Mikä on ryhmämme lopputuotos?

1. THINK-PAIR-SHARE! • Mikä on ryhmämme lopputuotos?

2. THINK-PAIR-SHARE! • Minkälainen innovatiivinen oppimisympäristö-hanke on mahdollinen teeman ympärille?

3. THINK-PAIR-SHARE! Mitä ovat mahdolliset tutkimuskohteet?

4. THINK-PAIR-SHARE! Kenelle oppimisympäristö on tarkoitettu?

5. THINK-PAIR-SHARE! Ketkä ovat mahdollisia partnereita?

6. THINK-PAIR-SHARE! • Minkälainen on hankkeen yritysyhteistyö?

7. ”The future is alreadyhere— It is just unevenlydistributed.” William Gibson

8. Towards Culture of Collaboration pelot Dream Creativity EnrichingCommunity Trust and Commitment Vision Resources Questions Challenges Fears Seee.g. Himanen, P.& Castells, 2008.

9. StepsTowards the FutureSchool 6 Creative, innovativelearners, customisedmodularPLEs 5 Teaching-studying-learningprocess 4 Pedagogicalmodels and collaborativeworkingmethods 3 Strategicschoolleadership 2 Structuralchanges to supportcollaborativeschool culture (trust and bravery) 1 Reliableinfrastructure and supportservices for teachers and students(community-orientedapproach)

10. Contents • 21st Centuryskills - Somemegatrends • Wanted! Culture of collaboration and collectivity • Use of ICTs and media education in Finland • Towards the roadmap of the futureschool • Lessonslearned? sanna.vahtivuori@helsinki.fi blogs.helsinki.fi/oppiailoakouluun

11. 21st Century Skills? • Ways of thinkingLearning to learn, creativity, synthesis, innovation,creating new knowledge, critical thinking, problem solving, decision making • Ways of working Learning to collaborate and communicate • Tools for working Learning to use ICT, media literacy skills (creative, critical, social) • Living in the world Active citizenship, both local and global, personal and social responsibility, including cultural sensibility and awareness • [KSAVE Model, ATCS 2009; University of Melbourne, www.act21s.orgICTs at SchoolsEveryday Life Project, Interimreport 2010, www.cicero.fi, http://tiny.cc./valiraportti; www.arjentietoyhteiskunta.fi]

12. Some megatrends • Fromclosed to opensystems- Openlearningenvironments, opencourseware, open application interfaces • Soft values – towardsslow life - ICTs to supportsustainabledevelopment, sharing, collaboration and co-creation, and ”good life” • New wave of mobile learning - Key elements of mobile learning in education, new concepts and solutions • Ubiquitous learning - Informal and formal learning – Educational use lacks behind everyday use? • Serious games as learning environments- Problem solving skills, critical thinking (e.g. Mäyrä 2010; Gee 2008)

13. PISA 2006 Seppo Tella, University of Helsinki and Waseda University, Japan

14. 1 Rational time management 1 Convenience/rationality Rational time management Four Key Elementsof Mobility in Education 3 Immediacy 2 Expediency Perfomingeducationalact immediately Intentional moving in a certain environment  Context part of the TSL process 4 Qualityof Life Suitable time and place for educational activities (Kynäslahti, 2005; Vahtivuori-Hänninen, Kynäslahti, Vesterinen, Tella, Mylläri & Lipponen, 2008; Sairanen & Syvänen, 2010)

15. PISA 2006 SeppoTella, University of Helsinki and Waseda University, Japan

16. Seppo Tella, University of Helsinki and Waseda University, Japan Reasons for Finnish PISA Success • Finnish “literary” culture: trust for education • Education policy • Widely accepted vision of a knowledge-based society • Educational equality • Delegating decision power and responsibility from central administration to the local levels • Comprehensive school (= basic education) • Core curriculum • Headteachers as pedagogical directors • School practices: several subjects, free warm lunches, small groups, high quality equipment • Teacher education • Teaching seen as an academic profession • Highly-qualified teachers • Excellent students

17. Use of ICTs at home vs. at school (OECD, 2009)

18. Everyday’stechnologicalinnovationsHowaboutschools?

19. Educationaluse of ICTs at Schools (2010) Web interview in Kasavuori SecondarySchool, Kauniainen,Spring2010

20. Media Education and Educationaluse of ICTs in Finland (Kupiainen, Sintonen & Suoranta (2008), Decades of Finnish Media Education. [http://www.mediakasvatus.fi/publications/]) Finnish Approach to Media education

21. Different Approaches of Finnish Media Education • The technology”tribe” • ICTs, educational use of information and communication technologies, media skills and proficiency, distance education • The protection”tribe” • Harmfulcontent and childrenprotection • The culture research”tribe” • Participation and empowerment • The critical”tribe” • Culturalmeaning-making (Kotilainen & Suoranta 2005, Longing for the Media Education. In: Media Education2005. National Development. Ministry oi Justice 5/2005)

22. Media Education in FinnishSchools • Artteaching • Finnishlanguage • Media and ICT projectswithlocal media • Newspaperweek • National Magazine Day • School Cinema • Diploma in media (Kupiainen, 2009) [http://www.mediakasvatus.fi/publications/])

23. Objectives of Media Education • Media proficiency and media skills • Activecitizenship • Democratic society, cultural diversity and respect for humanrights • Encourageproduction, creativity and interactivity (Kupiainen, R. (2009) [http://www.mediakasvatus.fi/publications/])

24. Media education includes • Development of information management and ICT skills, recognizing how media texts convey meaning • Learning to product media messages (UCC, LCC) • Learning critical understanding of media • Learning how to participate and impact in the media (activecitizenship) • “Media education is the process of teaching and learning about media. While media literacy is the outcome—the knowledge and skills learners acquire.” (David Buckingham: Media Education: Literacy, Learning and Contemporary Culture, 2003) (Kupiainen, R. (2009 [http://www.mediakasvatus.fi/publications/])

25. www.helsinki.fi/sokla/media/ Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto 2008

26. Future School Team work Community Infrastucture and ICT innovations Pedagogical structuresand practices DevelopingEducationalUse of ICTs in Finland –Towards National EducationalTechnologyRoadmap • Vision • 2011 Finnish schools will have innovative and creative ICT models and practices for wide dissemination to all schools in the country • Goals • To produce new knowledge and know-how for schools and educational administration about the latest developments and pedagogical methods in ICT • To develop the educational use of ICT in a multidimensional and equal way

27. Information and Communication Technologies in School’sEveryday Life Project 2008—2010 • The project is included in • Finnishgovernmentprogramme • National ubiquitousinformationsocietypolicy of Finland • The project is carried out by • Ministry of Transport and Communications (co-ordinator) • Ministry of Education and Culture • FinnishBoard of Education • in co-operationwithindustry and commerce • The operational work is carried out by CICERO Learning, Helsinki University [www.cicero.fi] and Faculty of Behavioural Sciences, Department of Teacher Education

28. Schools in the Project • 20 schools and 12 schoolprojectsfromallaround Finland • Espoo, Koulumestari School(TechnologyEducation, Creativelearning) • Helsinki, Bothsides of the Kingsroad Project (Playfullearning, SmartUs) • Kauniainen, suomenkielinen perusopetus (Mobile learning, Opensource, web 2.0) www.youtube.com/watch?v=_nqK3qjWMY8 • Lappeenranta, Joutseno secodary(Media and technolodyhomeareas) • Larsmo, Holm skola(Media education, videomaking, digitalportfolios) • Oulu, Oulujoki primary (teachingtogethermodel, • Punkalaidun, Punkalaitumen yhteiskoulu (Social media, web 2.0 apps) • Riihimäki, Pohjolanrinne school • Rovaniemi, Saari primary(Distanceeducation) • Ruovesi, Kirkonkylä school(Opensource) • Tampere, Eppu’smediabackpack Project • Turku, Puropelto school http://tinyurl.com/oulujoki http://tinyurl.com/saarenkoulu

29. KnowledgeCreationLab for TeacherEducation(Lonka 2010) • Motivation • Interaction, support forsharing • Multimodaluseof ICTs • Authenticlearningsituations • Blendedlearning, F2F and web 2.0applications

30. Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto www.helsinki.fi/sokla/media/

31. OPTEK – Educational Technology in School’s Everyday Life Research Project

32. OPTEK in short OPTEK is a research project which is funded by Tekes (Finnish Funding Agency for Technology and Innovation), private companies and participating universities. The research consortium consists of 12 multidisciplinary research units, 28 enterprises and 20 pilot schools, Ministry of Transport and Communications, Ministry of Education and Finnish Board of Education. The project includes four research packages (seven sub projects) Leader of the research consortium: Professor MarjaKankaanranta, Agora Center, University of Jyväskylä Co-ordinator of the project: MaaritViik-Kajander, CICERO Learning, University of Helsinki The project is closely linked to and collaborates with ICTs at School’s Everyday Life Project, Project manager Sanna Vahtivuori-Hänninen, University of Helsinki Tekes (Finnish Funding Agency for Technology and Innovation) is preparing a wide research programme for Innovative Learning Enviroments

33. Research packages • Pedagogical models and technological innovations • ICT and different school subjects 2a Improvement of teaching mathematics using Open Source programs 2b ICT innovations in Finnish language teaching and science education • Mobile learning and user created content • Business practices, infrastructure and impact 4a Public Private Partnership and business practices 4b Open Source programs in the school context 4c Evaluation of the impact of schools ICT services

34. Four Key Elementsof Mobility in Education Vahtivuori-Hänninen, Kynäslahti, Vesterinen, Tella, Mylläri & Lipponen 1 Convenience/rationality 1 Rational time management 2 Intentional moving in a certain environment  Context part of the TSL process 3 Perfoming educational act immediately 4 Suitable time and place for educational activities 2 Expediency 3 Immediacy 4 Quality of Life

35. Somekeyelements of the futureschool Teachers’ pedagogicalknowledge and teamwork and collectivism Infrastructure and ICT innovations Structures andpedagogicalpractices (CICERO Learningreport 2008; SITES 2006)

36. RoadmapTowardsFutureSchool XX XX XX Reliableinfrastructure and supportservices (Oksanen 2001; Tella, Vahtivuori, Wager, Passi & Oksanen 2001; vrt. Parsons 1987; Aarseth 1999)

37. Whatmakes the impact? Evidence-baseddecisionmaking Willingness - ability to breakthe barriers and worktogether Passion and action

38. Roadmap for the FutureSchool of Finland?Specialemphasis is on usersperspective • Improvement of flexible technical and pedagogical support • Collaborative and activating learner-centred working methods and communal modes of studying • E-learning materials accessible for all and inspire experiential, game-based and reflective learning • Encourage a communal and collaborative working culture in all schools (pedagogical models) • Informal and formal learning and working life learning come close to each other, learning happens everywhere, on-the-go • Updating the ICT skills and knowledge about media education of educational administration and school leaders and principles • Updating teacher education to meet the needs of future schools • New assessment methods, peer assessment

39. The Results of the ICT in Schools Project • The results of the projectwillinclude an educationaltechnologyplanfor the Finnishgovernment’snextterm of office. • Thisplanwillincludemodels, recommendations and practicesrelated to: • ICT tools, infrastructure and usability • Learningenvironments (eg. using social media and mobile learning in school’severyday life) • Contentcreation and learningmaterials • Development of schoolcommunities, support of professionaldevelopment and cooperation • Development of public-privatepartnershipmodels

40. Advisory Board • The Advisory Board of the ICTs at School’s Everyday Life project has 23 members from the public sector and from industry and commerce. • Director General Timo Lankinen of the Finnish National Board of Education acts as the Chair of the Advisory Board • Helsinki University Advisory Board Professor Hannele Niemi, Cicero Learning Professor Kirsti Lonka, Helsinki UniversityProfessor Seppo Tella, Helsinki University • Adjunct professor Heikki Kynäslahti, Dept. of Teacher Education • For more information • Project Manager Ms Sanna Vahtivuori-Hänninentel. + 358 50 568 8467 or + 358 40 571 2442, sanna.vahtivuori()helsinki.fi • Ms Aleksandra Partanen, Ministry of Transport and Communications • tel. + 358 9 160 28671, aleksandra.partanen()mintc.fi • www.arjentietoyhteiskunta.fi/inenglish • blogs.helsinki.fi/oppiailoakouluun/in-english

41. The purpose of the project Is to produce: Innovations linked to educational use of ICTs, new research data and linkages between previous research Processes and contents for the educational use of ICT in schools’ learning environments Operations models and service concepts, which will help to implement the use of ICT in Finnish schools Functional co-operation models for research departments, schools and businesses New business activities.

42. From Media LiteracyTowards Media Profiency Teaching Learning Mediated communication and activities ”Learninghappenseverywhere!” Life-long and life-widelearning Web environmentsand communities Education TVT Media Profiency TVT Collaboration Studying (Tella, Vahtivuori, Wager, et al. 2001)

43. Media Education 2.0: Participatory culture • Beingopen • • Peering • • Sharing • • ActingGlobally • Tapscott & Williams 2008, Wikinomics • • Contribution • • Connection • • Collaboration • • Creation • Leadbeater 2008, We-think. Mass innovation, not mass production • • Affiliations • • Expressions • • Collaborativeproblemsolving • • Circulations • Jenkins et. al. 2006, Confronting the • Challenges of Participatory Culture: Media • Education for 21th Century • Social media.. • http://www.youtube.com/watch?v=sIFYPQjYhv8 Kupiainen, R.(2009), [http://www.mediakasvatus.fi/publications/]

44. Thank You! For more information: Sanna Vahtivuori-Hänninen sanna.vahtivuori@helsinki.fi Media Education Research Group CICERO Learning Helsinki University www.cicero.fi

45. 2000 > Seppo Tella, University of Helsinki and Waseda University, Japan

46. What is written about school? Out of 35 countries, Finnish pupils spend the least time doing their homework. Seppo Tella, University of Helsinki and Waseda University, Japan

47. Seppo Tella, References • Finnish 2006 PISA pageshttp://www.pisa2006.helsinki.fi/ OECD 2006 PISA pages http://www.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html