مشاركة بيئات التعلم والمحتويات التعليمية في المستقبل...

Engaging learning environments and

learning contents for the future

Marko Kuuskorpi

Principal, researcher

INTRODUCTION

FUTURE CHALLENGES IN OUR SOCIETY

• Blogalisation (new communities based on new technology)

• New democracy created by citizens (blogs, internet petitions etc.)

• Open-source thinking

• On-line web community and learning

• Virtual reality

Alvesalo 2008, Hietanen 2010, Häkkinen ym. 2011

NEW PRINCIPLES OF LEARNING

•Learning can as well be quiet and random as conscious and intentional

•Learning might be harmful

•Learning refers to both process and result

•Learning is interactive

•Learning is different at different times

Alexander, P:A; Schallert, D.L. & Reynolds, R.E. 2009.

What is Learning Anyway? A Topographical Perspective Condidered Educational Psychologist

44(3): 176-192

ENGAGED LEARNING – REAL LIFE ORIENTATION

• Studets pariticipate actively • The teacher serves as a ”coach” • Studets vigorously research and create

projects • Studets use new technology to make

discoveries based on their choises

TRIALOGICAL LEARNING

• Learning is creating knowledge (shared agency)

• Teaching is constructing knowledge together (guidance)

• Working based more on networks (shared space and shared target)

• ”Storing” knowledge in physical objects, devices and networks

(iCloud,Dropbox,Gmail)

Hakkarainen ym. 2004

EXPANDING LEARNING ENVIRONMET

Nuikkinen, 2009

OPEN AND ASSIMILATIVE LEARNING ENVIRONMENT

OPEN LEARNING ENVIRONMENT = Teaching and learning process opens towards more interactive environments and outside school.

ASSIMILATIVE LEARNING ENVIRONMENT= New elements and processes of teaching are integrated into learning environment and are applied when needed

Piispanen 2008; Joutsenvirta & Kukkonen, 2009

Kuuskorpi 2012

LEARNING ENVIRONMENT DIMENSIONS

LEARNING ENVIRONMENT DIMENSIONS

Kuuskorpi 2012

Seppälä-Pänkäläinen 2007

CHANGING SCHOOLS OPERATIONAL CULTURE

PHYSICAL LEARNING ENVIRONMENT

VILLAGE SCHOOLS, NETHERLADS 1670 VILLAGE SCHOOL, GERMANY 1848

OECD, 2012

SCHOOL BUILDING IN FINLAND IN THE 1950s

SCHOOL BUILDING IN FINLAND IN THE 1960s

SCHOOL BUILDING IN FINLAND IN THE 1970s

SCHOOL BUILDING IN FINLAND IN THE 1980s

SCHOOL BUILDING IN FINLAND IN THE 21st CENTURY

Classroom 1950 -2000

PHYSICAL LEARNING ENVIRONMENT TODAY

Classroom shape is from the 19th century

Supports a style of teaching

where teacher is a leader

Supports individualism

Schoolbook-oriented

see. Dudek, 2000, Sanoff, 2009, Vitikka 2009

VISION IN FINLAND IN 2020

”Finnish schools are in the frontline in international comparison of the usage of communication and information technology. Professional teachers and other staff and motivated pupils and students use up-to-date and echologigal technology of high quality in different environments as part of their studies. Flexible services that promote life-long learning have been created to support a student and the community. Interacion and other cooperation with education, society and working life is rich and open. Education services, supporting administration and jurisdiction have been organised effectively and in a financially stable way”

Koulutuksen tietoyhteiskuntakehittäminen 2020. Parempaa laatua, tehokkaampaa yhteistyötä ja

avoimempaa vuorovaikutusta. Opetus- ja kulttuuriministeriön työryhmämuistioita ja selvityksiä 2010:12.

QUALITY CRITERIA OF BASIC EDUCATION AND PPHYSICAL LEARNING ENVIRONMENT

Fascilities, furniture and equipment are appropriate and support flexible usage.

Communication and information technology are well

planned and meet the needs of development. Teachers and pupils have affected the organisation of

space. Spaces in school adapt easily to different ways of

teaching and other uses.

Opetusministeriön julkaisuja 2010:6

STUDENT PLANS (294 pieces)

Kuuskorpi 2012

Kuuskorpi 2012

Kuuskorpi 2012

Kuuskorpi 2012

Kuuskorpi 2012

Kuuskorpi 2012

THE INTERNAL ENVIRONMENTS IN THE TEACHING SPACE

Kuuskorpi 2012

INNER SPACES OF A LEARNING ENVIRONMENT

FUTURE TEACHING SPACE

Kuuskorpi 2012

FROM A CLASSROOM TO A TEACHING SPACE

Kuuskorpi 2012

ADAPTABILITY AND FLEXIBILITY?

• New space (two dimensional)

• New sound attenuation

• New lighting (automation)

• New furniture thinking (adaptability)

• New technology (touch screens)

SOUND ENVIRONMENT

4360 mm

Lamp c/c 2180 mm

4060 mm

4060 mm

Lamp c/c 2180 mm

Lamp c/c 2180 mm

Lamp c/c 2180 mm

Lamp c/c 2180 mm

9647001

9646000

= 9648001 + 9173015

= T5 lamp VHO 95W (2-lamp Philips HF-R II 2 95-120 ballast/luminaire unit)

4360 mm

Lamp c/c 2180 mm

4060 mm

4060 mm

Lamp c/c 2180 mm Lamp c/c 2180 mm

Lamp c/c 2180 mm

Lamp c/c 2180 mm

9647001

9646000

9646000

9646000

9647001

9647001

LIGHTING

STRENGTH OF LIGHTING

LIGHTING ADJUSTMENT

• Lutron Energy Saving Node

– Programming between 1-10V

– Daylight-programming

– Two sensors

– Manual adjustment

• In the roof there are two wireless sensors for movement and one for daylight

• The program in use is absence-guided (lights will be turned on manually, but shut off automatically)

• Programming with iPad

FUTURE DESK – new possibilities?

FUTURE DESK – new possibilities?

FUTURE DESK – new possibilities?

FUTURE WORKSTATION?

REFLECTIONS

” The stability of the classroom and the invariability of the physical learning enviornment prevent the comprehensive renewal of the school’s operational culture”

Kuuskorpi 2012

ON THE OTHER HAND…

… WHAT ABOUT KLUSTERS?

Sanoff 2009, Tulevaisuuden kouluhanke 2009

… AND WHAT ABOUT THE USERS?

THANK YOU!

Marko Kuuskorpi, principal

City of Kaarina

Piikkiö comprehensive school

marko.kuuskorpi@kaarina.fi