Visions of learning in universities: MOOC, flipped or what? · 2013-06-12 · • MOOCs (massive open online courses) challenge many on-campus practices • The new generation of

www.helsinki.fi/yliopisto

Visions of learning in universities:

MOOC, flipped or what?-

Professor Kirsti Lonka, Vice DeanFaculty of Behavioural SciencesUniversity of Helsinki, FinlandTwitter @kirstilonka #Kaisa13

Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 1


• Accumulating research on teaching and learning • New technologies emerging• Social media started to spread widely only five years

ago – now it is profoundly changes our social interaction• MOOCs (massive open online courses) challenge many

on-campus practices• The new generation of digital natives are not going to

engage in current instructional practices• The amount of information is exploding, and the

channels of communication are changing fast

Why do we need to develop our ways of teaching and learning?


Three metaphors of learning and expertise Paavola, S., Lipponen, L., & Hakkarainen, K. (2002)

THE ACQUISITION METAPHOR

•Individuals acquire and operate with knowledge;

”Cognitivism”-> ”Monological” model

THE PARTICIPATION METAPHOR

•Communities, social interaction,

communication-> ”Dialogical” model

THE KNOWLEDGE-

CREATION METAPHOR•A collaborative effort of

developing mediating tools and practices

-> ”Trialogical” modelFaculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 3


Monological culture

- The audience usually has a passive role, only the trainer is active

- People don’t have the courage to express themselves

- The teacher has all the answers- Active people fall in apathy

(lecture coma @ericmazur)

- How to change our knowledge practices?

I wish I were at home, Kirsti has too extensive materials

4


Dialogical culture? (Lave & Wenger, 1991; Sfard, 1998)

• Learning is a process of growing up to be an activemember of a community

• Intelligent activity takes place across minds rather thanmerely within one human mind

• Learning is taking part in social practices and buildingidentities

• Problem-based learning, case-based learning, etc• Teachers are role models, tutors, facilitators• Motivation and engagement are of importance


Sociallydistributedintelligence

Towards trialogical culture?

- Ajattelun ulkoistami-nen- Ideoiden kehittely- Ulkoinen muistikent-tä

Materially distributedintelligence

Wireless network of intelligenceFaculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 6


• Flipping classroom upside down by applying a ”trialogical approach” – making used of social and technological (material) resources

• The valuable time we spend at the university is not ment to be used for knowledge transmission or monologues.

• Intention to study contents in an engaging way and then elaborate on them and create knowledge duringF2F instruction (on campus)

• There is so much global knowledge and wisdom, easily accessible, that the teachers can focus on their basis task – fostering student learning!

FLIPPED CLASSROOM AND MOOC? WHAT ON EARTH


www.indoorenvironment.org

Creating new solutions for designinguniversities in Finland

Prof Kirsti Lonka et al. 2011-2015WP4 Task 1.1 Learning Environments


Mind the Gap ProjectAcademy of Finland

Mind Program Kirsti LonkaEducationalpsychology

research group, Department of

teacher education, University of

Helsinki

Kai Hakkarainen, Technology-

mediated collabo-rative learning

group, Department of Education, University of

Turku

Kimmo AlhoBrain, attention and memory networksresearch group,

Helsinki Collegium, University of

Helsinki

Katariina Salmela-Aro,

Adolescentdevelopment and

wellbeing researchgroup, University of Jyväskylä & Helsinki

Collegium

2013-2016Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 9


• The project integrates educational, developmental, socio-emotional and neuroscientific approaches to examine the development of minds of so called “digital natives”, who have, from the very beginning of their life, been socialized to use information and communication technologies (ICTs).

• There appears to be a gap between the digital youth and the educational practices and the minds of previous generations.

The Aims

10


Digital natives are assumed to have thorougly intellectually

socialized to use ICTs

Digital immigrants,in contrast, use ICTsas weakly integrated

external tools



Gap between diginatives’ and educational practices

Diginatives’ practices• Flexible use of digimedia• Multi tasking• Intellectual ICT protheses• Internet searches• Working on screen• Making and sharing in groups• Extended networks• Knowledge creation

Educational practices• Traditional media• Linear and sequential• Pure mental performance• Limited textbook content• Paper and pencil• External performance• Closed classroom community• Bulimic learning



Functional magnetic resonance imaging (fMRI)

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

Auditory and visual phonological tasks performed separately

Aud

Vis

Both

Dual tasking: Phonological vs. simple auditory and visual tasks

N=15


www.helsinki.fi/yliopistowww.helsinki.fi/yliopistoFaculty of Behavioural Sciences / Professor Kirsti Lonka, 2013 14

Puttingstudents ideasin the centre

Putting social practices to the centre

Dimensions of technology-mediatedcollaborative learning (by Kai Hakkarainen)

The “copernicanrevolution” that puts students’ ideas (and knowledge objects) into the centre of educational activity.

Technology enhanceslearning onlythroughtransformed social practices

Knowledge Buildingapproach

Knowledge-practiceApproach

Faculty of

Behavioural

Sciences /

Professor Kirsti Lonka,

201316

May, 2012July, 2012

Aug 6,2012

Aug 7,2012


Connectingpeople andideas!


www.helsinki.fi/yliopisto18

Collaborative knowledgeconstruction

Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2013

COLLABORATIVE KNOWLEDGE CONSTRUCTION INLARGE GROUPS• SMART podium maintains eye contact with the audience

(now a pc with touch screen is enough)

• Flinga application helps the students to join collaborative knowledge construction during sessionwww.nordtouch.fi

• Boundaries between virtual and F2F shall disappear

SMART podium

19Faculty of Behavioural Sciences / Professor KirstiLonka, 2013


Video by Mikko I. HalonenMinerva Plaza Timelapse

on collaborative knowledge construction in large groups

http://vimeo.com/60818003



Measuring optimal motivationalstates with CASS mobile apps

21

Faculty of

Behavioural

Sciences /

Professor Kirsti Lonka,

2012


Caisa Library as a trialogicallearning environment



Pedagogical, P2P, F2F, virtual ja mobile combinedOn-campus learning and MOOC are not alternativesFlexible physical spaces and variety of trialogical

scripts Students are active, but the teacher is central actor in

the process too Teachers and students collaboratively create new

knowledge practicesPedagogical leadership developes to support engaging

learning solutionsTransgenerational and intercultural learning flourishes

Vision for Future?

23


• Litmanen, T., Lonka, K., Inkinen, M., Lipponen, L. & Hakkarainen, K. (2012). Capturing teacher students’ emotional experiences in context: does inquiry-based learning make a difference? Instructional Science, 40, 1083–1101.

• Lonka, K. (2011) In S. Tierney (Ed.) Innovate! Collective wisdom for innovative schools (pp. 32-35) USA: Partners in Learning School Program. Worldwide Public Sector Education, Microsoft.

• Lonka, K. (2012) Engaging Learning Environments for the Future. The 2012 Elizabeth W. Stone Lecture. In R. Gwyer, R. Stubbiftgs,& Graham Walton (Eds.) The road to information literacy. Librarians as facilitators of learning. IFLA (The International Federation of Library Associations and Institutions). (p. 15-30.) Publications 157. De Gruyter Saur.

• http://www.ifla.org/news/new-publication-the-road-to-information-literacy-librarians-as-facilitators-of-learning

• Lonka, K., Hakkarainen, K., & Sintonen, M. (2000). Progressive inquiry learning for children--experiences, possibilities, limitations. European Early Childhood Education Research Journal, 8(1), 7–23.

• Lonka, K., Joram, E. & Bryson, M. (1996) Conceptions of learning and knowledge - does training make a difference? Contemporary Educational Psychology, 21, 240-260.

•

References 1/4

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• Lonka, K. & Ketonen, E. (2012). How to make a lecture course an engaging learning experience? Studies for the Learning Society, 2, 63 74. http://versita.metapress.com/content/6604263706320662/fulltext.pdf

• Muukkonen- van der Meer, H. (2011). Perspective on knowledge creating inquiry in higher education. Doctoral dissertation. Institute of Behavioural Sciences. University of Helsinki, Finland. http://www.e-thesis.helsinki.fi

• Muukkonen, H., Hakkarainen, K., Inkinen, M., Lonka, K., Salmela-Aro, K. (2008). CASS-methods and tools for investigating higher education knowledge practices. In G. Kanselaar, V. Jonker, P. Kirschner & F. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a Learning World, Proceedings of the Eight International Conference for the Learning Sciences (ICLS 2008), Vol. 2 (pp. 107-115). Utrecht, The Netherlands: ICLS.

• Muukkonen, H., Hakkarainen, K., Jalonen, S., Kosonen, K., Heikkilä, A., Lonka, K., Inkinen, M., Salmela-Aro, K., Linnanen, J., & Salo, K. (2007). Process-and context-sensitive research on academic knowledge practices: Developing CASS-tools and methods. Proceedings of the Computer Supported Collaborative Learning Conference, Rutgers University, New Jersey, USA, July 16-21, 2007.

References 2/4

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• Nieminen, J., Sauri, P. & Lonka, K. (2006). On the relationship betweengroup functioning and study success in PBL. Medical Education, 40, 64-71.

• Paavola, S., Lipponen, L. & Hakkarainen, K. (2004). Modeling innovative knowledge communities: A knowledge-creation approach to learning. Review of Educational Research, 74, 557-576.

• Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497-506.

• Prensky, M. (2005). Listen to the natives. Learning in the digital age. Educational Leadership, 63 (4), 8-13.

• Prensky, M. (2008). Backup Education? Too many teachers see education as preparing kids for the past, not the future. Educational Technology, 48, 1-3.

• Prensky, M. (2012). From digital natives to digital wisdom. Hopeful essays for 21st century learning. Thousand Oaks, CA: SAGE.

References 3/4

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• Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal Education in a Knowledge Society (pp. 67-98). Chicago: Open Court.

• Scardamalia, M., & Bereiter, C. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K.E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning. Thousand Oaks, CA: Sage Publications.

• Tsai, Y.-M., Kunter, M., Ludtke, O., Trautwein, U., & Ryan, R.M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100(2), 460-472

• Tolvanen, A., Kiuru, N., Hakkarainen, K. Lonka, K.,Inkinen, M & Salmela-Aro,K. (2011) Estimation of nonlinear growth component in multilevel modeling: A research application in the daily dynamics of competence, challenge and affects. International Journal of Behavioral Development, 35(4), 370-379.

References (continued 4/4)

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Visions of learning in universities: MOOC, flipped or what? · 2013-06-12 · • MOOCs (massive open online courses) challenge many on-campus practices • The new generation of