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Tero Toivanen

NetFamilyNews - 0 views

  • Students who are "given a greater degree of freedom to surf the Internet at school are less vulnerable to online dangers in the long-term,"
  • What Ofsted seems to be saying is that teaching students the critical thinking skills of media literacy ultimately lowers risk.
  • "Who wrote the material on this site?" "Is the information on it likely to be accurate or could it be altered by anybody?" "If others click onto the site, can I be sure that they are who they saythey are?", and "What information about myself should I not give out on the site?"
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    Students who are "given a greater degree of freedom to surf the Internet at school are less vulnerable to online dangers in the long-term,"
Tero Toivanen

Who is an e-pioneer? | Kobus van Wyk - 0 views

  • If you are a teacher who embraced technology as a teaching tool and are now encouraging your colleagues to do the same, you are an e-pioneer. 
    • Tero Toivanen
       
      Are you an e-pioneer?
  • Who is an e-pioneer?  When you promote e-learning and the use of e-tools in your environment, you are one!
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    Who is an e-pioneer?  When you promote e-learning and the use of e-tools in your environment, you are one!
Tarmo Toikkanen

Education | Diigo - 2 views

  • You can create student accounts for an entire class with just a few clicks (and student email addresses are optional for account creation) Students of the same class are automatically set up as a Diigo group so they can start using all the benefits that a Diigo group provides, such as group bookmarks and annotations, and group forums. Privacy settings of student accounts are pre-set so that only teachers and classmates can communicate with them. Ads presented to student account users are limited to education-related sponsors.
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    These are special premium accounts provided specifically to K-12 & higher-ed educators.
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    Diigo tarjoaa opettajille ilmaisia erityistilejä. Ominaisuuksiin kuuluu mm. oppilaiden kutsuminen palveluun ja suojatut ryhmät luokille.
Tero Toivanen

Social Media's Effect on Learning - Digits - WSJ - 0 views

  • Adults must be socially stimulated to learn, which is why language retention is usually only successful for adults when they are immersed with other language-speakers. Bilingual people “build new bridges” in the brain, said Dr. Kuhl, and their brains are constantly adapting and reshuffling data as they translate.
  • “Bilingual people aren’t cognitively smarter, but they are more cognitively flexible,” she added. “Practice at constant switching improves an aspect of their cognitive abilities. They become more facile at adjusting to new situations and inventing new situations.”
  • This is much like what people do when they’re updating their Twitter status, instant-messaging friends, or answering text messages and emails while they’re doing something else. Dr. Kuhl said this multitasking, where people are stimulating new patterns of sequential processing, could then reap the same benefits as bilingualism.
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    Researchers are figuring out how the interaction Social Media spurs can stimulate brain activity.
Tarmo Toikkanen

The Finnish Education System Rocks! Why? - 1 views

  • In short, Singapore and Finland have become world renowned for their education systems, but interestingly they have achieved their success using quite different approaches (to say it mildly!).
  • Here are five reasons, why Finish people have been, and are successful: Quality education with equal opportunity High level of investments in R&D for technology development Good regulatory framework and efficient public service Open economy: competition has to prevail Social model: social market economy, welfare society
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  • Besides free and universal high-level education from comprehensive school to university (6% of GDP directed to public education), Finland stresses also equal opportunity for all, irrespective of domicile, sex, economic situation or mother tongue. Teachers are required to be trained in dealing with low-achieving students, as well as students with disabilities and learning difficulties.
  • The fact that education is free, including travel expenses, welfare services, accommodation, books and other school material, means that students can focus more of their time on learning, rather than all the other distractions that might come with it.
  • Interestingly, a teacher must have a master's degree to teach in Finland, and also have a lifelong learning program mapped out for them. They emphasize a lot on lifelong learning, and it is kind of embedded into the their learning culture.
  • Finland don't rank students or schools, and they don't emphasize on standardized nationwide examinations that drive students, teachers and parents nuts.
  • I personally believe (based on my shallow understanding) the Finnish education system has managed to infuse discipline, hard work, and competitiveness, but at the same time also infuse the right balance to nurture critical skills required for the 21 century, which include communication, collaboration, creativity (innovativeness), critical thinking, problem solving, digital literacy, flexibility, adaptability, global care/awareness, and emotional intelligence.
  • In addition, the Finnish education system is rather decentralized and schools are given a degree of freedom (independence) to develop their own curriculum. The problem with having a centralized system and curriculum, is that if you get it wrong, the whole country will suffer. Also, with a top-down model, it is difficult to quickly innovate and spark changes to the curriculum that is needed to deal with the increasingly disruptive learning world that we are experiencing today. However, in a decentralized system, schools can easily change and adapt as they learn, and also they have more freedom to explore and try out new things, without needing to worry about ranking of this and that.
  • Finally, Finland emphasizes big time on research and development (around 4% of GDP), and have interlinked companies with the Universities to collaborate on new innovations. Whatever they do, their approach is very scientific, which of course includes how they are continuously improving their education systems.
  • Focus less on exams, and more on learning.
  • Focus more on teacher education, and less on centralized content/curriculum.
  • Focus less on investing on flowers and big buildings, and more on equipping educators and students with the learning tools needed to transform the way they learn.
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    Analysis on why the Finnish education system gives good results.
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    ZaidLearnin kirjoittaja pääsi kuuntelemaan Suomi-Malesia-konferenssiin opetuskulttuurien eroista. Tässä hän analysoi USAn näkökulmasta, mikä suomalaisessa koulutusjärjestelmässä häntä inspiroi.
Tero Toivanen

Jim Klein :: Weblog :: Netbooks and Open Source: Rethinking Laptops and Learning - 1 views

  • Netbooks are essentially mini-laptops that combine the physical characteristics of a cell phone with the capabilities of a traditional laptop, overcoming nearly all of the hardware obstacles to continuous student technology use in the classroom.
  • But hardware is only half of the picture. Open-source software is the answer to achieving cell phone reliability and ease of use on a device. With Linux and open-source software on netbooks, all the complexities of typical proprietary operating systems can be stripped away, leaving elegant, cell-phone like interfaces of simple icons, with reliable and secure underpinnings that are not prone to failure, malware, or general instability.
  • Through the use of free, open-source applications, students gain access to a diverse set of tools and resources for content creation, and teachers are empowered to challenge students to demonstrate subject area mastery using any one of a variety of tools and contexts. Since the software is free to distribute, students can install the same programs on any computer they have access to, creating an environment in which teachers can have a reasonable expectation that technology-based activities and assignments can be completed regardless of the student's location. And free classroom management tools enable teachers to monitor student activity, communicate privately or with groups, take control of a workstation, start a demonstration from theirs or any student's machine, and garner the attention of the class at a moment's notice, all through an easy to use interface on the teacher's workstation.
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  • Absolutely yes, we've seen tremendous success in our district through the SUSD SWATTEC program. We've done nearly zero training on the laptops themselves, yet students are using them for amazing things on a daily basis, and teachers have embraced them to the degree that they are regularly used all day, every day in the learning environment. Is it replicable? Absolutely. All the software and every detail is available in true open-source fashion on the SUSD SWATTEC web site. Six school districts in four states (that we know of) are doing it now, with great success.
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    Löytyisikö Netbookeista vastaus sosiaalisen median tuomiseen koulumaailmaan? Tässä artikkelissa on painavia argumentteja tämän puolesta.
Tarmo Toikkanen

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

  • In examining the current physical space Wesch (2008) asked students what a lecture hall ‘said’ about learning, in essence what were the affordances (Gibson 1979; Norman 1988) of the standard learning environment. They listed the following: To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • These are obviously at odds with what most educators regard as key components in learning, such as dialogue, reflection, critical analysis, etc. They are also at distinct odds with the type of experience students have in the online world they inhabit regularly, particularly the social network, read/write web. These environments are characterised by User-generated content Power of the crowd Data on an epic scale Architecture of participation Network effects Openness
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  • When it was necessary for education to be performed face to face, a number of services were bundled together. When it becomes digital and online, this may no longer be the case, as we have seen in most content industries, such as music and newspapers (education has some similarities with content and also some significant differences). The first round of learning tools replicated the centralised model, but as the tools have become easier to use, and the methods for integrating them simpler, so this centralised approach seems less applicable. Clay Shirky (2008) argues that the ‘cost’ of organising people has collapsed, which makes informal groupings more likely to occur and often more successful:"By making it easier for groups to self-assemble and for individuals to contribute to group effort without requiring formal management, these tools have radically altered the old limits on the size, sophistication, and scope of unsupervised effort"Part of the function of universities is to provide this organisation, for example by grouping individuals together to form a student cohort who are interested in the same subject. But as this grouping becomes easier to do online, it becomes less of a valued function of the university - ie you don’t need to go to a university to find like minded people. Education then faces the same challenges regarding the cost of organisation that, say, the Encyclopedia Brittanica faced from wikipedia. Returning to the theme of this paper, Shirky’s argument can also be applied to technology, namely that the ‘cost’ of integrating technology has drastically reduced, meaning it is now feasible for individuals to do this, thus alleviating the need for centrally provided pre-integrated solutions. For example, we could reword the above quote to read:By making it easier for tools to (self) assemble and for applications to contribute to the environment without requiring integration, these approaches have radically altered the old limits on the size, sophistication, and scope of any individual to create their own environmentProjects such as SocialLearn, illustrate that the conceptualisation of a learning environment goes beyond technical, or even pedagogical considerations. In a digital society it comes to represent the institutional response to changes in the nature of knowledge creation, sharing, and participation, in short to the nature of education itself. Shirky argues that ‘when we change the way we communicate, we change society’, and the new socially based technologies we have today are doing this in fundamental ways. It is only by exploring their potential that universities can remain relevant to the society they are helping to shape.
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    The central theme of this article is that the online learning environment can be seen as the means by which higher education can explores the challenges and opportunities raised by online and digital society.
Tarmo Toikkanen

open thinking » 90+ Videos for Tech. & Media Literacy - 1 views

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    "Over the past few years, I have been collecting interesting Internet videos that would be appropriate for lessons and presentations, or personal research, related to technological and media literacy. Here are 70+ videos organized into various sub-categories. These videos are of varying quality, cross several genres, and are of varied suitability for classroom use."
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    Medialukutaitoon liittyviä videoita eri aiheista kategorisoituna. Osa sopii luokkaopetukseen, osa omatoimiseen tutustumiseen.
Tero Toivanen

WikiEducator's Wayne Mackintosh: Open Education and Policy - Creative Commons - 0 views

  • The act of teaching is fundamentally about sharing knowledge. OER embodies the purpose of teaching and is today’s most compelling manifestation of the core values of education in a digital world, that is, to share knowledge freely.
    • Tero Toivanen
       
      Opettaminen on tiedon jakamista. Siksi avoimet oppimisen resurssit edustavat opettamisen puhtainta arvomaailmaa digitaalisessa maailmassa.
  • WikiEducator is a flagship project of the OER Foundation
    • Tero Toivanen
       
      WikiEducator on avoimien oppimisen resurssien liikkeen lippulaivaprojekti.
  • Cape Town Open Education Declaration
    • Tero Toivanen
       
      Allekirjoitin jo tämän julistuksen.
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  • Creative Commons is the air that the OER movement breathes.
    • Tero Toivanen
       
      Creative Commons:in merkitys avoimien oppimisen resurssien liikkeelle.
  • Creative Commons could, for instance, leverage its networks to establish a global network of pro bono legal counseling services, or develop an array of draft intellectual property policies published as OER that can be reused and remixed by education institutions around the world. In this way, all projects benefit from the core expertise and tacit knowledge of our respective organisations.
    • Tero Toivanen
       
      Mitä CC voisi tehdä tulevaisuudessa OER:ia tukeakseen.
  • In responding to these needs, the OER Foundation has launched the CollabOERate project. CollabOERate is the OER equivalent of research and development (R & D) for new “product” design in open content and open education. CollabOERate is an “OER remix” of industry’s “co-opetition” model where individual OER projects agree to collaborate on areas that allow them to “compete” better for their own sustainability and attainment of their own strategic objectives.
    • Tero Toivanen
       
      Mikä on CollabOERate -projekti.
  • The uncharted territory, and arguably the biggest point of difference for OER lies in the remix.
  • At the OER Foundation we subscribe to free cultural works licensing.
  • . At the OER Foundation we believe in radical transparency and all our planning documents, projects and funding proposals are developed openly in WikiEducator, using Creative Commons licences.
  • WikiEducator believes learning materials should be free (read “libre”) for all students of the world.
    • Tero Toivanen
       
      Oppimateriaalien pitäisi olla ilmaisia kaikille maailman opiskelijoille!
  • By free digital resources, we mean educational materials which meet the requirements of the free cultural works definition that I mentioned before. That is, the freedom to reuse, revise, remix and redistribute education materials without restriction. This includes the freedom to use free software, and the freedom to earn a living. Consequently, we do not consider OER using the Non Commercial (NC) or No Derivatives (ND) restrictions to be free in all material aspects.
  • Sadly, in education circles the non-commercial restriction is widely used.
  • We believe that the restriction of commercial activity around OER is a material restriction of the freedom to earn a living, especially when the ShareAlike provision, if used in conjunction with free file formats, is sufficiently adequate to protect the future freedoms of digital materials against commercial exploitation.
  • Most national education systems are predominantly funded through taxpayer dollars. Why should taxpayers have to pay “twice” for education materials?
    • Tero Toivanen
       
      Miksi oppimateriaaleista pitää maksaa kahdesti?
  • Capability and community development using WikiEducator’s Learning4Content training model.
  • In Sub-Saharan Africa, 76% of the children of the school-going age for the last 3-years of the K-12 system will NOT have the privilege of attending school. The conventional education system that has evolved in the industrial world is unaffordable to the majority of our planet. Consider for example, that in many African countries, the cost of sending a child to secondary school is typically more than 20% of the per capita income.
  • “Access to learning and acquisition of knowledge should be freely available to all humanity. Any and every effort to realise this vision must be welcomed and enthusiastically supported by all.”
    • Tero Toivanen
       
      Tämän eteen kannattaa tehdä töitä!
  • We can make a difference in widening access to learning. While the skeptics and educational purists may argue that such systems may not meet the “quality” requirements of teaching provision compared with traditional face-to-face provision, these approaches have got to be better than no education at all. Our industrialised nations can help if they release materials as OER.
  • To paraphrase Mahatma Gandhi: “We can be the change we want to see in the OER world!” This is what we are doing and I hope that your readers can help us.
  • Many education institutions perceive that the sharing of education materials will potentially erode their student base, or even worse, their “competitive advantage.”
  • Any researcher worth their salt knows that a thorough literature review of existing knowledge is the natural starting point in resolving a research question.
  • “to have reached the stage where we are technically able to share knowledge and enhance education right across the world is a wonderful thing.”
  • OER is not a binary question of whether or not it is going to happen, it’s simply a question of how long it will take to have free digital resources in support of all national curricula in the world.
  • We only need a small minority of contributors to achieve the goal where learning materials will be free for all students of the world.
  • Good teaching is good teaching, irrespective of whether we are using open or closed resources.
Tarmo Toikkanen

Laptops in lectures | Tony Bates - 0 views

  • f most students have laptops, why are they still having physically to come to a lecture hall? Why can’t they get a podcast of the lecture? Second, if they are coming, why are the lecturers not requiring them to use their laptops for study?
  • So, yes, there are occasions when lectures work very well. But they should not be the default model for regular teaching in higher education. There are much better ways to teach that will result in better learning over the length of a course or program.
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    Luennolla läppäriä käyttävät opiskelijat pärjäävät opinnoissaan muita huonommin. Miksi? Tässä artikkelissa on pohdintaa aiheesta.
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    An article about students bringing lap-tops to lectures, with research indicating that students who use laptops in class do less well than students without laptops.
Tarmo Toikkanen

Networked Learning Design - Occasional rants - I was wrong: games ARE an alte... - 0 views

  • E-learning designers believe that people learn through "content". They assume that encountering content will lead people to change their behaviour. Games designers believe that people learn through "experience". They assume that having experiences - doing and feeling things - leads to change in behaviour. E-learning designers believe we must be "nice" to our learners in case they go away. They assume that the relationship between the course and the learner is a weak one so that if there's any significant challenge, the learner will give up. Games designers believe that we can challenge people and they'll stick with it. Indeed, it is progressive challenges that form much of the motivation for gamers. E-learning designers believe that we learn step by step (hence linearity, page-turning etc.). Game designers believe we absorb lots of things all at once (hence HUDs, complex information screens etc.). E-learning designers believe that learning experiences are emotionally neutral (in spite of all that's written about the importance of emotion in learning). Games designers always seek an "angle", an attitude.
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    "games are an utterly different vision of learning, separated from e-learning by a huge and uncrossable chasm"
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    Miten pelit ja eOpetus eroavat toisistaan.
Tarmo Toikkanen

What is the Future of Teaching? - 0 views

  • According to the New York Times Bits blog, a recent study funded by the US Department of Education (PDF) found that on the whole, online learning environments actually led to higher tested performance than face-to-face learning environments.
  • “In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages,” writes the authors of the report (emphasis theirs). “At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.”
  • We can conclude that those in online learning environments tested better, but not necessarily why.
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  • Researchers warned that “various online learning implementation practices may have differing effectiveness for K–12 learners than they do for older students,” which seems plausible.
  • The word education, after all, comes from the Latin educare, which means, “to lead out.” I.e., think Socrates. Anyone can absorb information from a book or video, but good teachers will always be necessary to draw out that knowledge and help students develop the skills needed to think critically about the information they consume. In other words, online learning tools are just like any other tools in a teacher’s bag of tricks: what matters is how they’re applied. The instruction of good teachers will be made better by the proper application of web tools, while bad teachers won’t necessarily be made better by utilizing online education methods.
  • It comes down to knowing how to best use the tools at your disposal to maximize the impact of education for students, which has always been what separates good teachers from bad ones. The major difference between teachers of today and teachers of the future is that in the future educators will have better online tools and will require better specialized training to learn how to utilize them properly.
    • Tarmo Toikkanen
       
      Exactly. The tools are not the point, it's the learning results that matter. And they stem from the learning activities, which in turn are supported by the tools that are employed.
  • Teachers will certainly need to adapt in order to use new tools and methods, but that’s nothing new. Online education may never completely replace face-to-face learning, though as the Department of Education study shows, with enough time and under the guidance of a good teacher, online learning environments can produce results that are just as good or better than classroom learning. Online learning is likely to be used more often to enhance face-to-face learning in the future, however, and in communities where classroom learning is infeasible due to lack of funds, online learning is an adequate stand-in.
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    Hyvin tiivistettyä ajatusta opetuksen tulevaisuudesta.
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    Good analysis on the impact of new tools, and the need for great teachers.
Tarmo Toikkanen

opsound: free love, free music - 0 views

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    "Opsound is a gift economy in action, an experiment in applying the model of free software to music. Musicians and sound artists are invited to add their work to the Opsound pool using a copyleft license developed by Creative Commons. Listeners are invited to download, share, remix, and reimagine."
Tarmo Toikkanen

How Web 2 are you? | Quizible - 0 views

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    Kuinka monta suosittua sosiaalisen median välineen logoa tunnistat? Itse sain 20/34 kasaan, joskin osaan piti kokeilla useampaa veikkausta.
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    How Web 2 are you? See how many of these you recognise.
Tarmo Toikkanen

Cognitive Daily: Does mentioning SEX help students learn about other stuff too? - 0 views

  • Sexy examples, it seems, distract from the learning task. The researchers aren't suggesting that teachers start using boring examples, either -- what's best is to present only information that's relevant to what's being learned. Adding in irrelevant examples, especially the juicy ones, only makes learning more difficult.
  • In the study, the irrelevant materials were about 30 percent of the total material presented. Maybe if attention-getting examples could be reduced to, say, 10 percent of the total, they'd serve their purpose without getting in the way of learning.
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    Luennon höystäminen mielenkiintoisilla asiaan liittymättömillä tarinoilla voi jopa haitata oppimista.
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    Spicing up a lecture with irrelevant examples and anecdotes: Students can apply information better if the irrelevant sections are boring. If they are very interesting or sexy, they do worse.
Tarmo Toikkanen

Social Learning Strategies Checklist « Social Enterprise Blog - 0 views

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    "Organizational adoption of social media as a comprehensive learning strategy is one part software rollout, one part transformational change, and one part large scale corporate initiative. Depending on your initial focus, it might involve a single cohort group, your whole company, your partners or suppliers, your clients, or even the public at large. Regardless of your scope, there are a number of critical items that you must address in order to achieve success. While you may not need to address all of the issues below on your particular initiative, you should at least consider the implications and issues for each item below, and where necessary, develop a plan of action to address those that are relevant to your situation."
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    Mitä kaikkea onkaan huomioitava sosiaalisen median käyttöönotossa opetussektorilla?
Tarmo Toikkanen

Cool Cat Teacher Blog: Bad Backchannel: My Take on Danah Boyd's Bad Day - 0 views

  • 1) I don't like the backchannel on the big screen.  Period.  
  • 2) All presentation backchannels should have moderators.
  • 3) Backchannels Should be Part of the Presentation from the Speaker
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  • 4) Twitter makes a poor presentation backchannel.
  • 5) Backchannels Should be Intentional
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    "When I use backchannels in presentations there are a couple of guidelines that I think are a good idea to do."
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    Pohdintaa taustakanavan käytöstä presentaatioissa.
Tarmo Toikkanen

How Rewards Can Backfire and Reduce Motivation | PsyBlog - 3 views

  • As you can see the expected reward had decreased the amount of spontaneous interest the children took in drawing (and there was no statistically significant difference between the no reward and surprise reward group). So, those who had previously liked drawing were less motivated once they expected to be rewarded for the activity. In fact the expected reward reduced the amount of spontaneous drawing the children did by half. Not only this, but judges rated the pictures drawn by the children expecting a reward as less aesthetically pleasing.
  • Rewards reduce intrinsic motivation
  • In one study smokers who were rewarded for their efforts to quit did better at first but after three months fared worse than those given no rewards and no feedback (Curry et al., 1990). Indeed those given rewards even lied more about the amount they were smoking.
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  • tangible rewards tend to have a substantially negative effect on intrinsic motivation (...) Even when tangible rewards are offered as indicators of good performance, they typically decrease intrinsic motivation for interesting activities.
  • This is why play can become work when we get paid. The person who previously enjoyed painting pictures, weaving baskets, playing the cello or even writing blog posts, suddenly finds the task tedious once money has become involved.
  • When we do something for its own sake, because we enjoy it or because it fills some deep-seated desire, we are intrinsically motivated. On the other hand when we do something because we receive some reward, like a certificate or money, this is extrinsic motivation.
  • Rewards have even been found to make people less creative and worse at problem-solving.
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    Miten palkkio vaikuttaa motivaation? Sisäiseen motivaation se vaikuttaa tässä blogissa mainittujen tutkimusten mukaan negatiivisesti.
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    Joo, nykyinen motivaatiotutkimus on ihan mielenkiintoista. Vaikka sisäisen ja ulkoisen motivaation jako on jo vähän vanhahtava, on se edelleen hyvä ajattelun väline. Modernimpi tulkinta olisi varmaankin, että sen sijaan, että jännite muodostuisi toimijan ja tehtävän välille, se muodostuu toimijan ja palkkion välille.
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    "Yet psychologists have long known that rewards are overrated. The carrot, of carrot-and-stick fame, is not as effective as we've been led to believe. Rewards work under some circumstances but sometimes they backfire. Spectacularly."
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    Jos tuota sisäistä motivaatiota vertaa Mihály Csíkszentmihályin Flow-ilmiöön, ollaan lähellä samoja asioita. Flow-tilassa ulkoisille palkkioille ei ole tarvetta. Se on mielestäni myös optimaalinen tila oppimista ajatellen. Sosiaalisen median välineet saattavat olla muuten aika hyviä tähän tilaan pääsemiseen. Itseopiskelu voi muuttua lähes addiktiota aiheuttavaksi sen avulla.
Tarmo Toikkanen

eLearn: Feature Article - Predictions for 2010 - 0 views

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    "At the start of each year, eLearn Magazine's contributors predict what changes are afoot for the coming 12 months. Here are our predictions for 2010."
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    Some-gurujen ennustuksia vuodelle 2010.
Tero Toivanen

Studio Classroom: Designing Collaborative Learning Spaces -- Campus Technology - 2 views

  • In contrast to the traditional lecture-oriented room, this increasingly popular kind of space, known as a "studio classroom," emphasizes group learning and collaboration.
  • These new kinds of spaces will not and should not replace all traditional classrooms, as both configurations are necessary to meet the wide range of learning activities.
  • They have multiple electronic display surfaces oriented on different walls. Some are large projected images, using dedicated ceiling mounted projectors. The images projected onto these screens are used to engage larger groups of students or the entire class.
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  • A good portion of the perimeter walls are made up of writing surfaces.
  • In some cases, the furniture is lightweight, movable, and reconfigurable to accommodate workgroups of various sizes.
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    Sosiaalisen median myötä ei muutu vain opetus, vaan koko oppimisympäristö. Tässä hahmotelmaa tulevaisuuden luokkahuoneesta.
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