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- from a learning environment project
to a digital tool supporting new pedagogy
in national education
www.paikkaoppi.fi
PaikkaOppi
Finnish educational innovation
supporting open science and
the information society
Finnish innovation
PaikkaOppi is an open
web-based learning
environment of GIS for
schools.
It consists of:
1. a web-based GIS
application that can be
used to view and
produce GI datasets.
2. a set of ready-made
exercises and project
frameworks.
Base map and terrain models of Finland.
PaikkaOppi offers a diverse selection of map
data presentation including:
• Orto-, aerial and satellite photos
• Hydrology (water systems)
• Geology and topography
• Land use and traffic
• Environmental research
• Nature protection areas
• Community structure and planning
• Cultural, environmental and historical maps
• Geographical grid systems
• Local names and administrative maps
Various map themes
in the PaikkaOppi
map application
• Financed by The Finnish National Board of Education.
• The service has been used in education of biology and geography in Finnish high schools throughout
the 2000s.
• Status and aims of current projects:
• the usage of PaikkaOppi has increased in schools nationwide making PaikkaOppi an essential
part of e-learning materials in Finnish schools at all levels and many school subjects.
• develop pedagogical materials which support the idea of an integrated curriculum alongside. The
emphasis is on student-centered and problem-based or project-learning.
• create a new map application, which is easy to bring into use in different school subjects.
• the service is produced using open source Oskari.org software. It supports the use of open data and interfacing.
Latest projects 2014-2018
• Datasets, pedagogical tools and
learnign materials are free for
users.
• All Finnish schools have equal
possibilities to use them.
• Schools don’t need to invest in
separate GIS-programs and maps.
Equality of education
• The Finnish National Board of Education
• Universities of Turku and Helsinki
• Arbonaut Ltd
• National Land Survey of Finland, Finnish Geospatial
Research Institute, Lounaispaikka, Arbonaut Oy
• Education arranged cities: Turku, Kaarina and Joensuu
• The coordination is now in the Centre for ICT in Learning,
City of Turku.
Developed in co-operation
of several actors in the 2000s
PaikkaOppi as a tool for integrative studies
Finnish core curriculum for basic education has been revised and
put into practice in August 2016
• Core curriculum reform 2016 opened opportunities to examine the state
and the content of GIS education in Finnish schools, while integrative
learning is an essential part of learning in primary education.
• For that purpose PaikkaOppi is now provided as a tool for integrative
learning for teacher in various subjects and for class teachers.
Integrated curriculum combines several subjects to study the same topic. It
helps students to perceive things as entities, and to see things learned in
different subjects connect to each other and the various phenomena of life.
Finnish core curriculum of basic education 2016
wide-ranging objectives, concerns all subjects :
Multiliteracy
Everyday life and work life skills
ICT-skills
GI services are great help in these aims
Multidisciplinarity
Thinking skills and
exploratory learning
Co-operation with
local actors
”Real life” learning cases
Participation in
social activities
Study of winter plants
Primary school. This excercise integrates biology,
geography, physical training and visual arts.
Students learn various winter plants and animals
using them in winter as a nourishment.
Development of the model:
Class teacher Maritta Tammio
School Piispanlähde 2nd class, Kaarina
Integrated research of chemistry and geography for upper
comprehensive school.
Analysis of water samples are taken from lakes, rivers, sea.
pH of the water, opacity, conductivity of electricity and
oxygen saturation are analysed. Results are visualised on
the PaikkaOppi map application.
Development of the model:
Teachers of biology and geography: Ari Kalske, Minna Hämäläinen,
Luostarinvuori School 9th class, Turku and MobiLuma project from the
University of Turku
Hydrological research
Mathematics. Pictures
of symmetrics in nature
of the city are
positioned on the map.
l
Geography and home economics.
Local food project. Where does the
food come from? Dinner is prepared
from local ingredients. Information is
collected of local farmers’ food
production practices and the effects
they have on humans, animals and
environment.
Local history. Traditional knowledge is
collected as a text, audio or video format. For
example, intervewing people that have lived in
an area for a long time. Videos are presented
in a map and then shared with residents of an
area..
Biology, environmental
studies. Mobile
herbarium. Images and
descritions of plants on
the map.
Chemistry and geography.
Study of water systems.
Samples from various waters
are compared and results are
presented on the map.
What differentiates the
samples from one another?
Mathematics and geography
Estimation of geometric shapes
in a vicinity. Create and
calculate routes, their length
and areas on the map.
Students can collect a variety of information about the surrounding area on the map
Project coordinator Virpi Hirvensalo
City of Turku, Centre for ICT in Learning
virpi.hirvensalo@turku.fi
www.paikkaoppi.fi
Contact:
PaikkaOppi

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PaikkaOppi

  • 1. - from a learning environment project to a digital tool supporting new pedagogy in national education www.paikkaoppi.fi PaikkaOppi Finnish educational innovation supporting open science and the information society
  • 2. Finnish innovation PaikkaOppi is an open web-based learning environment of GIS for schools. It consists of: 1. a web-based GIS application that can be used to view and produce GI datasets. 2. a set of ready-made exercises and project frameworks.
  • 3. Base map and terrain models of Finland. PaikkaOppi offers a diverse selection of map data presentation including: • Orto-, aerial and satellite photos • Hydrology (water systems) • Geology and topography • Land use and traffic • Environmental research • Nature protection areas • Community structure and planning • Cultural, environmental and historical maps • Geographical grid systems • Local names and administrative maps Various map themes in the PaikkaOppi map application
  • 4. • Financed by The Finnish National Board of Education. • The service has been used in education of biology and geography in Finnish high schools throughout the 2000s. • Status and aims of current projects: • the usage of PaikkaOppi has increased in schools nationwide making PaikkaOppi an essential part of e-learning materials in Finnish schools at all levels and many school subjects. • develop pedagogical materials which support the idea of an integrated curriculum alongside. The emphasis is on student-centered and problem-based or project-learning. • create a new map application, which is easy to bring into use in different school subjects. • the service is produced using open source Oskari.org software. It supports the use of open data and interfacing. Latest projects 2014-2018
  • 5. • Datasets, pedagogical tools and learnign materials are free for users. • All Finnish schools have equal possibilities to use them. • Schools don’t need to invest in separate GIS-programs and maps. Equality of education
  • 6. • The Finnish National Board of Education • Universities of Turku and Helsinki • Arbonaut Ltd • National Land Survey of Finland, Finnish Geospatial Research Institute, Lounaispaikka, Arbonaut Oy • Education arranged cities: Turku, Kaarina and Joensuu • The coordination is now in the Centre for ICT in Learning, City of Turku. Developed in co-operation of several actors in the 2000s
  • 7. PaikkaOppi as a tool for integrative studies Finnish core curriculum for basic education has been revised and put into practice in August 2016 • Core curriculum reform 2016 opened opportunities to examine the state and the content of GIS education in Finnish schools, while integrative learning is an essential part of learning in primary education. • For that purpose PaikkaOppi is now provided as a tool for integrative learning for teacher in various subjects and for class teachers. Integrated curriculum combines several subjects to study the same topic. It helps students to perceive things as entities, and to see things learned in different subjects connect to each other and the various phenomena of life.
  • 8. Finnish core curriculum of basic education 2016 wide-ranging objectives, concerns all subjects : Multiliteracy Everyday life and work life skills ICT-skills GI services are great help in these aims Multidisciplinarity Thinking skills and exploratory learning Co-operation with local actors ”Real life” learning cases Participation in social activities
  • 9. Study of winter plants Primary school. This excercise integrates biology, geography, physical training and visual arts. Students learn various winter plants and animals using them in winter as a nourishment. Development of the model: Class teacher Maritta Tammio School Piispanlähde 2nd class, Kaarina Integrated research of chemistry and geography for upper comprehensive school. Analysis of water samples are taken from lakes, rivers, sea. pH of the water, opacity, conductivity of electricity and oxygen saturation are analysed. Results are visualised on the PaikkaOppi map application. Development of the model: Teachers of biology and geography: Ari Kalske, Minna Hämäläinen, Luostarinvuori School 9th class, Turku and MobiLuma project from the University of Turku Hydrological research
  • 10. Mathematics. Pictures of symmetrics in nature of the city are positioned on the map. l Geography and home economics. Local food project. Where does the food come from? Dinner is prepared from local ingredients. Information is collected of local farmers’ food production practices and the effects they have on humans, animals and environment. Local history. Traditional knowledge is collected as a text, audio or video format. For example, intervewing people that have lived in an area for a long time. Videos are presented in a map and then shared with residents of an area.. Biology, environmental studies. Mobile herbarium. Images and descritions of plants on the map. Chemistry and geography. Study of water systems. Samples from various waters are compared and results are presented on the map. What differentiates the samples from one another? Mathematics and geography Estimation of geometric shapes in a vicinity. Create and calculate routes, their length and areas on the map. Students can collect a variety of information about the surrounding area on the map
  • 11. Project coordinator Virpi Hirvensalo City of Turku, Centre for ICT in Learning virpi.hirvensalo@turku.fi www.paikkaoppi.fi Contact:

Editor's Notes

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