This document discusses fostering innovation in education. It argues that innovation is key to success in the 21st century knowledge economy, just as mass production was important in the 20th century. It also notes that skills like creativity, critical thinking, and problem solving cannot be directly taught, but are instead acquired when the learning environment and methods support their development. The document advocates for environments that promote behaviors, learning outcomes, and skills acquisition over solely focusing on content mastery. It defines innovation as the ability to envision a desired future and take action to make it a reality.
This document summarizes interviews with 10 Finnish educators about their use of Second Life for education. Key findings include:
1) Educators were able to create authentic learning contexts and tasks in Second Life that simulated real-world scenarios like international trade fairs and hospitals. This increased student engagement and ownership of learning.
2) Second Life facilitated access to experts, multiple perspectives, and collaboration between organizations, businesses, and the third sector through events and networking.
3) Collaboration was a norm in Second Life and students were more eager to collaborate, sometimes continuing sessions past their scheduled end time.
4) While many aspects of authentic e-learning were achieved in Second Life, assessment was not discussed and needs
Twitter en la clase de ELE. Desarrollando el PLN de nuestros estudiantesAdelaida Martín Bosque
Presentada en el III Congreso Europeo de Tecnologías de la Información en la Educación y en la Sociedad: una visión crítica
Barcelona, 1, 2 y 3 de febrero de 2012
Authentic eLearning: What, Why and How?Hanna Teräs
Authentic e-learning involves realistic tasks that mimic real-world problems to challenge students. It uses case studies, learning by doing, projects, simulations, and inquiry-based learning. Authentic e-learning is used because information is readily available, learning can occur anywhere, and collaboration is important for work. General skills taught through authentic e-learning include information literacy, communication, reflection, problem-solving, creativity, critical thinking, and more. These skills are acquired when the learning environment and methods support their development through authentic contexts, tasks, access to expertise, multiple perspectives, collaborative knowledge construction, reflection, articulation, scaffolding and coaching, and authentic assessment. Potential challenges include dealing with complexity, finding the right structure
This document discusses fostering innovation in education. It argues that innovation is key to success in the 21st century knowledge economy, just as mass production was important in the 20th century. It also notes that skills like creativity, critical thinking, and problem solving cannot be directly taught, but are instead acquired when the learning environment and methods support their development. The document advocates for environments that promote behaviors, learning outcomes, and skills acquisition over solely focusing on content mastery. It defines innovation as the ability to envision a desired future and take action to make it a reality.
This document summarizes interviews with 10 Finnish educators about their use of Second Life for education. Key findings include:
1) Educators were able to create authentic learning contexts and tasks in Second Life that simulated real-world scenarios like international trade fairs and hospitals. This increased student engagement and ownership of learning.
2) Second Life facilitated access to experts, multiple perspectives, and collaboration between organizations, businesses, and the third sector through events and networking.
3) Collaboration was a norm in Second Life and students were more eager to collaborate, sometimes continuing sessions past their scheduled end time.
4) While many aspects of authentic e-learning were achieved in Second Life, assessment was not discussed and needs
Twitter en la clase de ELE. Desarrollando el PLN de nuestros estudiantesAdelaida Martín Bosque
Presentada en el III Congreso Europeo de Tecnologías de la Información en la Educación y en la Sociedad: una visión crítica
Barcelona, 1, 2 y 3 de febrero de 2012
Authentic eLearning: What, Why and How?Hanna Teräs
Authentic e-learning involves realistic tasks that mimic real-world problems to challenge students. It uses case studies, learning by doing, projects, simulations, and inquiry-based learning. Authentic e-learning is used because information is readily available, learning can occur anywhere, and collaboration is important for work. General skills taught through authentic e-learning include information literacy, communication, reflection, problem-solving, creativity, critical thinking, and more. These skills are acquired when the learning environment and methods support their development through authentic contexts, tasks, access to expertise, multiple perspectives, collaborative knowledge construction, reflection, articulation, scaffolding and coaching, and authentic assessment. Potential challenges include dealing with complexity, finding the right structure
e-Learning, working life and language educationHanna Teräs
This document discusses e-learning, working life, and language education. It begins by asking why we use e-learning and what types of e-learning exist, from learning with technology to learning from technology. It then discusses how social media and Web 2.0 tools can be used for collaboration, communication, sharing reviews and opinions. The document also covers 21st century skills needed for professionals, including core competencies like critical thinking, problem solving, and collaboration. It emphasizes how e-learning should incorporate authentic contexts, tasks, assessments, and collaboration to build knowledge.
The document discusses how to support collaborative knowledge building through authentic assessment in online education. It explores using authentic tasks, contexts, and assessments to encourage collaborative knowledge construction. Two case studies, a virtual benchmarking project and an online teacher education program, showed collaboration was rare when course structures did not support it or assessment was individual. Meaningful collaborative tasks, social technologies, and assessment connected to collaboration are needed to promote authentic learning and assessment.
AACE SITE 2012: Out of the comfort zoneHanna Teräs
The document discusses getting faculty out of their comfort zones and promoting growth and changes needed for 21st century skills. It proposes a progressive inquiry model for faculty development using authentic learning principles, team projects, access to experts, reflection, and assessment. Initial feedback suggests the approach shows potential but facilitating communication and stepping out of comfort zones is important and demanding for the transition to collaborative learning.
This document discusses an approach to teacher education that focuses on developing 21st century skills through social media, authentic learning experiences, and communities of practice. It describes incorporating inquiry-based learning, authentic learning principles, and social media like Second Life into a teacher training program. The goals are to help teachers acquire skills like critical thinking, collaboration, and adaptability, and to foster a professional identity aligned with the demands of a knowledge society. Key aspects of the approach include providing authentic contexts for learning, collaborative knowledge construction through team projects, and ongoing dialogic assessment rather than exams.
The Wolrd Has Changed - What About the Teacher?Hanna Teräs
The document discusses how the world has changed with the rise of social media, lifelong learning, globalization, and distributed expertise. This represents a paradigm shift that requires teachers to fundamentally change their ways of thinking and approach to teaching. Specifically, teaching needs to move beyond traditional content delivery and involve students creating and authorizing content using familiar tools and methods. While some students felt no change was needed, most recognized that technical and social changes are relevant to education and that teaching methods and learning environments must be evaluated and updated to engage today's learners. The study module addressed in the document helped facilitate this discussion and received positive feedback, indicating further discussion is needed on how to better prepare teachers for these changes.
e-Learning, working life and language educationHanna Teräs
This document discusses e-learning, working life, and language education. It begins by asking why we use e-learning and what types of e-learning exist, from learning with technology to learning from technology. It then discusses how social media and Web 2.0 tools can be used for collaboration, communication, sharing reviews and opinions. The document also covers 21st century skills needed for professionals, including core competencies like critical thinking, problem solving, and collaboration. It emphasizes how e-learning should incorporate authentic contexts, tasks, assessments, and collaboration to build knowledge.
The document discusses how to support collaborative knowledge building through authentic assessment in online education. It explores using authentic tasks, contexts, and assessments to encourage collaborative knowledge construction. Two case studies, a virtual benchmarking project and an online teacher education program, showed collaboration was rare when course structures did not support it or assessment was individual. Meaningful collaborative tasks, social technologies, and assessment connected to collaboration are needed to promote authentic learning and assessment.
AACE SITE 2012: Out of the comfort zoneHanna Teräs
The document discusses getting faculty out of their comfort zones and promoting growth and changes needed for 21st century skills. It proposes a progressive inquiry model for faculty development using authentic learning principles, team projects, access to experts, reflection, and assessment. Initial feedback suggests the approach shows potential but facilitating communication and stepping out of comfort zones is important and demanding for the transition to collaborative learning.
This document discusses an approach to teacher education that focuses on developing 21st century skills through social media, authentic learning experiences, and communities of practice. It describes incorporating inquiry-based learning, authentic learning principles, and social media like Second Life into a teacher training program. The goals are to help teachers acquire skills like critical thinking, collaboration, and adaptability, and to foster a professional identity aligned with the demands of a knowledge society. Key aspects of the approach include providing authentic contexts for learning, collaborative knowledge construction through team projects, and ongoing dialogic assessment rather than exams.
The Wolrd Has Changed - What About the Teacher?Hanna Teräs
The document discusses how the world has changed with the rise of social media, lifelong learning, globalization, and distributed expertise. This represents a paradigm shift that requires teachers to fundamentally change their ways of thinking and approach to teaching. Specifically, teaching needs to move beyond traditional content delivery and involve students creating and authorizing content using familiar tools and methods. While some students felt no change was needed, most recognized that technical and social changes are relevant to education and that teaching methods and learning environments must be evaluated and updated to engage today's learners. The study module addressed in the document helped facilitate this discussion and received positive feedback, indicating further discussion is needed on how to better prepare teachers for these changes.
Empowering teachers to meet the digital native learners
Näillä mennään... mutta minne?
1. Näillä mennään...mutta minne?
Opettajan ja opiskelijoiden muuttuvat
työelämätaidot tietämysyhteiskunnassa
Hanna Teräs, TAOKK
E-oppimisen klusteri, 29.3.2012
Friday, March 30, 2012
2. Tietämysyhteiskunta?
❖ Informaatioyhteiskunta = informaation tuottamisella,
käsittelyllä ja välittämisellä on keskeinen rooli.
❖ Tietoyhteiskunta = tieto ja osaaminen ovat sivistyksen
perusta ja keskeisin tuotannontekijä.
❖ Tietämysyhteiskunta = innovaatiot, talouden uudistuminen,
teknologinen kehitys, avoimuus uusille ideoille ja niiden
hyödyntäminen keskeistä.
(VTT)
Friday, March 30, 2012
6. Työntekijät eivät enää
sitoudu yritykseen (eivät
nekään sitoudu sinuun).
Sen sijaan etsitään
haasteellisuutta ja
itsemääräämisen vapautta
Kuva: vkx462
Kuva: vkx462 Kuva: bloke_with_camera
Kuva: bloke_with_camera
Friday, March 30, 2012
7. Kuva: Megan Morris
Kuva: Megan Morris
Kuva: StuartWebster
Työntekijöillä on enemmän
vastuuta urastaan: luovuudesta
huolehtimisesta ja osaamisensa
kehittämisestä.
Yritykset eivät tee sitä enää
automaattisesti heidän puolestaan.
Friday, March 30, 2012
8. Muutamia työelämätaitoja:
❖ Tiedon hakeminen, ❖ Luova ja kriittinen ajattelu
arvioiminen ja
käyttäminen eri ❖ Arvostelukyky
yhteyksissä
❖ Vastuullisuus ja aloitekyky
❖ Kommunikaatio eri
medioissa ❖ Kyky ja sitoutuminen
elämänmittaiseen
❖ Syväreflektio oppimiseen ja
ammatilliseen kasvuun
❖ Huonosti määriteltyjen
ongelmien ratkaisu ❖ Älyllinen uteliaisuus
Esim. Reeves 2006, Ruohotie 2005, Trilling & Fadel 2009
Friday, March 30, 2012
10. Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011).
The 2011 Horizon Report. Austin, Texas: The New Media Consortium.
Friday, March 30, 2012
11. Tietoa, sisältöä ja yhteyksiä on kaikkialla helposti
saatavilla. Opettajan rooli valmentajana, ohjaajana ja
fasilitaattorina vahvistuu entisestään.
Image by boliston
Friday, March 30, 2012
12. Avaintrendejä
Ihmiset odottavat
voivansa oppia,
työskennellä ja
opiskella missä ja
milloin tahansa.
Image by jakebouma
Friday, March 30, 2012
13. Kollaboraation merkitys työelämässä kasvaa
entisestään. Tämä pakottaa miettimään
oppimistehtävien suunnittelua uudelleen.
Image: Dawn Willis Manser
Friday, March 30, 2012
14. Teknologia muuttuu entistä enemmän
pilvipainotteiseksi mobiliteetin kasvaessa. Keskitetyt
palvelut ja työpöytäsovellukset eivät enää palvele
mobiilin oppijan ja työntekijän tarpeita.
Image by wstryder
Friday, March 30, 2012
23. Sosiaalinen teknologia
Jatkuva,
oppimisympäristönä
dialoginen arviointi
Opettajan-
koulutusta
Autenttinen
verkko-oppiminen
uudella tavalla Tiimioppiminen
Verkostomainen
Tutkiva oppiminen työskentely
Friday, March 30, 2012
24. Autenttinen Autenttiset Useat Yhteisöllinen
Asiantuntijamainen tiedon
konteksti tehtävät työskentely näkökulmat rakentaminen
Authentic e-Learning
Herrington, Reeves & Oliver 2010
Autenttinen Ohjaus ja
arviointi Artikulaatio Reflektio
tukirakenteet
Images starting from context: vgm8383, Bodum, Destiny’s Agent,
Brian Hatchcock, Commons, Minette Layne, Robert Higgins,
James F Clay, clairity (Flickr)
Friday, March 30, 2012
25. Image: Bodum
Autenttinen konteksti ja
autenttiset tehtävät
❖ Opettajan oma
luokkahuone
oppimisympäristönä
❖ Työn ohella
❖ Ei yliyksinkertaistamista
❖ Oppimistehtävänä työhön
liittyvä tiimiprojekti
Friday, March 30, 2012
26. Asiantuntijuus ja useat
näkökulmat
❖ Jatkuva kollegojen
asiantuntemuksen
hyödyntäminen
❖ Verkkofasilitaattorit
tukena
❖ Maailmanlaajuinen
asiantuntijuuden
hyödyntäminen
sosiaalisissa verkostoissa
Friday, March 30, 2012
27. Yhteisöllinen tiedon
rakentaminen
❖ Rohkaistaan ja vaaditaan
yhteisöllistä oppimista, ei
päälleliimattuja ryhmätöitä
❖ Myös yksilötehtävissä
kollaboratiivinen
elementti
❖ Arviointi myös
ryhmätasolla!
Friday, March 30, 2012
28. Reflektio and artikulaatio
❖ Sosiaalinen media tarjoaa
hienoja reflektion
työkaluja: kokemusten
vertailua, itsearviointia,
toisilta oppimista.
❖ Aito kollaboraatio
edellyttää oman
ymmärryksen artikulointia.
Friday, March 30, 2012
29. Ohjaus ja tukirakenteet
❖ Jatkuva fasilitointi; ei
“näkymättömän verkko-
opettajan syndroomaa”.
❖ Oppimistehtäviin täysin
integroitu, jatkuva
arviointi.
Friday, March 30, 2012
30. Siirtyminen 2000-luvun työelämätaitoja
tukevaan oppimiseen ei tapahdu itsestään.
Opettajat tarvitsevat tukea muutokseen sekä
teknisellä että varsinkin pedagogisella tasolla.
Uudet pedagogiset mallit kuten autenttinen
verkko-oppiminen ovat lupaavia malleja tähän.
Friday, March 30, 2012
31. KIITOS!
hanna.teras@tamk.fi
http://21stcenturyeducators.tamk.fi
Friday, March 30, 2012