My presentation at www.ewf2013.org Education World Forum, London January 29, 2013 Westminster Great Hall

1. The future of learning in Finland
Mooc, flipped or what?
-
Professor Kirsti Lonka, Vice Dean
Faculty of Behavioural Sciences
University of Helsinki, Finland
Twitter @kirstilonka #mindgap
Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 1

2. BACKGROUND
• The level of teacher education in Finland is highest
in the world – Master’s degree is the requirement
• Statistically, more difficult to get in to teacher
education programs (elementary school) than to
medical or law school
• Elementary teachers stay with the same children for
several years – they have 13 subjects to master,
even they specialise in two
• Music, arts, handicraft, domestic skills and sports are
all included in the study plans
• Autonomous teachers, short school days, long
holidays, hardly any standardised tests
Professor Kirsti Lonka, University of Helsinki 31.1.2013 2

3. What kinds of thing bothered
Finnish teachers in 2013?
• Work engagement and well-being
• Triple demands > technology vs. old study plan,
increasing interculturalism
• Students using technology outside school, mainly for
entertainment
• Maintaining mother tongue (Finnish, Swedish)
• Units becoming too big, too much centralisation?
• Study plans – are they too restrictive ?
• How much you dare to use your own creativity
Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 3

4. The Double Helix of the Teacher
• Trying to maintain the old
practices and simultaenously
trying to be innovative
• You must give up something or to
change something!
• Sense of duty makes people the
more exhausted, the more
complex your working
environment becomes (Hakanen,
Schaufeli)
• Less is more!
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Professor Kirsti Lonka, University of Helsinki

5. FLIPPED CLASSROOM AND
MOOC? WHAT ON EARTH
• Flipping classroom upside down by applying a
making used of new social and technological
(material) resources
• The valuable time we spend at school is not ment to
be used for knowledge transmission or monologues.
• Much better to study contents in an engaging way
and then elaborate on them and create knowledge in
the classroom
• There is so much global knowledge and wisdom,
easily accessible, that the teacher can focus on their
basis task – fostering student learning!
Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 5

6. Mind the Gap Project
Kirsti Lonka Academy of Finland Katariina
Educational Mind Program Salmela-
psychology Aro, Adolescent
research development and
group, Department wellbeing research
of teacher group, University of
education, Univers Jyväskylä & Helsinki
ity of Helsinki Collegium
Kai
Hakkarainen, Tec
Kimmo Alho hnology-
Brain, attention and mediated collabo-
memory networks rative learning
research group, Department
group, Helsinki of
Collegium, Universit Education, Universit
y of Helsinki y of
Turku
2013-2016 www.helsinki.fi/yliopisto

7. The Aims
• The project integrates educational, developmental, socio-
emotional and neuroscientific approaches to examine the
development of minds of so called “digital natives”, who have,
from the very beginning of their life, been socialized to use
information and communication technologies (ICTs).
• There appears to be a gap between the digital youth and the
educational practices and the minds of previous generations.
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8. Digital immigrants,
Digital natives are assumed to in contrast, use ICTs
have thorougly intellectually as weakly integrated
socialized to use ICTs external tools
Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 8

9. Gap between diginatives’
and educational practices
Diginatives’ practices Educational practices
• Flexible use of digimedia • Traditional media
• Multi tasking • Linear and sequential
• Intellectual ICT protheses • Pure mental performance
• Internet searches • Limited textbook content
• Working on screen • Paper and pencil
• Making and sharing in groups • External performance
• Extended networks • Closed classroom community
• Knowledge creation • Bulimic learning
www.helsinki.fi/yliopisto

10. The future of Finnish
teacher education
Has already started in 2012
Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 10

11. www.helsinki.fi/yliopisto
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12. July, 2012
May, 2012
Aug 6, Aug 7,
2012 2012
Faculty
of
Behavio
ural
Science
s/
Profess
or Kirsti
Lonka,
12 2012

13. Connecting
people and
ideas!
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14. Collaborative knowledge
construction
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15. COLLABORATIVE
KNOWLEDGE
CONSTRUCTION IN
LARGE GROUPS
• SMART podium maintains eye contact SMART podium
with the audience
• We use Flinga application so
that the students can join collaborative
knowledge construction during session
• Boundaries between virtual and F2F
shall disappear
•The latest version of Flinga may be used
with ordinary laptops!
Faculty of Behavioural Sciences / Professor Kirsti
Lonka, 2012 15

16. Measuring optimal motivational
states with CASS mobile apps
Faculty
of
Behavio
ural
Science
s/
Profess
or Kirsti
Lonka,
16 www.helsinki.fi/yliopisto 2012

17. Pictures from Oulu UBIKO
project: University training
elementary school
Professor Kirsti Lonka, University of Helsinki www.helsinki.fi/yliopisto 31.1.2013 17

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23. Future learning environments?
Pedagogical, P2P, F2F, virtual ja mobile combined.
Flexible physical spaces and variety of trialogical
scripts
Children have a role of an active agent, but the teacher
is central actor in the process too
Teachers (and students and parents) collaboratively
create new knowledge practices
Pedagogical leadership developes to support engaging
learning solutions
Transgenerational and intercultural learning flourishes
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