The document discusses the importance of learning sciences in developing effective learning environments. It notes that traditional schooling models are based on assumptions not grounded in evidence, and learning sciences can help design schools that foster deeper conceptual understanding through collaboration and authentic contexts. Key findings from learning sciences emphasize deeper learning over fact memorization and the value of social and technological environments for stimulating knowledge acquisition.

1. Introduction to
technology enhanced learning
Prof. Sanna Järvelä
Learning and Educational Technology Research Unit
Department of Educational Sciences and Teacher Education
University of Oulu, Finland
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

2. Learning is ”a hot topic” today!
1) There is a transformation of industrial economy
to knowledge economy and creative economy.
The knowledge economy is based on “the
production and distribution of knowledge and
information, rather than the production and
distribution of things” (Drucker, 1993, p. 182).
2) Knowledge economy is also a learning society.
3) It is no longer possible to imagine that
education ends by a certain age, after which
learning is no longer necessary.
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

3. What is Learning Sciences?
(Saywer, 2006)
• Is an interdisciplinary field that studies teaching
and learning. The sciences of learning include
cognitive science, educational psychology,
computer science, sociology, neuroscience and
other fields.
• Educators can use the learning science to
design more effective learning environments,
including schools, classrooms and informal
settings.
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

4. Why do we need learning science?
• Because, the Standard Model of Schooling
– Has been based on common-sense assumptions
that had never been tested scientifically.
– Knowledge is a collection of facts about the world
and procedures for how to solve problems.
– The goal of schooling is to get these facts and
procedures into the student’s head.
– Teachers know these facts and procedures, and
their job is to transmit them to students.
• The schools don’t teach the deep knowledge
that underlies knowledge work.
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

5. Key finding from the Learning
Sciences (Saywer, 2006)
The importance of
• learning deeper conceptual understanding,
rather than superficial facts and procedures.
• learning connected and coherent knowledge,
rather than bits of knowledge.
• learning authentic knowledge in its context of
use, rather than decontextualized classroom
exercises.
• learning in collaboratively, rather than in
isolation.
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

6. Developing Future
Education:
Deep learning
instead of
transfer of facts
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

7. Technology for deep learning
(Dillenbourg, Järvelä & Fischer, 2009; Brandsford, et al.,2000)
• Computers can represent abstract
knowledge in concrete form.
• Computer tools can allow learners to
articulate their developing knowledge in a
visual and verbal way.
• Virtual forums offer opportunities for sharing
and building knowledge together.
• Social interactions will be enriched.
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

8. What is collaborative learning?
(Dillenbourg, 1999; Baker et al., 1999; Fischer et al., 2007; Roschelle &
Teasley, 1995, Stahl, 2006 )
”A coordinated synchronous activity that is the result of of
continued attempt to construct and maintain a shared
conception of a problem”
Collaboration >< Co-operation
(Roschelle & Teasley, 1995) (Webb, Nemer & Ing, 2006)
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

9. Why collaboration is effective for
learning?
Learning does not emerge because of a group
of people, but because collaboration
stimulates and activates knowledge
acquisition mechanisms in individual
learners!
Asking questions, clarifying, explaining,
constructing arguments, comparing
opinions, creating new ideas…..
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

10. 10
Collaborative learning is not a recipe
• Collaborative learning often leads to better results than
learning individually (Johnson & Johnson, 1999), but not
systematically.
• Asking students to work together is not enough (Järvelä
& Häkkinen, 2001).
• Collaboration per se does not produce learning
outcomes; its results depend upon the extent to which
groups actually engaged in productive interactions.
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

11. 11
Computer Supported Collaborative Learning
”Learning scientists have discovered that deep
learning is more likely to occur in complex social
and technological environments”
(Brandsford et al. 2000)
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

12. 12
Collaboration among peers can be
designed and teachers can create
conditions in which effective
group interactions are expected to
occur.
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

13. Our approach has been to consider self-regulated learning as a
framework for “innovations in learning design” – developing
opportunities for collaboration and creating competence tools.
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi

14. 14
Media effectiveness is still a myth – this
is why we need learning sciences
• Each time a new media enters the educational
sphere, it generates over-expectations with
respect to its intrinsic effects on learning.
• New artefacts (iPads, mobile phones) or new
tools (WIKIS, Blogs, clouds…) emerge.
Spesific arguments for the choose and use of
tools are needed
Technology alone does very little to aid
learning, but students social and cognitive
activities are critical.
Learning Sciences help
EDUCATIONAL TECHNOLOGYESEARCH UNIT
http://edtech.oulu.fi