Slides of a keynote at the University of Oldenburg in September 2015. How to build a University where collaborative learning and interdisciplinary work are in the core? Why is it important? What are the implications for learning? How to help students to become critical and ethical change makers?

1. 1
Collaborative learning
in interdisciplinary
higher education
Prof. Dr. Teemu Leinonen

2. 2
Presentation with
3 parts.
Write down:
1 question from each.

3. 3
Part 1: Aalto University
Part 2: Educating change makers
Part 3: Learning

4. 4
Part 1: Aalto University

5. Aalto University
– Where science and
art meet technology
and business

6. 23.9.2015
6
Zach
Dodson
Three leading universities form Aalto University in 2010
Helsinki University of
Technology, found in 1849
Helsinki School of Economics,
found in 1911
University of Art and Design
Helsinki, found in 1871
75 000 alumni
20 000 students
5 000 employees

7. Group work at PackAGE course.

8. .
Photo Sami Heiskanen / flickr / Slush
Photo Sami Heiskanen / flickr / Slush
Biofilia – Base for Biological Arts.

9. A student group
presenting their work
Wearable electronics course.

10. In campus: Drilling Finland's first geothermal energy heat plant.

11. .
Art education happening with all the school children of Helsinki City.

12. Game research: Physical / virtual games.

13. © Ari-Pekka Sinikoski
Pavijonki. a yes –space.

14. © Pyry-Pekka Kantonen
Pavijonki. a yes –space.

15. © WDC Helsinki
Pavijonki. a yes –space.

16. ChemArts – New materials from the forest.

17. Frankfurtin kirjamessut
23.9.2015
17
Study project: Exhibition design.

20. Factories and platforms

30. 30

31. 31
Part 1: Aalto University
Part 2: Educating change makers
Part 3: Learning

32. 32
Part 2: Educating change makers

33. Education is about the future.

34. What do we know about the future?

35. We can analyze trends
. . . from the history.

37. The future of work?

38. EK Oivallus 2011. Illustration: Rami Niemi
Work takes place in networks.

39. EK Oivallus 2011. Illustration: Rami Niemi
Less symphony orchestra, more jazz.

40. How are our graduates?

41. EK Oivallus 2011. Illustration: Rami Niemi
Today: often high-quality individual performers.

42. EK Oivallus 2011. Illustration: Rami Niemi
In the future: people who understand other
competence and get excited about them.

43. EK Oivallus 2011. Illustration: Rami Niemi
In the future: creative, active people.

45. In the future: people who understand other
competence and get excited about them.

46. How to become a network player?
How to learn to work with others?
(or how to learn to play jazz?)

47. How to still reach the depth?
How to become an expert in some area?
(how to become good enough to play a solo?)

49. What research suggests?

50. Critical is the access
to the tacit
knowledge of the
experts.
Expertise develops in
participation to the
practices of the experts,
rather than by studying
formal knowledge.
(Brown, Duguid, & Collins,1987, Hakkarainen 2002)
What research suggests?

51. What research suggests?
Practicing work with experts from different fields than yours.
(Brown, Duguid, & Collins,1987, Hakkarainen 2002)

52. Brown, Duguid, & Collins,1987, Hakkarainen 2002
What research suggests?
Practicing work with experts from different fields than yours.
Critical is the access
to the tacit
knowledge of the
experts.
Expertise develops in
participation to the
practices of the experts,
rather than by studying
formal knowledge.

53. 53

54. 54
Part 1: Aalto University
Part 2: Educating change makers
Part 3: Learning

55. 55
Part 3: Learning

56. Three metaphors of learning
Knowledge acquisition
Participation
Knowledge creation

57. Knowledge acquisition

58. Learning is an individual cognitive process

59. Participation

60. Learning is a socio-cultural process

61. Knowledge creation

62. Learning is a socio-cultural process with
an intention to produce artefacts

64. (Hakkarainen, Lonka Lipponen 1999, Illustration Raami)
Progressive inquiry

65. Basic desires:
What makes people to act?
1. Desire to influence (including
leadership; related to mastery)
2. Desire for knowledge
3. Desire to be autonomous
4. Desire for social standing
(including desire for attention)
5. Desire for peer companionship
(desire to play)
6. Desire to get even (including
desire to compete, to win)
7. Desire to obey a traditional
moral code
7. Desire to improve society
(including altruism, justice)
8. Desire to exercise muscles
9. Desire for sex (including courting)
10. Desire to raise own children
11. Desire to organize (including
desire for ritual)
12. Desire to eat
13. Desire for approval
14. Desire to avoid anxiety and fear
15. Desire to collect, value of frugality
(Reiss 2004)

66. LabOurWard! –
Innovating to save
women’s and babies
lives in low resource
settings
DOM-E5042 (5-10 cr)
Explore how the interplay of services,
space and media can create better
experiences for women, children and
families, as well as an empowering work
environment for health care providers.
Information design? Visualizations? Way-
finding? Story telling? Spatial design?
Materials and colors? Gadgets? Services?
The focus will be on resource low settings
in Sub-Saharan Africa and South-East
Asia.
Results will be exhibited and
presented at the Women Deliver
conference in Copenhagen during 16-19
May 2016 (see: http://wd2016.org) in the
form of a “LabourWard prototype”
DL for application 17.9.2015
WebOdi code: DOM-E5042

68. Thank you.