lonka minerva2013

www.helsinki.fi/yliopisto

Engage your students!

Innovative Learning Environments

Professor Kirsti Lonka

University of Helsinki, Finland


PROJECT-BASED WORK CALLS FOR CREATIVE IMPROVISATION! (Sawyer, 2003)

• A group of active participants who jointly create innovations

• Each of the participants has an own role and own strengths

• Everybody should stay in the same tune, even though solos are ok from time to time


ELEMENTS OF PROGRESSIVE INQUIRY(Hakkarainen, Lonka & Lipponen, 1999; 2004)

Setting up Research Questions

Creating the Context

Constructing Working Theories

Critical

Evaluation

Searching Deepening KnowledgeGenerating Subordinate

Questions

Developing New WorkingTheories

Distributed

expertise


STEP 1: Creating the Context

11.04.23Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi / Esityksen nimi 4


The Case

5

• http://mazur.harvard.edu/sentFiles/MazurTalk_1815.pdf


STEP 2:Setting up the research

question



• Choose the Chairperson, Secretary and time keeper from your table

• Chairperson: The one who has darkest eyes

- keeps discussion going

• Secretary: The one who lives nearest to Oulu

- makes notes

• Time keeper: The one who has the most colorful outfit

- Sees that the group keeps in time

Getting organised



• Please talk in small tables with your group

• What kinds of questions were emerged?

• Come up with a central question

• Send the question by using Flinga

Constructing the preliminaryquestion (5 minutes)



STEP 3: Constructing working

theories



• What do we know about this topic beforehand?

• What kinds of ideas do we have about the research question?

• Please collect ideas and send them by using Flinga in the end

Brainstorming (10 minutes)



• The tutor organises the results of the brainstorming by using SMART Podium

• In collaboration with the table groups

Constructing the model



STEP 4:Critical evaluation



• What do we have to learn in order to understand this topic better?

• What is the focus of our self study

Set the learning goals(8 minutes)



STEP 5: Self Study

(may include mini lectures)



STEP 6: Setting up deepening

questions



• Discuss in small tables

• Send questions by using Flinga

What do we need to know more(5 minutes)



STEP 7: Developing a new working

theory



• Each group shows their findings and questions, taking turns

• The tutor comments by using Socratic questions

• A new working theory is built collaboratively

Presenting Pages



• Please share the process by searching deepening information

• Discuss your findings

• Think about the questions you want to pose to the tutor

• Collect your findings to Pages

• Collect your questions to Pages

Searching information by using iPads and other sources (20 minutes)



SOME BACKGROUND INFORMATION

Article by Lonka & Ketonen (2012)

http://versita.metapress.com/content/6604263706320662/fulltext.pdf



• Interest is a psychological state that is characterized by an affective component of positive emotion and a cognitive component of concentration (Hidi & Renninger, 2006)

• Interaction between a person and surrounding context

• Prior knowledge is related to interest experience (Alexander, Jetton & Kullikowich, 1995)

• Students who experienced more interest also showed more persistence, and performed better in a recall test (Ainley, Hillman & Hidi, 2002)

WHAT IS INTEREST?


THE FOUR-PHASE MODEL OF INTEREST (Hidi & Renninger, 2006)

• Situational interest (CATCH)

a) triggered

b) maintained

• Individual interest (HOLD)

a) emerging

b) well-developed


INSTRUCTION PROMOTING INTEREST? (Tsai et al, 2008)

• If the teachers control too much, students’ emotions are less positive

• Cognitive autonomy is supported during lessons where students’ prior knowledge and understanding are activated and the aims are transparent

• Such lessons are associated with more enjoyment and interest!


THE FOUR-CHANNEL MODEL OF FLOW (Csikszentmihalyi, 1993)

COMPETENCE

CH

AL

LE

NG

E

- +

FLOW

RELAXATION/BOREDOM

ANXIETY

APATHY

+

-


FLOW - THE OPTIMAL MOTIVATIONAL

EXPERIENCE (Csikszentmihalyi, 1988)

• High challenge combined with feeling of competence

• Engagement

• Absorption, loosing sense of time

• Promotes intellectual evolution

• Part of normal daily experience


Cafe

Lecture

STUDENT EXPERIENCES IN DIFFERENT CONTEXTS

Small group

Library


,RE,

Dimensions of affect(Fredrickson, 2001; Tellegren, Watson & Clark, 1999)

PLEASANT

AC

TIV

E

- +

Interest, Enthusiasm,Engagement

Relaxation,Satisfaction

Nervousness,Anxiety

ApathyExhaustionDepression

+

-


• Stepwise regression analysis

• Criteria: Probability of F-to-enter <.05; to-remove >.10

WHAT PREDICTED GRADE ON AN ACTIVATING COURSE? (Ketonen, 2011)


.47

.48

-.39

•This model explained 29% of the variance; ; R2=0.29•Adding the other academic emotions did not increase the explanation significantly.


Books, Internet materials, small groups, chats, wikis, blogs, touch pad devices, new mobile technologies, interactive whiteboards (or –walls), new kinds of learning spaces, social media, avatars, videos, voice clips, etc.

All of these are integrated in an environment that is designed to support learning and knowledge creation

The solutions shall scale up, given that there is an efficient pedagogical script: an engaging learning model

FUTURE BLENDED ENVIRONMENTS?



How to promote flow and meaningful learning in teacher education – and in the classroom?

• Increasing understanding of agency and ownership in learning processes

• Authentic environments and contexts

• Inquiry-, case-, or problem-based learning

• Promoting flow and understanding the interplay between emotions and intelligence action

• Peer-to-peer interaction and collaborative learning

• Blended learning environments: e-Education as a natural part of life

• Developing new social knowledge practices