ENGAGING LEARNING ENVIRONMENTS The recent efforts to …€¦ · ENGAGING LEARNING ENVIRONMENTS The...

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ENGAGING LEARNING ENVIRONMENTS The recent efforts to reform Finnish schools Prof Kirsti Lonka University of Helsinki, Finland and Optentia Research Focus Area, North-West University, South Africa kirstilonka.fi, wiredminds.fi Twitter: @kirstilonka ENGAGING LEARNING ENVIRONMENTS The recent efforts to reform Finnish schools Prof Kirsti Lonka University of Helsinki, Finland and Optentia Research Focus Area, North-West University, South Africa kirstilonka.fi, wiredminds.fi Twitter: @kirstilonka

Transcript of ENGAGING LEARNING ENVIRONMENTS The recent efforts to …€¦ · ENGAGING LEARNING ENVIRONMENTS The...

Page 1: ENGAGING LEARNING ENVIRONMENTS The recent efforts to …€¦ · ENGAGING LEARNING ENVIRONMENTS The recent efforts to reform Finnish schools Prof Kirsti Lonka University of Helsinki,

ENGAGING LEARNING ENVIRONMENTS The recent efforts to reform Finnish schools

Prof Kirsti Lonka

University of Helsinki, Finland and Optentia Research Focus Area,

North-West University, South Africakirstilonka.fi, wiredminds.fi

Twitter: @kirstilonka

ENGAGING LEARNING ENVIRONMENTS The recent efforts to reform Finnish schools

Prof Kirsti Lonka

University of Helsinki, Finland and Optentia Research Focus Area,

North-West University, South Africakirstilonka.fi, wiredminds.fi

Twitter: @kirstilonka

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FINNISH TEACHER TRAINING AT THE UNIVERSITY LEVEL

The training of subject matter teachers has been conducted at the university level since the early 19th century (Master’s degree plus pedagogical studies)

The training of class teachers (primary) was transferred over to be carried out by universities in the early 1970s (Master’s degree)

The training of kindergarten teachers in universities began in 1995 (BA, also MA)

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30.1.2017

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

Statistically, more difficult to get in to class teacher education programs (elementary school) than to medical 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, short school days, long holidays, hardly any standardised tests until the age of 18

School starts at the age of 7 (preschool between 3-6 yrs)

Reform in national curricula in 2016 and also in teacher education

SOME BACKGROUND

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HOW TO CREATE NEWCULTURES FOR STUDY AND ACADEMIC WORK?

30.1.2017Prof Kirsti Lonka

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Work life calls for collaborative knowledge creation

•We need creative and active citizens,able to solve fuzzy problems in teams

•Physical spaces, social settings and technologies either hinder or scaffoldour activities

•School engagement is declining drastically- to be reflected in work engagement

•Are we alienating our youth with ourold practices?

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Presentation for the Committee on Culture and Education 6

The Finnish 21st Century Skills1) Thinking skills and learning to learn 2) Cultural competencies, communications skills and self-expression 3) Taking care of oneself and everyday skills 4) Multiple literacies 5) ICT competencies6) Work life skills and entrepreneurshipBasis for National Core Curriculum 2016 to be implemented in school-specific curricula locally.

30/01/2017

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How to prevent boredom and burn out and support the new generation?

30.1.2017 Prof Kirsti Lonka

In Japan, there are already630 000 Hikikomori youthwho refuse to come out from their rooms!

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What is engagement?

Emotionally - feeling energetic, absorbed, time fliesCognitively - making meaning, being interested, focusedActing in a way that shows keen involvement

What is disengagement?

Exhaustion - feeling tired, lack of energyCynicism - lack of meaning, alienatedInadequacy - lack of self-efficacy, experience of failure

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Engagement of Finnish 12 yr. olds

These results thus revealed that almost half (46%) of the elementary students felt some degree of cynicism towards school, thereby supporting our gap hypothesis: these groups of cynical students reported that they would be more engaged at school if socio‐digital technologies were used at school. These results indicate that one way to promote the engagement of cynical students might be to offer them the possibility to make greater use of socio‐digital technologies at school (Salmela‐Aro et al, 2016, link below)http://www.tandfonline.com/doi/full/10.1080/17405629.2015.1107542

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THE DIGITAL CHALLENGETHE DIGITAL CHALLENGE

30.1.2017Prof Kirsti Lonka

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Knowledge Practices of ”Digital Natives” (Prensky, 2001; Hakkarainen et al., 2015)

The alleged practices of digital natives

Multi-taskingReading from screenChattingGamingSocio-digitalnetworkingConstantly onlineDependent on mobile devices

Selfie. The word of 2014

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Generation Clash?

Baby Boomers Generation Y

Text

Generation X Digital Natives Z -Millenials

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Prof Kirsti Lonka

The socio-digital revolution

Socio-digital technologies: Refer to recently emerged integrated systems of novel technological tools, social

media, and the Internet that enable constant and intensive online-interaction with information, people, and artefacts

Socio-digital participation: Informal, socio-digitally mediated participatory practices as socio-digital

participation

Link to the report for EU Parliament kirstilonka.fi/publications

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THE PEDAGOGICAL CHALLENGETHE PEDAGOGICAL CHALLENGE

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SOME OF OUR RECENT FINDINGS (TO BE PUBLISHED IN 2017)

• According to Finnish 6th graders in Helsinki area, their teachers werethe main source of school engagement. The pupils appreciated theirgreat work in any other sense, expect the readiness to promote theirdigital engagement (Halonen et al., 2017)

• Teachers’ ideas of learning were related to their ideas of what to promote at school. Those teachers whose main goal was to teachcertain facts, did not find critical thinking or creativity relevant at all! Their ideas of assessment were also very traditional. Such teacherswere were almost 70% of those Helsinki area subject matter teacherswho even participated in our studies (Lonka et al., 2016).

• In order to take a digital leap, we first need to take a pedagogical leap?

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How to change the culture of schools, universities and workplaces?

Transform

•Physical spaces•Social practices•Virtual ways of interacting•Pedagogical models•Shared mental models of learning•Technological solutions and software

From monological culture towards collaborativeknowledge creation30.1.2017 Prof Kirsti Lonka

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Activating and diagnosing, catching interest, setting context and goals, starting the process.

Assessing change, deepening interest – what new was created?– what should be developed?

The goal, summative evaluation

Diagnostic evaluation, feed forward

Diagnostic evaluation, feed forward

Feedback

Fostering the learning process and reflective thinking, maintaining interest, (face to face, P2P, virtually etc.), creating new knowledge or new practices

DIAGNOSEACTIVATE

OBSERVECHANGE

FOSTER LEARNING

Engaging learning model(Lonka & Ahola, 1995; Lonka, 2012; Lonka & Ketonen, 2012; Lonka, 2015)

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Phenomenon-based learning?

•Extensive form of problem-, project-, or inquiry-basedlearning

•Starts from a large phenomenon, such as ’Life and Death’ or’Peace and War’

•Integrates topics across disciplines•Humanities, arts, science, technology•STEAM – science, technology, engineering, arts and mathematics

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Engaging Learning Environment -Minerva Plaza (Lonka, 2012)

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http://vimeo.com/60818003

Video by Mikko.I.Halonen

ENGAGING LEARNING ENVIRONMENT

FOR FUTURETEACHERS

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Collaborative knowledgecreation by using Flinga.fiBring your own device!

Collaborative knowledgecreation by using Flinga.fiBring your own device!

Pictures: Veikko Somerpuro

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MinervaLearning Spacesin 2016

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The importance of play, handicraft, sports, music and art – fostering well-being, cognitive development and socio-emotional skills

Presentation for the Committee on Culture and Education 23

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WE ALREADY DESIGNED ENGAGING LEARNING

ENVIRONMENTS

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www.helsinki.fi/yliopisto

BUT THE SOLUTIONS NEED NOT TO BE EXPENSIVE…

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Flexible places for learning project (2015-2016) IN ESPOO, FINLAND

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Prof Kirsti Lonka

BEFORE

AFTER

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Flipped learning in Dept of Mathematics, University of Helsinki

30.1.2017 Prof Kirsti Lonka

Theory is learned from the net, but students come to solveproblems together. Freshmen tutored by advanced students

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Tutoring is available.

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NO HIGH-TECH SOLUTION

All walls and tables of the corridors arepainted so that youmay draw on them.

Advanced studentsstudy on corridoors.

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OUR CHALLENGES ARE NOT LOCAL, BUT GLOBAL!

• The same issues are discussed world wide

• There is a gap between schools and outside world and it is widening

•Technologies, digitalisation and automatisation are changingsocieties and setting new demands for learning

•Intercultural issues are not very well handled – we should learnfrom Canada

• The main problems have to do with reforming teacher educationand continuing professional development to promote change

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Kirsti Lonka became Board Member of NTUST (National Taiwan University of Science and Technology) Graduate Institute of Digital Learning and Education in 2015

台科大數位學習與教育研究所國際諮詢委員

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Engaging learningenvironments

New physical, virtual, social,

mobile and mental spacesof learning

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MOOV – How unemployed youth learn to design web sites in Orange Farm, South Africa

VI

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Sustainable Education Design

Pedagogy Design, architecture Energy

Suvi NenonenOlavi Koponen

Veijo HyttiLassi Linnanen

Niclas SandströmKirsti Lonka

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blogs.helsinki.fi/mindthegap

facebook.com/mindthegaptutkimus

Kirstilonka.fi/publications

www.wiredminds.fi/projects/

facebook.com/wiredmindshub

twitter.com/wiredmindshub @kirstilonka #mindga

www.rym.fi

http://vimeo.com/hufbs/timelapse

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European Parliament (Ed.). 2015. Innovative Schools: Teaching & Learning in the Digital Era – Workshop Documentation. Brussels: European Parliament. Pages 5-46.Slides on page 73.

Link on kirstilonka.fi/publications:

http://www.europarl.europa.eu/RegData/etudes/STUD/2015/563389/IPOL_STU%282015%29563389_EN.pd

Link to my report for EU

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Some referencespublications

• Hakkarainen, K. (2009). A knowledge-practice perspective on technology-mediated learning. International Journal of Computer-Supported Collaborative Learning, 4(2), 213-231.

• Hietajärvi, L., Nuorteva, M., Tuominen-Soini, H., Hakkarainen, K., Salmela-Aro, K., & Lonka, K. (2014). Kuudesluokkalaisten nuorten sosiodigitaalinen osallistuminen, kiinnostuksen kohteet ja kouluhyvinvointi. [Sixth-graders’ socio-digital participation, interests and academic well-being]. Kasvatus [The Finnish Journal of Education], 45, 429–443.

• Hietajärvi, L., Tuominen-Soini, H., Hakkarainen, K., Salmela-Aro, K. & Lonka, K. (2015). Is student motivation related to socio-digital participation? A person-oriented approach. Elsevier Procedia - Social and Behavioral Sciences.

• Litmanen, T., Lonka, K., Inkinen, M., Lipponen, L. & Hakkarainen, K. (2012). Capturing teacher students’ emotional experiences in context: does inquiry-based learning make a difference? Instructional Science, 40, 1083–1101.

• 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.

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Some publications• 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. & Ketonen, E. (2012). How to make a lecture course an engaging learning experience? Studies for the Learning Society, 2, 63‒74. http://versita.metapress.com/content/6604263706320662/fulltext.pdf

• Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557-576.

• 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.

• Doctoral dissertations (https://ethesis.helsinki.fi/): Search by name: Annamari Heikkilä (2011), Juha Nieminen (2011), Jenni Stubb (2012), Jenna Vekkaila (2014), Markus Talvio (2014) Topi Litmanen (8/2015), Amandeep Dhir 6/2015, Jaakko Hilppö (2016), Antti Rajala (2016)

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Some latest 2016 publications

• Dhir, A.,Kaur, P., Chen, S. & Lonka, K. (accepted with revisions) Understanding Online Regret Experience in Facebook Use - Effects of Community Participation, Technology Accessibility & Problematic Use. Computers in Human Behavior.

• Dhir, A., Kaur, P., Lonka, K., & Nieminen, M. (2016). Why do adolescents untag photos on Facebook? Computers in Human Behavior, 55, 1106-1115.

• Salmela-Aro, K., Muotka, J., Alho, K., Hakkarainen, K. & Lonka, K. (in press). School burnout and engagement profiles among digital natives in Finland: a person-oriented approach. European Journal of Developmental Psychology. DOI: http://dx.doi.org/10.1080/17405629.2015.1107542

• Sandström, N., Eriksson, R., Lonka, K. & Nenonen, S. (2016). Usability and Affordances for Inquiry-Based Learning in a Blended Learning Environment. Facilities, 34, 7/8.

• Moisala, M., V. Salmela, L. Hietajärvi, E. Salo, S. Carlson, O. Salonen, K. Lonka, K. Hakkarainen, Katariina Salmela-Aro, and Alho, K. (2016) Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults. NeuroImage 134, 113-121.

• Salmela-Aro, K., Upadyaya, K., Hakkarainen, K., Lonka, K., & Alho, K. (2016). The dark side of internet use: two longitudinal studies of excessive internet use, depressive symptoms, school burnout and engagement among Finnish early and late adolescents. Journal of youth and adolescence, 1-15.

• Talvio, M., Lonka, K., Komulainen, E., Kuusela, M., and Lintunen, T. (in press). The development of teachers’ responses to challenging situations during interactions training. Teacher Development, 19 (1), 97–115. DOI: http://dx.doi.org/10.1080/13664530.2014.979298

• Talvio, M., Berg, M., Komulainen, E. & Lonka, K. (in press). Exploring the coherence of the goals achieved through a youth development programme. Procedia: Social and Behavioral Sciences, 1877-0428.

30.1.2017 Prof Kirsti Lonka


Engaging Communities in Resiliency Efforts Post-Hurricane Sandy

Engaging Communities in Resiliency Efforts Post-Hurricane Sandy

Virtual Learning Communities (VLC) Engaging Students in Blended & Online Environments.

Virtual Learning Communities (VLC) Engaging Students in Blended & Online Environments.

Engaging Student Voices in Campus Suicide Prevention Efforts · Engaging Student Voices in Campus Suicide Prevention Efforts June 15 2016, 3:30-4:30pm ET For audio please dial: 1-866-670-7160.

Engaging Student Voices in Campus Suicide Prevention Efforts · Engaging Student Voices in Campus Suicide Prevention Efforts June 15 2016, 3:30-4:30pm ET For audio please dial: 1-866-670-7160.

Strategies for learning environments that are engaging and inspiring

Strategies for learning environments that are engaging and inspiring

Evidence-Based Group Mentoring that Helps Transform Schools into Safer and More Supportive, Engaging, and Inspiring Environments

Evidence-Based Group Mentoring that Helps Transform Schools into Safer and More Supportive, Engaging, and Inspiring Environments

University of Cincinnati · 2015 Children, Youth and Environments Children, Youth and Environments 25(2), 2015 Engaging Students in Transforming Their Built Environment via Y-PLAN:

University of Cincinnati · 2015 Children, Youth and Environments Children, Youth and Environments 25(2), 2015 Engaging Students in Transforming Their Built Environment via Y-PLAN:

CHALLENGES OF ENGAGING STUDENTS THROUGH VIRTUAL LEARNING ENVIRONMENTS. A NEW FRAMEWORK FOR BLENDED LEARNING AT UK UNIVERSITIES

CHALLENGES OF ENGAGING STUDENTS THROUGH VIRTUAL LEARNING ENVIRONMENTS. A NEW FRAMEWORK FOR BLENDED LEARNING AT UK UNIVERSITIES

Debbie Campbell Director, Coordination Support Branch National Library of Australia Engaging national information infrastructure with learning environments.

Debbie Campbell Director, Coordination Support Branch National Library of Australia Engaging national information infrastructure with learning environments.

Engaging patients to improve quality of care: a systematic ... · improve patient efforts to manage their own care [7]. However, there are growing efforts to integrate patients in

Engaging patients to improve quality of care: a systematic ... · improve patient efforts to manage their own care [7]. However, there are growing efforts to integrate patients in

Practical skills and Engaging Learning Environments · University of Helsinki, Finland Twitter @kirstilonka Practical skills and Engaging Learning Environments . 4.3.2014 Practical

Practical skills and Engaging Learning Environments · University of Helsinki, Finland Twitter @kirstilonka Practical skills and Engaging Learning Environments . 4.3.2014 Practical

College Retention Efforts and Engaging Alumni Karl Reid, Moderator (Senior Vice President for Research, Innovation, and Member Engagement, UNCF) Panelists:

College Retention Efforts and Engaging Alumni Karl Reid, Moderator (Senior Vice President for Research, Innovation, and Member Engagement, UNCF) Panelists:

Designing Engaging Learning Experiences in Digital Environments

Designing Engaging Learning Experiences in Digital Environments

Engaging Dual Language Learners and their Families in ... · Engaging Dual Language Learners and their Families in Linguistically and Culturally Responsive Learning Environments.

Engaging Dual Language Learners and their Families in ... · Engaging Dual Language Learners and their Families in Linguistically and Culturally Responsive Learning Environments.

Peter Dalsgaard: Designing Engaging Interactive Environments

Peter Dalsgaard: Designing Engaging Interactive Environments

The Library engaging with UWA online learning environments€¦ · The Library engaging with UWA online learning environments Document control: Author: Scott Nicholls / Jill Benn

The Library engaging with UWA online learning environments€¦ · The Library engaging with UWA online learning environments Document control: Author: Scott Nicholls / Jill Benn

Engaging Washington Guidance and Counseling Programs in School Improvement Efforts Mike Hubert, Director Guidance & Counseling Secondary Education & School.

Engaging Washington Guidance and Counseling Programs in School Improvement Efforts Mike Hubert, Director Guidance & Counseling Secondary Education & School.

Open Access Research Engaging stakeholders and target ... · intervention: the Creating Active School Environments ... itising interventions for the Creating Active School Environments

Open Access Research Engaging stakeholders and target ... · intervention: the Creating Active School Environments ... itising interventions for the Creating Active School Environments

Kansas STD Program Overview of Gonorrhea Epidemiology and Program Prevention Efforts Healthy Kansans living in safe and sustainable environments.

Kansas STD Program Overview of Gonorrhea Epidemiology and Program Prevention Efforts Healthy Kansans living in safe and sustainable environments.

Engaging with Communities · implementation or assessments of UN peacekeeping missions. This report aims to support efforts to improve peacekeeping missions’ efforts to better protect

Engaging with Communities · implementation or assessments of UN peacekeeping missions. This report aims to support efforts to improve peacekeeping missions’ efforts to better protect

VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational.

VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational.