developing learning environment
DESCRIPTION
Developing learning environmentTRANSCRIPT
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!