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The future of learning in Finland Mooc, flipped or what?

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

11.04.2023Professor Kirsti Lonka, University of Helsinki 1

11.04.2023 2Professor Kirsti Lonka, University of Helsinki

• The level of teacher education in Finland is highest in the world – Master’s degree is the requirement

• Statistically, more difficult to get in to teacher education programs (elementary school) than to medical or law school

• Elementary teachers stay with the same children for several years – they have 13 subjects to master, even they specialise in two

• Music, arts, handicraft, domestic skills and sports are all included in the study plans

• Autonomous teachers, short school days, long holidays, hardly any standardised tests

BACKGROUND


• Work engagement and well-being

• Triple demands > technology vs. old study plan, increasing interculturalism

• Students using technology outside school, mainly for entertainment

• Maintaining mother tongue (Finnish, Swedish)

• Units becoming too big, too much centralisation?

• Study plans – are they too restrictive ?

• How much you dare to use your own creativity

What kinds of thing bothered Finnish teachers in 2013?



• Trying to maintain the old practices and simultaenously trying to be innovative

• You must give up something or to change something!

• Sense of duty makes people the more exhausted, the more complex your working environment becomes (Hakanen, Schaufeli)

• Less is more!

The Double Helix of the Teacher

11.04.2023Professor Kirsti Lonka, University of Helsinki

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• Flipping classroom upside down by applying a making used of new social and technological (material) resources

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

• Much better to study contents in an engaging way and then elaborate on them and create knowledge in the classroom

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

FLIPPED CLASSROOM AND MOOC? WHAT ON EARTH



Mind the Gap ProjectAcademy of Finland

Mind Program Kirsti Lonka

Educational psychology

research group, Department of

teacher education, University of

Helsinki

Kai Hakkarainen, Technology-

mediated collabo-rative learning

group, Department of Education, University of

Turku

Kimmo Alho Brain, attention and memory networks research group,

Helsinki Collegium, University of

Helsinki

Katariina Salmela-Aro,

Adolescent development and

wellbeing research group, University of

Jyväskylä & Helsinki Collegium

2013-2016


• 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

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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


The future of Finnish teacher education

Has already started in 2012


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12Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2012

May, 2012July, 2012

Aug 6,2012

Aug 7,2012


Connectingpeople andideas!

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Collaborative knowledgeconstruction

Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2012

COLLABORATIVE KNOWLEDGE CONSTRUCTION INLARGE GROUPS

• SMART podium maintains eye contact with the audience• We use Flinga application so that the students can join collaborative knowledge construction during session• Boundaries between virtual and F2F

shall disappear• The latest version of Flinga may be

used with ordinary laptops!

SMART podium

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Measuring optimal motivationalstates with CASS mobile apps

Faculty of Behavioural Sciences / Professor Kirsti Lonka, 2012


Pictures from Oulu UBIKO project: University training elementary school



Pedagogical, P2P, F2F, virtual ja mobile combined.

Flexible physical spaces and variety of trialogical scripts

Children have a role of an active agent, but the teacher is central actor in the process too

Teachers (and students and parents) collaboratively create new knowledge practices

Pedagogical leadership developes to support engaging learning solutions

Transgenerational and intercultural learning flourishes

Future learning environments?

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