Prof. Dr. Sanna Järvelä

Transcription

1 Learning in and for the 21st century a challenge for schools? Finnish perspective ITEM conference, London, January 2014 Prof. Dr. Sanna Järvelä Learning and Educational Technology Research Unit (LET) Department of Educational Sciences and Teacher Education University of Oulu, Finland

2 In this talk Finnish learning landscape PISA, What explains our success?, Academic teacher education Challenges for the 21 st century learning Key findings from the learning sciences Will & skills are needed! What is self-regulated learning? ICT in teaching and learning Finnish cases Future conclusions

3 Programme for International Student Assessment The Finnish success

4 Finnish learning landscapes Teachers are autonomous academic professionals Educational equality free education and no selection Power is in the local school levels Culture of trust

5 Facts about Finnish schools Elementary school teachers stay with the same children for several years We have short school days and long holidays The culture of classrooms is non-authoritarian We have hardly any standardized tests

6 Academic teacher education The level of teacher education is highest in the world > 40 years old long term policy It is difficult to get in to the teacher education Year 2013 in Oulu University > 1500 applicants, 100 accepted Research based teacher education Teacher educators hold PhD and are active in research Teacher students learn research skills University teacher training schools

7 Assessment in Finnish schools Teacher conducted assessment activities Is a part of everyday school work Assessment data is used in the classrooms for improving teaching and learning No national level exams before grade 12

8 Less is more! Less tests, more learning! Teaching is a dream job!

9 Challenges for the 21 st century learning

10 Learners need strategic skills and self-regulation in 21 st century work

11 21 st century learning challenges Collective thinking and shared problem solving instead of individual solutions Active interaction and multiple expertise Stress and burn out because of information overload and weak learning strategies

12 We have 2 challenges in Finnish schools: 1. Students learn well in school, but they are not engaged or inspired! 2. Diginatives >< school practices

13 Our diginatives: - Digimedia - Multitasking - Internet search - Working on screen - Collaboration and networking - Open world - Knowledge creation

14 Our classrooms - Traditional media - Linear and sequential - Textbooks, paper and pencil - Closed classroom community -Performing

15 Learning Sciences

16 Key findings from the Learning Sciences (e.g. Brandsford et al., 2000; Saywer, 2006) The importance of learning deeper conceptual understanding, rather than superficial facts and procedures. learning connected and coherent knowledge, rather than bits of knowledge. learning authentic knowledge in its context of use, rather than decontextualized classroom exercises. learning in collaboratively, rather than in isolation.

17 17 Learning scientists have discovered that deep learning is more likely to occur in complex social and technological environments (Brandsford et al. 2000)

18 Active learning instead of transfer of facts! Developing Today s School

19 Facts about learning (e.g. Hadwin, Järvelä & Miller, 2010; Järvelä, 2010; Malmberg, Järvenoja, Järvelä & Kirchner, 2013) Human memory is very limited Students learn easily learning strategies, but don t use them while they study Skill is not enough will is needed! Emotions play a role in learning Good learners regulate aspects of their own learning, with peers and among groups.

20 What is self-regulated learning? (Pintrich, 2000; Zimmerman, 1989; Winne & Hadwin, 1998) Active and proactive learning Process of learning to monitor, evaluate, and regulate (or change) your own Learning and thinking Motivation and emotion Behaviour Lifelong process that can be developed and refined over time!

21 SRL in practice? (Winne & Hadwin, 1998; Hadwin, Järvelä & Miller, 2010) Understanding Task? Adapting and Regulating? Monitoring and evaluating Goals and Plans? Applying Strategies?

22 Self-regulation is important also outside of the school! Successful athletes regulate training and performance

23 Socially shared regulation of learning is needed for collaborative learning success

24 Self-regulation in collaboration (Hadwin, Järvelä & Miller, 2010; Winne, Hadwin & Perry, 2010) Student 4: Planning, monitoring, evaluating, regulating Student 1: Planning, monitoring, evaluating, regulating Student 3: Planning, monitoring, evaluating, regulating Collaborative Task Student 2: Planning, monitoring, evaluating, regulating

25 Co-regulation in collaboration (Hadwin, Järvelä & Miller, 2010; Winne, Hadwin & Perry, 2010) Student 3: Planning, monitoring, evaluating, regulating Student 4: Planning, monitoring, evaluating, regulating Student 1: Planning, monitoring, evaluating, regulating Student 2: Planning, monitoring, evaluating, regulating Collaborative Task

26 Shared-regulation in collaboration (Hadwin, Järvelä & Miller, 2010; Winne, Hadwin & Perry, 2010) Student 4: Student 3: Planning, Planning, monitoring, Student 5: monitoring, evaluating, Planning, evaluating, regulatingmonitoring, regulating evaluating, regulating Student 2: Planning, monitoring, evaluating, regulating Student 1: Planning, monitoring, evaluating, regulating Collaborative Task

27 Short history of ICT in teaching and learning Finnish cases

28 This was the beginning adaptation of instruction to individual needs

29 Peers interacting by the computer

30 ...an interaction is enriching

31 CSCL occurs at various social levels

32 The boundary between CSCL and other forms of collaboration and various contexts is vanishing 32

33 Today: We need the whole school! Case UBIKO Ubiquotous school for self-regulated learning success

34 Case UBIKO Promoting SRL in primary school in the Oulu University Teacher Training School Combining multiple expertise Designing the whole sociotechnical system STRONG theoretical ideas + NEW learning spaces + CREATIVE teachers

35 Supporting SRL in UBIKO (Perry et al., 1999, Malmberg et al., 2010; Kontturi & Järvelä, 2013) Researchers working with teachers Teaching strategic skills and SRL to students Prompting planning and goal-setting Opportunities for choice and control ipad SRL learning diaries

36 Physical environment supporting SRL lightening, carpets, colors, soundproofing, furnishing Easy to re-group for solo and collaborative practices

37 Communal places for SRL and SSRL Emotionally and motivationally inspiring

38 Collaborative knowledge building solo - collaborative shared learning activities Tulevaisuuden oppimisympäristöt, Olli Niemi

39 Flexible use of technology for supporting solo and collaborative activities Student centered use of ICT

40 Ubiko.eu

41 Conclusions Students will and skills need training! Training for solo and collective success, but also failure! Helping learners become aware of their strengths and weaknesses in a learning situation to investigate their own learning. Bridging research-teacher education-schools BUT also the whole sociotechnical school environment

42 Conclusions to 21 st century skills & assessment Assessment is for improving teaching and learning Focus on 21 st century learning skills the activities the students make and attitudes they have make them competent for their personal life and knowledge society! Competition exhausts teachers and students Joy and interests matter!

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45 Finnish Education al System

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