The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge of individualization and individual study plans. The course used a combination of cMOOC and mOOC models on a learning management system and was structured using the DIANA pedagogical model. It enrolled 155 students but only 6 study groups completed the final assignment. Reasons for the low completion rate included the timing of the course at the end of the school year, difficulties forming study groups on the learning management system, and needing more guidance and counseling.
Un hombre de 73 años que sufre de hipertensión arterial experimentó síntomas como cefalea fuerte, pérdida de fuerza muscular en el hemisferio derecho y visión borrosa que indican que sufrió un accidente cerebrovascular trombótico. Un TAC cerebral o RMN pueden confirmar el diagnóstico de un accidente cerebrovascular, que ocurre cuando se interrumpe el flujo sanguíneo al cerebro debido a la obstrucción o ruptura de un vaso sanguíneo cerebral, pudiendo causar daño cerebral permanente si no se restable
Presentation at Cavan Institute (Ireland) 3.10.2014
9.30-10.45 Session 1: Overview of the Finnish VET
- Imprisoned by preconceptions (Dialogical method), topic:
Preconceptions and assumptions of the Finnish VET
- Finnish education and VET system in nutshell
- Suspend wonder (Dialogical method), topic: Changed
preconceptions and assumptions
11.15- 13.00 Session 2: Dialogical learning community as framework for goal- orientated learning, teaching and evaluation
- Orientation to dialogical learning community
- Chaining/ linking (Dialogical method); topic: Development of goal-orientated learning, teaching and evaluation
The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge in individualization and individual study plans. 155 students enrolled across 14 groups, but only 5 groups with 23 students remained active after 4 weeks. 6 groups completed the final assignment. While 11 students received a digital badge, not all 16 applicants received one. The course used a combination of cMOOC and mOOC models with a structured learning process based on the DIANA pedagogical model. The summary discusses how to apply socio-constructivist learning principles in MOOCs and retain student engagement and collaboration over the long term.
How to deepen competence development through authentic and dialogical learnin...Sanna Ruhalahti
By using the DIANA model:
- Learning is based on authentic and dialogical knowledge construction. Students achieve deeper learning through collaboration and dialogue. Students learn by integrating theory and practice through collaborative problem-solving. Students understand topics by reflecting on their own and each other's work. Students work toward common goals by taking turns, listening to each other, and building upon each other's ideas. The model helps students take ownership over their learning through an authentic process that involves setting goals and evaluating their progress. It provides scaffolding to support effective learning.
Consumer Behavior: Income and Substitution Effects
The Consumer’s Reaction to a Change in Income
Engel Curve or Engel’s Law
The Consumer’s Reaction to a Change in Price
The Consumer’s Demand Function
Cobb-Douglas Utility Function
The Slutsky Substitution Effect
The Hicks substitution effect
The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge of individualization and individual study plans. The course used a combination of cMOOC and mOOC models on a learning management system and was structured using the DIANA pedagogical model. It enrolled 155 students but only 6 study groups completed the final assignment. Reasons for the low completion rate included the timing of the course at the end of the school year, difficulties forming study groups on the learning management system, and needing more guidance and counseling.
Un hombre de 73 años que sufre de hipertensión arterial experimentó síntomas como cefalea fuerte, pérdida de fuerza muscular en el hemisferio derecho y visión borrosa que indican que sufrió un accidente cerebrovascular trombótico. Un TAC cerebral o RMN pueden confirmar el diagnóstico de un accidente cerebrovascular, que ocurre cuando se interrumpe el flujo sanguíneo al cerebro debido a la obstrucción o ruptura de un vaso sanguíneo cerebral, pudiendo causar daño cerebral permanente si no se restable
Presentation at Cavan Institute (Ireland) 3.10.2014
9.30-10.45 Session 1: Overview of the Finnish VET
- Imprisoned by preconceptions (Dialogical method), topic:
Preconceptions and assumptions of the Finnish VET
- Finnish education and VET system in nutshell
- Suspend wonder (Dialogical method), topic: Changed
preconceptions and assumptions
11.15- 13.00 Session 2: Dialogical learning community as framework for goal- orientated learning, teaching and evaluation
- Orientation to dialogical learning community
- Chaining/ linking (Dialogical method); topic: Development of goal-orientated learning, teaching and evaluation
The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge in individualization and individual study plans. 155 students enrolled across 14 groups, but only 5 groups with 23 students remained active after 4 weeks. 6 groups completed the final assignment. While 11 students received a digital badge, not all 16 applicants received one. The course used a combination of cMOOC and mOOC models with a structured learning process based on the DIANA pedagogical model. The summary discusses how to apply socio-constructivist learning principles in MOOCs and retain student engagement and collaboration over the long term.
How to deepen competence development through authentic and dialogical learnin...Sanna Ruhalahti
By using the DIANA model:
- Learning is based on authentic and dialogical knowledge construction. Students achieve deeper learning through collaboration and dialogue. Students learn by integrating theory and practice through collaborative problem-solving. Students understand topics by reflecting on their own and each other's work. Students work toward common goals by taking turns, listening to each other, and building upon each other's ideas. The model helps students take ownership over their learning through an authentic process that involves setting goals and evaluating their progress. It provides scaffolding to support effective learning.
Consumer Behavior: Income and Substitution Effects
The Consumer’s Reaction to a Change in Income
Engel Curve or Engel’s Law
The Consumer’s Reaction to a Change in Price
The Consumer’s Demand Function
Cobb-Douglas Utility Function
The Slutsky Substitution Effect
The Hicks substitution effect
Tässä diasarjassa on pitkän koulutuksen yhden iltapäivän materiaalit otsikon teemasta. Ohjaamista ja oppimistehtäviä käsitellään ja tullaan käsittelemään koulutuksessa laajemminkin. Lisää diasarjoja digipedasta: https://www.matleenalaakso.fi/p/koulutusdiat.html
Digivälineet ohjauksen ja arvioinnin tukena 1.11. 21 Matleena Laakso
Tämä opettajien täydennyskoulutus toteutetaan kahdesti vuoden 2022 aikana. Lue lisää: https://www.oulu.fi/fi/joy/koulutushaku/lahella-tai-langoilla-digi-opetuksen-apuna
Kouvolan kansalaisopiston koulutuspäivä etäopetuksesta. Esillä olleiden sovellusten tarkempia ohjeita: https://www.matleenalaakso.fi/p/koulutusdiat.html
This document summarizes a MOOC on individualized learning plans that was conducted using the DIANA pedagogical model. It provides details on the model, which emphasizes socioconstructivist and dialogical learning. 155 students from around the world enrolled in the MOOC, with 6 study groups completing the final assignment. The MOOC evaluated the DIANA model's effectiveness for collaborative knowledge construction in an online environment.
HAMK's Professional Teacher Education Unit in Finland trains approximately 950 teacher students annually to work in the 21st century classroom. As technology and digital skills become increasingly important, teacher education must develop students' skills in areas like facilitating creative and innovative learning experiences, designing digital assessments, and engaging in lifelong professional growth through technology. Surveys show that countries with higher proportions of adults skilled in problem-solving using technology tend to be the Nordic countries, Korea, and the Netherlands. Developing teachers' and students' digital competencies will help equip them for an evolving workforce.
The document discusses individualized learning in Finland. It provides details about:
1. How individual study plans are used at HAMK University of Applied Sciences, including conducting interviews with students to develop plans that map out their goals, monitoring, and evaluations.
2. The tools used for individualization in Finland, which are based on laws and regulations that define the process and responsibilities for developing personalized plans. Electronic databases help facilitate this.
3. Some challenges in implementing fully individualized learning, such as ensuring teachers have enough time to meet with all students and developing documentation systems using new technologies. The next steps involve mainstreaming the individualization model, improving skills recognition, and potential changes to laws and regulations.
3. Oppimisen ”omistajuus”
Henkilökohtaiset oppimisympäristöt
Henkilökohtaiset oppimisverkostot
Henkilökohtaiset verkkotyökalut
Graphics by Steven Wheeler CC BY-NC-SA
4.
5. Oppilaitoksen omat vai avoimet ympäristöt?
Verkko-oppimisalustat (esim. Moodle,
Optima…)
• Omassa hallussa
• Käyttäjät voi velvoittaa käyttämään
• Tietohallinnon apu
• Sopimus ja päivitys ennakkoon tiedossa
• Suljettu
• Käyttömahdollisuus päättyy opintojen
jälkeen
• Opettajalähtöinen
Sosiaalinen media (blogit, wikit,
kohtaamispaikat…)
• Opiskelijoille tuttuja
• Ilmaisia tai edullisia
• Helppoja käyttää
• Nykyaikaisia
• Epävarmoja käyttöiältään ja –
ehdoiltaan
• Herättää ”suuria tunteita”
8. Osaamista avoimissa toteutuksissa
Aina avoin verkkokurssi:
http://www.oppiminenonline.com/
Itsenäinen
Toteutus ja ylläpito (HAMK, OAMK and Omnia)
Digitaaliset osaamismerkit
MOOC
Opiskelijat valitsevat itseään kiinnostavan
Raportointi
(todistus)
Tekijänoikeudet ja Creative Commons
https://tekijanoikeudetammatinopetuksessa.wordpress.com/
Materiaalia opettajalle
9. Flipped classroom ja O365,
case YAMK
https://digilearnit.wordpress.com/2015/09/28/ketteria-
menetelmia-voidaan-soveltaa-myos-korkeakoulutuksessa/
11. Toteutusympäristöt ja -sovellukset
Opettaja: Google Blogger
Materiaalit, ohjeet, ohjaus, opettajan blogi
Seurattavissa sähköpostitilauksella
Opiskelijat: Google Blogger / Wordpress
Jokaisella opintopiirillä oma ympäristö oman valintansa mukaan
Linkitys opettajan blogiin
Google Drive / Mindmaps etc.
Prosessikirjoittaminen, yhteisöllinen oppiminen
Tuotokset opintopiirien blogeihin
Whatsapp / Facebook
Opettajan kanssa koko ryhmän yhteinen: ohjaus, ilmoitukset, ohjeet, keskustelu
Opintopiireillä omat kanavat
Lähiopetus ja/tai Webex sessiot
12.
13. MOOC
Massive Open Online Course
Lisää kokemuksia luettavissa Oppimisen digiagentit 2- julkaisusta 6/2016
20. Pedagogisen mallin käyttö strukturoi yhteisöllistä oppimista vaikka se
koettiin haasteelliseksi pedagogiseksi malliksi mOOC-pilotissa.
Ohjausta odotetaan edelleen.
” Teachers have to provide scaffolding and help students.
DIANA is the key element to make effective learning [sic]”
23. Kauniiksi lopuksi….
• Tämän päivän oppimisen
tutkimukset viittaavat oppimistulosten ja
opintojen mielekkyyden liittyvän
yhteisölliseen toimintaan ja
tiedonrakentamiseen
• Millainen pedagoginen malli tukee
• Millaisia MOOCeja tarvitsemme?
• Ihanne pituus
• Miten edetä pedagogiikka edellä?
• Miten parantaa sitoutumista ja sisua?
• Ilmoittautuminen ja ilmaisuus
• Miten vastata digihaasteeseen?