The document discusses two perspectives for monitoring innovation in schools as learning ecosystems: (1) examining how teachers use digital tools and resources in "trialogical learning scenarios", and (2) analyzing schools' development over time within their broader socio-technical context. It provides examples of monitoring learning scenarios through an e-learning platform and using linked school data to understand factors that promote innovation. The goal is to understand how knowledge sharing and creation occurs within schools and how some schools become more innovative than others.

1. Ways of monitoring innovation in
schools as learning ecosystems
Kai Pata
Estonian Learning Analytics chapter
meeting, Tallinn University, 12.08.2015

2. Two ecosystemic perspectives to
consider
• Trialogical learning scenarios’ (Paavola &
Hakkarainen, 2009; Paavola, 2015) application
at schools – monitoring digital resource usage
(levels on knowledge creation) in learning
scenarios with cloud-based eKoolikott
• Schools’ development in wider socio-technical
regime (Geels, 2002; Geels & Schot, 2007)
context – linked data approach to monitoring
longitudinal innovation trends at schools

3. Schools as learning ecosystems
Monitoring schools as learning ecosystems
Adopted from Marmins, 2013
Exhchange of
novel learning
scenarios
Bottom-up
involvement
and innovation
:
Teachers,
students,
communities
Social
technologies,
BYOD,
modular cloud-
based
etextbook
provision,
new legal acts

4. Monitoring learning scenarios at
schools
Paavola, 2015
Paavola & Hakkarainen, 2009
Knowledge must
be passed over
different “tools” in
the Activity
Systems to mature
and be usable
Innovation at
schools can be
monitored based
on how teachers
use digital
ecosystem
components in
learning scenarios

5. Example: Trialogical flipped classroom
Individual
knowledge
acquisition
Learning as
participation;
Learning as
knowledge creation
Individual knowledge
acquisition Learning as
knowledge creation
A lesson scenario “Edit Alice” by Kristi Kartashev
Organizing activities
around shared
“objects”
Supporting integration of personal
and collective agency and work Fostering long-term
processes of knowledge
advancementEmphasizing development and
creativity through knowledge
transformations and reflection
Promoting cross-
fertilization of
knowledge practices
across communities and
institutions

6. Opportunities of eKoolikott
Accreditation of
teachers digital
competences based
on actual usage of
trialogical learning
principles
Applying trialogical
principles e.g.
Promoting cross-
fertilization of
knowledge
practices across
communities and
institutions
also at teachers’
learning

7. Schools in the
transition to new
socio-technical
regime
School-ID based linked data
with regional data and teacher
in-service training data
A) novel dedicated
longitudinal survey
B) different ICT surveys
*Challenge is to compare
same topic items, having
a system to share openly
data (from student
studies, other studies)
Leinonen, 2005
Geels & Schot, 2007
Which of those has made way to actual teaching and why?
Why some schools
become innovative?

8. References
• Marmins, J. (2013) What is a social business ecosystem? Blog post URL:
http://c7group.com/2013/03/what-is-a-social-business-ecosystem/
• Paavola, S. and Hakkarainen, K. (2009). From meaning making to joint construction
of knowledge practices and artefacts: A trialogical approach to CSCL. In C. O'Malley,
D. Suthers, P. Reimann, and A. Dimitracopoulou (Eds.), Computer Supported
Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 83-92).
Rhodes, Creek: International Society of the Learning Sciences (ISLS).
• Paavola, S. (2015). Challenges of collaborative knowledge creation – work with
shared objects. In A. Littlejohn, and C. Pegler (Eds) Reusing Open Resources. Learnin
in Open Networks for Work, Life and Education (pp. 104-114). London: Routledge,
Taylor & Francis Group.
• Geels, F. W., (2002). Technological transitions as evolutionary reconfiguration
processes: a multi-level perspective and a case study. Research Policy 31 257-1273
• Geels, F.W, Schot, , J., (2007). Typology of socio-technical transition pathways.
Research Policy 36 399–417
• Leinonen, T. (2005) (Critical) history of ICT in education – and where we are heading?
Blog post URL http://teemuleinonen.fi/2005/06/23/critical-history-of-ict-in-
education-and-where-we-are-heading/
• Linked data platform 1.0 URL: http://www.w3.org/TR/2015/NOTE-ldp-primer-
20150423/