Developing the learning environment

Motivating social media projectTuukka Soini and Asko LippoCity of Espoo, Finland

1. Defining the concept and describing the phenomenon

2. Process description

3. Working in groups

4. Reviewing group work results  

Workshop program

• Why is social media important in teaching? • What elements are involved in using social media in

teaching? What should be taken into consideration by the school, teachers, the district etc?

• What role, or what kinds of roles, does the learner have and how can the learner’s participation and activity be increased?

• How to proceed – what does your school need to do in order to make social media part of teaching and to use it as a tool for activating learners? Who does what and in what order? How do students participate in planning the methods to be used?

• Which are the questions which should be also answered?

Collaborative media or social media: defining the terms used

Collaborative media Social media

Free and fee-based online tools

Free time and own social frame of

reference

Personal interests

Social network services– social

dimension

Supported tools

Extent and objectives of the school organisation

Shared objectives and collaborative working

methods

Sharing – commenting – working

In this presentation, collaborative media refers to the use of new and easy-to-use web-based tools that support collaboration in a way that supports the objectives of the school

In this presentation, social media refers to the use of new and easy-to-use web-based tools that support collaboration during the user’s free time and according to the user’s personal interests

Learning and collaborative media

• Building and developing social information• Elaborating on thinking and learning • Encouraging participation• Sharing skills and competences• Assessing outcomes * - *****• Supports a developed learning process where

information is produced and processed on a social and collaborative basis

Aspects to consider

• Use of media by children and young people• Supporting collaborative learning by ICT • Social network services• Technical filtering of online content• Advertising-free learning environments• Managing login information• Copyright, privacy protection and data protection• Licence fees

Collaborative media in the school

• Supporting collaborative learning• Supporting collaborative activity in the work

community• Developing skills and competences• Active participation and influencing

Learning and collaborative media

Learning is a social event, learning happens in a

safe environment

In order for something to be created on

collaborative media, there must be a shared

object of interest, excitement or doing.

Topics of developement

1. The media reality of children and the youth

2. Social media as a learning aid

3. Social media as an interactive tool between schools

4. Social media as a tool in multi-disciplinary working communities

Social media and social web to intensify learning

• Fact: ICT-natives use social media and social web as self-managing

• Question: How to use social media for intensify learning to deeper learning

• The search for solutions in city of Espoo:• Knowledge about the current situation

of use of social media and social web – what we must know

• Knowledge about deeper learning supported by social web – we must know how learning concepts can be supported

• Access to social web tools – for all• How to increase self-management in community-based

learning

Deeper learning supported by distance learning

• Fact: Deeper learning needs increase of shared expertise's• Question: How to use video conferencing for intensify

learning to deeper learning• The search for solutions in city of Espoo:

• High schools have access for video conferencing• Video conferencing is used for deepen the learning

event • Aims to increase self-management • Combining e-learning and video conferencing • Research based learning as a pedagogical model

Social media and Learning Community Schools

• Fact: Social media tools needed to staff• Question: How to use social media in multi-professional working

communities • The search for solutions in city of Espoo:

• Access to social web tools – for all• Knowledge about the current situation of use of social

media and social web – what we must know• Knowledge about social web and Learning Community

Schools – we must know how we can use social media and how we can develop learning practices and co-operation in working communities

Social media and social web and staff skills development

• Fact: Social media and practices are changing rapidly • Question: How to use social media for develop staff skills• The search for solutions in city of Espoo:

• Knowledge about the current situationof use of social media and social web – what we must know

• Using social media in the development of knowledge and skills

• Continuous development of skills

STRATEGIC STARTING POINT

According to Espoo’s strategy 2010 – 2012, all students will use information and communication technology regularly in different subjects.

The objective is that there should be equal access to the use of information and communications technology in classes consistent with lesson plans and curricula.

The use of information technology will help in achieving the objectives set for educational and learning results.

100 schools - 3 000 teachers - 30 000 students

WHY HAVE AN ICT STRATEGY

The objective set by Espoo: All students will regularly use information and communications technology in different subjects.

- All students – in other words, not just the most keen…

- Regularly – in other words, not randomly, but planned and based on curricula

- In different subjects – in accordance with the objectives of curricula, supporting the study of different subjects

ICT strategy is a school specific development plan and its implementation will support all schools in Espoo in achieving these objectives.

Some facts

• All students and teachers have access to e-learning and digital content:– primary school use rate is about 80 % off all students– upper secondary school about 60 %

• Over than 60 % of classrooms have modern learning and teaching technology as SMARTBoards, document camera and lan/WiFi

• All most all teacher are using electronic communication with parents

Making use of ICT in the pedagogic setting

Teaching

Studying

Learning

ICT as a tool for learningICT as a tool for teaching

ICT in giving and assessing feedback

ICTresources

Using ICT in learning

IT resources when the teacher guides an investigative learning process

Student

StudentStudent

Upper secondary school 1, 2, 3,…,12

Learning materialsOnline learning

Canada Home

ICT enables more diverse learning methods and supports contact teaching

Teaching

LearningStudying

ICT

ICT

Feedback,assessment

What does remote teaching technology contribute to the research based learning model?

Remote teaching technology•Expert lecture•Interview•Discussions between groups•Opposing•Panel discussions•Documentation, creating records•Meetings between networks

Online learning• Inserts• Chat or online

discussion• Shared files• Workspaces• Dokumentation• Social media• Virtual networks

Creating context

Wondering and forming

questions

Creating working theories

Critical evaluation

Searching for more in-depth

information

Developing explanations and

conclusions

Establishing direction for future study

Shared expertise

Collaboration, flexibility and diversity

Development project

Change in operating culture

Implementing technology

Developing skills and

competences

• A development project may be focused on developing skills and competences, the implementation of technology or a change in operating culture. They often include all three of these dimensions and the choice to be made is how to communicate the project, i.e. which of the three groups the project will be profiled and categorised in.

• Espoo’s role in the development project is to define the objectives and monitor their achievement in collaboration with the selected actor

Coaching concept

Operating culture

Goals

What do we want to do?

What do we do? When do we do it? How do we

monitor change?

Technology

What are the tools we use?

Competences

What competences do we have? What

should we have?

School-specific training

Network workshops

Interaction using collaborative media tools

The media world of children and young people

Chat as a teaching tool

Collaborative media as a tool for the school to

disseminate information

An informative survey of the media world of children and young people:In what kind of media world do children and young people live in? Research perspective, adult perspectiveHow do I use media? The child’s or young person’s perspective

Collaborative media tools in the school communityFlow of information in the school: analysing information structuresAnalysing information with the help of new tools: feeds and feed readers, advanced search functionality and user-implemented collaborative assessment of content

Collaborative tools in the learning environmentHow to use online chat to support the collaborative work of the class?Chat as a tool for piecing together informationChat as a tool for teaching languagesChat as a tool to support the learning process

Analysis of current stateThe school’s key development areas

The media world of children and young people

Chat and blogs as teaching tools

Collaborative media as a tool for the school’s dissemination of

information

Collaborative tools in the school

An informative survey of the media world of children and young people:In what kind of media world do children and young people live in? Research perspective, adult perspectiveHow do I use media? The child’s or young person’s perspectiveHow to teach students to use the Internet responsibly

Collaborative tools in the learning environmentHow to use chat to support the group’s collaborative activities?Chat as a tool for piecing together informationBlogs and wikis as tools for the teacherBlogs and wikis as tools and interaction platforms for students

Collaborative media tools in the school community- Flow of information in the school: analysing information structures, communal workspaces and shared documents-Analysing information with the help of new tools: feeds and feed readers, advanced search functionality and user-implemented collaborative assessment of content

Analysis of current stateThe school’s key development areas

Planning

Participants• City of Espoo,

Vantaa, Helsinki and Kauniainen

• University of Helsinki

• Business life

Training of ICT trainers

Three expert seminars

Group work • Web tools• Meetings

Course planning and a

preparatory stage

Two expert seminars

Three workshops

Group work

Distribution of social media

operating models in schools

Schools coaching

Expert seminars

Social networking

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The longer-term goals

1. To take advantage of the opportunities that social media offers on a large scale in teaching, learning, and school activities

2. To create concrete models and pedagogical support structures for the extensive use of social media as a learning aid

3. To create a nationwide network of trainers and developers with an up-to-date view of the media reality of children and the youth, the phenomenon of social media, and the opportunities to use them in learning

4. To develop the trainers’ skills in guiding groups of teachers in the use of social media in learning and as a teaching aid

Key success factors from the point of view of the influence of the project

1. The engagement of students as experts, developers and members of the project group

2. The preparation of a feasible plan aimed at skills development by school communities and co-operative networks

3. Structural support for the continuous development of skills and activities as well as networking.

4. The launch of an interaction and development process, which continues in the form of networking in existing and new open networks

5. The creation of concrete models and pedagogical support structures for the extensive use of social media as a learning aid, the introduction of which will be implemented in each institute and municipality

Training module structure...

The school participates in centralised training and networks with other participating schools.

Jointly organised

training or online workshop

School 1

School 2

School 3

Koulu4

School 4School 5

School 6

School 7

School 8

The school also organises training for the entire work community to develop operating culture and competences.

Phases in the school – broad framework The school’s

rules for social media

Social media tools 1

Social media tools 2Teacher’s blog

Blog pedagogy

Initiating the project, initial meeting to survey needs and current state

• Principal, Management team, student representation and coach

Planning meeting

• Principal, Management team, student representation and coach

Training or workshop

• Personnel, trainer

Actors in the school during a training programme

• The coach supports and guides the process in the school. Introduces technological competences and skills related to the operating culture for use in developing the school community.

Coach

• Responsible for developing the school, the operating culture and competences. Motivates, encourages commitment and allocates resources for the school’s development activities.

Principal

• An active participant in the development work, prepares plans and is actively involved in the development work.

Management team

• External trainers (municipal ICT trainers or external training organisations) produce training modules for both school-specific and city-wide use. Schools can place orders for these modules or send their teachers for training.

Trainers

NOW!

• Join to groups of four people• Go to wiki in http://2010quest.wikispaces.com• Create new page in to wiki and discuss and write

your opinion and answers according questions in wiki.

Thank you!