• Mikä on ryhmämme lopputuotos?

THINK-PAIR-SHARE!

• Minkälainen innovatiivinen oppimisympäristö-hanke on mahdollinen teeman ympärille?

THINK-PAIR-SHARE!

1. Mitä ovat mahdolliset tutkimuskohteet?

THINK-PAIR-SHARE!

1. Kenelle oppimisympäristö on tarkoitettu?

THINK-PAIR-SHARE!

1. Ketkä ovat mahdollisia partnereita?

THINK-PAIR-SHARE!

• Minkälainen on hankkeen yritysyhteistyö?

THINK-PAIR-SHARE!

”The future is already here—

It is just unevenly distributed.”

William Gibson

pelotCreativity

Enriching CommunityTrust and Commitment

Towards Culture of Collaboration

Vision

Challenges

ResourcesQuestions

See e.g. Himanen, P.& Castells, 2008.

Dream

Fears

Steps Towards the Future School

1 Reliable infrastructure and support services for teachers and students (community-oriented approach)

2 Structural changes to support collaborative school culture (trust and bravery)

3 Strategic school leadership

4 Pedagogical models and collaborative working methods

5 Teaching-studying-learning process

6 Creative, innovative learners, customised modular PLEs

Contents1. 21st Century skills - Some megatrends2. Wanted! Culture of collaboration and

collectivity3. Use of ICTs and media education in Finland4. Towards the roadmap of the future school5. Lessons learned?

sanna.vahtivuori@helsinki.fiblogs.helsinki.fi/oppiailoakouluun

21st Century Skills?

1. Ways of thinkingLearning to learn, creativity, synthesis, innovation,creating new knowledge, critical thinking, problem solving, decision making

2. Ways of working Learning to collaborate and communicate

3. Tools for working Learning to use ICT, media literacy skills (creative, critical, social)

4. Living in the world Active citizenship, both local and global, personal and social responsibility, including cultural sensibility and awareness

[KSAVE Model, ATCS 2009; University of Melbourne, www.act21s.orgICTs at Schools Everyday Life Project, Interim report 2010, www.cicero.fi, http://tiny.cc./valiraportti; www.arjentietoyhteiskunta.fi]

Some megatrends

1. From closed to open systems - Open learning environments, open courseware, open application interfaces

2. Soft values – towards slow life - ICTs to support sustainable development, sharing, collaboration and co-creation, and ”good life”

3. New wave of mobile learning - Key elements of mobile learning in education, new concepts and solutions

4. Ubiquitous learning - Informal and formal learning – Educational use lacks behind everyday use?

5. Serious games as learning environments- Problem solving skills, critical thinking (e.g. Mäyrä 2010; Gee 2008)

PISA 2006

Seppo Tella, University of Helsinki and Waseda University, Japan

1.8.2008

14

1 Rational time management

1 Convenience/rationality

3 Immediacy

4 Quality

of Life

2 ExpediencyFour Key Elementsof Mobility

in Education Intentional

moving in a certain

environment Context part of the TSL process

Perfoming educational

act immediately

Rational time management

Suitable time and place

for educational activities

(Kynäslahti, 2005; Vahtivuori-Hänninen, Kynäslahti, Vesterinen, Tella, Mylläri & Lipponen, 2008;Sairanen & Syvänen, 2010)

PISA 2006

Seppo Tella, University of Helsinki and Waseda University, Japan

Reasons for Finnish PISA SuccessFinnish “literary” culture: trust for educationEducation policy

– Widely accepted vision of a knowledge-based society– Educational equality– Delegating decision power and responsibility from central

administration to the local levelsComprehensive school (= basic education)

– Core curriculum– Headteachers as pedagogical directors– School practices: several subjects, free warm lunches,

small groups, high quality equipmentTeacher education

– Teaching seen as an academic profession– Highly-qualified teachers– Excellent students

Seppo Tella, University of Helsinki and Waseda University, Japan 16

Use of ICTs at home vs. at school (OECD, 2009)

Everyday’s technological innovationsHow about schools?

Educational use of ICTs at Schools (2010)

Web interview in Kasavuori Secondary School, Kauniainen, Spring 2010

Media Education and Educational use of ICTs in Finland

(Kupiainen, Sintonen & Suoranta (2008), Decades of Finnish Media Education. [http://www.mediakasvatus.fi/publications/])Finnish Approach to Media education

Different Approaches of Finnish Media Education

(Kotilainen & Suoranta 2005, Longing for the Media Education. In: Media Education 2005. National Development. Ministry oi Justice 5/2005)

• The technology ”tribe” ICTs, educational use of information and communication technologies, media skills and proficiency, distance education

• The protection ”tribe”Harmful content and children protection

• The culture research ”tribe”Participation and empowerment

• The critical ”tribe”Cultural meaning-making

Media Education in Finnish Schools

(Kupiainen, 2009) [http://www.mediakasvatus.fi/publications/])

• Art teaching

• Finnish language

• Media and ICT projectswith local media

• Newspaper week

• National Magazine Day

• School Cinema

• Diploma in media

Objectives of Media Education

(Kupiainen, R. (2009) [http://www.mediakasvatus.fi/publications/])

• Media proficiency and media skills• Active citizenship• Democratic society, cultural diversity and

respect for human rights• Encourage production, creativity and

interactivity

Media education includes

(Kupiainen, R. (2009 [http://www.mediakasvatus.fi/publications/])

• Development of information management and ICT skills, recognizing how media texts convey meaning

• Learning to product media messages (UCC, LCC)

• Learning critical understanding of media• Learning how to participate and impact in

the media (active citizenship)

“Media education is the process of teaching and learning about media. While media literacy is the outcome—the knowledge and skills learners acquire.” (David Buckingham: Media Education: Literacy, Learning and Contemporary Culture, 2003)

25

www.helsinki.fi/sokla/media/

Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto 2008

Developing Educational Use of ICTs in Finland –Towards National Educational Technology RoadmapVision

2011 Finnish schools will have innovative and creative ICT models and practices for wide dissemination to all schools in the country

GoalsTo produce new knowledge and know-how for schools and educational administration about the latest developments and pedagogical methods in ICT

To develop the educational use of ICT in a multidimensional and equal way

Infrastuctureand

ICT innovations

Team workCommunity

Pedagogicalstructures

and practices

Future School

Information and Communication Technologies in School’s Everyday Life Project 2008—2010The project is included in• Finnish government programme • National ubiquitous information society policy of Finland

The project is carried out by • Ministry of Transport and Communications (co-ordinator) • Ministry of Education and Culture• Finnish Board of Education • in co-operation with industry and commerce

The operational work is carried out by CICERO Learning, Helsinki University [www.cicero.fi] and Faculty of Behavioural Sciences, Department of Teacher Education

Schools in the Project • 20 schools and 12 school projects from all around Finland

1. Espoo, Koulumestari School (Technology Education, Creative learning)

2. Helsinki, Both sides of the Kingsroad Project (Playful learning, SmartUs)

3. Kauniainen, suomenkielinen perusopetus (Mobile learning, Open source, web 2.0) www.youtube.com/watch?v=_nqK3qjWMY8

4. Lappeenranta, Joutseno secodary (Media and technolody homeareas)

5. Larsmo, Holm skola (Media education, videomaking, digital portfolios)

6. Oulu, Oulujoki primary (teaching together model, 7. Punkalaidun, Punkalaitumen yhteiskoulu (Social media,

web 2.0 apps)8. Riihimäki, Pohjolanrinne school9. Rovaniemi, Saari primary (Distance education)

10. Ruovesi, Kirkonkylä school (Open source)

11. Tampere, Eppu’s mediabackpack Project12. Turku, Puropelto school

http://tinyurl.com/oulujokihttp://tinyurl.com/saarenkoulu

Knowledge Creation Lab for Teacher Education (Lonka 2010)

• Motivation• Interaction,

support for sharing

• Multimodal use of ICTs

• Authentic learning situations

• Blended learning, F2F and web 2.0 applications

22.4.2008

Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

30

www.helsinki.fi/sokla/media/

OPTEK – Educational Technology in School’s Everyday Life Research Project

OPTEK in short• OPTEK is a research project which is funded by Tekes (Finnish Funding

Agency for Technology and Innovation), private companies and participating universities.

• The research consortium consists of 12 multidisciplinary research units, 28 enterprises and 20 pilot schools, Ministry of Transport and Communications, Ministry of Education and Finnish Board of Education.

• The project includes four research packages (seven sub projects)

• Leader of the research consortium: Professor Marja Kankaanranta, Agora Center, University of Jyväskylä

• Co-ordinator of the project: Maarit Viik-Kajander, CICERO Learning, University of Helsinki• The project is closely linked to and collaborates with ICTs at School’s Everyday Life Project,

Project manager Sanna Vahtivuori-Hänninen, University of Helsinki

• Tekes (Finnish Funding Agency for Technology and Innovation) is preparing a wide research programme for Innovative Learning Enviroments

Research packages1. Pedagogical models and technological innovations2. ICT and different school subjects

2a Improvement of teaching mathematics using Open Source programs

2b ICT innovations in Finnish language teaching and science education

3. Mobile learning and user created content4. Business practices, infrastructure and impact

4a Public Private Partnership and business practices4b Open Source programs in the school context4c Evaluation of the impact of schools ICT services

1.8.2008

Vahtivuori-Hänninen, Kynäslahti, Vesterinen, Tella, Mylläri & Lipponen

34

Four Key Elementsof Mobility in Education

1 Convenience/rationality

3 Immediacy

4 Quality

of Life

2 Expediency

1 Rational time management

2 Intentional moving in a certain environment

Context part of the TSL process 3 Perfoming educational

act immediately4 Suitable time and place for educational activities

Some key elements of the future school

Teachers’ pedagogical

knowledge and teamwork and

collectivism

Structures and pedagogical practices

Infrastructure and ICT

innovations

(CICERO Learning report 2008; SITES 2006)

Roadmap Towards Future School

Reliable infrastructure and support services

XX

XX

XX

(Oksanen 2001; Tella, Vahtivuori, Wager, Passi & Oksanen 2001; vrt. Parsons 1987; Aarseth 1999)

What makes the impact?1. Evidence-based decision making

2. Willingness - ability to break the barriers and work together

3. Passion and action

Roadmap for the Future School of Finland?Special emphasis is on users perspective

1. Improvement of flexible technical and pedagogical support

2. Collaborative and activating learner-centred working methods and communal modes of studying

3. E-learning materials accessible for all and inspire experiential, game-based and reflective learning

4. Encourage a communal and collaborative working culture in all schools (pedagogical models)

5. Informal and formal learning and working life learning come close to each other, learning happens everywhere, on-the-go

6. Updating the ICT skills and knowledge about media education of educational administration and school leaders and principles

7. Updating teacher education to meet the needs of future schools

8. New assessment methods, peer assessment

The Results of the ICT in Schools Project • The results of the project will include an

educational technology plan for the Finnish government’s next term of office.

• This plan will include models, recommendations and practices related to:

1. ICT tools, infrastructure and usability2. Learning environments (eg. using social media

and mobile learning in school’s everyday life)3. Content creation and learning materials4. Development of school communities, support

of professional development and cooperation5. Development of public-private partnership

models

Advisory Board• The Advisory Board of the ICTs at School’s Everyday Life project

has 23 members from the public sector and from industry and commerce.

• Director General Timo Lankinen of the Finnish National Board of Education acts as the Chair of the Advisory Board

Helsinki University Advisory Board Professor Hannele Niemi, Cicero Learning Professor Kirsti Lonka, Helsinki UniversityProfessor Seppo Tella, Helsinki University

Adjunct professor Heikki Kynäslahti, Dept. of Teacher Education

For more information• Project Manager Ms Sanna Vahtivuori-Hänninen

tel. + 358 50 568 8467 or + 358 40 571 2442, sanna.vahtivuori()helsinki.fi

• Ms Aleksandra Partanen, Ministry of Transport and Communicationstel. + 358 9 160 28671, aleksandra.partanen()mintc.fiwww.arjentietoyhteiskunta.fi/inenglishblogs.helsinki.fi/oppiailoakouluun/in-english

The purpose of the projectIs to produce:• Innovations linked to educational use of ICTs, new research

data and linkages between previous research• Processes and contents for the educational use of ICT in

schools’ learning environments• Operations models and service concepts, which will help to

implement the use of ICT in Finnish schools• Functional co-operation models for research departments,

schools and businesses• New business activities.

TVT TVT

Teaching

Studying

Learning

Education Media Profiency

Web environmentsand communities

Collaboration

Life-long and life-wide learning

Mediatedcommunicationand activities

(Tella, Vahtivuori, Wager, et al. 2001)

From Media Literacy Towards Media Profiency

”Learninghappens

everywhere!”

Media Education 2.0: Participatory culture

Kupiainen, R.(2009), [http://www.mediakasvatus.fi/publications/]

• Being open• Peering• Sharing• Acting Globally Tapscott & Williams 2008, Wikinomics

• Contribution• Connection• Collaboration• Creation Leadbeater 2008, We-think. Mass innovation,

not mass production

• Affiliations• Expressions• Collaborative problem solving• CirculationsJenkins et. al. 2006, Confronting theChallenges of Participatory Culture: MediaEducation for 21th Century

Social media..http://www.youtube.com/watch?v=sIFYPQjYhv8

Thank You!For more information:

Sanna Vahtivuori-Hänninensanna.vahtivuori@helsinki.fi

Media Education Research GroupCICERO LearningHelsinki University

www.cicero.fi

2000 >

Seppo Tella, University of Helsinki and Waseda University, Japan

What is written about school?

Out of 35 countries, Finnish pupils spend

the least timedoing their homework.

ReferencesFinnish 2006 PISA pageshttp://www.pisa2006.helsinki.fi/

OECD 2006 PISA pageshttp://www.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html

Seppo Tella, 47