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OpenForest -portal and Case of Bark Bread
- 1. THE OPENFOREST PORTAL AS AN OPEN LEARNING ECOSYSTEM: CO-DEVELOPING IN THE STUDY OF A MULTIDISCIPLINARY PHENOMENON IN A CULTURAL CONTEXT Anu Liljeström , Jorma Enkenberg , Petteri Vanninen, Henriikka Vartiainen & Sinikka Pöllänen UniversityofEasternFinland, PhilosophicalFaculty, School of Applied Educational Science and Teacher Education Savonlinna Campus Forest as Learning Environment-project ICTEduTech2014 New Taipei City, Taiwan
- 2. Challenges and aims Learning too often takes place in formal school environments, mostly in classrooms involving the use of textbooks (NETP 2010) There is need to build new kind of pedagogical models and learning ecosystems, where the students can study open learning tasks in a real-world context, design and link their learning processes and construct and share collaborative learning solutions (Vartiainen et al. 2012; Ito et al. 2013) Learning by designing and learning thorugh making (maker cultture) usually involve the creation of new knowledge in real contexts. (Harel & Papert 1991; Fullan & Langworthy 2014).
- 4. DESIGN-ORIENTED PEDAGOGY •Design-oriented pedagogy is based on collaborative designing of learning objects representing real objects and phenomena in nature and culture environments •Real objects offer exceptional opportunities to develop interest with real-world phenomena, engage in inquiry and develop digital representations •Learning objects as designed digital representations from real objects in context •Design is a practice of cultural reproduction that provides opportunities for people to participate in activities of cultural creation (Balsamo, 2010; Jenkins et al., 2008, Liljeström et al.2013) (Vartiainen et al 2013)
- 5. (Vartiainen et al. 2013)
- 6. Structure of learning ecosystem (Liljeström et al 2014).
- 7. THE CASE OF BARK BREAD PROJECT
- 8. Theresearchquestions: 1.Whichkindoflearningprocessemerged? 2.Whichkindofdatadidthestudentsproduce? 3.Howdidthedesignedandconstructedvideoartifactsanswerthestudents’informalquestionsfromthebeginningofthelearningproject? Learning community: Students in rural school (Research group N= 15, ages 9-12) Teachers Forest Museum expert, Online expert of health 25 lessons over two and half week period The research data: Students produced data (photos, video clips, audio files, and other products) Students’ 52 informal questions about the phenomenon Students’ produced and published five video artifacts (learning objects).
- 9. Group 1 Group 2 Group 3 How is pine-bark flour made? How is bark bread baked? Technology Culture and history Why was bark bread needed in the old days and what for? Our group was supposed to find out whether bark bread is healthy, how it tastes and smells, and how pine-bark flour differs from rye flour Natureand health Workshop for making pine-bark flour and bark bread. Driving questions and domain perspective Phenomenon: Barkbread 52 questionsof barkbread 1.Articulation of thephenomenon 2. Designingthelearningobject 3. Data collectionfor thelearningobject 4. Construction of thelearningobject Open learning task
- 10. Video clips Audio files Photos Other Designing Making Studying and explaining Reflection Other 3 52 25 24 9 43 1 58 315 25 8 83 2 1 3 1 4 Which kind of data did the students produce? Number of students’ data
- 11. Pine-bark flour is mainly unhealthy and it can cause constipation and stomach upsets. 17 questions 13 questions The dominant question: What is the value of bark bread? Technology Culture and history Natureand health 22 questions That was fun but messy. We managed to get very little flour even though there was a lot of work. Emergency food, such as bark bread, was necessary during these periods. The energy content of pine-bark flour is quite low. Rye flour contains many times more energy than pine-bark flour. How did the video artifacts answer the students’ informal questions from the beginning of the learning project?
- 12. New questions and issues that clarified and answered Descriptions of process and explaining Tool and their uses “After the sheets of bark have been removed from the log, the green layer needs to be separated from the outer bark with a knife. “ Explanations of the processes and studies “We began making the starter two days before baking bark bread. The starter needed stirring now and again to maintain the fermentation process.” “The outer layer of a tree is called the outer bark, then there is the inner bark and the cambium layer, and below these there is the actual wood with growth rings, and in the centre there is the pith. Bark flour is made from the inner bark and cambium layer.” Use of all the senses for studying “Well, maybe pine-bark flour feels like ground wood. But maybe this is a little softer. Yeah. This is like… softer than soft. Like… really soft. It feels like fine sand. This feels as if you had chopped small pieces of wood, coarse, and this again is more like really fine sand… soft. And then their colour… that looks quite brown like a tree and… Reddish. Yeah, that’s right” Nature of the experts’ work and talk “This is a difficult stage. I’m now going to peel this sheet of bark off. In spring it comes off easily but at this time of the year it’s a little difficult” Reflecting in and on the design and construction process “We managed to get very little flour even though there was a lot of work” LAYERS OF A TREE
- 13. Conclusion •Co-developedinformalquestions-Sharedlearningtask- provide a complementary picturesabout the shared phenomenon in a holistic manner. •Students’ in-depth descriptions of their studies. •Workshop can be part of Design Oriented Pedagogy •Students collect amazingly amount of data during the project. •“Becoming one with phenomenon under study” and it is “a key to learning” (Ackermann 2004) •Participatory learning is oriented toward outcomes that are both personal and collective (Wells 2008)
- 14. Bark bread project in OpenForestPortal
- 15. REFERENCES Ackermann,E.,2004.ConstructingKnowledgeandTransformingtheWorld.InM.TokoroandL.Steels(Eds.),ALearningZoneofOne'sOwn: SharingRepresentationsandFlowinCollaborativeLearningEnvironments(pp.15–37).IOSPress,Amsterdam,Berlin,Oxford,Tokyo, Washington,DC,USA. Balsamo,A.(2010).Design.InternationalJournalofLearningandMedia,1(4),1–10. Binkley,M.etal.,2011.Defining21stCenturySkills.InP.Griffin,B.McGaw,&E.Care(Eds.),AssessmentandTeachingof21stCenturySkills(pp.17–66).Springer,NewYork,USA. Bransford, J. et al., 2005. Theories of Learning and Their Roles in Teaching. In L. Darling-Hammond, J. Bransford (Eds.), Preparing Teachers for Changing World. What Teachers Should Learn and Be Able to Do (pp. 40–87). Jossey-Bass A Wiley Imprint, San Francisco, USA. Bereiter, C., & Scardamalia, M., 2003. Learning to Work Creatively with Knowledge. In E. De Corte et al. (Eds.), Powerful Learning Environment: Unraveling Basic Components and Dimensions(pp. 55–68). Elsevier Science, Oxford, UK.. Brown, J. S., Collins, A., & Duguid, P., 1989. Situated Cognition and the Culture of Learning. Educational Researcher,Vol. 18, pp 32-42. Bryman, A., 2004. Social Research Methods. 2nd ed. Oxford University Press, Oxford, UK. Fischer,G.,&Redmiles,D.,2008.TransdisciplinaryEducationandCollaboration,ContributiontotheHumanComputerInteractionConsortium(HCIC)Workshop2008.RetrievedJanuary22,2011fromhttp://l3d.cs.colorado.edu/~gerhard/papers/hcic2008.pdf Fullan, M. & Langworthy, M., 2014. A Rich Seam: How New Pedagogies Find Deep Learning. Pearson, London, UK, pp 68-73. Retrieved August 8, 2014 from: http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf Harel, I., & Papert, S., 1991. Software Design as a Learning Environment. In I. Harel & S. Papert (Eds.), Constructionism(pp 41-84). Ablex Publishing Corporation, New Jersey, USA. Ito, M. et al., 2013. Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub, Irvine, CA, USA. Jenkins, H., Clinton, C., Purushotma, R., Robison, A. J., & Weigel, M. (2008). Confronting the challenges of participatory culture: Media education for the 21st century Chicago, IL: John D. and Catherine T. MacArthur Foundation. Retrieved Jan 28, 2014, from http://www.nwp. org/cs/public/print/resource/2713 Johnson, R. B., & Onwuegbuzie, A. J., 2004. Mixed Methods Research: A Research Paradigm whose Time Has Come. Educational Researcher, Vol. 33, No. 7, pp 14-26. Kim, B., Lossman, H. G., & Hay, K. E. 2012. Learners’ informal ideas and model creation for conceptual change. In Lee, C. B. & Jonassen, D. H. (Eds.), Fostering Conceptual Change with Technology: Asian Perspectives(pp. 119-140). Singapore: Cengage Learning Asia. Lewis, S., Pea, R., & Rosen, J. 2010. Beyond participation to co-creation of meaning: mobile social media in generative learningcommunities. Social Science Information, 49(3), 1–19. Lévy, P., 2013. The Creative Conversation of Collective Intelligence. In A. Delwiche & D. Henderson (Eds.), The Participatory Cultures Handbook(pp 99-108). Routledge, New York, USA.
- 16. Liljeström, A., Enkenberg, J., & Pöllänen, S., 2013a. Making Learning Whole: An Instructional Approach for Mediating the Practices of Authentic Science Inquiries. Cultural Studies of Science Education, Vol. 8, No. 1, pp 51–86. Liljeström, A. et al., 2013b. First-year Teacher Education Students’ Reflections and Interpretations About Sustainable Development and Enhancing Learning Practices. In T. Issaet al. (Eds.), Proceedings of the International Conference on Sustainability, Technology and Education(STE2013) (pp 53-63). IADIS Press. Liljeström, A., Enkenberg, J., & Pöllänen, S., 2014. The Case of Design-oriented Pedagogy: What Students’ Digital Video Stories Say About Emerging Learning Ecosystems. Education and Information Technologies, Vol. 19, No. 3, pp 583-601. Mayring, P., 2000. Qualitative Content Analysis. Forum: Qualitative Social Research, Vol.1, No. 2.Retrieved July 25, 2013 fromhttp://www.qualitative-research.net/index.php/fqs/article/view/1089/2385. National Education Technology Plan (NETP), 2010. Learning Powered by Technology. Retrieved October 2, 2010 from www.ed.cov/technology/netp-2010 Roth, W. M., & Lee, S., 2004. Science Education as/for Participation in the Community. Science Education, 88,263–291. Thomas,D.,&Brown,J.S.,2011.ANewCultureofLearning:CultivatingtheImaginationforaWorldofConstantChange.CreateSpace, Lexington,KY,USA. Vanninen,P.,etal.,2013.ForestinTeacherEducation:TheOpenForestPortalasaNovelResourceforLearning.InT.Issaetal.(Eds.), ProceedingsoftheInternationalConferenceonSustainability,TechnologyandEducation(STE2013)(pp111-114).IADISPress. Vartiainen,H.,&Enkenberg,J.,2013a.LearningfromandwithMuseumObjects:DesignPerspectives,Environment,andEmergingLearningSystems.EducationalTechnologyResearch&Development,Vol.61,No.5,pp841-862. Vartiainen,H.,&Enkenberg,J.,2013b.ReflectionsofDesign-orientedPedagogyforSustainableLearning:AnInternationalPerspective. JournalofTeacherEducationforSustainability,Vol.15,No.1,pp43-53. Vartiainen,H.,&Enkenberg,J.,2014.Participant-ledPhotographyasaMediatingToolinObject-orientedLearninginaMuseum.VisitorStudies,Vol.17,No.1,pp66-88. Vartiainen,H.,Liljeström,M.A.,&Enkenberg,J.,2012.Design-orientedPedagogyforTechnology-enhancedLearningtoCrossOvertheBordersBetweenFormalandInformalEnvironments.JournalofUniversalComputerScience,Vol.18,No.15,pp2097-2119. Vartiainen,H.,2014.PrinciplesofDesign-orientedPedagogyforLearningfromandwithMuseumObjects.PublicationsoftheUniversityofEasternFinland.DissertationsinEducation,Humanities,andTheology,no.60.UniversityofEasternFinland,2014. Wells, G., 2008. Dialogue, Inquiry and the Construction of Learning Communities. In J. N. B. Lingard, Transforming Learning in Schools and Communities: The Remaking of Education for a Cosmopolitan Society.Continuum, London, UK.
Editor's Notes
- Good morning. My name is Anu Liljeström, I come from University of Eastern Finland. Here you can see other members of our research group, but unfrotunately they are not here. My backround is primary school teacher and at the same time doing my doctoral studies, and this presentation is part of it. In this presentation, there is lot of my students’ pictures and videos, Hopely you can enjoy of it.
- As many of us know, …Learning too often takes place in formal school environments, mostly in classrooms involving the use of textbooks (NETP 2010) For example our research group has find out that unfortunately Finnish students have during their school history very few opportunities to learn in diverse physical, sosial and technological environments outside of the classroom. This Indicates a clear need to find new models for learning, particularly ones that involve students in real-life activities and communities situated outside the traditional classroom context and in activities that are supported by new technology Learning by designing and learning through making usually involve the creation of new knowledge in real contexts; this is one way to achieve deep learning Students should have opportunities to participate in co-developing and co-creation practices in extended and generative learning communities. The ultimate goal of this case study was to develop participatory culture practices for learning. The primary school students who were observed took part in a cross-curricular project to study a multidisciplinary and complex phenomenon (bark bread). They were assigned an open learning task to design and produce video artifacts of the phenomenon and to share them via the OpenForest portal. The learning project was guided using the design-oriented pedagogy (DOP) framework
- And then some words of OpenForest portal. I have some brochures, where you can find more information of it. Esitteet!! Muista jakaa! As an open learning environment, the OpenForest portal was constructed as a web-based learning ecosystem for forestry related education. We are living in the middle of forest and lake Finland in East, so Forests are a natural theme for us. Forest can seen rich from ecological, economic, and social points of view. Students (from the primary to university level) can connect via the portal with professional forestry communities and share their own products from forest-related learning projects. The main emphasis is on the multidisciplinary development and research of learning ecosystems and pedagogical models accessible via the portal. The OpenForest portal offers information resources produced by experts in forest research, ecology, culture, and education. The contents of a Wiki can include diverse media, such as audio; 360-degree panorama photos; and related virtual forest tours, pictures, videos, and texts, in any combination. The portal provides connections to real objects of the forest. Learners can navigate through the portal using the OpenForest mobile geographic information system with precise and informative maps also in nature environment. Wiki articles are usually situated according to the location. The technology environment of the OpenForest portal serves as a tool for learners undertaking their own projects. The portal can work, for example, as a tool for communicating (sharing and publishing) and for thinking (searching, organizing, presenting, and reflecting data). It offers space for presentations of digital productions and designs (e.g., simulations, models, and prototypes). When using the portal, students have access to exploring and working with models, real research data, and tools that different experts use in their work. And now days there translated some contents in English.
- The development of the OpenForest portal was strongly related to design-based research, in which the ultimate goal was to develop an instructional approach and pedagogical model of Design-oriented pedagogy. Following the principles of design-based research, we in our research group have developed the model of design-oriented pedagogy. The model has been tested and validated in several design experiments during the last eight years with learners’ groups of different backgrounds and today I will introduce one design experiment. The pedagogical model is based on learning by designing, with the emphasis on object-centered activities situated in authentic and technology-enhanced environments. Design-oriented pedagogy is based on collaborative designing of learning objects that are representing real objects and phenomena in nature and culture environments. And We think that these real life objects situated outside of the traditional school environment are potential mediators of learning, because the learning becomes bound with the context where knowledge is situated. In constructing the learning objects, the leaners can construct different kinds representations of physical objects (like videos) by using new media and communication technology. So kowledge is created through interactions between leaner and objects and Knowledge becomes meaningful through discussion and social interaction
- A design-oriented pedagogy is based on participatory learning , use of technology as a powerful social and personal tool and co-development as an instructional model. Participatory learning places emphasis on self-learning and also encourages participating in the activities of expert communities. However, In this kind of learning community, the expertise and authority are dispersed rather than centralised, and all members of the community have valuable expertise to share. Design-oriented pedagogy is a kind of co-development process where people learn through their interactions and participation with others, in fluid relationships that are the result of shared interest Technology can enhance collaborative learning and provide great opportunities to transform the ideas of students into digital representations that can be jointly shared , developed, and may serve as an object of learning for others, also for people outside the educational institution.. Tämä vielä varastossa. The development of the OpenForest portal was built upon the three educational principles of DOP: (1) Participatory learning in extended and generative communities is a vital concept for learning; (2) diverse technological resources and infrastructure are powerful social and personal tools; and (3) co-development is a powerful social innovation for producing information resources that offer multiple perspectives on forest-related phenomena (Vartiainen et al. 2012).
- By learning forest-related phenomena and participating in open learning tasks, it was hypothesized that the students would create their own learning ecosystems that were interactive and part of an extensive network of diverse learning resources. The learners, who worked together in small groups, chose learning resources based upon personal preferences. They were encouraged to supplement their learning ecosystem through the use of their personal social networks, tools, or information resources. The OpenForest portal was designed to be a learning ecosystem that created space for learning that included participatory, complex, and multidisciplinary problem-solving. The portal offers information resources, community resources, and technological resources that support learning processes that focus on open-ended and whole learning tasks, as well as self-organization (Fig. 1) We have wrote several papers where we introduce the instructional model in more detail and describe case studies on its developed process. You can find those from references of conference paper.
- And then some words of case study In this case study, students in a rural school in Eastern Finland (ages 9 to 12, N = 15) participated in the learning project where they designed and implemented their study of phenomenon of bark bread. The shared outcomes of this project was students designed and produced five videos that portrayed pine-bark bread as a multidisciplinary phenomenon. Although, pine-bark bread is not a typical phenomenon in school context, it is just one subject or in this case object from cultural and historical era offering a number of approaches over time periods to be explored multi-disciplinary.
- The 15 students ages 9 to 12, participated in this case study. in Finland third to six grade, they The learning project consisted of 25 lessons over a 2.5-week period in parallel with other school activities. The videos were published on the OpenForest portal as learning objects and information resources that other students could later utilize in their projects (see www.openmetsa.fi). The students were offered a diverse learning ecosystem: They could choose community, technology, and information resources to answer their research questions. They e.g., found and connected new experts, found new books and websites, and asked about and found new kinds of tools for performing the tasks. The students worked in three small groups. All of the groups used digital cameras, and they were offered the use of desktop and laptop computers, as well as a variety of books and various tools during workshop and later in their own studies. All of the groups participated in a workshop on making pine-bark flour and baking bark bread that was led by a museum expert. The research data consisted of the students produced data. their 52 informal questions about the phenomenon, and their produced and published video artifacts. All five of these videos were published in 2011 on YouTube and the OpenForest portal and translated into English. Then I’m going the present results of the research questions.
- First: Which kind of learning process emerged? And here we can see the emerged learning process. I as a teacher presented the phenomenon of bark bread to students and gave an open learning task to the students. The open learning task was presented to the students as follows: “Your task is to study the phenomenon of bark bread, design and construct digital videos as learning objects of this process, and share them on the OpenForest portal, which is a common nature and culture Wiki environment. The overall purpose of this project is to produce a video that other students can use in their own learning.” At the beginning of the project, the students familiarized themselves with the phenomena by talking with their teacher and researching bark bread on the Internet and in books. They discovered that bark bread was culturally and historically made from pine bark. The students then came up with 52 questions about bark bread; the questions functioned as expressions of the students’ informal ideas regarding the phenomenon. They categorized their questions according to culture and history, the process and technology used to make bark bread, and nature and health. The students continued to work in three small groups to choose a perspective for the project, determine their research tasks, design their own learning ecosystem, and establish methods for data collection. They also all participated in a pine-bark flour and bark bread workshop, which was guided by a forest museum expert. The small groups collected their own data (e.g., photos, video clips, audio files, and interviews) and constructed their own videos. The result was five video artifacts on the phenomenon of bark bread from different perspectives
- Which kind of data did the students produce? Altogether, the students collected and produced 113 video clips, 472 photos, 44 audio files, and 11 other file types (texts, pictures, and documents). The length of the video clips was 3 s- 7 min. 23 s (all together 2 h 35 min 35 s). The data were categorized according to the meaning of the file. The most of the students’ produced data was related to making – Workshop TÄHÄN JOTAIN!!!!
- 3How did the designed and constructed video artifacts answer the students’ informal questions from the beginning of the learning project? The students categorized their informal questions into three different classes and perspectives: culture and history, the process and technology of making bark bread, and nature and health. An analysis revealed that many of their questions were shared between these categories; for example, many of the questions could be answered from both the perspectives of the process and technology for making bark bread and nature and health. Seven of the questions applied to all three categories. When comparing the informal questions and the produced video artifacts, it is clear that the dominant question was, What is the value of bark bread? Many of the other questions were actually subquestions to this overarching query. All of the video artifacts described the value of the bark bread from various perspectives. Erona aiempiin projekteihin Kysymysten tekemiseen ja niiden luokitteluun käytettiin tällä kertaa enemmän aikaa kuin aiemmin. Oppilaat tekivät yhteensä 52 kysymystä. Ne tehtiin koko ryhmä yhdessä, ennen kuin jakauduttiin pienryhmiin. Siinä samassa ja sivussa etsittiin jotain perustietoa asiasta, katsottiin mitä nopeasti löytyy netistä, kurkattiin muutamia kirjoja ja saatiin alustava kuva pettuleivästä. Saatiin ilmiö siis jotenkin haltuun. Kysymysten perusteella löydettiin nuo kolme näkökulmaa, joita lähdettiin tutkimaan. Kolme ryhmää ja kolme näkökulmaa. Yhdessä päätettiin, mikä ryhmä otti minkäkin näkökulman Nyt kun jälkikäteen olen analysoinut noita kysymyksiä, niin niiden luokittelu tietyn näkökulman alle ei olekaan niin helppoa. Useita niistä voidaan tarkastella useasta eri näkökulmasta.
- On the other hand, the videos proposed many new questions and issues that needed to be clarified and answered, such as tools and their uses, explanations of the processes and studies, the nature of the experts’ work, and the use of all the senses for studying and reflecting in and on the design process. The analysis of the designed video artifacts revealed that the learning ecosystem where the learning processes were situated was the same for all the small groups KESKEN!!! Välineet, miten käytetään ja miten toimi. Miksi joku vaihe tehtiin? Mitä prosessissa tapahtui? Mitä välineitä tarvitaan, miten niitä käytetään, miten väline toimii? – tarkasti veitsen käyttö, murskaaminen, jauhaminen, siivilän käyttö Jauhamisesta: alempi kivi on karkea ja ylempi kivi on sileä Oma selittäminen, kerronta Juurta täytyi sekoitella jotta happanemisprosessi pysyisi käynnissä. …Pettujauhot lisättiin vasta tässä vaiheessa, koska muuten taikina ei olisi kohonnut niin hyvin. … Teimme taikinasta löysää, koska taikina turpoaa koko ajan.– Selitetään käymisprosessi, happaneminen. Yleensä taikinaan tehdään risti, jotta nähdään milloin taikina on kohonnut ja valmis leivottavaksi Kaaviokuva puun kerroksista Omat tutkimukset, niiden selittäminen ja esittäminen Video 5 vahva vertailu miten tehdään miten ruisjauho ja pettujauho eroaa , kerrotaan ja näytetään– mittaaminen, havainnot aistit (maku, haju, näkö, kuulo (kuinka kumisee), tuntuu) Maku kysymys oli alussa. Näytelmä tuo esiin aikalaiskuvaa myös muista asioista (pukeutuminen, muu ruoka, elämän edellytykset) Asiantuntijapuhetta ja kerrotaan asiantuntijan toiminnasta ja avusta – Nämä paahtuu eli kuivuu, eli niistä lähtee pihkaa pois ja näihin tulee sellaisia pieniä kuplia… Kerrotaan asiantuntijan toiminnasta, avusta (video 1, 4 ja 5, toisessa videossa opettaja mukana)
- Based on the findings of the case study, we argue that the use of students’ co-developed informal questions for a learning project can initially generate a shared learning task that—through the final artifacts—can provide a complementary pictures about the shared phenomenon. It is also interesting that this kind of design process seems to raise the need to shed light on the principled knowledge that experts use to solve complex tasks. This was revealed in the students’ in-depth descriptions of their studies. It can be concluded that students' own informal questions at the beginning of the learning project helped to make the open learning task as a mutual project and to study the phenomenon in a holistic manner. Students used innovatively offered learning resources and the project challenged to collect amazingly amount of data during the project. The construction of the video artifacts from a large amount of data required a strong understanding of the phenomenon. Moreover, the quality of the video artifacts is high, they are informative and fun, and they present the phenomenon from diverse perspectives. The findings suggest that in this study as Ackermann (2004) describes Saymour Papert’s pioneering work in learning: “Becoming one with phenomenon under study” and it is “a key to learning”.