Lonka minerva2013

Engage your students!

Professor Kirsti Lonka
University of Helsinki, Finland

www.helsinki.fi/yliopisto

PROJECT-BASED WORK CALLS FOR
CREATIVE IMPROVISATION!
(Sawyer, 2003)

• A group of active participants
who jointly create
innovations
• Each of the participants has
an own role and own
strengths
• Everybody should stay in the
same tune, even though
solos are ok from time to
time


ELEMENTS OF PROGRESSIVE INQUIRY
(Hakkarainen, Lonka & Lipponen, 1999; 2004)

Setting up Research
Questions Constructing
Working
Theories
Creating the Context

Critical
Evaluation
Distributed
expertise

Developing New
WorkingTheories Searching
Deepening
Generating Subordinate Knowledge
Questions

STEP 1:
Creating the Context

Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi
/ Esityksen nimi www.helsinki.fi/yliopisto 11.04.13 4

The Case

• http://mazur.harvard.edu/sentFiles/MazurTalk_1815.pdf

www.helsinki.fi/yliopisto 5

STEP 2:
Setting up the research
question


Getting organised

• Choose the Chairperson, Secretary and time keeper
from your table
• Chairperson: The one who has darkest eyes
- keeps discussion going
• Secretary: The one who lives nearest to Oulu
- makes notes
• Time keeper: The one who has the most colorful
outfit
- Sees that the group keeps in time


Constructing the preliminary
question (5 minutes)
• Please talk in small tables with your group
• What kinds of questions were emerged?
• Come up with a central question
• Send the question by using Flinga


STEP 3:
Constructing working
theories


Brainstorming (10 minutes)

• What do we know about this topic beforehand?
• What kinds of ideas do we have about the research
question?
• Please collect ideas and send them by using Flinga
in the end


Constructing the model

• The tutor organises the results of the brainstorming
by using SMART Podium
• In collaboration with the table groups


STEP 4:
Critical evaluation


Set the learning goals
(8 minutes)
• What do we have to learn in order to understand this
topic better?
• What is the focus of our self study


STEP 5:
Self Study
(may include mini lectures)


STEP 6:
Setting up deepening
questions


What do we need to know more
(5 minutes)
• Discuss in small tables
• Send questions by using Flinga


STEP 7:
Developing a new working
theory


Presenting Pages

• Each group shows their findings and questions,
taking turns
• The tutor comments by using Socratic questions
• A new working theory is built collaboratively


Searching information by using
iPads and other sources (20
minutes)
• Please share the process by searching deepening
information
• Discuss your findings
• Think about the questions you want to pose to the
tutor
• Collect your findings to Pages
• Collect your questions to Pages


SOME BACKGROUND
INFORMATION
Article by Lonka & Ketonen (2012)

http://versita.metapress.com/content/6604263706320662/fulltext.pdf


WHAT IS INTEREST?

• Interest is a psychological state that is
characterized by an affective component of
positive emotion and a cognitive component of
concentration (Hidi & Renninger, 2006)
• Interaction between a person and surrounding
context
• Prior knowledge is related to interest experience
(Alexander, Jetton & Kullikowich, 1995)
• Students who experienced more interest also
showed more persistence, and performed better
in a recall test (Ainley, Hillman & Hidi, 2002)

THE FOUR-PHASE MODEL OF INTEREST
(Hidi & Renninger, 2006)
• Situational interest
(CATCH)
a) triggered
b) maintained
• Individual interest
(HOLD)
a) emerging
b) well-developed


INSTRUCTION PROMOTING INTEREST?
(Tsai et al, 2008)

• If the teachers control too much, students’
emotions are less positive
• Cognitive autonomy is supported during
lessons where students’ prior knowledge
and understanding are activated and the
aims are transparent
• Such lessons are associated with more
enjoyment and interest!


THE FOUR-CHANNEL MODEL OF FLOW
(Csikszentmihalyi, 1993)

+
ANXIETY FLOW
CHALLENGE

APATHY RELAXATION/
BOREDOM
-
- +
COMPETENCE

FLOW - THE OPTIMAL MOTIVATIONAL
EXPERIENCE (Csikszentmihalyi, 1988)

• High challenge combined with feeling of
competence
• Engagement
• Absorption, loosing sense of time
• Promotes intellectual evolution
• Part of normal daily experience


STUDENT EXPERIENCES IN DIFFERENT
CONTEXTS

Cafe Library

Lecture Small group


Dimensions of affect
(Fredrickson, 2001; Tellegren, Watson & Clark, 1999)

+
Interest,
Nervousness, Enthusiasm,
ACTIVE

Anxiety Engagement
,
RE,
Apathy
Relaxation,
Exhaustion
Satisfaction
Depression
-
- PLEASANT
+

WHAT PREDICTED GRADE ON AN
ACTIVATING COURSE? (Ketonen, 2011)

• Stepwise regression analysis
• Criteria: Probability of F-to-enter <.05; to-remove >.10

.47

.48

-.39

•This model explained 29% of the variance; ; R2=0.29
•Adding the other academic emotions did not increase
the explanation significantly.

FUTURE BLENDED
ENVIRONMENTS?
Books, Internet materials, small groups, chats,
wikis, blogs, touch pad devices, new mobile
technologies, interactive whiteboards (or –walls),
new kinds of learning spaces, social media,
avatars, videos, voice clips, etc.
All of these are integrated in an environment that is
designed to support learning and knowledge
creation
The solutions shall scale up, given that there is an
efficient pedagogical script: an engaging
learning model


How to promote flow and meaningful
learning in teacher education – and in
the classroom?
• Increasing understanding of agency and
ownership in learning processes
• Authentic environments and contexts
• Inquiry-, case-, or problem-based learning
• Promoting flow and understanding the interplay
between emotions and intelligence action
• Peer-to-peer interaction and collaborative
learning
• Blended learning environments: e-Education as a
natural part of life
• Developing new social knowledge practices

Lonka minerva2013

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