Ways of monitoring innovation in schools as learning ecosystems

Kai Pata

Estonian Learning Analytics chapter meeting, Tallinn University, 12.08.2015

Two ecosystemic perspectives to consider

• Trialogical learning scenarios’ (Paavola & Hakkarainen, 2009; Paavola, 2015) application at schools – monitoring digital resource usage (levels on knowledge creation) in learning scenarios with cloud-based eKoolikott

• Schools’ development in wider socio-technical regime (Geels, 2002; Geels & Schot, 2007) context – linked data approach to monitoring longitudinal innovation trends at schools

Schools as learning ecosystemsMonitoring schools as learning ecosystems

Adopted from Marmins, 2013

Exhchange of novel learning

scenarios

Bottom-up involvement and innovation :Teachers, students, communities

Social technologies,BYOD, modular cloud-based etextbookprovision,new legal acts

Monitoring learning scenarios at schools

Paavola, 2015

Paavola & Hakkarainen, 2009

Knowledge must be passed over different “tools” in the Activity Systems to mature and be usable

Innovation at schools can be monitored based on how teachers use digital ecosystem components in learning scenarios

Example: Trialogical flipped classroom

Individual knowledge acquisition

Learning as participation; Learning as

knowledge creation

Individual knowledge acquisition Learning as

knowledge creation

A lesson scenario “Edit Alice” by Kristi Kartashev

Organizing activities around shared “objects”

Supporting integration of personal

and collective agency and work Fostering long-term processes of knowledge advancementEmphasizing development and

creativity through knowledge transformations and reflection

Promoting cross-fertilization of knowledge practices across communities and institutions

Opportunities of eKoolikott

Accreditation of teachers digital competences based on actual usage of trialogical learning principles

Applying trialogicalprinciples e.g.Promoting cross-fertilization of knowledge practices across communities and institutionsalso at teachers’ learning

Schools in the transition to new socio-technical

regime

School-ID based linked data with regional data and teacher in-service training data

A) novel dedicated longitudinal survey

B) different ICT surveys *Challenge is to compare same topic items, having a system to share openly data (from student studies, other studies)

Leinonen, 2005

Geels & Schot, 2007

Which of those has made way to actual teaching and why?

Why some schools become innovative?

References• Marmins, J. (2013) What is a social business ecosystem? Blog post URL:

http://c7group.com/2013/03/what-is-a-social-business-ecosystem/• Paavola, S. and Hakkarainen, K. (2009). From meaning making to joint construction

of knowledge practices and artefacts: A trialogical approach to CSCL. In C. O'Malley, D. Suthers, P. Reimann, and A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 83-92). Rhodes, Creek: International Society of the Learning Sciences (ISLS).

• Paavola, S. (2015). Challenges of collaborative knowledge creation – work with shared objects. In A. Littlejohn, and C. Pegler (Eds) Reusing Open Resources. Learninin Open Networks for Work, Life and Education (pp. 104-114). London: Routledge, Taylor & Francis Group.

• Geels, F. W., (2002). Technological transitions as evolutionary reconfiguration processes: a multi-level perspective and a case study. Research Policy 31 257-1273

• Geels, F.W, Schot, , J., (2007). Typology of socio-technical transition pathways. Research Policy 36 399–417

• Leinonen, T. (2005) (Critical) history of ICT in education – and where we are heading? Blog post URL http://teemuleinonen.fi/2005/06/23/critical-history-of-ict-in-education-and-where-we-are-heading/

• Linked data platform 1.0 URL: http://www.w3.org/TR/2015/NOTE-ldp-primer-20150423/