Encounterslonka2013long

Classroom of tomorrow

-
Professor Kirsti Lonka, Vice Dean
Faculty of Behavioural Sciences
University of Helsinki, Finland
Twitter @kirstilonka #encounters2013

Faculty of Behavioural Sciences / Professor Kirsti
Lonka, 2013 www.helsinki.fi/yliopisto 1

BACKGROUND

• 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

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?

www.helsinki.fi/yliopisto 3

The Double Helix of the Teacher

• 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?

Faculty of Behavioural Sciences / Professor Kirsti www.helsinki.fi/yliopisto 4
Lonka, 2013

Distributed intelligence?

Materially - Ajattelun ulkoistami-
nen
- Ideoiden kehittely

distributed
- Ulkoinen muistikent-
tä

intelligence

Socially
distributed
intelligence
Lonka, 2013 5
Wireless network of intelligence

www.indoorenvironment.org

Creating new solutions for designing
schools and universities in Finland
Prof Kirsti Lonka et al. 2011-2015
WP4 Task 1.1 Learning
Environments

Mind the Gap Project
Academy of Finland
Kirsti Lonka Mind Program Katariina
Educational Salmela-Aro,
psychology Adolescent
research development and
group, Department wellbeing research
of teacher group, University of
education, Univers Jyväskylä & Helsinki
ity of Helsinki Collegium

Kai
Kimmo Alho Hakkarainen, Tec
Brain, attention and hnology-
memory networks mediated collabo-
research rative learning
group, Helsinki group, Department
Collegium, Universit of
y of Helsinki Education, Universit
y of
Turku
Lonka, 2013 2013-2016

The Aims

• 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.

Faculty
of
Behavio
ural
Science
s/
Profess
or Kirsti
Lonka,
8 www.helsinki.fi/yliopisto 2013

Digital immigrants,
Digital natives are assumed to in contrast, use ICTs
have thorougly intellectually as weakly integrated
socialized to use ICTs external tools


Gap between digital natives
and educational practices
Digital natives’ practices Educational practices
• Flexible use of digimedia • Traditional media
• Multi tasking • Linear and sequential
• Intellectual ICT protheses • Pure mental performance
• Internet searches • Limited textbook content
• Working on screen • Paper and pencil
• Making and sharing in groups • External performance
• Extended networks • Closed classroom community
• Knowledge creation • Bulimic learning

Prof. Kimmo Alho: MIND THE BRAIN
How technology and social networks
shape our brain
Lonka, 2013 11

MAGNETOM Skyra 3.0 T (Siemens)
magnetic resonance imaging (MRI) scanner
Advanced Magnetic Imaging (AMI) Centre, Aalto University

Lonka, 2013 12

Navigation-related structural change in the hippocampi of taxi drivers

© 2002
W. W. Norton

Lonka, 2013 13
Maguire et al., PNAS, 2000

© 2002
W. W. Norton

Lonka, 2013 14
Bickart et al., Nature Neuroscience, 2011

CAN WE MULTITASK? Functional magnetic resonance imaging (fMRI)

Auditory and visual phonological tasks performed separately

Aud
Vis
Both
N=15

Dual tasking: Phonological vs. simple auditory and visual tasks

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

Turning the classroom
upside down
A timelapse video from Minerva Plaza – Engaging
Learning environment for teacher education:
Vimeo.com/60818003


FLIPPED CLASSROOM AND
MOOC? WHAT ON EARTH
• 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!


Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 www.helsinki.fi/yliopisto

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


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

Knowledge Building Knowledge-practice
Approach Approach
Putting Putting social
students ideas practices to
in the centre the centre

The “copernican Technology
revolution” that puts enhances
students’ ideas (and learning only
knowledge objects) through
into the centre of
educational activity. transformed social
practices

July, 2012
May, 2012

Aug 6, Aug 7,
2012 2012

Faculty
of
Behavio
ural
Science
s/
Profess
or Kirsti
Lonka,
21 2013

Connecting
people and
ideas!


Collaborative knowledge
construction

Lonka, 2013
23 www.helsinki.fi/yliopisto

COLLABORATIVE
KNOWLEDGE
BUILDING IN
LARGE GROUPS
• SMART podium maintains eye contact SMART podium
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
Lonka, 2013 24

Measuring optimal motivational
states with CASSQ mobile apps

Faculty
of
Behavio
ural
Science
s/
Profess
or Kirsti
Lonka,
25 www.helsinki.fi/yliopisto 2012

Pictures from Oulu UBIKO
project: University training
elementary school


Oulu University Training
Easy to regroup the
School furniture

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

By Olli Niemi www.helsinki.fi/yliopisto 23.1.2013 27

Lonka, 2013 28

Lonka, 2013 29

Lonka, 2013 30

Lonka, 2013 31

Lonka, 2013 32

Vision for Future?

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


Encounterslonka2013long

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