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Visions of future school by Development Centre OPINKIRJO
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Minna Riikka Järvinen, PhD, MA, MBAExecutive Director
Development Centre OPINKIRJOSeptember 20, 2013, Finland
Dreaming about Future School
Development Centre OPINKIRJO
Innovations for teaching
7 survival skills, Wagner 2008,2012
• Critical thinking and problem solving • Collaboration across networks and leading by influence• Agility and adaptability • Initiative and entrepreneurship • Effective oral and written communication • Accessing and analysing information• Curiosity and imagination• https://www.teachthought.com/learning/21st-century-learning-preparing-students-
for-complex-futures/
Dreams about future school
”The world of not knowing is the world of learning”.
School pedagogy of the future
Krokfors et al. 2010
Ubiquity of
learning
Emergence
Serendipity
Partnership, coworking
Freedom, intrinsic
motivation
Topic based
Future – or present? - learning environments
Definition of future learning environments
Boundaries of formal, informal and nonformal learning environments disappear
Co-creation of knowledge - learners active role as a producer of knowledge!
From subject-based learning to topic-based understanding and creation.
Knowledge and skills aquired outside school recognized also in school teaching.
(Saywer 2006; Natritello 2007; Kangas 2010)
Entrepreneuship education as means for developing metacompetences
https://www.teachthought.com/learning/is-entreprenurial-learning-the-way-of-the-future/?ref=nf
Relationship Future Skills – Entrepreneurial Competence
Teachers’ toolkits for ”metacompetences”
Creative problem solving in action
Extra curricular activies enhancing change in teachers role
Creating future learning environments
Enhancing participatory skills
All can be implemented in different subjects and theoretical settings – such as entrepreneurship education, mediaeducation, active citizenship, science…
Participatory skillsLearning path for media skills
CREATIVE AND AESTHETIC SKILLS
COMMUNICATION SKILLS
CRITICAL INTERPRETATION
SKILLSSAFETY SKILLS
1st & 2nd GRADE
(age 7-8)
To make own stories to tell and the ability to understand the structure of the plotline. To reflect own experiences and feelings to a character in a
story
Identification and acting a role with the help of media
Empathy and emotions deliberated
To separate fact from fiction and advertisements
from other content
The use of media with the support of an adult. To
handle difficult situations. Knowledge of the age
rating of media content
3rd & 4th GRADE
(age 9-10)
To convey emotions with verbal, visual and musical
impulse. Media as a source of pleasure and joy
To understand different points of view presented by the media, and to verbally
keep one's side. Conversation skills
Knowledge of genres and narrative means. To
understand that media contents are constructions
Safe use of internet, information security and to
guard one's privacy
5th & 6th GRADE(age 11-
12)
To discern one’s own media needs and to find one’s own
media taste
Learning together and peer training. Knowledge of
freedom of speech and to understand the difference between the private and
the public sector
Knowledge of media discourses and structures.
Ability to analyse and manage information
To take others into consideration and to
behave politely on the internet
7th & 8th GRADE(age 13-
14)
Ethical reflection and to analyse messages. To mirror
values and attitudes presented in themedia
To develop one's identity with the help of media. Role play and playing by relating
to different experiences
To question messages and analyse media stereotypes
To understand that media laws are based on the
user's rights and obligations
9th GRADE(age 15-
16)
To express one’s personality and style and create different kinds of media environments. Knowledge of the copyright
To participate in and influence on civic culture
and civic society
To relate media content to former data structures.
Awareness of the contents’ commercial, political and
ideological aims
Diverse, legal and rule abiding use of media content and services
To find self-expression and using one's own voice
To participate through interaction and own activity
Critical and cultural awareness
Safe, adequate and contextual use of media
