Developing learning environment
- 1. Developing the learning environment Motivating social media project Tuukka Soini and Asko Lippo City of Espoo, Finland
- 2. 1. Defining the concept and describing the phenomenon 2. Process description 3. Working in groups 4. Reviewing group work results Workshop program
- 3. • 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?
- 4. 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
- 5. 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
- 6. 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
- 7. Collaborative media in the school • Supporting collaborative learning • Supporting collaborative activity in the work community • Developing skills and competences • Active participation and influencing
- 8. 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.
- 9. 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
- 10. 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
- 11. 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
- 12. 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
- 13. 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 situation of 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
- 14. 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
- 15. 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.
- 16. 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
- 17. 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 ICT resources
- 18. Using ICT in learning IT resources when the teacher guides an investigative learning process Student StudentStudent Upper secondary school 1, 2, 3,…,12 Learning materials Online learning ICT enables more diverse learning methods and supports contact teaching Teaching Learning Studying ICT ICT Feedback, assessment
- 19. 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
- 21. 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
- 22. 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
- 23. 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 perspective How do I use media? The child’s or young person’s perspective Collaborative media tools in the school community Flow of information in the school: analysing information structures Analysing 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 environment How to use online chat to support the collaborative work of the class? Chat as a tool for piecing together information Chat as a tool for teaching languages Chat as a tool to support the learning process Analysis of current state The school’s key development areas
- 24. 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 perspective How do I use media? The child’s or young person’s perspective How to teach students to use the Internet responsibly Collaborative tools in the learning environment How to use chat to support the group’s collaborative activities? Chat as a tool for piecing together information Blogs and wikis as tools for the teacher Blogs 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 state The school’s key development areas
- 25. 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 25
- 26. 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
- 27. 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
- 28. 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 4 School 5 School 6 School 7 School 8 The school also organises training for the entire work community to develop operating culture and competences.
- 29. Phases in the school – broad framework The school’s rules for social media Social media tools 1 Social media tools 2 Teacher’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
- 30. 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
- 31. 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.
- 32. Thank you!