Educational methods, pedagogy and technology used for teaching and learning, is changing. The fact that the price of communication and to deliver information is becoming close to zero requires educators to reconsider their practices. Higher education relying only to classical lectures is coming to the end. The "digital first" approach, where all learning materials and large part of course communication such as announcements and assignments, in addition to administrative tasks, is brought to the open web will force us to reconsider how to make the classroom situations more valuable for students. By introducing flipped classroom approach and study projects we can implement problem based learning and progressive inquiry where students are asked to to research in small groups. In introduction courses we can give for students homework, asking them to read and watch video lectures, and then use the classroom time to discuss about the content. In study projects the small group research should take place in an authentic research environments with more advantages researchers, in labs and studios where the expert work. This way students will have access to the tacit expert knowledge. On the other hand, there is a need to learn skills that will help to work in multidisciplinary groups. Essential is to learn to understand other competences — to respect them and to get excited about them. Therefore part of the studies should take place in multidisciplinary study projects focusing on to solve the real world problems. In this slide set I start by introducing some sides of Finland and the Aalto University. I continue with a short presentation of pedagogical ideas that aim to be relevant in the network society. I conclude with the "digital first" statement and present some examples from my own courses, as well as of the latest digital tools developed as part of the research in my research group.

1. Blended learning in higher education:
Theory and practice in Finland
Teemu Leinonen
Media Lab Helsinki
Aalto University School of Arts, Design and
Architecture
Helsinki, Finland

2. Agenda
1.
2.
3.
4.
Introduction
Pedagogy
Digital first
Examples

3. Agenda
1.
2.
3.
4.
Introduction
Pedagogy
Digital first
Examples

4. Teemu Leinonen
Associate Professor, Dr.
New Media Design and Learning
Aalto University
School of Arts, Design and
Architecture
Learning Environments
Research Group (LeGroup),
Media Lab Helsinki
Designer:
web / mobile and learning
> Education / learning science
> New Media
> Design
> Design Methodology

5. Geography lesson: Finland

8. History of Finland

9. 7
1
1

10. About 700 years:
Part of Swedish Empire (1100 -)
About 100 years:
Autonomic Part of Russian Empire
(1809 -)
About 100 years:
Independent (1917-)

11. 7
1
1

12. 7
1
1

13. What do you know about
Finland?

14. Finland =
Jean Sibelius
Composer.
Alvar Aalto (and Aino)
Architect, Designer.
+ Metal bands: Nightwish, Stratovarius, HIM, Rasmus etc.
and of course still the Scandinavian design.

16. Finland =
Nokia
in 2010: ~350 million mobile phones / year,
~11-12 / second.
Linux
Linus Torvalds 1991: 80% of Internet servers,
90% of super computers.
+ IRC, the first graphical web browser, MySQL etc.

18. Finland =
Angry Birds
1,7 billion downloads.
Clash of Clans and Hay Day
the fastest growing game company ever.
+Max Payne, Death Rally, Alan Wake etc.

20. Finland =
Education
According to OECD (PISA) Finland is one of the
leading country in the quality (an equality) of
education.

22. Finland: Facts
• Population 5.2 million
• Over 6 million mobile phone subscriptions
• Over 3 million broadband Internet connections
• Internet access is a right (1 Mbit/s)
• Nordic country (Finland, Sweden, Norway,
Denmark, Iceland)
• Languages: Finnish and Swedish

23. Aalto University
– Where science and
art meet technology
and business

24. Three leading universities
in their own fields became
Aalto University in 2010
Helsinki School of Economics (HSE)
University of Art and Design Helsinki (TaiK)
Helsinki University of Technology (TKK)
The Aalto University
community:
75,000 alumni,
20,000 students,
5,000 staff

25. Long tradition in science and
technology, art and design,
economics and business.
1849
1871
1898
1849 Technical School of Helsinki, a university since 1908
1871 School of Sculpture, a university since 1973
1898 Helsinki Business College, a university since 1911

26. Noteworthy alumni
4
2
5
1
3
6
1.Alvar Aalto, architect. professor MIT 1921.
2.Susanna Majuri, photographer. 2007.
3.Eero Aarnio, designer. 1957.
4.Risto Siilasmaa, chairman of the board, Nokia. 2009.
5.Taneli Tikka, serial entrepreneur. 2004.
6.Sirkka Hämäläinen, former governor of the Bank of Finland. 1981.
7.Pirjo Suhonen, entrepreneur, Ivana Helsinki. 1998.
8.Paola Suhonen, entrepreneur, Ivana Helsinki. 2001.
7
8

27. Agenda
1.
2.
3.
4.
Introduction
Pedagogy
Digital first
Examples

28. Agenda
1.
2.
3.
4.
Introduction
Pedagogy
Digital first
Examples

30. Form follows the function.

31. Does pedagogy follow the function?

32. Education is about the future.

33. What do we know about the future?

34. We can analyze trends
. . . from the history.

36. The future of work?

37. Work takes place in networks.
EK Oivallus 2011. Illustration: Rami Niemi

38. Less symphony orchestra, more jazz.
EK Oivallus 2011. Illustration: Rami Niemi

39. How are our graduates?

40. Today: often high-quality individual
performers.
EK Oivallus 2011. Illustration: Rami Niemi

41. In the future: people who understand other
competence and get excited about them.
EK Oivallus 2011. Illustration: Rami Niemi

42. In the future: creative, entrepreneurial people.
EK Oivallus 2011. Illustration: Rami Niemi

43. In the future: people who understand other
competence and get excited about them.

44. How to become a network player?
How to learn to work with others?
(or how to learn to play jazz?)

45. How to still reach the depth?
How to become an expert in some area?
(or how to become good enough to play a solos?)

46. What research suggests?
Expertise develops in
participation to the
practices of the experts,
rather than by studying
formal knowledge.
Critical is the access
to the tacit
knowledge of the
experts.
Brown, Duguid, & Collins,1987, Hakkarainen 2002

47. What research suggests?
Practicing work with experts from different fields than yours.
Expertise develops in
participation to the
practices of the experts,
rather than by studying
formal knowledge.
Critical is the access
to the tacit
knowledge of the
experts.
Brown, Duguid, & Collins,1987, Hakkarainen 2002

48. Pedagogy in higher education?

49. “Bulimia pedagogy”
“Pedagogía bulímica”
We expect our students to listen and to
internalize as much as possible of the
information we tell them during the
lectures and then ask them to “vomit” the
same information back to us in an exam.
Lonka 2011

50. Problem-based learning
Aprendizaje basado en problemas
We set-up a problems for small study groups to
solve. Same time students are asked to read
selected, relevant literature that will help them
to “solve” the problems or to have “educated”
discussion on the problems.

51. Progressive inquiry learning
Aprendizaje por indagación progresiva
Students are asked to setup their own research
questions that are then discussed with the class
to make sure that they are relevant and
important to study. Later students are asked to
bring to the discussion their own hypothesis,
deepening knowledge and good resources. They
may also do their own experiments. At some
points students are asked to summarize their
findings.

52. Progressive inquiry learning
Setting up
Research
Questions
Constructing
Working
Theories
Critical
Evaluation
Creating
the
Context
Distributed
Expertise
Searching
Deepening
Knowledge
Developing New
Working Theories
Generating Subordinate
Questions
(Hakkarainen 1999)

53. In practice (in my own teaching)
Problem-based learning with
some elements of progressive
inquiry.
Study projects.

54. Agenda
1.
2.
3.
4.
Introduction
Pedagogy
Digital first
Examples

55. Agenda
1.
2.
3.
4.
Introduction
Pedagogy
Digital first
Examples

56. Laptops, mobile phone, tablets etc.
Let’s use the tools our students already have.

57. Course design principle
Digital first
Learning materials (as much as possible).
Course communication: announcements etc.
Assignments: study papers, study journals, essays.
Administration: registration, grades, etc.
all in the open web (when ever possible).

58. Agenda
1.
2.
3.
4.
Introduction
Pedagogy
Digital first
Examples

59. Agenda
1.
2.
3.
4.
Introduction
Pedagogy
Digital first
Examples

60. New Media Concepts for the Third Sector
(Study project)
http://thirdsector.mlog.taik.fi

61. Introduction to Media Art and Culture (IMAC)
http://imac.mlog.taik.fi

62. Introduction to Media Art and Culture (IMAC)
http://imac.mlog.taik.fi

63. Knowledge Building tool
http://fle4.aalto.fi

64. Knowledge Building tool
http://fle4.aalto.fi

65. Knowledge Building tool
http://fle4.aalto.fi

66. TeamUp
http://teamup.aalto.fi

67. TeamUp
http://teamup.aalto.fi

68. Gracias.
Kiitos.
http://teemuleinonen.fi

69. Leinonen, T & Durall Gazulla, E. (in press):
Pensamiento de diseño y aprendizaje colaborativo
Google: ” "Pensamiento de diseño y aprendizaje
colaborativo"