Encounterslonka2013long

www.helsinki.fi/yliopisto

Classroom of tomorrow

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Professor Kirsti Lonka, Vice DeanFaculty of Behavioural SciencesUniversity of Helsinki, Finland

Twitter @kirstilonka #encounters2013

Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 1


• The level of teacher education in Finland is highest in the world – Master’s degree is requirement

• Statistically, it is more difficult to get in to teacher education programs (elementary school) than to medical school or law school

• Elementary teachers stay with the same children for several years – they have 13 subjects to master, even they specialise in two

• Music, arts, handicraft, domestic skills and sports are all included in the study plans

• Autonomous teachers, no standadised tests, long holidays, short school days

BACKGROUND



The Bulimic Learning Model

• The aim of instruction is to fill in a container (human mind)

• Take in knowledge, spread it on the exam paper, then forget

• The goals are defined in quantitative terms

”Students know 60 %”

• How does this promote learning, engagement or motivation?

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• Trying to maintain the old practices and simultaneously trying to be innovative

• You must give up something or to change something

• Sense of duty makes people the more exhausted, the more complex their working environment becomes

• Can we reorganize our spaces of

learning?

The Double Helix of the Teacher

Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013

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Sociallydistributedintelligence

Distributed intelligence?

- Aja tte lun ulko ista m i-nen- Id e o id en ke hitte ly- Ulko ine n m uistike nt-tä

Materially distributedintelligence

Wireless network of intelligenceFaculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 5

www.indoorenvironment.org

Creating new solutions for designing schools and universities in Finland

Prof Kirsti Lonka et al. 2011-2015WP4 Task 1.1 Learning Environments

http://www.indoorenvironment.org/


Mind the Gap ProjectAcademy of Finland

Mind Program Kirsti Lonka Educational psychology

research group, Department of

teacher education, University of

Helsinki

Kai Hakkarainen, Technology-

mediated collabo-rative learning

group, Department of Education, University of

Turku

Kimmo Alho Brain, attention and memory networks research group,

Helsinki Collegium, University of

Helsinki

Katariina Salmela-Aro,

Adolescent development and

wellbeing research group, University of

Jyväskylä & Helsinki Collegium

2013-2016Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 7


• The project integrates educational, developmental, socio-emotional and neuroscientific approaches to examine the development of minds of so called “digital natives”, who have, from the very beginning of their life, been socialized to use information and communication technologies (ICTs).

• There appears to be a gap between the digital youth and the educational practices and the minds of previous generations.

The Aims

8Faculty of Behavioural Sciences / Professor Kirsti

Lonka, 2013


Digital natives are assumed to have thorougly intellectually

socialized to use ICTs

Digital immigrants,in contrast, use ICTsas weakly integrated

external tools



Gap between digital natives and educational practices

Digital natives’ practices

• Flexible use of digimedia

• Multi tasking

• Intellectual ICT protheses

• Internet searches

• Working on screen

• Making and sharing in groups

• Extended networks

• Knowledge creation

Educational practices

• Traditional media

• Linear and sequential

• Pure mental performance

• Limited textbook content

• Paper and pencil

• External performance

• Closed classroom community

• Bulimic learning


Prof. Kimmo Alho: MIND THE BRAINHow technology and social networks

shape our brainFaculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 11

MAGNETOM Skyra 3.0 T (Siemens) magnetic resonance imaging (MRI) scanner

Advanced Magnetic Imaging (AMI) Centre, Aalto University


© 2002 W. W. Norton

Maguire et al., PNAS, 2000

Navigation-related structural change in the hippocampi of taxi drivers


Bickart et al., Nature Neuroscience, 2011

© 2002 W. W. Norton



CAN WE MULTITASK? Functional magnetic resonance imaging (fMRI)

Salo, Rinne, Salonen & Alho, Brain Research, in press & Salo et al., in preparation

Auditory and visual phonological tasks performed separately

Aud

Vis

Both

Dual tasking: Phonological vs. simple auditory and visual tasks

N=15



Turning the classroom upside down

A timelapse video from Minerva Plaza – Engaging Learning environment for teacher education:

Vimeo.com/60818003



• Flipping classroom upside down by making used of social and technological (material) resources

• The valuable time we spend at school is not ment to be used for knowledge transmission

• Much more engaging to study contents in an engaging way and then elaborate on them and create knowledge in the classroom

• There is so much global knowledge and wisdom, easily accessible, that the teacher can focus on their basis task – fostering student learning!

FLIPPED CLASSROOM AND MOOC? WHAT ON EARTH


www.helsinki.fi/yliopistowww.helsinki.fi/yliopistoFaculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 18

www.helsinki.fi/yliopisto 19

Creating new knowledge practices (Hakkarainen, 2009)

• Collectively cultivated knowledge practices (even more than personal beliefs) determine the nature of learning

• “Knowledge practices’ are social practices related to working with knowledge, i.e., personal, collaborative, and institutional routines; these include repeated procedures for carrying out learning tasks and creating epistemic artifacts

• In order to change our ways of learning, we need to transform our knowledge practices – technology is one tool for doing this

Putting students ideas in the centre

Putting social practices to the

centre

Dimensions of technology-mediated collaborative learning (by Kai Hakkarainen)

The “copernican revolution” that puts students’ ideas (and knowledge objects) into the centre of educational activity.

Technology enhances learning only through transformed social practices

Knowledge BuildingApproach

Knowledge-practiceApproach

21Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013

May, 2012July, 2012

Aug 6,2012

Aug 7,2012


Connectingpeople andideas!



Collaborative knowledgeconstruction


COLLABORATIVE KNOWLEDGE BUILDING INLARGE GROUPS

• SMART podium maintains eye contact with the audience

• Flinga application helps the students to join collaborative knowledge construction during session

(now a pc with touch screen is enough)

• Boundaries between virtual and F2F shall disappear

SMART podium



Measuring optimal motivationalstates with CASSQ mobile apps



Pictures from Oulu UBIKO project: University training elementary school


www.helsinki.fi/yliopistoBy Olli Niemi 27

Oulu University Training School

Classroom: Flexible, privateTeam corridoor: Half private, for self-regulated learning

23.1.2013

Easy to regroup the furniture


Pedagogical, P2P, F2F, virtual ja mobile combined.

Flexible physical spaces and variety of collaborative knowledge building activities

Teachers (and students and parents) collaboratively create new knowledge practices

Emotions and motivation matter! (Lonka & Ketonen, 2012)http://versita.metapress.com/content/6604263706320662/fulltext.pdf

Pedagogical leadership developes to support engaging learning solutions

Transgenerational and intercultural learning flourishes

Vision for Future?

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Encounterslonka2013long

Education

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