia, with a focus on the country's success on PISA exams and its transition towards greater digital learning. It notes that Estonia has consistently ranked high in math, reading, and science on PISA tests. It explores factors that may explain this success, such as school autonomy, qualified teachers, and equal opportunities regardless of socioeconomic status. The document also outlines Estonia's "Digital Turn," with initiatives to equip all students with individual computers and transition towards a new learning paradigm centered around ubiquitous technology. It shares experiences from a project to help schools fully adopt digital tools and innovative pedagogies through a whole-school approach.
This document provides an introduction to a course on integrating technology into STEM education. It introduces the course instructor, Dr. Mart Laanpere, and discusses some logistical details about the course. It also provides background information on Estonia and its efforts to integrate digital technologies into education, including a national strategy to implement a "digital turn" in schools through initiatives like 1:1 computing and digital learning resources. The document summarizes some experiences from a previous project implementing digital technologies in schools and concludes with an invitation to participate in a quiz using the Kahoot platform.
Analysing the Use of Distributed Digital Learning ResourcesMart Laanpere
Mart Laanpere presented on analyzing the use of distributed digital learning resources in Estonia. Estonia has moved towards a digital learning strategy of BYOD and digital textbooks, which requires learning analytics that can aggregate data from multiple sources across the open web. The current situation in Estonia finds learning resources scattered across many platforms. To address this, eSchoolbag is being developed as a digital learning resource cloud that can harvest metadata from different repositories, power search and recommendations, track user activities, and provide a recommender system - helping to analyze learning in a distributed environment.
The Centre for Educational Technology at Tallinn University:
- Is the leading R&D centre in the Baltic countries for technology-enhanced learning, established in 1997.
- Employs 17 researchers and a software development team conducting projects funded by 1 MEUR annually.
- Conducts research on open education tools and platforms, as well as contributing to educational policy and innovation in Estonia and globally through projects in countries like Georgia, Moldova, and Senegal.
2. Innovatsioon ja kool
Rooma Klubi raport “Õppimisel pole piire”
(1979): innovaatiline vs. reprodutseeriv
õppimine
Fakt: suure ajalehe pühapäevalisa (1 miljon
eks.) trükkimiseks kulub 40 hektarit metsa
Reprodutseeriv: õpi see fakt homseks pähe
Innovaatiline: tee sellest faktist järeldused
oma käitumises (nt. jäta ajaleht ostmata, jaga
naabriga)
Innovaatilise õppimise kaks põhiomadust:
– Ootusvalmidus, tundmatus olukorras toimetulek
– Osalus, kaasatus, panustamine
3. OECD 2004: innovatsioon ja
loovus riiklikes õppekavades
Miks kuulus Eesti RÕK 2002 “kõrge loovuse- ja
innovatsiooniastmega” õppekavade kategooriasse?
4. RÕK 2011 läbiv teema
T&I: eesmärgid
Taotletakse õpilase kujunemist uuendusaltiks ja
̈ ̈
nuudisaegseid tehnoloogiaid eesmärgipäraselt
kasutada oskavaks inimeseks, kes tuleb toime
kiiresti muutuvas tehnoloogilises elu-, õpi- ja
töökeskkonnas.
Iga põhikooli ja gümnaasiumi õpilane peaks
osalema kooliastem jooksul vähemalt ühes
innovaatilises arendusprojektis, kuhu on kliendi
rollis kaasatud kooli juhtkond, kohalik
omavalitsus, kohalikud ettevõtjad, teadlased
vm partnerid.
5. Läbiv teema T&I:
väljundid
Teadmised tehnoloogiate toimimise kohta
Mõista tehnoloogiliste uuenduste mõju töö- ja
eluviisidele, keskkonnale (ajaloos ja
tänapäeval)
Mõista tehnoloogilise, majandusliku,
kultuurilise ja sotsiaalse innovatsiooni
vastasmõju
Mõista tehnoloogiliste uuenduste pos. & neg.
mõjusid
IKT rakendamine eluliste probleemide
lahendamiseks, õppimise ja töö tõhustamiseks
Loovus, koostööoskused ja algatusvõime
innovaatiliste ideede rakendamisel
6. Pedagoogilised lähtekohad
Teadmusloome (Bereiter & Scardamalia):
õppimine on varjatud/seesmine protsess, aga
teadmusloome toimub “disainirežiimis” ja selle
väljundiks on jagatavad teadmusobjektid
(blogipostitus, foto, video veebis)
Probleemipõhine õpe: eluline probleem loob
õppimiseks motivatsiooni ja autentse konteksti
Uurimuslik õpe: õpi nii nagu teadlased seda
teevad
Projektõpe: piiratud ressurssidega, fikseeritud
ajakavaga, selge tulemi nimel toimuv
meeskonnatöö
8. T&I rakendusvõimalused
kooli tasandil
Ainekavadesse lõimituna: aineõpetaja annab
sobiva teema juures T&I seonduva kodutöö
Rahvusvahelised koostööprojektid: nt. T&I
teemaline Comenius-projekt, osalus Ingenious
projekti tegevuses
Uurimistööga lõimituna: innovatsiooniprojekt
tegevus- või arendusuuringu vormis (kaitstakse
rühmatööna)
Konkurss – nt. robootikavõistlus, õpilasfirmade
innovatsioonikonkurss, digitaalse meedia konkurss
Veel variante?
9. Näidis-stsenaariumid
Inspiratsiooniks ja kohandamiseks,
mitte üks-ühele täitmiseks
Ühtne struktuur (klient, eesmärk,
väljundid, kirjeldus)
Kliendikesksus: innovatsioon viiakse
läbi kellegi teise vajadustest ja
elulisest kontekstist lähtudes
Tulevikus plaanis lisada soovituslikke
näidis-stsenaariume koolides
läbiviidud edukate projektide põhjal
10. 1.stsenaarium: sotsiaalmeedia
kampaania oma kooli
propageerimiseks
Klient: oma kooli juhtkond
Eesmärk: “turundada” sotsiaalmeedia abil oma kooli uut
õppesuunda võimalikele õpilastele teistest
omavalitsustest
Väljundid: õppesuuna leht ja rakendus FaceBook’is, mis
on integreeritud kooli kodulehega, interaktiivne
sotsiaalmeedia kampaania koos auhinnamänguga
Kirjeldus: õpilaste meeskond uurib informaatika- ja
majandus-õpetaja juhendamisel internetiturunduse võtteid
ja näiteid, programmeerib kooli kodulehe lisamooduli,
kavandab ja viib läbi sotsiaalmeedia kampaania, millega
kaasneb uuring
11. 2.stsenaarium: kohaliku
ettevõtte rahvusvaheline
veebiturundus
Klient: kooli läheduses paiknev kohalik ettevõte,
mis toodab palkmaju
Eesmärk: optimeerida ettevõtte kodulehte, et ta
satuks Google otsingutes konkurentidest ettepoole
Väljundid: kohandatud koduleht, veebisisu (videod,
blogipostitused, artiklid, Twitteri ja Facebook’I viited)
Kirjeldus: õpilaste meeskond uurib informaatika- ja
majandus-õpetaja juhendamisel otsimootorite jaoks
optimeerimise (SEO) tehnikaid, kohandab vastavalt
ettevõtte kodulehte (s.h. muudab selle
mitmekeelseks) ja katsetab kahte erinevat SEO
tehnikat, valmib uuring ja selle baasil soovitused
ettevõttele
12. 3.stsenaarium: GPS-seiklus
kohalikule majutusettevõttele
Klient: kohalik majutusteenust pakkuv turismitalu
Eesmärk: aidata ettevõtjal laiendada oma
teenustepaketti kohalikule kultuuri- ja
looduspärandile keskenduva GPS-geopeituse
mängu näol
Väljund: looduses ja geopeitus.ee portaalis
märgitud 20 “aaret”, mille kaudu mängus osalev
turist õpib tundma kohalikku kultuuripärandit ja
looduslikke vaatamisväärsusi
Kirjeldus: informaatika-, bioloogia- ja
kirjandusõpetaja juhendamisel uuritakse kohalikku
kultuuripärandit ja loodust, koostatakse GPS-
seiklus, testitakse seda katserühma peal
13. 4.stsenaarium: kodanike
kaasamis-kampaania
kohalikule omavalitsusele
Klient: kohalik omavalitsus
Eesmärk: kaasata kohalikud elanikud uute
tehnoloogiate abil kultuuri- ja sporditegevuse reformi
ettevalmistavasse arutellu
Väljund: valla kodulehe juurde kohaliku osalusveebi
loomine, foorumiarutelude ja veebihääletuste
läbiviimine
Kirjeldus: ühiskonnaõpetuse ja informaatikaõpetaja
juhendamisel uuritakse kaasamisvõtteid ja e-
vahendeid, sarnaseid spordi- ja kultuuritegevuse
reforme teistes omavalitsustes, viiakse läbi
kaasamiskampaania veebis
14. 5.stsenaarium: robootika e-
töövihiku koostamine koostöös
ülikooliga
Klient: ülikooli robootikalabor
Eesmärk: toetada robootika teemade õpetamist
gümnaasiumis
Väljund: videosid, tarkvaraskripte ja interaktiivseid
harjutusi sisaldav e-töövihik robootika õpeatmiseks
gümnaasiumis
Kirjeldus: üliõpilaste, õppejõudude ja
informaatikaõpetaja juhendamisel uuritakse robootika
õpetamise didaktikat ja ülesandeid, aga ka e-
õppematerjalide koostamise võimalusi; väljatöötatud
e-töövihikut testitakse oma kooli õpilastega