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Pedagogy in the Key Role!
The PAOK network is a development program for upper secondary education in the Tampere region of Finland, aimed at systematically implementing ICT in education and fostering collaboration among teachers. Funded by the EU and local authorities, it facilitates a student-centered learning environment through an online course enrollment system and peer support networks. The program has seen significant engagement, with 140 online courses and 1000 student enrollments annually.
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Pedagogy in the Key Role!
- 1. Pedagogy in theKey Role! PAOK – ICT Network for the Tampere Region Upper Secondary Education, Finland March 2014 Matleena Laakso PAOK Network Blog: www.matleenalaakso.fi Twitter: @matleenalaakso Slides: www.slideshare.net/MatleenaLaakso paokhanke.ning.com #paokhanke www.facebook.com/PAOKverkosto You may use photos only within this presentation.
- 2. ”There are manyvisions about the future school. In all of them is a strong emphasis on ICT to enable new ways of working, to develop sense of community and to make everyday lide easier.” (ed. Kankaanranta 2011) PICTURE: Alexandre Duret-Lutz, Wikimedia Commons, CC BY-SA 2.0
- 3. PAOK – Backgroundand Finance • PAOK is a development programme for general and vocational upper secondary education of Tampere region • Background: regional ICT-strategy • Coordinated by City of Tampere • Financed by EU, Centre for Economic Development, Transport and the Environment and the schools (42) – 2009-4/2011: 882000 euro – 5/2011-2013: 603 000 euro PICTURE: Matleena Laakso; CC BY
- 4. Educational structure Finnish National Board ofEducation www.oph.fi/english/education PAOK Network works with teachers and management of upper secondary education
- 5. Goals of PAOK •To promote systematic implementation of ICT in education and educational institutions • To develop open interaction between teachers and between educational institutions • To create and to develop studentcentered, open and collaborative learning environment and culture for BETTER LEARNING PICTURE; Matleena Laakso, CC BY
- 6. Services of PAOK ICTSTRATEGY WORK • Updating regional ICT Strategy • Supporting the schools and towns to create/update their own strategies NETWORKS OF TEACHERS • Thematic teams • Support from colleagues • Developers of eLearning Courses COMPETENCE DEVELOPMENT • Education and consultation • Open learning culture seminars • Awards for Open learning culture PERMANENT NETWORK • PAOK: from project to permanent network • Online course enrollment system PICTURE: © Matleena Laakso
- 7. Online Course EnrollmentSystem • 140 online courses yearly • 1000 student enrollments yearly • Enables and supports cross-institutional online studying – also between general and vocational upper sedondary education • PAOK – maintains & develops the system – supports and encourages teachers to use it and to create good quality online courses
- 8. Award Winners foropen learning culture 2009-2013 Picture above ©Teemu Launis Other pictures © PAOK
- 9. Support from colleagues •The best practice of PAOK • PAOK is financing and supporting this peer support activity – Six groups with 80 teachers – Teachers helping their colleagues to use ICT in education • The network of peers meets regulary – Face-to-face – Adobe Connect Pictures above © PAOK
- 10. PAOK’s Main Tools inSocial Media • Ning paokhanke.ning.com/english • www.facebook.com/PAOKverkosto • Twitter: #paokhanke • • • • • • • • • Online course enrollment system SlideShare Wikis Blogs Google (calender, Drive, alerts,..) Adobe Connect Moodle YouTube, TecherTube etc.
Editor's Notes
- #2 Pedagogy in the Key Role! by Matleena Laakso is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. And some more information about PAOK Network in Finnish: Pirkanmaan II asteen yhteisöllinen kehittämisverkosto – PAOK:n rahoittajana ovat Euroopan sosiaalirahasto ESR, Pirkanmaan elinkeino-, liikenne- ja ympäristökeskus sekä yhteistyöoppilaitokset. Lisätietoja tekijänoikeuksista diasarjan viimeisessä diassa. Rahoituspäätöksessä todetaan kohdassa tekijänoikeudet seuraavasti: - ”Hankkeen hyväksymisen, rahoittamisen ja maksamisen ehtona on, että tuensaaja luovuttaa kaikki taloudelliset oikeudet hankkeessa syntyneisiin tekijänoikeuslain (404/1961) mukaisesti suojattuihin aineistoihin, mukaan lukien oikeudet aineiston muokkaamiseen ja käyttöoikeuksien edelleen luovuttamiseen rahoittajaviranomaiselle sen varmistamiseksi, että aineistot ovat yleisesti käytettävissä korvauksetta rakennerahasto-ohjelmien tavoitteiden mukaisesti. - Tuensaaja vastaa siitä, että sillä on ennen viranomaiselle luovuttamista oikeudet hankkeessa syntyneisiin tekijänoikeuslain mukaisesti suojattuihin aineistoihin tämän ehdon edellyttämässä laajuudessa, ja että aineisto ei loukkaa kolmannen tekijänoikeuslakiin perustuvaa oikeutta. Tuensaaja hankkii tarvittavat oikeudet niiltä, joiden teoksia tai muita suojattuja aineistoja on käytetty hankkeeseen syntyvien suojattujen aineistojen aikaansaamisessa. Tällaisia tahoja voivat olla esimerkiksi teosten luomiseen osallistuvat työntekijät tai alihankkijat. Taloudellisten tekijänoikeuksien haltijana rahoittajaviranomainen on päättänyt, että aineistoa saa käyttää ilman eri korvausta tai lupaa. - Saattaessaan aineistoa yleisön saataville aineiston käyttäjän tulee liittää oheen maininta aineistoon liittyvien taloudellisten tekijänoikeuksien kuulumisesta rahoittajaviranomaiselle sekä siitä, että aineistosta saa vapaasti valmistaa kappaleita ja saattaa sen yleisön saataviin sekä sisällyttää muuhun aineistoon tai muulla tavoin kehittää sitä edelleen kuitenkin loukkaamatta tekijän moraalisia oikeuksia, samoin kuin sitä, että käyttäjän sitoutuminen näihin ehtoihin on käyttöoikeuden ehto.”
- #5 http://www.oph.fi/english/education/overview_of_the_education_system Fundamental principles The main objective of Finnish education policy is to offer all citizens equal opportunities to receive education, regardless of age, domicile, financial situation, sex or mother tongue. Education is considered to be one of the fundamental rights of all citizens. Firstly, provisions concerning fundamental educational rights guarantee everyone (not just Finnish citizens) the right to free basic education; the provisions also specify compulsory education. Secondly, the public authorities are also obligated to guarantee everyone an equal opportunity to obtain other education besides basic education according to their abilities and special needs, and to develop themselves without being prevented by economic hardship. In addition, the public authorities are obligated to provide for the educational needs of the Finnish- and Swedish-speaking population according to the same criteria. Approximately 5.5 per cent of the population have Swedish as their mother tongue. Both language groups have the right to education in their own mother tongue. Regulations on the language of instruction are stipulated in legislation concerning different levels of education. The entirely Swedish-speaking Province of Åland has its own educational legislation. A major objective of Finnish education policy is to achieve as high a level of education and competence as possible for the whole population. One of the basic principles behind this has been to offer post-compulsory education to whole age groups. In international terms, a high percentage of each age group goes on to upper secondary education when they leave comprehensive school: more than 90 per cent of those completing basic education continue their studies in general upper secondary schools or vocational upper secondary education and training. Issues of educational equality are among the key topics in the new Development Plan for Education and Research for 2007–2012. Its objectives include raising the level of education of the population. The aim is that 92.5 per cent of the age group 25-34 –years-olds will by 2015 pass an examination on upper secondary or tertiary level. The general structure of education reflects these principles through building open avenues and avoiding dead ends which would lead offside after inconsiderate choices at whatever junct