© Tekijät

ISBN 978-952-67783-1 -0 (nid.)

ISBN 978-952-67783-2-7 (PDF)

1 . painos

Kansi: Kari Delcos

Teksti: Ritva-Sini Merilampi

Kuvat: Kari Delcos

Käännös: Mikko T Helminen

Taitto: Johanna Viherä

Kyriiri Oy

Helsinki, 2012

STRENGTHENING MEDIA LITERACY- Know-how-talkoot as a Pedagogic Model

Ritva-Sini Merilampi

Kyriiri Oy

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CONTENTS

BACKGROUND

KNOW-HOW and MEDIA SKILLS

COOPERATIVE LEARNINGViews on learningDewey ideologyCooperativeness in learningThree interests of knowledge

OBJECTIVES OF KNOW-HOW-TALKOOTImplementation of the objectivesOutcome of the implementation

EVALUATION OF KNOW-HOW-TALKOOTACTIVITYResearch dataData analysis

KNOW-HOW-TALKOOTAS A PEDAGOGICAL MODELEvaluation results and their interpretation

Cooperative group work – classificationChoosing food, preparing and enjoying a mealPilots and pilot trainingPartners

CONCLUSIONA crystallised conception of learningAn empowering interest of knowledgeKnow-how-talkoot – what, how, whyFostering media literacy

COMMODIFYING KNOW-HOW-TALKOOT PEDAGOGY

HINDSIGHT AND FORESIGHT

SOURCES

Know-how-talkoot

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The Know-how-talkoot project is part ofthe national ESR development programme2007-2013, in the administrative sector ofthe Ministry of Education and Culture. Theprogramme focuses on developing activecitizenship in open learning environments.According to the socio-political

statement of the development programme,“active citizenship makes foundations for asociety where future know-how andparticipation is emphasised”. Free accessto the techniques of informationgeneration, publishing media, channels ofinteraction and related user skills,cooperative aims of individuals, peerproduction and peer learning are commonfeatures of open learning environments.Equality and partnership are mentioned

as general guiding principles. Equality, in

this context, refers to the right and therequired abilities related to knowledge,citizenship, self-expression and creativity.Partnership means trust, openness andcooperation.The goal of the development

programme is to increase the possibilitiesof lifelong learning and equality, socialcohesion as well as more varied services ofculture and education, and to make themavailable for learners of different ages. Acentral goal is to provide the citizens witha good level of education and citizen skills.With the programme, skills related toinformation society and informationmanagement are developed into activecitizen skills, which is helpful for instancein improving the quality of living of agingcitizens.

BACKGROUND

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The above-mentioned definitions ofpolicies of the EU Social Funddevelopment programme are clearlyvisible in the planning and development ofthe Know-how-talkoot concept.The basic idea of Know-how-talkoot

goes back to the communication campsorganised during summers byViestintäkasvatuksen seura, founded in1987. The camps are still organised everysummer. In the background of thedevelopment of the communication campconcept were ideas of people involved incommunication and education about theimportance for people to participate in theprocess of communication.Communication camps were created forthe purpose of finding ways to increasepeople’s possibilities to participate incommunication, as receivers and senders.

The intention of communication campsis to find ways to learn about and make useof the possibilities offered by media andnetworks in daily activity. One of the aimsis also to learn to know the power ofmediain shaping meanings and attitudes, and tofind ways to exploit the messagescommunicated by the media. Learning togive the right answers is not among thecentral goals; we aim instead at asking theright questions.In this evaluation work, the researcher’s

own perspective, the angle of view, ispartly based on experience from theCommunication camps. The writer alsohas a long experience on monitoring bothformal and informal learning. Thisevaluation moves in both directions in theterrain between theory and practice.

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Know-how is a common term, but the useof the concept is unclear and ambiguous.The basic idea, however, is probably thatknowledge and skill are inseparable. Allskill requires some degree of knowledgeand all knowledge – in the best case –leads to some kind of skill, although skill,in order to develop, requires repeatingexperience, practice, action.Skill can be evaluated either by

observing the action or by its results, eitheras a process or a product. Skills do notdevelop through other people'sexperiences; one can only acquire one bydoing. Acquiring a skill may requireconcentration, practice, training, and also awill to improve one's performance eachtime. It takes time to develop a skill.There have been different attempts to

describe and structure the concept of skill,for example by dividing skills into mentaland physical skills. Physical skills givesome sort of concrete product: mentalskills create ideas, resolutions and plans.The ability to listen and take others intoaccount are examples of cooperation andinteraction skills. Skills related to theacquisition of information and processingit mean that one is able to seekinformation, evaluate and compare it, andable also to solve problems. In the realworld, skills do not appear in pure form,but are manifested as different clusters ofskills.Know-how alone is not enough to

change human behaviour; emotion andwill are needed as well. In the backgroundof know-how lies the idea of a knowing,

KNOW-HOW

and

MEDIA SKILLS

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feeling human being with a will of hisown. It would be mentally unsatisfying tobe only able to know and feel but not tohave the will to act. It would be equallyawkward for an individual to have only thewill, without feelings and knowledge.Therefore, the ultimate goal of acquiring

know-how is a balance, as optimal aspossible, of these three mental abilities.In information society, a central sector

of know-how is media skills/media know-how: media literacy (reading and writing).Becoming literate in the traditional sense issaid to take approximately four years of

Figure 1 . Stages ofmedia know-how

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systematic studies, and the same probablyapplies for the new dimensions of literacy,media skills and media know-how.Still, the ability to read is not enough. It

can even be viewed as a medium for socialcontrol, unless it is combined with theability to write. The latter can beunderstood as a means of liberation for thesubject, a skill to be used in the creation ofmedia culture. The Aglo-American termliteracy includes the skills of reading,writing and calculating (whereas theFinnish language has three separate termsfor all three).Like traditional literacy, media know-

how is also divided into several levels(Fig. 1 ) Reaching the highest leveldemands a great deal of know-how,experience and vision. Media know-how isnot absolute but relative, with differentlevels.In the digital everyday life of

information society (Viherä 2009, 11 5-124), media skills can also be classified interms of abilities, emphasising the samerange of know-how as seen in the figureabove.

• technical ability to use different media ofcommunication, to choose the rightmedium for each situation

• ability to compose a message according tothe medium used and the situation at hand• ability to receive a message and interpretthe sender's code ofmeaning in the correctway• ability to participate in interactiveprocesses of communication• ability to evaluate the reliability of amessage• ability to to use media of communicationfor facilitating everyday activity• ability to understand the structures of andservices provided by communicationnetworks; how these two, within thesociety's infrastructure, affect one'spossibilities to organise activities.

In the information society, the limitbetween mass communication, small groupcommunication and individualcommunication is blurred. It is now easy tounderstand mass media through smallgroup communication: we know how toact as senders and receivers in thecommunication process – as readers,watchers, listeners – but also as writers, orproducers and intermediators of differentmedia texts. Social media, by definition,enable both media culture generatingchannels, where one reciprocally acts asthe object and the subject.

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COOPERATIVE LEARNING

Views on learning

Behind all systematic studying lies aconception of learning, or an idea of thenature of the leaning process. Learning is acomplicated process that can focus forexample on the quantitative augmentationof knowledge, memorising, acquisition ofknow-how, abstraction of meaning, andinterpretative skills, by which we attemptto get a better understanding of reality.Constructive learning underlines

flexibility and the need to take thelearner’s potential into account. Previouslyadopted information is used as a basis forlearning more. Learning is then a result ofthe learner’s own activity. Action is guidedby its goals, but learning is regulated bywhat the learner does. In constructive

learning, the emphasis put onunderstanding contributes to a meaningfulconstruction of knowledge. A single pieceof information can be interpreted andunderstood in different ways.Learning is always context- and

situation-related; it does not take place in avacuum. Social interaction plays a crucialrole in learning, which brings us to theconcept of socio-constructive learning. Thefact that members of a group justify theiropinions and findings is a prerequisite for,not only learning from others, but also forquestioning one’s own processes ofthought.Goal-oriented learning is a skill that can

be improved. However, the crucial factorin goal-oriented learning is motivation. Ifthe learning situation is forced – one is

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forced to learn – inner motivation remainsabsent. Learners with an inner motivationwork because they find pleasure in it.Participation is not dependent on externalrewarding.Inner motivation emerges when a

learner feels his existing skills beingchallenged, curiosity towards deviationsfrom his own standard ideas, or realises thepossibility to control his own progress anda true freedom of creating something new.

Dewey ideology

There are at least three wide theoreticallines in western education ideology: theview derived from Plato and Aristotle, andthe two antitheses, Rousseau’s romantictheory and, on the other hand, Dewey’spragmatistic theory.John Dewey (1859-1952) sees the

human being as an active and curiousactor. Learning, according to Dewey, isprimarily problem-solving. New situationsraise expectations and assumptions basedon previously adopted information, whichare then “tested”. The learner redefines hisprevious information from the basis ofself-evaluation of his actions and theirresults; this process forms the core oflearning.Dewey emphasises the importance of

experiential learning. Learning, he claims,has to be anchored in the everyday realityof the learner. The best learningexperiences are related to problems raisedby the learner, to be solved according tothe principles of investigative learning.The learner’s activity is primordial,especially active search of information.However, it is essentially important toknow what is done and how action is

harnessed as a part of a planned overallevent.

Cooperativeness in learning

The essential element in cooperativelearning is that one grows into takingresponsibility over others while taking careof the progress of one’s own learningprocess. Cooperative learning aims atleading the learners to understand that thegroup’s success requires everyone’s effort,and that common success benefits allmembers. Cooperative learningemphasises, besides cognitive learningresults, also the development of self-esteem, social group work skills andlearning strategies.Cooperativeness often implicates

internalisation of a new set of norms,viewing learning as a collective, activeprocess. The intention of collaborativelearning is not to learn quicker, but better,in a more meaningful manner.

Three interests of knowledge

Interests of knowledge are a way ofobserving learning, especially the waylearning experiences organise themselvesinto social knowledge. The ideas aroundthe interest of knowledge concept aremainly based on the philosophy of JürgenHabermas.A technical interest of knowledge is

related to skills. Interest is focused ongathering technical information, and it ischaracterised by instrumentality.A practical interest of knowledge is

related to functionality. It implies activityin historical-societal issues and its

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characteristic is culture-relatedness.An emancipatory interest of knowledge

is related to power; to the liberation of thehuman from the chains of tradition andsocial coercion. It is dynamic and criticalby nature. Interest is focused on

developing the individual’s own lifeconditions and society. The first twointerests are fundamental to socialdevelopment. The third one is an inevitableelement in all interpersonal relations, but isbased on the first two interests.

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Implementation of the objectives

People often take part in social decision-making and activity through civicorganisations. In order to fully participate,both communities and their individualmembers need communication skills andknowledge.The objective of Know-how-talkoot is

to provide communities with bettercommunication skills and createcommunication policies that are in use alsoafter the project. In the background of allaction is the idea that everyone has theright to be seen and heard, to expressthemselves and participate. This requiresaccess to networks, technical know-how,understanding and motivation.We also aim at bringing IT

professionals and citizens closer to each

other, adopting a user-centred mode ofthought, changing the model of action andincreasing innovativity.In order to implement the objectives,

information technology skills are dividedinto four sectors: basic skills,unconstrained skills, creative skills, and anability to understand the meanings,influence and possibilities of a network.(Talkootuutti 1 /2009)Food, prepared and enjoyed together, is

considered an important issue in asuccessful talkoot event. Preparing andenjoying meals together is an attempt tocreate forums for interaction, on whichcreative ideas come bubbling out anddevelop into shared goals. The purpose isto create a good atmosphere and a spirit ofcooperation.There are always two pilots present in a

OBJECTIVES OF

KNOW-HOW-TALKOOT

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Know-how-talkoot event. They bringalong software and expertise according towhat the group is about to produce. Thepilots are trained as instructors, so thatthey are able to cooperate in a creative waywith the talkoo group. They give adviceand guide the participants, and ensure thatthe event keeps in schedule. However,pilots give only support and assistance;members of the community for which thetalkoot event was organised will do thework themselves.

Outcome of the implementation

The results are evaluated in this study fromthe perspective of “pedagogical testing”.The evaluation seeks to give answers tothe following questions:1 . What kind of conception of learning isKnow-how-talkoot activity based on?

2. Which interest of knowledge can beperceived in the background?

3. What is done in a talkoot event, how, andbefore all why, for which purposes?

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EVALUATION OF

KNOW-HOW-TALKOOT ACTIVITY

Project diaries (dated 4.1 2.2008 – 9.1 2.2011 ) are the central material usedin the evaluation, as well as descriptions of talkoot events (2.2.2009 –11 .1 2.2009). Background interviews made by members of the projectsteering group/Susanna Kivelä in the beginning of the project are used asadditional material.

Self-evaluation reports by 2009 – 2011 students of the Laurea UniversityofApplied Sciences are used as a discretionary sample (final reports by 30students). The group of students took a 5 study point optional pilottraining course.

Research data

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Data analysis

Project diaries and event descriptionmaterials are treated qualitatively, using acontent analysis method. A ten partframework for classification, used fordescribing successful group work incooperative learning, was adapted to fit thepurposes of this study (Sahlberg-Leppilampi 1994, 69).

A content analysis is also made on self-evaluations by students who took part inpilot training. A five step framework isused here: conception of learning,motivation, group work skills, applicationand future perspective. The framework isdeveloped on the basis of the answersgiven.

a) Members of the group depend on each other: one for all and all for one.

b) Group members are collectively responsible; no hitchhikers.

c) Heterogenic groups; difference is made useful.

d) Common leadership, shared on the level of attitudes.

e) Group members assume responsibility for others and the functioning of theentire group.

f) Task-orientation and commitment to persistent work with jointresponsibility within the group.

g) Interaction skills are practiced repeatedly.

h) Learning is a process where the instructor observes the group’s activity,interfering if need be, by guiding and encouraging.

i) The group evaluates its own work. Members give each other feedback, andcomment the feedback they receive.

j ) Listening, appreciation, putting one’s own stake in the entire group’s work.

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KNOW-HOW-TALKOOT

AS A PEDAGOGICALMODEL

Pedagogical testing has basicallyprogressed as a hermeneutical circle:presuppositions on the subject in thetheory section, preliminary understandingaccumulates as the work progresses, then aspiral-like approach to the results. In thefollowing, research findings are presenteddiscretionarily as

direct citations (indent and smaller font size a

markers)

from talkoo diaries, event descriptions aswell as final reports of pilot trainees.Interpretation is based on the citations,theoretical concepts mentioned above, andthe questions used for evaluation.

Evaluation results

and their interpretation

Cooperative group work

– classification

A. INTERDEPENDENCY

Group members depend

on each other:

all for on, one for all.

We found strengths in different projects, and

now we are boosting this community spirit.

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The human being is vulnerable in information

warfare. Sustainable development and long-

term effects develop slowly in a culture, based

on its values. Schooling and education are in a

key position, as well as all cultural work, of

course. Discussion and communication, the

Habermasian type of communication and

argumentation. Only through these can we

become independent, faced with information

pollution. Increasingly, I see talkoot as a

means for growing into a culture of peace.

Clever methods in information technology are

also useful in our progression towards

transparency and openness.

In the background of collaborative learning

lies the idea that everyone learns individually

in a community, also finding more joy in the

process of learning. Cooperation brings a new

dimension to this concept, it increases

solidarity between the members, and probably

grows the social capital – as defined by

Bourdieux – of the active subjects. But

learning, as it takes place in a community,

must be at least partly different. – Could it be

that a meaningful experience, a memory for

instance, increases the efficacy of

collaborative learning?

A library is a suitable place to organise a

talkoot event. Cooperation with libraries is

worth considering.

The biggest challenges of talkoot are to make

the audience understand the paradigm shift in

the initiation of technology: in talkoot activity,

existing communities, the community spirit

they create, their way of life are among the

things to maintain. Technology is introduced

in the service of this way of life.

In a typical setting, individuals are the target

of education. Here, however, the target is an

existing community. A community is not

created for education purposes, but the idea is

to use an existing structure, in which

education further enhances collaboration.

Interpersonal communication is a natural

phenomenon within communities.

It may sometimes be difficult to set a common

goal. It could be that no all are willing to

participate, the time may not be right, perhaps

someone already has a strong opinion and fails

to listen to others.

Basic questions of learning organisationand collaborative learning are wellexemplified in the diary entries. Talkootevents do not take place in a vacuum, butparticipants depend on each other and theirconnections in society. When action isdirected towards a common goal, all workfor one and one for all.Know-how-talkoot, as the name

suggests, is based on the old Finnishtalkoot tradition: together, with a goal thatall share, we achieve more than separateindividuals would. The talkoo spirit raisesitself spontaneously.

B. INDIVIDUAL REPONSIBILITY

Group members have an individual

responsibility; no hitchhikers.

I am more and more convinced about the

importance of talkoot in maintaining an open

society of trust. Ifwe only wrote anonymously

on a global scale, what would happen to trust?

Would you dare to say anything face to face if

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you did not know who will distort and change

your thoughts? And where do elderly people’s

opinions go ifwe cannot collectively learn the

use of communication devices, and discuss

things and topics beforehand.

As we are learning a new way of acting, it is

certainly best to learn together in the same

place. Ifwe have a common vision, and we all

scatter to study in different places to follow

through the vision, maybe then individual

learning is more fruitful.

The motive becomes ever more important.

There are people who first want to learn all the

theoretical background, and only start doing

things after that. But there are also people who

prefer to start doing, and ask about theory or

user tips as they progress. Talkoot is intended

for the latter. In talkoot, we learn in the same

manner as a child does: we just get started!

Pick up a camera and start shooting. You must

first give a motive and then give advice.

Experiential learning is more than cognitive

learning; one can know and still not

understand. Experience turns knowledge into

understanding.

The dynamics and influence of the process is

thus based in an individual’s or community’s

own strength, and takes its direction sponta-

neously.

Could it be so that meetings/networking and

learning can only be combined when all are

willing to learn the same thing?

Learning (irreversibly) changes both the

learner and the world. There are plenty of

things that raise interest – if one adopts new

information or skills, one takes part in a

process of transforming oneself and the world

according to the knowledge and skills adopted.

In the context of talkoot, questions havebeen raised about individual ways oflearning and the relation of these tocollaborative learning. The answer to thequestion which comes first, the answerwould probably be that social developmenttakes place on a scale theory <- . ->practice. Development takes bothdirections, alternately.In talkoot, the learner has the ultimate

responsibility for learning. Therefore,inner motivation to achieve a commongoal is a key factor. In this situation, noone takes a “free ride” in common action;every participant is responsible forachieving the work.

C. HETEROGENITY

Heterogenic groups:

making use ofdifference.

The concept demands courage and faith, as

there are different people in every talkoot

event: those who are more ready to join, and

those whose enthusiasm is of a milder sort.

It is difficult to be sure beforehand the degree

of heterogeneity in the group. The pilots have

to handle the situation well and bring it all

home.

Know-how-talkoot is a project that bites into

Finnish everyday life, and it should be carried

through in Finnish language, even technical

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language should be clarified.

When the whole community is chosen as the

target group, we ensure that the community

cooperates. Making things go forward

becomes easier and common understanding is

increased. This has to do with democracy and

openness, and the fact that communities

develop a common language.

Immigrants from the school have

astonishingly well found their way into the

cooperation; they seem relaxed, have lively

discussions among themselves and with us.

Communication works in many languages.

– It is encouraging to notice that this

functional working method brings results,

even with incomplete language skills.

Collaborative action shows that a group ismore than the sum of its individual actors.Difference brings new energy to groupdynamics; difference is used successfully.Working in a heterogeneous groupsupports the development of cognitive andmetacognitive skills of the members, as themost skilled in the group can encouragethe less skilled and act as a model forthem.

D. COMMON LEADERSHIP

Common leadership, shared on the level

ofattitudes.

I trust the pilots! It is wonderful to notice, to

feel that pilots are skilled and can handle their

duties. And of course the fact that villages

have power, and cooperation and doing give

results, and small difficulties are made to

overcome!

The pilot’s job is very challenging and

requires a lot of different skills. Someone who

gets trained as a pilot and can manage the task

well, has got such a share of skills that he/she

can make it just fine almost anywhere; it is a

single package with lots of technical, social

and organising skills, content-related skills,

and even self-knowledge.

Pilots should not – and may not – be

besserwissers. On the contrary, it is nice to

realise that the talkoot group members can do

a lot, and a lot more than the pilots can. Skills

are then useful for one’s own community.

A learning event is different from a training

event. Training always involves a teacher who

does the teaching, whereas learning is a

situation in which we learn, by ourselves or

together. In collaborative learning everyone

learns something, in that situation, from

others, or by experience – that is, from

collective experience. This is what it is all

about, and that is what we need.

If you took this model of pilot training to a

company or other organisation and worked

there for five days, their social income would

go exploding to a new level, new perspectives

would be found for problems, and common

objective-oriented thinking would increase.

How can you plunge into the world where all

is not self-evident? How do you get the talent

of helping others without taking the role of the

boss!

The human being is a cultural, extremely

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social phenomenon. Hyper-collectivity marks

the difference between people and other

creatures. People are made for teaching and

learning. Talkoot is exactly based on the idea

that all are each other’s teachers, and more

things are achieved together than individually.

Common leadership, shared on the level ofattitudes seems to be effective within thetalkoot concept (further explained in thesection Pilots and pilot training).

E. RESPONSIBILITY OVER OTHERS

Group members assume responsibility

for others and the functioning

ofthe entire group.

Everyone has the right, according to their

individual needs, to be skilled in using and

have access to data networks (proposed

addition to UN Declaration ofHuman Rights).

People whether they are entrepreneurs or

others, young or old, do not know the policies

and practices of the electronic world, and

therefore there is a great need for talkoot.

In addition to developing new things, it is

important to ensure that no one is left outside

unwillingly. This is what we are here for at

the talkoot event.

Should the hidden curriculum containing the

objectives of talkoot be made public

beforehand, for example getting started,

making it through chaos, tolerating insecurity

– these all useful skills in the future?

Working becomes in every way easier when

we can for example write documents

collectively. Everyone gets involved and, on

the other hand, the risk of failing is not the

burden of just one person.

The idea of mutual responsibility andresponsibility over the functioning of thewhole group seems to be well adoptedwithin the talkoot concept. It seems alsothat the three existential basic needs areanswered to within the talkoot event: theneed to be organised, the need to join, andthe need to do. It is essential for people’sexistence and balanced development tobecome organised by means of thinking, tojoin others on an emotional level and toexist through meaningful action.

F. PERSISTENCE

Task-orientation and commitment to

persistent work with joint responsibility

within the group.

Are we living in a pop in society? This is often

done both physically and virtually. An

important principle of talkoot, one of the good

practices, is to finish the product. Nothing is

finished by just popping in, the result is just a

multitude of ideas and unstarted work. – Here

the joyful feeling of achieving something

holds the highest rank. Everyone has moments

like this in every talkoot event.

When we talk about IT skills. technology and

content, it is worth noting that in fact young

people learn to use the equipment quite

effortlessly. But one’s own inventiveness may

not be enough, unless one is given a chance to

try and work things out together, including the

content. When you have your own subject to

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photograph, you have the highest motivation

and small technical limitations don’t bother

you. Again, if you start working on a subject

given by a teacher, you will find it harder to

find enthusiasm, and you just complain about

inoperative software, incompatible hardware

etc. And you wait for someone to bring you

the results. This tends to suffocate creativity

and inventiveness.

Producing things on your own and in

cooperation with others is important in talkoot,

the process and its results that everyone can be

happy about. Making things ready is one of

the sources of happiness in life. Let us cherish

it, instead of aiming for the best possible result

– the best is the enemy of good.

Getting things ready is one of our good

practices. Experience has proved that doing

so, we also gain community spirit, fun and

fruitful interaction.

One of the most important skills in the future

is probably the ability to tolerate uncertainty.

It is good to have a basic plan, a vision on

what you are going to do. Or, still more

important, to know, to be conscious of the

values and basic principles according to which

you act and live.

Browsing active and other pages, different

forums for meeting, we have had topics of

discussion that have a deep relation with

talkoot: trust, influencing, cooperation. We

also asked ourselves what is the limit in the

number of forums and meeting places one can

regularly visit and be active in.

Young people are quite lost with futures

thinking, and also communities often lack

future-oriented thinking and action. Why then

should we not expand the content of talkoot

into future-oriented activity? We should cling

more on the principle of finished works. We

should have taken less tasks and be more

realistic as to what results we can achieve

during the event.

Working together until the work is done is the

most unique feature. There are many unique

properties that could be transferred into

education and business life. There are plenty

of examples for best practice here.

Work according to the principle of talkootjustifiably reveals the nowadays typical“here and now” attitude, a certain lack ofhistorical understanding: as an antithesis,we constantly return to the power of innermotivation and the necessity ofaccomplishing projects. Perseverance oftenseems to be linked with sensations of joyand success, essential for a good learningprocess.Besides task-orientation, people in

talkoo projects commit themselves topersistent work with shared responsibility.

G. INTERACTION SKILLS

Interaction skills are

practiced repeatedly.

What kind of network services does Finland

need: a nice application platform, easy and

comfortable, with an option to write notes on

the location you choose – are we moving

towards a society of short and quick opinions?

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In talkoot, you don’t have to groan alone with

the computer and your problems, but solutions

are found together. That’s it! Doing together is

fun and gives good results, and knowledge

adopted collectively adds to the social capital

of the community.

The atmosphere was again full of enthusiasm!

So many simultaneous things happen during

the talkoot event that it is sometimes difficult

to recognise them: we learn to understand

information technology, both technically and

in terms of content, strengthen our human and

interactive relations, discuss topics that relate

or do not relate to the subject, encourage each

other, feed ourselves spiritually and physically,

get things ready, laugh. Everyone plays some

important role.

Everyone in a group gets to design layouts,

write and take pictures for their own stories.

As we work in a group, et is important to take

others into account. Regardless the size of the

group, skills are strengthened. Everyone has

special talents on some sector. Doing together,

there is always someone available if you need

support. The uncertainty you often feel when

you are working alone does not appear in a

group.

People are often not ready to have discussions

and produce information to be published

online.

An inspiring vision, a common discussion of

local and village associations – interaction

between engineering and people!

This is like an onion: communities are the

core, and collective communication is strongly

present. For a community, what are the best

and worst consequences of being part of a

network society?

In neo-liberal hegemony, we are always on the

losing side. For that we need strong counter-

information. We have to be able to seek

information and involve people who are

already well informed. We must also be able to

spread the information and know who to tell,

when and what to do, and how.

Evolution in learning has turned communities

into subjects. Through communities, different

things are created, compared to a situation

where we just serve the different needs of the

community. You are then part of something to

begin with.

In international comparison, Finnishcommunication has been considered bydefault slow, disinclined and reserved.There are references to this also in thediary entries. Communicating face to facemay well be more difficult, butcommunication devices bring relief to thisFinnish clumsiness; devices give a suitableamount of distance and by that encourageinto self-expression. People involved intalkoot get inevitable and excellenttraining in Interaction skills, repeatedly, allthe time.Development work can proceed linearly

or in interaction. Interactive developmentis based on collaborative learning. In aprocess of collaborative learning, newskills are produced in interaction withothers. It is therefore important that allparticipants bring their specific skills to theuse of others.

26

H. LEARNINGAS A PROCESS

Learning is a process where the

instructor observes the group’s activity,

interfering ifneed be, by guiding

and encouraging.

Adopting new practices in theory is very

difficult, but trying things independently can

change an old habit: it is about unlearning.

Once you have realised something, you cannot

return to the past state of incomprehension.

This is a liberating experience, although it can

cause anxiousness beforehand.

Two important skills of the future that are

difficult to learn: open-mindedness and

tolerance of uncertainty.

There are two different main points that guide

the learning event: inner motivation to do or

be able to do something, and the power of

example. Inner motivation is a difficult thing:

is it endogenous or do you just imagine it is.

Communication skills are strengthened when

information technology is used together with

others, in a way that differs from the typical.

Following a model of doing together, we are

more eager to get started with things, more

self-directed, and less hesitant in creating

content on our own.

The most important elements in this project

are the model of operation and the

combination of communication and

information technology. A method of

collaborative learning has been created here!

Viewpoints of the learner, the person, and the

community are emphasised in the learning

process.

One of the ideas in talkoot is that we choose

the software and the participants don’t have to

worry about them – although they can, if they

want to. They can also use their own software,

in case there is a skilled member of the group

who is able to delegate the use smoothly

during the event and does not leave the rest of

the group constantly dependent on assistance,

for example in updating web pages. This is the

ideal situation, of course, but we advance

towards it, step by step. One can also always

dream of technology becoming human-size.

The idea of giving advice: When you ask

someone for advice, it is like giving a present,

shoeing trust. The recipient, in return, has a

feeling of receiving a gift, of being trusted

upon. Step by step, they become mutually

more conscious of their skills, and appreciate

each other more.

Talkoot is unique in the sense that a lot of

effort is put willingly into the project. It would

be good if the concept and method were

continued after the project. The working

method is not that of typical project work.

The culture of empowerment. In order to be

able to organise ourselves, we must be free

and skilled people. Human conception is the

thing. The world will crumble down unless we

share that.

Collaborative learning can be described asinteraction between a novice and anexpert. In the interactive process, the

27

expert gives support to the novice so thatthe latter reaches a level of more advancedskills. A novice reaches the expert levelthrough experience. Starting a learningprocess leads to the recognition of newpossibilities, and to rising expectations.Learning in collaborative group work is

a process in which the instructor observesthe functioning of groups, and, ifnecessary, interferes by guiding andencouraging. This exactly seems to be thebasic principle of the pilots’ work.

I. EVALUATION AND FEEDBACK

The group evaluates its own work.

Members give each other feedback, and

comment the feedback they receive.

In many talkoot events, it is wise to find out if

there might be a demand for improving the

communication skills in the existing

community; is the community understood as

viable and satisfying.

What is work? When the target group of

talkoot consists ofworking or job-seeking

people, who are they actually? What jobs are

they seeking? Is work only salaried work in

the service of others, or can you include the

accumulation of social capital that benefits the

whole community and, by extension, work

that improves the viability of the whole area?

In the case ofmore immaterial work, it is

often challenging to measure the results. – We

are dealing with quite a tangle of economic,

cultural and social problems.

We pondered on many concepts, their

meaning. For example: is a learning

organisation possible, or a learning area? Are

skills and learning human qualities, or is it

possible for example for a community to

change its behaviour, learn a new model of

action and in that sense be a learning

community? Is that more than the sum ofwhat

individuals learn?

The word hindsight makes me first think of

contempt. But it is not so! Ifwe didn’t discuss

and evaluate the event afterwards with

hindsight, we could hardly do anything better

the next time, we would just repeat the same

mistakes. A complaint or a remark is actually a

badly phrased suggestion for improvement. –

In everyday life we practice for turning

problems into solutions. This is what we

naturally have to do all the time in talkoot.

I had my reservations about the attitudes of the

group towards this kind of training. However,

everyone seemed to be happy; the event was

different from any previous one.

It is usual in collaborative learning that thegroup makes a self-evaluation of its work.Participants give feedback to each otherand comment the feedback they are given.At this point, a wise and cautious practicehas been adopted – evaluation of theresults and self-evaluation of the actors hasbeen left to a minimum. Giving andreceiving feedback can in the worst casedamp down interactive learning; severeevaluation can restrict the space reservedfor the joy of learning and the delight ofself-expression.People of different skill levels join

talkoo groups. The intention is never toachieve results comparable to those ofmedia professionals. The emphasis is ongeneral education in media skills.

28

J. APPRECIATION

Listening, appreciation, putting one’s

own stake in the entire group’s work.

The talkoot project is also a little inner journey

in today’s world, constantly performing, and

above all in our profession, which is very

focused on performance – a diploma alone is

not worth studying for.

The most important component of social

capital is trust and predictability, based on

truth, actually. Networking requires social

capital to become fruitful familiarity.

I am glad to see that the pages have been

updated with events, which means that the

villagers have adopted them and they are

updated all the time.

Teachers cannot encourage into creativity and

self-expression, as the pupils might create

something the teacher does not intend or want.

If this is the case, it is wrong. People’s growth

and possibility for self-realisation are then

fettered. Still, a teacher should teach ethics

and values. Is this the case with technology

too? If you are not in the very centre of

developing technology, you will never get

your own creative applications, as they might

be a threat to the image of developers. Are

everyday innovations ever realised unless they

are in line with an official innovation

programme and immediately understood by

the financer? Talkoot is ever more important,

since it is a forum for creating new things

together without anybody dictating what the

product should be. Every participant brings

along his or her skills and dreams. And they

can result to something new, as long as the

working method is rooted into the day to day

work.

The starting point of service and application

development is almost unexceptionally

technology itself. We could alternatively

choose a way of life as a basis, and see how

technology can forward or impede this way of

life.

When we learn an entirety together, and are

able to see every separate performance, we

also learn to appreciate the doings of others,

which brings joy in our work.

Cultural arrogance is obvious at least when

you think you know better what is in the best

interest of others, when you think you know

better than an expert of another field, better

than someone with a different experience etc.

The cure for cultural arrogance is tolerance,

empathetic listening, finding out about things,

recognising different views, seeing values in

the background of things.

The basic principles of collaborativelearning are carefully followed in talkoot:in collaborative group work, members ofthe group support each other’s personalgrowth and self-esteem; listening andappreciation, doing one’s part for thegroup’s work are essential things.The concept of social capital, often

mentioned in the talkoo diaries, is relatedto rtust, security and daring. Trust andappreciation seem to arise spontaneously;appreciation comes from encouragement,listening to others and examination of thefinished product with the group.

29

Choosing food, preparing

and enjoying a meal

More and more often food is understood asculture that has an important role as aprovider of collective experiences. Valuesbased on human needs are autonomous.Substituting one sector of values withanother is impossible; all three sectors arenecessary for fulfilling human needs:material, social and spiritual values.Cuisine is a constantly topical and

relevant subject. Food is part of the Finns’daily life and celebrations. It has aninstrumental function as we deal withsocietal issues, such as the well-being ofpeople, animals and the environment.

Scoring food makes the atmosphere relaxed,

and cooperation is relaxing too. Little by little

everyone gets excited about the idea of their

own web pages. Everyone can, and is

committed.

The pilot day was started by scoring, giving

points to food, since we had the opportunity to

cook. A lot of time was used for explaining the

method, for it is an important thing in talkoot,

and scoring can be used for finding a solution

for many other things as well. It is a method

also for keeping the decision-making process

transparent.

People who are used to eating whatever they

get, and those who usually decide for others,

may find the scoring method very hard.

Should it be so that it involves only those who

want to take part and learn a creative method

for problem resolution? In this way though,

we would lose the advantage of everyone

seeing how decision-making can be made

open and inclusive.

Food scoring is a guide to open decision-

making, it gives a voice to the silent, takes

away all the groans, lets you know how others

think, creates an open environment for work.

The importance of food is tremendous, it

keeps you going, and the day doesn’t feel

hard. The importance of food is well

understood in immigrant groups, for them

especially, food is also a cultural factor.

Despite a difficult start, cooking was a success

and raised our community spirit. Cooking

lowers the threshold.

Light activity and precisely focused groups

with their clearly focused themes – at best,

social capital would give possibilities for other

kinds of talks as well – cooking can open a

path in this direction – it gives a break from

focusing on the theme.

Social capital is interesting. It includes this

thing of hearing and being heard, and

sociability as well. Cooking is a fantastic part

of it. This is the capital you can take with you,

the constant kind.

To what degree is an emancipator process

dependent on means and methods? This

repertoire ofmethods could be quite varied,

and it could be analytically defined which

ones make it recognisably the same. Media,

expression, togetherness – eating is also a part

of life. In how many different ways can we act

and still include these – the smallest necessary

common factor?

30

Food was a surprise in pilot training.

Organising the meal was a more festive event

than I had expected. The food was delicious,

one of the most impressive things during the

day.

The process of preparing food is similar tolearning processes in general: producingideas, planning, getting materials,preparing, finishing and enjoying theresults in a group. The analogy is obvious.Common doing, more related to everydaylife and familiar to all, produces intuitiveunderstanding about the possibilitiesoffered by technology in daily life. In thisway, the languages of technology andeveryday life come closer to each other.For example, making a video on cooking ismeaningful, because of the popularity offood programmes on TV. One indicator ofthe importance of food is probably the factthat Finnish TV channels broadcast over160 cooking programmes weekly.The scoring system used for choosing

food is a method of creative problem-solving that aims at finding a commonview. In the choice of food, the methodworks especially well as a “warm-up”when the group is not yet very intimate.It has been stated in learning theories

that the biggest obstacles for learning areemotional. The scoring method is efficientin removing those obstacles. This is anapproach to suggestopedia, where arelaxed atmosphere is created beforeintroducing the actual learning objects.Furthermore, choosing food, preparing andenjoying the meal implement the transfereffect in learning: learning in one sectorfacilitates learning in new areas – food andthe scoring method vs. informationtechnology.

Pilots and pilot training

Metaphoric thinking guides our dailythoughts perhaps more than we realise.Pilot or piloting is an excellent metaphorof Know-how-talkoot. A maritime pilotsteps on board a ship that comes from thefree, open sea, as a colleague who,together with the ship crew steers the shipon a safe route to the harbour. The pilottheme underlines the freedom of learning.This is a way to avoid teaching from anauthoritative perspective, an approach toshared leadership, a typical form incollaborative learning.The following is a content-analytical

observation of the students’ ownevaluations of their pilot training, as theyare presented in the final reports.

A different learning approach

I think the talkoot was a nice event, and the

method was refreshing, compared to normal

teaching.

Entering the role of the pilot was the most

significant learning experience during the

whole period, because during those days, I

could get a realistic image ofwhat it is like to

work as a pilot.

We were taught different methods of action,

and personally I learned the importance of

equality in team work.

The teaching style in talkoot is guiding and

learning, simultaneously. The intention is to

make observations of things, which then signal

31

that in cooperation, by joining resources, more

and greater thing can be achieved than in a

situation where people work on an individual

level.

The action was insufficient, which made the

situation quite dull and boring. However, it

was a lesson on perseverance and on how to

follow the situation in an uncomfortable

setting.

If the pilots had first carried through their own

projects, guiding new students might have

concentrated too much on teaching and

software. Using the method of starting to work

as a pilot just like that, unprepared, the pilots

are more focused on people and groups.

I liked the course in the sense that it was

completely different from any course so far. It

was organised in a different manner; projects

were realised in different environments, free

and independent work was made possible, and

long working days were used for finishing

each project.

This course has been an interesting

experience. Lots of experiences, lots of

learning too. It is nice to be able to learn and

suss things on your own, and still be within

the reach of help if you need some. One learns

very well by doing. Also the cheerful and

helpful attitude of the pilots made me excited

and motivated. It was also nice not to be faced

with expectations of previously adopted skills

– everyone was treated as an individual.

Talkoot as a course has been a mind-

broadening experience, quite exactly matching

my expectations about studying, that is doing

things in practice and learning through

discussion. We have been able to use our

creativity and express ourselves freely with no

framework or limitations, which has been

really enjoyable.

As I think about measures to ensure future

skills, I could imagine that teaching

information technology and community

informatics at school could be started earlier.

Motivation and the joy of learning

During this course were able to express

ourselves in ways that differ from the normal,

in different environments, which was

energizing.

Talkoot unite people in an exceptional way.

Luckily, I was able to change my attitude in a

positive direction, and things worked out. The

result was truly rewarding.

Talkoot was essentially a nice experience, and

I might feel the same way in the future too.

All the projects have been just splendid, and

the best thing in them has been the fantastic

group spirit. Ideas were abundant and we all

had fun.

Guidance was good, not too authoritative. We

were able to say our own opinions and they

were heard.

I learned a lot during these days, about

software and communications. The pilots’ own

talkoot days were a good supplement to the

32

study module.

In my opinion, Know-how-talkoot proves

everyone that anybody with the will can do it.

As an experience, the study module was

perhaps one of the best.

It is a good thing that the instructors dropped

by from time to time and asked how we were

doing, ifwe were on schedule, and they gave

us little hints and ideas for the projects.

Otherwise the project would have been left

unfinished.

During the projects of pilot training one could

think about the different starting points of

users, such as lack ofmotivation, or the

antipathy felt by some towards the use of

information technology and towards their own

role as members of the information society.

One of the main tasks of a pilot is to make

people feel they have succeeded.

It was a happy surprise that we could do

something creative and had the whole day to

do it.

In general, it seemed that the general feeling

of the group was positive about the whole

thing. People were satisfied with the contents

of the course and the activity, and there was

nothing to complain about.

Ifmy attitude was a bit negative when the

session began, the good spirit of the group

during the session and the positive way work

was done did change my attitude to positive.

One must always get along with different

people, develop one’s skills. Encouraging

others and guiding them is always a useful

skill, and there is no harm in boosting group

spirit.

The Know-how-talkoot project is a good

invention that teaches communication skills

through the use of software, by working in

groups – in a way that is also fun.

Group work skills and teamwork

A group is more efficient than an individual in

gathering resources and problems are solved

more easily together. Thinking back now, the

atmosphere of talkoot was very encouraging

and everyone in the group was in a good

working mood.

As a whole, the atmosphere and spirit were

excellent.

My own feelings afterwards are mainly

positive. Education gave me more self-

confidence in new situations, with new people.

Pilots learn group work skills, making

compromises, scheduling projects, making

scenarios, recording and editing.

Instructors and teachers were good. You could

always get help and guidance when you

needed it, for that, a big plus for the whole

course. They did not force their own opinions

or views, but let everyone work in their own

way.

The teamwork skills that are improved during

pilot training can certainly be used in the

33

future. Planning and accomplishing are also

things that should be taken care of in the

future.

The course has been a good experience, and it

is easy to keep that spirit in group work in the

future.

Realising the projects during this course has

taught me group work skills, which is useful in

many situations, at work and on my free time.

It has been nice to come up with ideas for the

project and figure things out together. I have

learned to know other people and myself

better during the course. The togetherness

during the course was also a joy for me.

Applications in business life

Things learned in pilot training can also be

applied outside the talkoot concept; for

example at work, you gain more self-reliance

and new methods in project management.

You can certainly find quite a range of

applications in business life for what has been

learned during talkoot. Working on projects,

you can manage the role of someone who

leads the project and gets others excited about

it. Surely you also have more courage to take

new challenges, for example in a situation

where you have to learn to use a new

application. It becomes easier to work with

people previously unknown to you, which of

course paces up your work, as you have the

courage to get acquainted with people in the

first place.

Skills adopted during pilot training can be

brought to working life as well. Teamwork

skills, leadership, transfer of information and

learning new skills are typical activities in

today’s working life.

As I see it, one cannot cope anymore in a

modern work community without being able

to cooperate with others, and without good

skills for interaction within an organisation.

This is what we have gathered abilities for in

talkoot by, for example cooperating with

students we did not know in advance.

The know-how adopted during pilot training

can be applied in the IT sector, in many ways

and many different subsectors. Nowadays,

teamwork is emphasised in almost every line

of business, and this is true in information

technology as well. It is a very important thing

that people in the same workplace get along

well. This is also a way of enhancing

communication in a company, making it

functional and uninterrupted.

Communication training could be offered as

projects of the same type as talkoot, with

companies and clubs and the like as target

groups. There could also be courses open for

all. Also schools should have communication

training in their curricula at an early stage,

only because of problems related to data

security.

Especially the “straight to work” method in

the beginning can bring some advantages

when you are faced with new challenges at

work, or when you have unexpected things

along a project.

The group’s opinion was that the things

34

learned were useful for working life. It is good

to have different views to compare in

decision-making. It was stated that the

methods are actually less often used at

workplaces. It was important to understand

how a method works. We had internalised the

issue.

One has to be able to share one’s know-how in

working life, and to present one’s own ideas

on how to carry through a project, or ideas on

developing work and working methods.

Openness is important, and one has to know

how to adapt one’s own teaching methods so

that those with a different style of learning can

benefit as well.

I believe the know-how that developed or

further developed during the course can be

made use of in any IT job. There is always a

demand for leaders and experts with social

skills, and different kinds of informatics skills

are naturally useful for someone in that

business.

Future perspective

The future. Unless education is provided, or

some sort of guidance, people’s preparedness

for using different technologies will drop. This

can bring many obstacles in many people’s

way.

I wish that at some point courses of this type

that maintain the informatics skills of people

of pensionable age would be organised in

communes, at affordable prices, so that

everyone could enrol.

Ifwe should be able to use developing

technologies also in the future, we need to

study and learn, pass on the know-how. I think

the course was a worthwhile experience and I

would be ready to take part in talkoot activity

after this study period as well.

Pilot training is a crucial thing for the success

of the entire project. Without pilots, there are

no talkoot events, and without the latter,

information technology skills will not be

disseminated as planned, there will be no

results or continuity.

Pilot training seems to have beenparticularly successful as an instructortraining programme, despite the challengesof the task. The feedback in general hasbeen positive, although it has been givenby youth with sharp eyes and ears. Pilottraining sums up well the fundamentalideas of talkoot. The old Socratic idea ofusing dialogue in learning is also broughtout in the training context.A pilot’s know-how requires skills in

the areas of data processing and problemresolution. Psycho-physical skills areanother requirement, for examplecreativity, ability to act intuitively, andpractical, manual skills. Their experientialcapital of skills is accumulated in eachtalkoot event: skills of expression,compassion, life management.On a community level, pilots need to be

skilled in planning and organising work:technical skills, work security related,process management, communication,leadership and management skills. . . All inall, the task is highly demanding.

35

Partners

At the initial stage of the project, partners’views on the talkoot concept were charted.

Technically speaking, a t3 model can be

copied, but the set of values under the tip of

the iceberg as well as the concept ofman are

the substance that does not feature on reports.

How does the hidden substance survive when

people disappear?

Most of the important things start from the

edges, the margin, instead of the middle.

Natural wastage appears in statistics, as the

eldest people may not learn this, but we should

accelerate this cycle, especially in the age

groups with the smallest proportion of users,

in order to take the leap sooner.

Parmenides had the idea that nothing changes.

Everything returns to the original place

unchanged, in a cyclical way. Change is an

illusion. Heraclitus in turn said the essence of

the world is that everything changes.

Something has always changed. We are

attached to that time and environment, and it

changes even ifwe don’t, and as it changes, so

do we. Stepping into the same stream, that’s

the thing. In this project, both of these

gentlemen have a role to play.

Know-how-talkoot has many side products, in

addition to the actual, intended product. One

of these is social capital.

A network-like society is a possibility and a

threat. Solidifying networks vs. a network

where new things are created.

Active citizenship is citizen activity on

grassroots level. Participation – when the

transition into electronic services takes place –

you are able to take care of the things that

concern you in that situation. You are an active

member of the society once you have the basic

skills.

The concept of social capital as defined byBourdieu emerges and re-emerges. It isvaluable that the concept of man and theunderlying world view have beenpondered on and sketched at the initialstage of the project. Know-how-talkoot hasbeen active in finding answers to the manythemes brought up by its partners.One might say that individualism, even

extreme individualism, is still on the rise inour society, whereas community-oriented,altruistic values threateningly weakening.Shared knowledge and shared valuesfigure among the basic constituents ofculture. What will happen to a culturewhere these are lacking?Know-how-talkoot works in a goal-

oriented to increase social capital, givingsupport to individuals and communitiesalike, with a double purpose ofmaintaining media culture and changingand renovating it.

36

A crystallised

conception of learning

The Know-how-talkoot project crystallisesthe basic policies of good collaborativelearning and Deweyan ideas of experientialprocess learning. Talkoot even goes beyondthese two, with a new type of fresh, holistictouch. The intention of talkoot is not topresent problems, but to find solutions.Talkoot learning has a central goal of

“converting technology to human size”.Talkoot ideology is probably influenced inthe background by a concept of man where“free and skilled people” are trusted upon.Talkoot learning is about constructing and

transforming multi-dimensional, networkedinformation. The danger of learning andunderstanding is often that they are substituted

by quasi-performance. But talkoot activity hasbeen successful in creating strong innermotivation. The action is not merelysuperficial; learning has been internalised in anew manner. The project gives clearindications of what pedagogy should bepractised in virtual learning environments.Know-how-talkoot lives and advances

according to its teachings. Activity issectioned according to experiences in thefield and adopted while developing thework of the pilots. Experiential learningis understood as more advanced thancognitive learning: experience transformsknowledge into comprehension.It must be admitted that the initial phase

of the project has been marked by manyquestions concerning informationtechnology and administration instead ofthose related to learning.

CONCLUSION

37

TALKOOT ACTIVITY

dependencies

individual responsibility

heterogeneity

shared leadership

responsibility over others

persistence

interaction skills

learning as a process

evaluation and feedback

appreciation

PILOT TRAINING

motivation and joy of learning

future perspective

group work skills and teamwork

a different learning approach

applications in working life

Figure 2. Unconventional

learning outcomes and methods

of implementation in

Know-how-talkoot

Problems of compatibility emerge constantly, and there is an obvious need forstandardisation. On the other hand, the project involves a number of partners from differentsectors, which has lead to a broad understanding of learning in information society.The contents as such are not the objective of education; the focus is on the adoption of

the tools and practices of citizen communication – processes as the subject of learning.However, the diversity and multi-dimensionality of communication has been wellexemplified in the contents.Talkoot events have given experience on learners of two levels: the actual talkoot

crew, and students in pilot training, instructor trainees that is. Experiences in both groupswere very similar.

Talkoo diaries containmany concepts that arenot typically associatedwith learning (Figure 2).They are occasionally behighlighted as generalgoals of education and aspart of the hiddencurriculum, but thewriters are seldom ableto concretise them. In thecourse of talkoot events,the learners have at leastpartially been able tomove from thesetheoretical concepts intoactual implementation,from a written strategy tolived experience.

38

Emerging feelings of joy and happinessduring the talkoot event are repeatedlyreported in the diaries. It is worth notingthat anyone who has, out of free will, beenable to take part in a project, regardlesshow small, and succeeded in it, has hadfeelings of joy and happiness. Inpedagogics the term flow is used for this.It is related to an experience of learningeffortlessly, forgetting the things thathappen around. With adequate talent andskills, something more creative can takeform on the basis of such a working mood.From the point of view of generaleducation, small experiences of successoften support a greater issue. Experience,the result of one’s know-how and action, isactually a central motivating force forhumans. The spontaneous and concreteobjective-orientation of talkoot activityincreases motivation significantly.Learning in Know-how-talkoot is a

result of the interaction of cognitive andemotional factors. Learning isdevelopment, and development isqualitative change in relation to one’s ownthinking and actions, and the society.Mistakes and even failed attempts are partof reasoning. They should be filtered outof the process of teaching and guiding.Education is always based on a power

relationship: the stronger guide the weaker.There are horrifying examples of this alsoin European history. Therefore, it is nowonder that the developers of talkootavoid the combination of wordseducation/teaching, and prefer to use otherconcepts instead. On the other hand,debate over the harmfulness of traditionaleducation and the primary nature of thenew type of learning is vain, in the sensethat all acts of teaching and guiding aim atlearning.

Always at the optimal age

According to the prevailing view in adulteducation, people maintain their capacityto learn until the age of over 80. Still,perhaps a mature adult student should begranted the right to learn things he or sheshows genuine interest for. Know-how-talkoot could present one perspective here.In a networking information society, agedpeople have the skills and performancethat are essential for value creation in acommunity.An aged person in this programme is

defined as over 55 years, at the age ofworking. Nevertheless, the civil societyrelies for a great part on people over 65;the specific group that requests and needsinformatics skills. Also the creation of thesociety’s social capital depends on retiredpeople; they are active in voluntary work.

In the situation where a community’s commu-

nication skills should be shared by all its

members, collaborative learning is the alpha

and the omega. Now, if you ruled out all the

people over 65 in the community, all the

members would not be provided with new

skills This would lead to a situation with many

overlapping methods of communication, which

is neither efficient or reasonable – and there

are no resources for that. As a result, activities

in communities would fade away and social

capital would diminish. (Diary entry 3.12.2009)

According to 2011 statistics provided byStatistics Finland, 76% of Finns use theinternet daily or nearly every day. Incontrast, only 62% of the age group 55-64years, and 35% of the 65-74-year-olds usethe internet at the same rate. 40% of the

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last mentioned age group have never usedthe internet. Reasons mentioned in thestatistics are for example the high price ofhardware, lack of technical skills and lackofmotivation.The topic has also been assessed on

European level. The year 2012 wasdedicated in Europe to active ageing andsolidarity between generations. The mottoof the year is “Always at the optimal age”.

An empowering interest of knowledge

The basic problem in the pedagogicalmodel of Know-how-talkoot is transitionfrom theory into practice, and vice versa.Practice can be said to represent everydaylife, while theory represents sophisticatedtechnology that gradually becomespractice, which, in turn, creates newtechnology.. .The direction in Know-how-talkoot is

mainly from the practical towards theory.An emancipatory interest of knowledgeguarantees the connection between theoryand practical life. Dynamism and a criticaltouch that develops the individual’s ownlife and society are properties of theemancipatory interest. A person withknow-how and skills is capable ofreflecting, controlling and developing hisor her own activity; thinking and action areintermingled. The same things apply for aleaning organisation and collaborativelearning.Learning, when it has the quality of

creating something new, requires anemancipatory interest of knowledge.Learning, creativity and innovationsalways have content, they do not arisefrom nothing. They are often based on anew ways of looking at old things. The

emancipatory, creative interest ofknowledge is necessary for thedevelopment of communication skillswhen we are on a continuum “premises –problems – goals – measures ofdevelopment – evaluation – re-evaluationof the premises”.Talkoot activity and the communication

related to it is clearly shifting from anemancipatory interest towards anempowering interest of knowledge. Thelatter provides the subject with power,knowledge and wisdom, relates him withvalues and goals, grows his potential andbrings him closer to his goals. This is truefor individual and collective learning –acting as an individual in the community.Reality in talkoot is constructed by

combining knowledge and skill. Tacitknowledge is used planning and learning,the kind of knowledge the Finnish talkoottradition has always represented.The goals of talkoot have been to bring

IT professional and ordinary citizens closerto each other, and to adopt user-orientedthinking and tactics. The project has mostlikely been successful in achieving theseresults. On the other hand, the constructionof creativity and innovativeness aredifficult to explicate.Communication camps can be

described as an operating system for futuresociety that has been developed for 25years. Communication and informationtechnology in this operating system aretools for communality and collectivelearning in everyday life. Talkoot is a newstandard of activity, developed on the basisof this operating system; it fits the needs ofthe target community and creates newartefacts with the help of informationtechnology.

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Know-how-talkoot–what, how,why

The process of developing Know-how-talkoot has followed the spiral-like patternof a hermeneutical circle; from pre-figuration to more precise ideas andconcept development.The initial vision in developing talkoot

was based on the concepts of good life anddesired future. The vision alone was notsufficient without discussion on andunderstanding of the available options. Inthe evaluation process, also methods offuture studies have been used: newcomprehension affects decision-making;when the goal has been attained, a newcycle of ideas begins.While we strengthen people’s

interaction skills in talkoot, we alsodevelop their ability to make criticalobservations on how and on whichconditions we exist in our world, describedas global and networked, and which coalsand possibilities outside the informationsociety we should be conscious of.Criticalness has often a negative

undertone in common sense. However,critical thinking, related to intellect andemotion, is positive and productive. Weuse it to question the obvious and createnew. The term critical pedagogy is alsoused: the emphasis here is put on thecritical observation of prevailing basicexperiences and conditions.The collaborative learning model of

Know-how-talkoot exploits the skills ofthe entire community; theintercommunicating group produces newskills. Collaborative learning requirescommitment to coordinated, commonactivity with defined goals. In sum,communicative development is adialogical and communal way of learning

by doing.The talkoot model has put into practice

the mechanism of collective informationformation which includes comparison andcombination of different perspectives,critical examination of arguments andconclusions, as well as an aim of creatingnew perspectives and possible solutions.Expertise among the members has beenpartly overlapping, but sufficientlyheterogenic for achieving a new type ofcompetence.The group produces new language and

culture. By means of collective learningand development of activities, the innersupport network of the community gainsstrength and in the best case still existsafter the project.Talkoot projects implicitly strive for a

solution to the dilemma of quantity ofinformation and quality of communicationin information society.

INFORMATION COMMUNICATION

QUANTITY QUALITY

The internet represents an infinite quantityof information. Things and phenomena canbe described accurately, but their value andmeanings cannot be distinguished; majorand minor things can seem to have thesame importance. We need to filter thequality of communication in order to findout what is really meaningful in the dailylife of civil society.Brain research has shown that the use of

different media tools has a significantinfluence on thought structures. Scientistshave lately used the term informationfatigue syndrome, intellectual overloadand brain fatigue to describe the situationwhere the internet piles up information in

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the short-term memory, and data – ascomprehended information – will not betransferred to the long-term memory. Brainfatigue occurs rapidly in a multitaskingsituation.Therefore, persistent action and finished

products are among the objectives oftalkoot. This, at least partially, leads tobetter quality in communication. Couldtalkoot activity also have an oppositeimpact: quality of information and quantityof communication?

Further pedagogic development ofKnow-how-talkoot

To support more detailed pedagogic development, we need a thorough study or preliminarystudy. The following possible topics are proposed as the basis of thematic choices.

a) Although the talkoot model is mainly based on learning processes, active introduction of

some content-related issues is worth considering. The question arises, whether it would be

possible to include some elementary studies of visual expression and journalistics in both the

talkoot activity and the curriculum of pilot training. These topics would be examined

experimentally during the projects, as new questions arise.

b) Contents are best found within the themes of the study programmes. For example, self-

produced audiovisual material should be used in vocational training; especially when the

learners are not literally oriented and traditional texts or textbooks are not their preferred

source of information.

c) A lot of time is spent in talkoot for learning the use of technology and equipment. It might be

reasonable to make more serious attempts to solve this eternal dilemma between content and form; to

aim for communicative competence and a balance between content and form. We should probably be

able to make an even clearer shift from a technology-driven to a content-oriented touch.

d) The same result should be obtained in communication technology as in driving a car: one

must know the traffic rules and the basic functions of steering devices in different cars. Yet,

detailed information on combustion engines or electronic mechanisms is unnecessary.

e) Language is constantly changing and developing, especially the language of technology. In

talkoot too, we have to use many difficult terms that ordinary people are unfamiliar with or

even feel fear towards. We need a sort of a ”talkoo dictionary” to be studied already before

the event, or at least to be used during the event. - There is also a more general need for a

glossary of information technology among ordinary citizens who lack a specific technology

orientation.

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Fostering media literacy

The intention of Know-how-talkoot is notto train media professionals, but to fostergeneral media-related culture andeducation in civil society – media literacy!To educate is more demanding than to

teach. It is creative and unforeseeable. Amediator of education has to take the

learners’ uniqueness and individuality intoaccount. Peer learning is a good model foreducation; the learners are in dialogue witheach other. Education belongs to all active,independent members of a democraticsociety. Leaning on science andtechnology only turns the society into alarge factory, a fast and efficient one. Butthe creation of an intellectually rich humanculture requires education.

f) The current model of talkoot is divided into three periods of different lengths. Further

development of the model would be useful, so that the duration of each module could vary

between one day and a week. During longer periods, work could be less hectic and questions

of content could be assessed in more detail. Working with your own hands is slow, but in the

best case it leads to results that correspond to the etymology of the word comprehend: "to

catch hold of, seize".

g) The noblest form of information technology in the service of humanity is supporting

handicapped people’s communication skills. Technology as an extension of the senses,

assisting in intellectual tasks and supporting mobility, would be one of the best plans for

developing Know-how-talkoot.

h) A subsidised training programme for small entrepreneurs, realised according to the Know-

how-talkoot model, would encourage for example artisans in opening and developing web

stores. Commercial platforms are available, but at a (too) high market price.

i) In the light of statistics, Know-how-talkoot proves to be very useful for people in the age

group 65-74, and even older. Developing a “senior model” as cooperation of the public and

private sectors for this age group would be one of the good targets for the commodification of

the concept.

j ) Further development of the talkoot model for the prevention of young people’s

marginalisation would be an ethically and morally productive supportive measure of the

information society.

k) Young students should learn the different creative uses of information technology. The

question arises, should all students in universities of applied science not have pilot training as

a compulsory course in their curricula. This would mean approximately one week of study

time. Pilot training would support other studies and bring new, creative ideas along.

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Habits and routines are the bestexplanation for human behaviour. Thisalso explains why practices are so hard tochange. One can ask whether the startingpoint of creativity is in questioning one’shabits and routines. On the other hand,everyday life would be impossible withoutroutines; perhaps being and doing arebased on balancing between change androutine.Education is a fundamental thing;

intellectual curiosity and knowledge bringintellectual freedom. The basis of our

culture has always been a majorityconscious of its past. Dialogue is possiblewhen people have shred knowledge. Goodgeneral media literacy trains a person to betolerant and to tolerate uncertainty.In the light of the above, we can state

that the Know-how-talkoot project is in thecore of media literacy. It includes the threesectors of human culture-generatingpotential: science, art and philosophy. Thisreveals the concept of man in thebackground of the project: a knowing,feeling individual with a will of his own.

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Now that information society has turnedinformation into merchandise, its naturehas changed. Marketing opportunities forinformation products may be reduced bythe fact that many of these contain a largeamount of hidden, experiential knowledgewhich is difficult to explicate.

The pilots’ experiences show that the model is

functional, and it is improved every time. This

must be documented in more detail as a

“product” (sample from a talkoo diary 3.11 .2009).

In experiential learning, the learner shiftsfrom the role of an actor to an observerand from a person with experiences to aseeker of an analytical an objectiveapproach. Learning is sustained by atension between reflection and application,

between concrete experience andconceptualisation. Reflection skills are arequirement; they make it possible toobserve an experience from differentangles, one of which could be commodi-fication.A new practice can usually not be

predefined in detail, except for roughpresumptions. According to the so calledexpansive conception of learning, theintroduction of a new model can lead to itsdisintegration into different versions andapplications. A new model, as long as it iswell structured, can be copied andmultiplied – commodified.Commodification requires an analyticaland systematic study of the activity. Whenevaluation is based on interpretativeanalysis of the object and definition of the

COMMODIFYING

KNOW-HOW-TALKOOT

PEDAGOGY

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usefulness and value of activity,communication is mainly understood ashuman interaction skills, which can bedefined both individually and collectivelyin terms of usefulness and value.The international image of Finnishinformation technology as a precursor hasbeen obstinately maintained for a longtime, although Finland’s internationalrating has been on the decline. At the sametime, Finland has got an excellentreputation in the OECD Programme forInternational Student Assessment (PISA).However, skills related to the informationsociety have developed unequally. The stillopen gaps in informatics skills split societyin different ways. The education exportprogramme OKM 2010, started a few

years ago in state administration, could bethe home base for promoting the export ofthe Know-how-talkoot concept. Accordingto the Council of State decision inprinciple, cooperation and businessexpertise on the public and private sectorsare further strengthened for example bydeveloping education export into a cluster.The objective is to grow significantly theproportion of education and know-how inthe total Finnish export by 2015. Measuredare taken for instance for strengtheningand developing buyership of productsrelated to domestic education sector in thepublic administration. In the internationalcontext, the project considers thepossibilities offered by developmentcooperation.

a) Strong cooperation is needed on national level between public and private sectors.

If/when buyership of education products in public administration is strengthened according

to the decision taken by the Council of State, Know-how-talkoot will be an excellent product

for public procurement by communes, schools etc. Earmarked funding would in that case be

in the budgets of the Ministry of the Interior, Ministry ofEmployment and the Economy and

the Ministry ofEducation and Culture.

b) There is an increasing number of old, disused school buildings and military areas all over

Finland. In public and private sector cooperation these could be developed into Know-how

Centres where education would be organised according to the talkoot model.

c) In this era ofmobile communication, mobile Know-how-talkoot could be developed as

well, by building and equipping know-how buses, trucks or trains that would move to

different parts of the country according to varying needs.

d) Internationally, Know-how-talkoot is a concept that could meet the needs of for example

so called new democracies, and development cooperation in particular. The contents are

culture specific, but the educational format that supports active citizenship is quite universal.

International commodification of talkoot is mostly a question of copyright of the model, and

possible export of instructor training in the target countries.

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HINDSIGHT AND

FORESIGHT

In Roman mythology, Minerva’s owlalways travels with Minerva, the goddessof wisdom. Minerva’s owl only flies atdusk. This refers to the nature ofphilosophy as a science that examinesthings retrospectively – in hindsight!Hindsightedly thinking, the talkoot idea

is a deserved slap to the cheek of the veryfashionable ideology of efficiency andproductivity. The quality of efficiency andthe efficiency of quality are always value-based settings. Basic values, such as theplatonic “truth, good and beauty”, seem tobe rather permanent, but value systems andmeanings given to values vary.Extrinsically motivated technological

determinism is substituted in the Know-how-talkoot model by an intrinsicallymotivated, user-oriented bottom-up

development perspective. The human-oriented view is based on the humanisticidea of civilisation and starts from people’sdaily needs.Humanism is an attitude towards life,

according to which people use theirperception, approach problems on a broadscale, and acquire information to liberatethemselves from the fetters of false beliefs,power misuse and fear. Education based onhumanistic and social science givesindividuals the capacity to identify withdifferent communities and thus constructtheir identity.It is obvious that the future does not

come. It is not a force of nature like aflood or an earthquake, but we make itthrough our own choices. The better ourchoices are, the better we are able to

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The term information society has been in frequent use for a long time, but how valid is itnow?In the 1920’s, C.G. Ogburn presented a theory on cultural lag. He says technology

evolves rapidly, but human understanding and social institutions are slow. The talkoospirit attempts to bring relief to the problem of cultural lag.It might be the right time to start using the term know-how society, inspired by the

Know-how-talkoot project. Technology and the conventional use of it in people’severyday life would meet in a more fruitful way than they do in information society. It istime to start actively building a bridge between technology and humanity. Perhaps wecan find inspiration in Aale Tynni’s poem “Kaarisilta” (“Arched Bridge”, approximatetranslation):

--- To others, I give other duties,but you, my child, I want you to build an arched bridge.All the people, here on earth, are in great distress,and to the arched bridge they come, in all their agony.Build a bridge over the abyss, an arched bridge, please do ---

interpret weak signals. The Know-how-talkoot project has been successful ininterpreting for example the signals oflifelong and lifewide learning.Tensions in development usually occur

as single events in the beginning of acommunity’s learning process. These weaksignals gradually become stronger and arerecognised as pressure for change andpossibilities. Outlining a new practicealways requires recognition of untested

possibilities and genuine futureorientation.A new sense of community can change

democracy: alternative forms ofparticipation are created and coexist withrepresentative democracy. Citizens takeinitiatives in solving problems related tothe common good; new cooperation starts,with initiative and vision. At the sametime, the boundary between private andpublic activity is called into question.

From information society to know-how society

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SOURCES

HÄRKÖNEN Ritva-Sini (1 994) Viestintäkasvatuksen ulottuvuudet. Hel-singin yliopiston opettajankoulutuslaitos. Tutkimuksia 125.

KIVELÄ Susanna (2011 ) Viestintävalmiuksien laajentama saavutettavuuslähiyhteisöjen toiminnallisen tilan rakentumisessa. Väitöskäsikirjoitus.

KIVINEN Kari (2003) Assessing Motivation and the Use of LearningStrategies by Secondary School Students in Three International Schools. ActaUniversitatis Tamperensis 907. Tampere University Press.

LUOKOLA Tuula (1989) Kertomus viestintäleiristä. Valtion painatuskes-kus. Liikenneministeriö.

NIEMELÄ Seppo (2011 ) Sivistyminen. Sivistystarve, - pedagogiikka ja–politiikka pohjoismaisessa kansansivistystraditiossa. Kansanvalistusseura.

OKM (2010) Kiinnostuksesta kysynnäksi ja tuotteiksi – Suomen koulutus-viennin strategiset linjaukset. Valtioneuvoston periaatepäätös. Opetus- jakulttuuriministeriön julkaisuja 2010:11 .

SAHLBERG Pasi & LEPPILAMPI Asko (1994) Yksinään vai yhteisvoi-min? –yhdessäoppimisen mahdollisuuksia etsimässä. Helsingin yliopisto.

VIHERÄ Marja-Liisa (2009) Digitaalisen arjen viestintä. Helsinki: KyriiriOy.

von WRIGHT Johan (1992) Oppimiskäsitysten historiaa ja pedagogisiaseurauksia. Helsinki: Opetushallitus.

The Know-how-talkoot project is part of the national ESR developmentprogramme 2007-2013, in the administrative sector of the Ministry of Educationand Culture. The programme focuses on developing active citizenship in openlearning environments.

The objective of Know-how-talkoot is to provide communities with bettercommunication skills and create communication practices that are valid alsoafter the project. In the background of all action is the idea that everyone has theright to be seen and heard, to express themselves and participate. This requiresaccess to networks, technical know-how, understanding and motivation.

Pedagogy in the context of Know-how-talkoot returns to the idea ofcollaborative learning in a new, creative and innovative way. The intention ofKnow-how-talkoot is not to train media professionals, but to foster generalmedia-related culture and education in civil society – media li-teracy!

The author, Doctor of Philosophy (Education) Ritva-SiniMerilampi has a long experience in media education. Theevaluation is based on the researcher’s personal experiencesfrom Communication camps, and on a long experience inmonitoring formal and informal learning. This evaluationmoves in both directions in the terrain between theory andpractice.