Developing learning environment

1. Developing the learning
environment
Motivating social media project
Tuukka Soini and Asko Lippo
City of Espoo, Finland

2. 1. Defining the concept and describing the
phenomenon
2. Process description
3. Working in groups
4. Reviewing group work results
Workshop program

3. • Why is social media important in teaching?
• What elements are involved in using social media in
teaching? What should be taken into consideration by
the school, teachers, the district etc?
• What role, or what kinds of roles, does the learner have
and how can the learner’s participation and activity be
increased?
• How to proceed – what does your school need to do in
order to make social media part of teaching and to use
it as a tool for activating learners? Who does what and
in what order? How do students participate in planning
the methods to be used?
• Which are the questions which should be also
answered?

4. Collaborative media or social
media: defining the terms used
Collaborative
media
Social media
Free and fee-based
online tools
Free time and own
social frame of
reference
Personal interests
Social network
services– social
dimension
Supported tools
Extent and objectives
of the school
organisation
Shared objectives and
collaborative working
methods
Sharing – commenting
– working
In this presentation,
collaborative media
refers to the use of
new and easy-to-use
web-based tools that
support collaboration
in a way that
supports the
objectives of the
school
In this presentation,
social media refers
to the use of new
and easy-to-use
web-based tools that
support collaboration
during the user’s
free time and
according to the
user’s personal
interests

5. Learning and collaborative media
• Building and developing social information
• Elaborating on thinking and learning
• Encouraging participation
• Sharing skills and competences
• Assessing outcomes * - *****
• Supports a developed learning process where
information is produced and processed on a social
and collaborative basis

6. Aspects to consider
• Use of media by children and young people
• Supporting collaborative learning by ICT
• Social network services
• Technical filtering of online content
• Advertising-free learning environments
• Managing login information
• Copyright, privacy protection and data protection
• Licence fees

7. Collaborative media in the
school
• Supporting collaborative learning
• Supporting collaborative activity in the work
community
• Developing skills and competences
• Active participation and influencing

8. Learning and collaborative media
Learning is a social event, learning happens in a
safe environment
In order for something to be created on
collaborative media, there must be a shared
object of interest, excitement or doing.

9. Topics of developement
1. The media reality of children and the youth
2. Social media as a learning aid
3. Social media as an interactive tool between
schools
4. Social media as a tool in multi-disciplinary working
communities

10. Social media and social web to
intensify learning
• Fact: ICT-natives use social media and social web as self-
managing
• Question: How to use social media for intensify learning to
deeper learning
• The search for solutions in city of Espoo:
• Knowledge about the current situation
of use of social media and social web – what we must
know
• Knowledge about deeper learning supported by social web
– we must know how learning concepts can be supported
• Access to social web tools – for all
• How to increase self-management in community-based
learning

11. Deeper learning supported by
distance learning
• Fact: Deeper learning needs increase of shared expertise's
• Question: How to use video conferencing for intensify
learning to deeper learning
• The search for solutions in city of Espoo:
• High schools have access for video conferencing
• Video conferencing is used for deepen the learning
event
• Aims to increase self-management
• Combining e-learning and video conferencing
• Research based learning as a pedagogical model

12. Social media and Learning
Community Schools
• Fact: Social media tools needed to staff
• Question: How to use social media in multi-professional working
communities
• The search for solutions in city of Espoo:
• Access to social web tools – for all
• Knowledge about the current situation of use of social
media and social web – what we must know
• Knowledge about social web and Learning Community
Schools – we must know how we can use social media
and how we can develop learning practices and co-
operation in working communities

13. Social media and social web and
staff skills development
• Fact: Social media and practices are changing rapidly
• Question: How to use social media for develop staff skills
• The search for solutions in city of Espoo:
• Knowledge about the current situation
of use of social media and social web – what we must
know
• Using social media in the development of knowledge and
skills
• Continuous development of skills

14. STRATEGIC STARTING POINT
According to Espoo’s strategy 2010 – 2012, all students will use
information and communication technology regularly in different
subjects.
The objective is that there should be equal access to the use of
information and communications technology in classes consistent
with lesson plans and curricula.
The use of information technology will help in achieving the
objectives set for educational and learning results.
100 schools - 3 000 teachers - 30 000 students

15. WHY HAVE AN ICT STRATEGY
The objective set by Espoo: All students will regularly use
information and communications technology in different subjects.
- All students – in other words, not just the most keen…
- Regularly – in other words, not randomly, but planned and based
on curricula
- In different subjects – in accordance with the objectives of
curricula, supporting the study of different subjects
ICT strategy is a school specific development plan and its
implementation will support all schools in Espoo in achieving these
objectives.

16. Some facts
• All students and teachers have access to e-learning and digital
content:
– primary school use rate is about 80 % off all students
– upper secondary school about 60 %
• Over than 60 % of classrooms have modern learning and
teaching technology as SMARTBoards, document camera and
lan/WiFi
• All most all teacher are using electronic communication with
parents

17. Making use of ICT in the
pedagogic setting
Teaching
Studying
Learning
ICT as a tool for learningICT as a tool for teaching
ICT in giving and assessing feedback
ICT
resources

18. Using ICT in learning
IT resources when the teacher guides an
investigative learning process
Student
StudentStudent
Upper secondary school 1, 2, 3,…,12
Learning materials
Online learning
ICT enables more diverse learning methods and
supports contact teaching
Teaching
Learning
Studying
ICT
ICT
Feedback,
assessment

19. What does remote teaching
technology contribute to the
research based learning model?
Remote teaching
technology
•Expert lecture
•Interview
•Discussions between
groups
•Opposing
•Panel discussions
•Documentation, creating
records
•Meetings between
networks
Online learning
• Inserts
• Chat or online
discussion
• Shared files
• Workspaces
• Dokumentation
• Social media
• Virtual networks
Creating context
Wondering and
forming
questions
Creating working
theories
Critical
evaluation
Searching for
more in-depth
information
Developing
explanations and
conclusions
Establishing
direction for
future study
Shared
expertise

20. Collaboration, flexibility and
diversity

21. Development project
Change in
operating
culture
Implementing
technology
Developing
skills and
competences
• A development project may be
focused on developing skills and
competences, the implementation of
technology or a change in operating
culture. They often include all three
of these dimensions and the choice
to be made is how to communicate
the project, i.e. which of the three
groups the project will be profiled
and categorised in.
• Espoo’s role in the development
project is to define the objectives
and monitor their achievement in
collaboration with the selected actor

22. Coaching concept
Operating
culture
Goals
What do we want
to do?
What do we do?
When do we do
it? How do we
monitor change?
Technology
What are the
tools we use?
Competences
What
competences do
we have? What
should we have?
School-specific
training
Network
workshops

23. Interaction using collaborative
media tools
The media world
of children and
young people
Chat as a
teaching tool
Collaborative
media as a tool
for the school to
disseminate
information
An informative survey of the media world of children and
young people:
In what kind of media world do children and young people
live in? Research perspective, adult perspective
How do I use media? The child’s or young person’s
perspective
Collaborative media tools in the school community
Flow of information in the school: analysing information
structures
Analysing information with the help of new tools: feeds and
feed readers, advanced search functionality and user-
implemented collaborative assessment of content
Collaborative tools in the learning environment
How to use online chat to support the
collaborative work of the class?
Chat as a tool for piecing together information
Chat as a tool for teaching languages
Chat as a tool to support the learning process
Analysis of current state
The school’s key development areas

24. The media world
of children and
young people
Chat and blogs
as teaching tools
Collaborative
media as a tool
for the school’s
dissemination of
information
Collaborative tools in the
school
An informative survey of the media world of children and young
people:
In what kind of media world do children and young people live in?
Research perspective, adult perspective
How do I use media? The child’s or young person’s perspective
How to teach students to use the Internet responsibly
Collaborative tools in the learning environment
How to use chat to support the group’s collaborative activities?
Chat as a tool for piecing together information
Blogs and wikis as tools for the teacher
Blogs and wikis as tools and interaction platforms for students
Collaborative media tools in the school community
- Flow of information in the school: analysing information
structures, communal workspaces and shared documents
-Analysing information with the help of new tools: feeds and
feed readers, advanced search functionality and user-
implemented collaborative assessment of content
Analysis of current state
The school’s key development areas

25. Planning
Participants
• City of
Espoo,
Vantaa,
Helsinki and
Kauniainen
• University of
Helsinki
• Business life
Training of ICT
trainers
Three
expert
seminars
Group work
• Web tools
• Meetings
Course planning
and a
preparatory
stage
Two expert
seminars
Three
workshops
Group work
Distribution of
social media
operating
models in
schools
Schools
coaching
Expert
seminars
Social
networking
25

26. The longer-term goals
1. To take advantage of the opportunities that social
media offers on a large scale in teaching, learning, and
school activities
2. To create concrete models and pedagogical support
structures for the extensive use of social media as a
learning aid
3. To create a nationwide network of trainers and
developers with an up-to-date view of the media reality
of children and the youth, the phenomenon of social
media, and the opportunities to use them in learning
4. To develop the trainers’ skills in guiding groups of
teachers in the use of social media in learning and as
a teaching aid

27. Key success factors from the point of
view of the influence of the project
1. The engagement of students as experts, developers and
members of the project group
2. The preparation of a feasible plan aimed at skills
development by school communities and co-operative
networks
3. Structural support for the continuous development of skills
and activities as well as networking.
4. The launch of an interaction and development process,
which continues in the form of networking in existing and
new open networks
5. The creation of concrete models and pedagogical support
structures for the extensive use of social media as a learning
aid, the introduction of which will be implemented in each
institute and municipality

28. Training module structure...
The school participates in
centralised training and networks
with other participating schools.
Jointly
organised
training or
online
workshop
School
1 School
2
School
3
Koulu4
School
4
School
5
School
6
School
7
School
8
The school also organises training for the
entire work community to develop
operating culture and competences.

29. Phases in the school – broad
framework The school’s
rules for
social media
Social media
tools 1
Social media
tools 2
Teacher’s blog
Blog pedagogy
Initiating the project,
initial meeting to survey
needs and current state
• Principal, Management
team, student
representation and
coach
Planning meeting
• Principal, Management
team, student
representation and
coach
Training or workshop
• Personnel, trainer

30. Actors in the school during a
training programme
• The coach supports and guides the process in the school. Introduces technological
competences and skills related to the operating culture for use in developing the school
community.
Coach
• Responsible for developing the school, the operating culture and competences. Motivates,
encourages commitment and allocates resources for the school’s development activities.
Principal
• An active participant in the development work, prepares plans and is actively involved in the
development work.
Management team
• External trainers (municipal ICT trainers or external training organisations) produce training
modules for both school-specific and city-wide use. Schools can place orders for these
modules or send their teachers for training.
Trainers

31. NOW!
• Join to groups of four people
• Go to wiki in http://2010quest.wikispaces.com
• Create new page in to wiki and discuss and write
your opinion and answers according questions in
wiki.

32. Thank you!