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Collaborative learning in interdisciplinary higher education

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Slides of a keynote at the University of Oldenburg in September 2015. How to build a University where collaborative learning and interdisciplinary work are in the core? Why is it important? What are the implications for learning? How to help students to become critical and ethical change makers?

Published in: Education

Collaborative learning in interdisciplinary higher education

  1. 1. 1 Collaborative learning in interdisciplinary higher education Prof. Dr. Teemu Leinonen
  2. 2. 2 Presentation with 3 parts. Write down: 1 question from each.
  3. 3. 3 Part 1: Aalto University Part 2: Educating change makers Part 3: Learning
  4. 4. 4 Part 1: Aalto University
  5. 5. Aalto University – Where science and art meet technology and business
  6. 6. 23.9.2015 6 Zach Dodson Three leading universities form Aalto University in 2010 Helsinki University of Technology, found in 1849 Helsinki School of Economics, found in 1911 University of Art and Design Helsinki, found in 1871 75 000 alumni 20 000 students 5 000 employees
  7. 7. Group work at PackAGE course.
  8. 8. . Photo Sami Heiskanen / flickr / Slush Photo Sami Heiskanen / flickr / Slush Biofilia – Base for Biological Arts.
  9. 9. A student group presenting their work Wearable electronics course.
  10. 10. In campus: Drilling Finland's first geothermal energy heat plant.
  11. 11. . Art education happening with all the school children of Helsinki City.
  12. 12. Game research: Physical / virtual games.
  13. 13. © Ari-Pekka Sinikoski Pavijonki. a yes –space.
  14. 14. © Pyry-Pekka Kantonen Pavijonki. a yes –space.
  15. 15. © WDC Helsinki Pavijonki. a yes –space.
  16. 16. ChemArts – New materials from the forest.
  17. 17. Frankfurtin kirjamessut 23.9.2015 17 Study project: Exhibition design.
  18. 18. Factories and platforms
  19. 19. 30
  20. 20. 31 Part 1: Aalto University Part 2: Educating change makers Part 3: Learning
  21. 21. 32 Part 2: Educating change makers
  22. 22. Education is about the future.
  23. 23. What do we know about the future?
  24. 24. We can analyze trends . . . from the history.
  25. 25. The future of work?
  26. 26. EK Oivallus 2011. Illustration: Rami Niemi Work takes place in networks.
  27. 27. EK Oivallus 2011. Illustration: Rami Niemi Less symphony orchestra, more jazz.
  28. 28. How are our graduates?
  29. 29. EK Oivallus 2011. Illustration: Rami Niemi Today: often high-quality individual performers.
  30. 30. EK Oivallus 2011. Illustration: Rami Niemi In the future: people who understand other competence and get excited about them.
  31. 31. EK Oivallus 2011. Illustration: Rami Niemi In the future: creative, active people.
  32. 32. In the future: people who understand other competence and get excited about them.
  33. 33. How to become a network player? How to learn to work with others? (or how to learn to play jazz?)
  34. 34. How to still reach the depth? How to become an expert in some area? (how to become good enough to play a solo?)
  35. 35. What research suggests?
  36. 36. Critical is the access to the tacit knowledge of the experts. Expertise develops in participation to the practices of the experts, rather than by studying formal knowledge. (Brown, Duguid, & Collins,1987, Hakkarainen 2002) What research suggests?
  37. 37. What research suggests? Practicing work with experts from different fields than yours. (Brown, Duguid, & Collins,1987, Hakkarainen 2002)
  38. 38. Brown, Duguid, & Collins,1987, Hakkarainen 2002 What research suggests? Practicing work with experts from different fields than yours. Critical is the access to the tacit knowledge of the experts. Expertise develops in participation to the practices of the experts, rather than by studying formal knowledge.
  39. 39. 53
  40. 40. 54 Part 1: Aalto University Part 2: Educating change makers Part 3: Learning
  41. 41. 55 Part 3: Learning
  42. 42. Three metaphors of learning Knowledge acquisition Participation Knowledge creation
  43. 43. Knowledge acquisition
  44. 44. Learning is an individual cognitive process
  45. 45. Participation
  46. 46. Learning is a socio-cultural process
  47. 47. Knowledge creation
  48. 48. Learning is a socio-cultural process with an intention to produce artefacts
  49. 49. (Hakkarainen, Lonka Lipponen 1999, Illustration Raami) Progressive inquiry
  50. 50. Basic desires: What makes people to act? 1. Desire to influence (including leadership; related to mastery) 2. Desire for knowledge 3. Desire to be autonomous 4. Desire for social standing (including desire for attention) 5. Desire for peer companionship (desire to play) 6. Desire to get even (including desire to compete, to win) 7. Desire to obey a traditional moral code 7. Desire to improve society (including altruism, justice) 8. Desire to exercise muscles 9. Desire for sex (including courting) 10. Desire to raise own children 11. Desire to organize (including desire for ritual) 12. Desire to eat 13. Desire for approval 14. Desire to avoid anxiety and fear 15. Desire to collect, value of frugality (Reiss 2004)
  51. 51. LabOurWard! – Innovating to save women’s and babies lives in low resource settings DOM-E5042 (5-10 cr) Explore how the interplay of services, space and media can create better experiences for women, children and families, as well as an empowering work environment for health care providers. Information design? Visualizations? Way- finding? Story telling? Spatial design? Materials and colors? Gadgets? Services? The focus will be on resource low settings in Sub-Saharan Africa and South-East Asia. Results will be exhibited and presented at the Women Deliver conference in Copenhagen during 16-19 May 2016 (see: http://wd2016.org) in the form of a “LabourWard prototype” DL for application 17.9.2015 WebOdi code: DOM-E5042
  52. 52. Thank you.

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