The document discusses engaging digital natives and future teachers in learning. It proposes blended learning environments that combine physical, virtual, social, mobile, and mental spaces. Knowledge practices like multi-tasking and social media use come naturally to digital natives. The document advocates transforming knowledge practices with technology and assessing changes in interest, reflection, and engagement. It describes using apps and collaborative tools to measure motivation and foster epistemic agency among students.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
The Role of Thinking, Experimenting and Communicating in the Science LabeLearning Papers
Authors: Victòria Carbó i Cortina, Teresa Pigrau i Solé, Rosa M. Tarín i Martínez.
In this article, we discuss early childhood and primary science education supported by ICT. We propose an approach that incorporates thinking, experimenting and communicating as a means to develop technical and scientific thought, in addition to encouraging pupils to control their learning outcomes and work together.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
The Role of Thinking, Experimenting and Communicating in the Science LabeLearning Papers
Authors: Victòria Carbó i Cortina, Teresa Pigrau i Solé, Rosa M. Tarín i Martínez.
In this article, we discuss early childhood and primary science education supported by ICT. We propose an approach that incorporates thinking, experimenting and communicating as a means to develop technical and scientific thought, in addition to encouraging pupils to control their learning outcomes and work together.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
The Power of Learning Analytics: Is There Still a Need for Educational Research?Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. A broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly provide personalised, rich learning on a large scale. Substantial progress in learning analytics research has been made in the last few years.
Researchers in learning analytics use a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning) for predicting which learners are likely to fail or succeed, and how to provide appropriate support in a flexible and adaptive manner.
In this keynote, I will argue that unless educational researchers at EARLI embrace some of the key principles, methods, and approaches of learning analytics, educational researchers may be left behind. In particular, a main merit of learning analytics is linking large datasets of actual learning processes and outcomes with learning dispositions and learner characteristics. Using evidence-based approaches rapid insights and advancements are developed how learning designs and learning processes can be optimised to maximise the potential of each learner. For example, our recent research with 151 modules and 133K students at the Open University UK indicates that learning design has a strong impact on student behaviour, satisfaction, and performance. Learning analytics can also drive learning in more “traditional”, face-to-face contexts. For example, by measuring emotions, epistemological expressions, and cross-cultural dialogue, social interactions can be effectively supported by innovative dashboards and adaptive
approaches. I aim to unpack the advantages and limitations of learning analytics and how EARLI researchers can embrace such data-driven research approaches
More info at www.bartrienties.nl
Learning, design and technology developmental evaluation and the experience api Charles Darwin University
Learning, design and technology developmental evaluation and the experience api. Invited presentation to Global Mindset 12th thought leading conference on Assessment and Learning on 29 Oct 2014.The conference is all about students and teachers and how they can improve learning through better understanding of:
- current state of assessment and learning
- future of assessment and learning
The keynote is by Eric Mazur, Professor Physics Harvard, recipient of Minerva Prize.
Lyn Hay's Keynote at SLAQ 2012 ConferenceSyba Academy
Keynote title: 'Challenges. Your mission if you choose to accept it is...'
Abstract: Challenges are the stuff life is made of. Challenges can be treated as obstacles or opportunities. Lyn explores some challenges currently facing school libraries, the teacher librarian profession and education, in general. How one chooses to overcome challenges determines one’s success or failure. Our mission is success – individually and collectively. So what’s the plan? Your mission if you choose to accept it is...
SLAQ Conference 2012 (3-5 July 2012)
Theme: Northern Escape - Connect, Create, Challenge
Venue: Pullman Reef Casino, Cairns, Queensland, Australia
Conference program themes:
* Connect: culture, curriculum, children's literature, YA literature, reading, authors, illustrators;
* Create: information literacy, Web 2.0 technologies, interactive classrooms;
* Challenge:leadership, management, professional development, copyright, digital schools.
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
Design to Integrate Knowledge Building with Individual Learning in Open Learn...Bodong Chen
This presentation calls for designs of new social media to fill the gap of learner communication and collaboration in current Educational Resources (OER) movement. While various OER projects have created a vast ocean of quality learning materials, comparably little effort has been put on nurturing a learner community around a single or multiple OER repositories. The Knowledge Building pedagogy which emphasizes social and cultural aspects of learning could come in and play a role in this movement. No design idea has been discussed in this presentation, but many questions that have to be answered are put forward for discussion.
Crafting Hackerspaces with Moodle and Mahara: The Potential of Creation based...Jingjing Lin
Associated keynote talk can be found on YouTube: https://www.youtube.com/watch?v=slIITVfOhXg&t=1433s
On February 18, 2022, I delivered a rather interesting and important talk online to a group of 60ish educators, researchers, and practitioners on teaching with Moodle in MoodleMoot Japan 2022. If the following keywords interest you, you should not miss this video: ontology, epistemology, psychology, educational paradigms, learning theories, and pedagogy. This video also for the first time introduces an original untested learning theory called by me "creation-based learning (CBL)". I embrace the learning paradigms of #constructivism and #connectivism. I also am a strong fan of constructionism. I hope CBL will be one step further to promote active learning online. In this video, I also raised the idea of "sustainable learning behaviors" and raised the attention of the public towards sustainable learning behaviors of creating, maintaining, recycling, renewing, and sharing knowledge using networked digital technologies.
Moving toward pedagogical change faculty, teaching with technology and leader...
Praguelonkafinal2012
1. Engaging the digital
natives (and future
teachers)
Nov, 30 2012
Professor Kirsti Lonka Twitter @kirstilonka #PILGF
2. TEACHER LEARNING IS OUR GOAL
• Knowledge
• Skills
• Self-regulation
• Scientific thinking
• Ethics
• Communication
• Emotions and motivation
• Technology as a
natural part of life 2
5. Creating new knowledge
practices (Hakkarainen, 2009)
Collectively cultivated knowledge practices (even
more than personal dispositions or beliefs)
determine the nature of learning
“practices related to working with knowledge, i.e.,
personal, collaborative, and institutional routines;
these include repeated procedures for carrying out
learning tasks, solving problems, completing
assignments, etc.
In order to change our ways of learning, we need to
transform our knowledge practices – technology is
one tool for doing this
5
6. The knowledge practices of
digital natives
The generation of young people, who were born
around 1990s, may be called ”digital natives”,
since they were born together with Internet and
mobile technologies (Prensky, 2005; 2012).
Typical knowledge practices for this generation
are multi-tasking, reading from the screen, being
fond of computer games, using social media
extensively, and chatting.
Young people outsource many cognitive
functions to different technological tools.
6
7. Technology is a part of our social and
knowledge practices…
7
10. Engaging learning environments
(Lonka & Ketonen, 2012; Lonka, 2012)
Assessing change, The goal, summative evaluation
deepening interest Activating and
– what new was created? diagnosing,
– what should be catching interest,
developed? setting context and goals,
starting the process.
OBSERVE DIAGNOSE
CHANGE ACTIVATE
Feedback
Diagnostic evaluation, FOSTER LEARNING Diagnostic evaluation,
feed forward feed forward
Fostering the learning process and reflective thinking, 10
maintaining interest, (face to face, P2P, virtually etc.), creating
new knowledge or new practices
11. What do our studies show so far?
Even mass education can be engaging and promote
flow (Lonka & Ketonen, 2012)
Academic emotions (Pekrun, 2005), especially interest,
predict cognitive academic outcomes
http://versita.metapress.com/content/6604263706320662/fulltext.pdf
During an engaging and dialogical lecture, optimism,
reflective thinking, and study engagement may increase
(Heiskanen et al., 2012)
11
12. Helsinki
World Design Capital 2012
CASE: Building
Engaging Learning Environment
for Future Teacher Education
S
12
www.helsinki.fi/yliopisto
15. July, 2012
May, 2012
Aug 6, Aug 7,
2012 2012
15
16. COLLABORATIVE
KNOWLEDGE
CONSTRUCTION IN
A LARGE GROUP
• SMART podium maintains eye
contact with the audience SMART podium
• We use Flinga application
http://www.nordtouch.fi/flinga.html
that the students can join collaborative
knowledge construction during
workshops and lectures
• Also the products of e-learning can be
shared here http://www.context.fi/en/ 16
20. What is epistemic agency?
(Scardamalia, 2002)
The students deal with problems of goals,
motivation, evaluation, and long-range planning
that are normally left to teachers or managers.
Instead of studying for isolated courses and
credit units, students themselves engage in
personally meaningful study projects.
Epistemic agency and self-regulated learning are
valuable aspects of teacher education.
Latest forms of fostering epistemic agency:
MOOCS, flipped classrooms, etc.
20
21. References 1/4
Lonka, K. (2011) In S. Tierney (Ed.) Innovate! Collective wisdom for innovative schools (pp.
32-35) USA: Partners in Learning School Program. Worldwide Public Sector Education,
Microsoft.
Lonka, K. (2012) Engaging Learning Environments for the Future. The 2012 Elizabeth W.
Stone Lecture. In R. Gwyer, R. Stubbiftgs,& Graham Walton (Eds.) The road to information
literacy. Librarians as facilitators of learning. IFLA (The International Federation of Library
Associations and Institutions). (p. 15-30.) Publications 157. De Gruyter Saur.
http://www.ifla.org/news/new-publication-the-road-to-information-literacy-librarians-as-
facilitators-of-learning
Lonka, K., Hakkarainen, K., & Sintonen, M. (2000). Progressive inquiry learning for children-
-experiences, possibilities, limitations. European Early Childhood Education Research
Journal, 8(1), 7–23.
Lonka, K., Joram, E. & Bryson, M. (1996) Conceptions of learning and knowledge - does
training make a difference? Contemporary Educational Psychology, 21, 240-260.
Lonka, K. & Ketonen, E. (2012). How to make a lecture course an
engaging learning experience? Studies for the Learning Society.
http://versita.metapress.com/content/6604263706320662/fulltext.pdf 21
22. References 2/4
Muukkonen- van der Meer, H. (2011). Perspective on knowledge creating inquiry in
higher education. Doctoral dissertation. Institute of Behavioural Sciences. University of
Helsinki, Finland. http://www.e-thesis.helsinki.fi
Muukkonen, H., Hakkarainen, K., Inkinen, M., Lonka, K., Salmela-Aro, K. (2008). CASS-
methods and tools for investigating higher education knowledge practices. In G.
Kanselaar, V. Jonker, P. Kirschner & F. Prins (Eds.), International Perspectives in the
Learning Sciences: Cre8ing a Learning World, Proceedings of the Eight International
Conference for the Learning Sciences (ICLS 2008), Vol. 2 (pp. 107-115). Utrecht, The
Netherlands: ICLS.
Muukkonen, H., Hakkarainen, K., Jalonen, S., Kosonen, K., Heikkilä, A.,
Lonka, K., Inkinen, M., Salmela-Aro, K., Linnanen, J., & Salo, K. (2007). Process-and
context-sensitive research on academic knowledge practices: Developing CASS-tools
and methods. Proceedings of the Computer Supported Collaborative Learning
Conference, Rutgers University, New Jersey, USA, July 16-21, 2007.
22
23. References 3/4
Nieminen, J., Sauri, P. & Lonka, K. (2006). On the relationship between
group functioning and study success in PBL. Medical Education, 40, 64-71.
Paavola, S., Lipponen, L. & Hakkarainen, K. (2004). Modeling innovative
knowledge communities: A knowledge-creation approach to learning. Review
of Educational Research, 74, 557-576.
Pekrun, R. (2005). Progress and open problems in educational emotion
research. Learning and Instruction, 15(5), 497-506.
Prensky, M. (2005). Listen to the natives. Learning in the digital age.
Educational Leadership, 63 (4), 8-13.
Prensky, M. (2008). Backup Education? Too many teachers see education as
preparing kids for the past, not the future. Educational Technology, 48, 1-3.
Prensky, M. (2012). From digital natives to digital wisdom. Hopeful essays for
21st century learning. Thousand Oaks, CA: SAGE.
23
24. References (continued 4/4)
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement
of knowledge. In B. Smith (Ed.), Liberal Education in a Knowledge Society (pp.
67-98). Chicago: Open Court.
Scardamalia, M., & Bereiter, C. (2003). Knowledge building environments:
Extending the limits of the possible in education and knowledge work. In A.
DiStefano, K.E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed
learning. Thousand Oaks, CA: Sage Publications.
Tsai, Y.-M., Kunter, M., Ludtke, O., Trautwein, U., & Ryan, R.M. (2008). What
makes lessons interesting? The role of situational and individual factors in three
school subjects. Journal of Educational Psychology, 100(2), 460-472
Tolvanen, A., Kiuru, N., Hakkarainen, K. Lonka, K.,Inkinen, M & Salmela-Aro,K.
(2011) Estimation of nonlinear growth component in multilevel modeling: A
research application in the daily dynamics of competence, challenge and affects.
International Journal of Behavioral Development, 35(4), 370-379.
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