get started with innovation!€¦ · •makes use of ubiquitous technology and applies the...

Get started with Innovation!Networking as a Framework for the Professional Development of Teachers

Tiina KorhonenHead of Innokas NetworkDepartment of Teacher Education, University of Helsinki, Finland

#Innokas2016 @TiinaKorhone

© 2016 Innokas | www.innokas.fi | All Rights Reserved | Copying and reproduction prohibited

Content of the presentation

1. Innokas Network, Innovative School Model & Innovation Education

2. Design Based Research / Networking experiences


1. Innokas Network and Innovative School Model


Innokas Network

• Develop and promote the Innovative School Model

• Innovative school research; research on the adoption of innovations

• Innokas Network in Finland: Over 500 schools, 10 sub-coordinators, universities, companies, libraries

• Global Innokas: Stanford University, Global Educational Community (GEC )


Structure and key stakeholders of the Innokas Network


Innovative School Research Group

Sub-coordinators and Coaches

Jari Lavonen Tiina Korhonen

Minna Kukkonen

Kati Sormunen

Kalle Juuti


Innovative School (ISC)

Learning and Learning Environments


Ways of thinking Creative and critical thinking

Use of knowledge and information interactively

Learning to learn, use of metacognition

Ways of working Communication, collaboration and networking

Identifying issues (questioning), concluding, explaining

Generating ideas

Tools for working Broad literacy (network of concepts, media literacy)

Digital skills

Context for working Local and global citizenship: Personal, social, local, global

Working life

Attitude needed forworking

Willingness to use knowledge, engagement (motivation)

Self-efficacy

21st Century Competencies PISA, New Millennium learners, DeSeCo…


Transversal competences / Phenomenom based learning

• Knowledge

• Skills

• Values

• Attitudes

• Will


Innovation Education

• A person with a curious and critical thinking

• To understand the urban environment and technology around us

• Can employ technology in various situations

• Can turn it into creativity and innovation



• Combines cross-disciplinary Finnish traditions in handcrafts, arts, science and other school subjects with the methods of digital fabrication, hands-on learning and technology education

• Is related to “maker culture”, an approach for learning through doing in a social environment

• Students and teachers as innovators

STEAM

Technology

Arts

Mathematics

Engineering

Science


Educational Innovation

• Innovations created by students and by teachers

• Use creative planning processes Learn thinking skills

• Engage in teamwork and projects that cross traditional boundaries between school subjects

• Makes use of ubiquitous technology and applies the knowledge and skills students have learned in new areas

• Dancing robot, smart clothes

• Innovations on the learning environment aimed at supporting the learning of 21st Century Skills

• Can be created by all actors in the school and include new ways to use ICT in the school’s organizational and pedagogical approach

• Break clubs organized by students, tutor student model

Learning Innovations Operational Innovations


Learning Innovation Process(phenomenon based learning)

Orientation Challenge Co-inquiry and making ideas

Exhibition Knowledge seeking Testing design ideas

Fabricatingmodels and

products

Publishing inventions and

reporting

https://www.instagram.com/p/BCYGdL9vbjv/?taken-by=innokasverkosto


Design learning

Next generationlearning by

doing

Phenomenonbased

learning

Digital fabrication

Collaborativelearning

Creative content

knowledgeand invention

practices


https://youtu.be/Q1CrTUOasqo

https://youtu.be/Q1CrTUOasqo


Technology as part of everyday school


Learning Environments


Ways of thinkingCreative and critical thinkingProblem solving

Tools for workingBroad literacyCrossing school subject boundariesTechnology

Attitude needed for workingEngagementI can / we can

Ways of workingProblem based learningHands on learningTeamwork

Context for workingPersonalLocalGlobal

Professional Teachers and Leadership


Shared Leadership and Support of Teachers• Headmaster team

• Team teaching

• Pedagogical café’s

• Headmasters hours

• Training • Shared expertise

• Peer to peer learning

• Teamwork

Partnerships


Home and School Partnership, Other Schools, Library, Senior Home, Universities, Companies…


Networking: Sharing Best Practices

www.innokas.fiwww.globalinnokas.comwww.facebook.com/innokasverkosto#Innokas2016

http://www.innokas.fi/

http://www.globalinnokas.com/

http://www.facebook.com/innokasverkosto


In collaboration with cities, companies and other partners


Activities in schools, kindergartens, libraries, clubs and camps


Events and Trainingshttps://www.youtube.com/watch?v=ZHLy3sULAHM

https://www.youtube.com/watch?v=ZHLy3sULAHM


Interested in Coding and Robotics? - Roadshow, fall 2015

• 11 cities

• 19 Innokas Network trainers and Innokas tutor students

• 909 participants from 133 cities

• Coding and robotics as part of National Curriculum + Shared expertice

• Workshops: Coding Kick off, Gaming by Scratch, EV3 Robotics, Racket

133 cities




Coding MOOC

• Scratch Junior• Scratch• Racket• Python


Departments of Teacher Education

• Coding and robotics meetings 2015 and 2016

• Sharing best practices

• Implementing in practice with teacher students


Fairs, exhibitions, conferences


Materials


Global Innokas


2. Design Based Research / Networking Experiences


Case 1: Networking experiences• How can networking support teachers in adopting 21st century competence teaching

strategies?

• Data gathering was conducted within the Innokas Network schools

• Surveys during years 2013-2015

• Framework for networking and for teachers’ professional development are based on

• Innovative School Model(Korhonen, Lavonen, Kukkonen, Sormunen & Juuti 2014)

• Diffusion and adoption of educational innovations(Rogers 2003)

• ‘Constructivist model’ for teachers’ professional development (Borg, 2011; Lavonen, Juuti, Aksela, & Meisalo, 2006; Juuti, Lavonen, Aksela, & Meisalo, 2009)



Lego robot kits are brilliant as teaching tools in all grades in primary school [grades 1-9] and in the lower secondary school [grades 10-13]. With the kits we can practice programming through playful learning. At the same time we work in a team together and learn about technology. Students are interested in programming when they can actually build something that responds to their programming. They see what happens as a result of their programming and how the result changes with changes in programming.


Operational Innovations

We have activity in the classrooms on all grades (on upper grades [6-9] as part of each subject), as a voluntary activity, as extra work, in projects, in school festivities and in clubs after school and during breaks [Finnish school days have 15 min breaks every hour].

In our school the focus is in our technology-oriented class. The teacher of that class is allocated extra hours that have enabled practically all lower grades [1-6] to get to know technology in multiple ways


Peer-to-peer-learning and teamwork

During the Robot Week, grade 6 students acted as assistant teachers for the whole school. All teachers and students got to work with Lego [robot kits] on four stations for a whole day.

We have run a [robotics] club for grades 4-6 every Thursday between 2 pm and 3:30 pm for the whole school year. In addition, the fifth-grader robotics club members have run a “siesta-club” [break club] for all students on grades 1-2.


PartnershipsWe participated in the regional robotics event in Kontiolahti [in Eastern Finland] in December 2013 and in the Finnish [RoboCup Junior] nationals in Oulu [in Northern Finland] in May. Clubs and the competition trip were organized by parents.

In our school, we ran during the Robot Week an introductory workshop on programming and artificial intelligence for the students of the school and the daycare center/kindergarten [some of Finnish school buildings are integrated with a daycare center for 5-6 year old children]. The workshop was participated by a total of 300 people, including members of the local press. I have also run an introduction on Innokas [network] and robotics programming for the other teachers in our school.


MotivationCollaboration with other schools is surely motivating students and at least my own students got even deeper into to the initiative when they saw what other schools had done and started immediately brainstorming on their own robots.

Thank You! We’ve received lots of thanks from parents and students. I hope we can continue the [network] activity and that we can offer students these skills of the future.


Coordination

A very good initiative, let’s arrange a couple of days of initiation training again in the fall to get new teachers on board. The role of the [area] coordinator school is important. The major event in the spring was good and you provided the funds that made it possible for us to join. We will absolutely continue to be part of the network.


http://www.springer.com/gp/book/9789811016714

http://www.springer.com/gp/book/9789811016714


http://co4lab.helsinki.fi/en/

Case 2: Co4Lab

http://co4lab.helsinki.fi/en/


Summary

• Learning and Learning Environments

• Professional Teachers

• Leadership

• Partnerships and Networking

+ Research

Educating the Active learners of the 21st centuryInnovative School

Joy of Learning


Thank [email protected]

mailto:[email protected]


Welcome to Finland! www.visitfinland.com

get started with innovation!€¦ · •makes use of ubiquitous technology and applies the...

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