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Mikä on ryhmämme lopputuotos? THINK-PAIR-SHARE!

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THINK-PAIR-SHARE!. Mikä on ryhmämme lopputuotos? . THINK-PAIR-SHARE!. Minkälainen innovatiivinen oppimisympäristö-hanke on mahdollinen teeman ympärille?. THINK-PAIR-SHARE!. Mitä ovat mahdolliset tutkimuskohteet?. THINK-PAIR-SHARE!. Kenelle oppimisympäristö on tarkoitettu?. - PowerPoint PPT Presentation


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Mik on ryhmmme lopputuotos?


Minklainen innovatiivinen oppimisymprist-hanke on mahdollinen teeman ymprille?


Mit ovat mahdolliset tutkimuskohteet?


Kenelle oppimisymprist on tarkoitettu?


Ketk ovat mahdollisia partnereita?


Minklainen on hankkeen yritysyhteisty? THINK-PAIR-SHARE!

The future is already here It is just unevenly distributed. William Gibson


CreativityEnriching CommunityTrust and CommitmentTowards Culture of CollaborationVisionChallengesResources

QuestionsSee e.g. Himanen, P.& Castells, 2008.Dream Fears

Steps Towards the Future School1 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

Contents21st Century skills - Some megatrendsWanted! Culture of collaboration and collectivityUse of ICTs and media education in FinlandTowards the roadmap of the future schoolLessons [email protected]/oppiailoakouluun21st Century Skills?

Ways of thinkingLearning to learn, creativity, synthesis, innovation,creating new knowledge, critical thinking, problem solving, decision makingWays of working Learning to collaborate and communicateTools for working Learning to use ICT, media literacy skills (creative, critical, social) 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

From closed to open systems - Open learning environments, open courseware, open application interfacesSoft values towards slow life - ICTs to support sustainable development, sharing, collaboration and co-creation, and good lifeNew wave of mobile learning - Key elements of mobile learning in education, new concepts and solutions Ubiquitous learning - Informal and formal learning Educational use lacks behind everyday use?Serious games as learning environments- Problem solving skills, critical thinking (e.g. Myr 2010; Gee 2008)

PISA 2006

Seppo Tella, University of Helsinki and Waseda University, Japan1.8.200814

1 Rational time management 1 Convenience/rationality

3 Immediacy4 Quality of Life2 ExpediencyFour Key Elementsof Mobility in Education

Intentional moving in a certain environment Context part of the TSL process

Perfoming educationalact immediatelyRational time managementSuitable time and place for educational activities(Kynslahti, 2005; Vahtivuori-Hnninen, Kynslahti, Vesterinen, Tella, Myllri & Lipponen, 2008;Sairanen & Syvnen, 2010)PISA 2006

Seppo Tella, University of Helsinki and Waseda University, JapanReasons for Finnish PISA SuccessFinnish literary culture: trust for educationEducation policyWidely accepted vision of a knowledge-based societyEducational equalityDelegating decision power and responsibility from central administration to the local levelsComprehensive school (= basic education)Core curriculumHeadteachers as pedagogical directorsSchool practices: several subjects, free warm lunches, small groups, high quality equipmentTeacher educationTeaching seen as an academic professionHighly-qualified teachersExcellent students Seppo Tella, University of Helsinki and Waseda University, Japan16Use of ICTs at home vs. at school (OECD, 2009)

Everydays technological innovationsHow about schools?

18Educational use of ICTs at Schools (2010)

Web interview in Kasavuori Secondary School, Kauniainen, Spring 2010Media 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 educationDifferent 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 tribeHarmful content and children protection

The culture research tribeParticipation and empowerment

The critical tribeCultural meaning-makingMedia 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 skillsActive citizenshipDemocratic society, cultural diversity and respect for human rightsEncourage 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 meaningLearning to product media messages (UCC, LCC)Learning critical understanding of mediaLearning 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 outcomethe knowledge and skills learners acquire. (David Buckingham: Media Education: Literacy, Learning and Contemporary Culture, 2003)


Vahtivuori-Hnninen, Suomalainen & Karaharju-Suvanto 2008

25Developing 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 countryGoalsTo 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 wayInfrastuctureand ICT innovationsTeam workCommunity

Pedagogicalstructuresand practices

Future SchoolInformation and Communication Technologies in Schools Everyday Life Project 20082010The project is included inFinnish 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 CultureFinnish 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 EducationSchools in the Project 20 schools and 12 school projects from all around Finland Espoo, Koulumestari School (Technology Education, Creative learning) Helsinki, Both sides of the Kingsroad Project (Playful learning, SmartUs)Kauniainen, suomenkielinen perusopetus (Mobile learning, Open source, web 2.0) www.youtube.com/watch?v=_nqK3qjWMY8Lappeenranta, Joutseno secodary (Media and technolody homeareas)Larsmo, Holm skola (Media education, videomaking, digital portfolios)Oulu, Oulujoki primary (teaching together model, Punkalaidun, Punkalaitumen yhteiskoulu (Social media, web 2.0 apps)Riihimki, Pohjolanrinne schoolRovaniemi, Saari primary (Distance education)Ruovesi, Kirkonkyl school (Open source)Tampere, Eppus mediabackpack ProjectTurku, Puropelto schoolhttp://tinyurl.com/oulujokihttp://tinyurl.com/saarenkoulu

Knowledge Creation Lab for Teacher Education (Lonka 2010)


Interaction, support for sharing

Multimodal use of ICTs

Authentic learning situations

Blended learning, F2F and web 2.0 applications

22.4.2008Vahtivuori-Hnninen, Suomalainen & Karaharju-Suvanto30www.helsinki.fi/sokla/media/


OPTEK Educational Technology in Schools Everyday Life Research Project

31OPTEK in shortOPTEK 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 JyvskylCo-ordinator of the project: Maarit Viik-Kajander, CICERO Learning, University of HelsinkiThe project is closely linked to and collaborates with ICTs at Schools Everyday Life Project, Project manager Sanna Vahtivuori-Hnninen, University of Helsinki

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

32Research packagesPedagogical models and technological innovationsICT and different school subjects 2aImprovement of teaching mathematics using Open Source programs 2bICT innovations in Finnish language teaching and science educationMobile learning and user created contentBusiness practices, infrastructure and impact4aPublic Private Partnership and business practices4bOpen Source programs in the school context4cEvaluation of the impact of schools ICT services

331.8.2008Vahtivuori-Hnninen, Kynslahti, Vesterinen, Tella, Myllri & Lipponen34

Four Key Elementsof Mobility in Education1 Convenience/rationality3 Immediacy4 Quality of Life2 Expediency1 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 schoolTeachers pedagogical knowledge and teamwork andcollectivismStructures and pedagogical practicesInfrastructure and ICT innovations

(CICERO Learning report 2008; SITES 2006)

Roadmap Towards Future SchoolReliable infrastructure and support services



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

What makes the impact?

Evidence-based decision making

Willingness - ability to break the barriers and work together

Passion and action3737Roadmap for the Future School of Finland?Special emphasis is on users perspective

Improvement of flexible technical and pedagogical supportCollaborative and activating learner-centred working methods and communal modes ofstudyingE-learning materials accessible for all and inspire experiential, game-based and reflective learningEncourage a communal and collaborative working culture in all schools (pedagogical models)Informal and formal learning and working life learning come close to each other, learning happens everywhere, on-the-goUpdating the ICT skills and knowledge about media education of educational administration and school leaders and principlesUpdating teacher education to meet the needs of future schools 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 governments next term of office. This plan will include models, recommendations and practices related to:

ICT tools, infrastructure and usabilityLearning environments (eg. using social media and mobile learning in schools everyday life)Content creation and learning materialsDevelopment of school communities, support of professional development and cooperationDevelopment of public-private partnership models

Advisory BoardThe Advisory Board of the ICTs at Schools 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 Kynslahti, Dept. of Teacher Education

For more informationProject Manager Ms Sanna Vahtivuori-Hnninentel. + 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.fi


The purpose of the projectIs to produce:Innovations linked to educational use of ICTs, new research data and linkages between previous researchProcesses and contents for the educational use of ICT in schools learning environmentsOperations models and service concepts, which will help to implement the use of ICT in Finnish schoolsFunctional co-operation models for research departments, schools and businessesNew business activities.

41TVTTVTTeachingStudyingLearningEducationMedia ProfiencyWeb environmentsand communitiesCollaborationLife-long and life-wide learningMediatedcommunicationand activities(Tella, Vahtivuori, Wager, et al. 2001)From Media Literacy Towards Media ProfiencyLearninghappens everywhere!Media Education 2.0: Participatory cultureKupiainen, 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 [email protected] Education Research GroupCICERO LearningHelsinki Universitywww.cicero.fi

2000 >

Seppo Tella, University of Helsinki and Waseda University, JapanWhat is written about school?

Out of 35 countries, Finnish pupils spendthe least timedoing their homework.Seppo Tella, University of Helsinki and Waseda University, JapanReferencesFinnish 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