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.
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.
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.
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.
The Information / Learning Commons and the Public LibraryAngela Pierpaoli
How public libraries, particularly the Buffalo and Erie County Public Library, can incorporate the information/learning commons concept, a traditionally academic concept. Presentation given at a class on public library administration sponsored by BECPL and Long Island University C.W. Post Campus.
Designing Accessible Cyberlearning: Recommendations & Lessons Learned3Play Media
This webinar shares recommendations for how cyberlearning researchers can address accessibility issues in their research and for how instructors and designers can employ accessible technology and pedagogy in their practice.
This slideshow identifies the problem of copyright imbalance and addresses where it is possible to effect change that broadens the opportunities for new creators who use existing copyrighted material, such as people making remixes, mashups, slideshows, and other works.
This is my response to Mathew Needleman's presentation "Steal This Preso! Copyrights, Fair Use, and Pirates in the Classroom" for the summer 2009 k12online course.
Ethics is a set of moral principles that govern the behavior of a group or individual.
Likewise, computer ethics is set of moral principles that regulate the use of computers.
The Information / Learning Commons and the Public LibraryAngela Pierpaoli
How public libraries, particularly the Buffalo and Erie County Public Library, can incorporate the information/learning commons concept, a traditionally academic concept. Presentation given at a class on public library administration sponsored by BECPL and Long Island University C.W. Post Campus.
Designing Accessible Cyberlearning: Recommendations & Lessons Learned3Play Media
This webinar shares recommendations for how cyberlearning researchers can address accessibility issues in their research and for how instructors and designers can employ accessible technology and pedagogy in their practice.
This slideshow identifies the problem of copyright imbalance and addresses where it is possible to effect change that broadens the opportunities for new creators who use existing copyrighted material, such as people making remixes, mashups, slideshows, and other works.
This is my response to Mathew Needleman's presentation "Steal This Preso! Copyrights, Fair Use, and Pirates in the Classroom" for the summer 2009 k12online course.
Ethics is a set of moral principles that govern the behavior of a group or individual.
Likewise, computer ethics is set of moral principles that regulate the use of computers.
Designing new online support services for woman that have experience violenc...Mariana Salgado
Designing new online support services for
woman that have experience violence or threat
of violence. This is a presentation we prepared and used only partially for a one week workshop for New Media for the Third sector. February 2015.
New Media for the Third Sector/ Case: Naisten Linja/ Class 3Mariana Salgado
This is the third lecture for a one week workshop. The workshop was New Media for the Third Sector and it took place in February 2015 in Aalto University. The case study was Naisten linja (Women's line).
Ux, ethnography and possibilities for libraries, museums and archives [recomm...Dr. Michael Baker
Checkout this Presentation recommended by Dr Michael Baker Washington Indiana. These slides are adapted from a talk I gave at the Welsh Government's Marketing Awards for the LAM sector, in 2017. It offers a primer on UX - User Experience - and how ethnography and design might be used in the library, archive and museum worlds to better understand your users.
UX, ethnography and possibilities: for Libraries, Museums and ArchivesNed Potter
These slides are adapted from a talk I gave at the Welsh Government's Marketing Awards for the LAM sector, in 2017.
It offers a primer on UX - User Experience - and how ethnography and design might be used in the library, archive and museum worlds to better understand our users. All good marketing starts with audience insight.
The presentation covers the following:
1) An introduction to UX
2) Ethnography, with definitions and examples of 7 ethnographic techniques
3) User-centred design and Design Thinking
4) Examples of UX-led changes made at institutions in the UK and Scandinavia
5) Next Steps - if you'd like to try out UX at your own organisation
This is the accompanying PowerPoint for a 25-minute lecture I give to pre-service teachers introducing them to the idea of using technology for content exploration.
The affordances of studying in a virtual world.jimbbq
Conference: Learn, teach and play in 3D virtual worlds
City University London, 18/03/09
presentation by Trevor Barker
Dept. Computer Science
University of Hertfordshire
Mobile Technologies: Why Library Staff Should be Interestedlisbk
Slides for a talk on "Mobile Technologies: Why Library Staff Should be Interested" given by Brian Kelly, UKOLN at a seminar for University of Bath Library staff on 21 March 2011.
See http://www.ukoln.ac.uk/web-focus/events/seminars/bath-library-2011-03/
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.
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.
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."
LEAD - Learning Design – Design For Learning -project presentationTeemu Leinonen
Presentation slides of the LEAD (Learning Design – Designing for Learning) project. The research project aims to (1) bring design thinking to learning design and to (2) bring design expertise to the development process of technological learning solutions. In this project we understand learning situations widely, from traditional classroom situations to more informal learning settings. Project consortium is combination of Finnish leading universities with major international academic collaboration, active new start-ups and SMEs developing new solutions for educational institutes and organization for tackling the 21st century information management and learning challenges, and high-impact testbeds that act as a catalyst for companies to trial their solutions and competencies. The two year project includes collaboration with number of international research partners. The project is funded by Tekes – the Finnish Funding Agency for Technology and Innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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?
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 French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Based Mobile Videos
1. In-Time On-Place Learning
Creation, Annotation and Sharing of
Location-Based Mobile Videos
Merja Bauters
Jukka Purma
Teemu Leinonen
Aalto University School of Arts, Design and Architecture
Helsinki – Finland
firstname.surname@aalto.fi
2. Teemu Leinonen
Associate Professor, Dr.
New Media Design and
Learning
Learning Environments
research group (LeGroup)
Media Lab Helsinki
Aalto University
School of Arts, Design and
Architecture
Photo by Cary Bass / Wikimedia Common
13. How to support learning, when the work
is connected to physical practices, places
and unique situations?
14. How to support learning, when the work
is connected to physical practices, places
and unique situations?
Make learning possible as part of the work.
Make learning possible in situ.
Provide tools to enhance learning in a network.
Kooken et al., 2007, Kerosuo and Toiviainen, 2011,
Mørch and Skaanes 2010)
15. What are the main challenges to learn in
construction field?
16. What are the main challenges to learn in
construction field?
Lack of time and space.
Short moments of needs to learn new tools,
practices, and materials.
Often harsh conditions.
17. Three Things to Think
1. Context
2. Theoretical notions
3. Ach So! : location-based mobile video tool for learning
18. Three Things to Think
1. Context
2. Theoretical notions
3. Ach So! : location-based mobile video tool for learning
21. Learning through Experiences
Experiences suggest changes of practices.
Changes of practises trigger reflective
processing of the situations.
Results as new practices (habits).
24. From Experience to Reflection
Moments of doubts and inspiration.
Feeling of irritation, annoyance.
Clues and hints help us to understand where the
irritation comes from.
Moments of qualitative immediacy.
26. How to Enhance Reflection?
When experience triggers reflection, a tool
may turn that reflection into visible and
sharable action.
A tool can make a common (or an uncommon)
execution of a task into a shared object of
discussion and improvement.
27. Three Things to Think
1. Context
2. Theoretical notions
3. Ach So! : location-based mobile video tool for learning
28. Three Things to Think
1. Context
2. Theoretical notions
3. Ach So! : location-based mobile video tool for learning
32. From RWTH – Aachen: AnViAnno, a proof of
concept for video annotation with Android.
Redesign and development of a mobile tool for
learning in construction.
Agile design and development: iterations, testing,
development.
33. Record video clips for later reflection and discussion.
Choose genre for the video (category, scaffold):
(1) site visit, (2) problem, (3) trick of trade, (4) good work.
Review your video and annotate it: add markers to the video and write “sub-titles”.
34. The videos will come with automatic meta-data: location, time, author etc.
The video clips are sent to video library accessible for all the users.
Easy search / filtering of the videos by location, time, author, genre etc.
35. Future research and development
• More research on the use in the “wild”:
– Learning experience / collaborative learning / social
networks.
– Organizational issues.
– Social and political questions.
• Better support for harsh conditions
– Record clips with wearable cameras.
– Other ways to record without using hands.
• More annotation options
– scaling the annotation marker.
– hand-drawn annotations.
– voice annotations (voice to text).
36. If you have a hammer,
everything looks like a nail.
37. If you have the Ach So!,
many things starts to look like
experiences worth of sharing and
reflecting on.
38. Thank you.
Merja Bauters
Jukka Purma
Teemu Leinonen
Aalto University School of Arts, Design and Architecture
Helsinki – Finland
firstname.surname@aalto.fi
The Learning Layers project is supported by the European
Commission within the 7th Framework Programme under Grant
Agreement #318209, under the DG Information society and
Media (E3), unit of Cultural heritage and technology-enhanced
learning. http://learning-layers.eu