1. A Framework for the Future
Teaching and Learning Environments
Jorma Enkenberg
Professor(emeritus)

2. “School is age-specific, teacherrelated process requiring fulltime attendance at an obligatory
curriculum" (Ivan Illich 1971)
Satisfied with this kind of school?
What kind of adults this kind of school will
educate?
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3. Our educational system has been mostly a reactive one
Schools and our educational system change too slowly and do
net reflect in a proactive manner the changes that will happen
outside in the societies and in our children’ and students’ life
and the future
Change, experimenting and development can be very
rewarding – why our educational system is not capable to
experiment enough and to self-regulate its function and adapt
its function with the changes that happen outside (ecological
validity of the school system)?
Change as a process of learning (real change is inherently a kind
of learning)
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4. Where is the explanation?
Teacher education in general (no attitude towards change; lack of
innovation and creativity; no orientation towards the future; no
looking over the shoulders of other sciences e.g.)
Teacher education is a strongly regulated system from outside and
inside too (the teachers themselves and surrounding social
environment)
We as teacher educators e.g. use to keep too tightly our beliefs and
the belief system (too much efforts in standardising our education,
not enough braverity)
Educational and instructional models have not utilized enough at all
recent results of international research in learning and teaching
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5. What has changed in society since … that has a
special importance in designing education?
Media (from mass to personal&social)
Societies and communities (from real to virtual (at least partly))
Living environments (technology at work and everyday life e.g.)
Socio-culture of our students and children (e.g. values, attitudes,
models of behaviour)
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6. Changes in the progressive work since …, that
should have importance in designing education
New kind of network communities
Computational media
Modeling and simulation tools
Distribution of our knowledge (with people, tools and documents)
Emerging organisational structures of the communities (towards
democracy; no clear leaders; co-development)
Shared accountability
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7. Students’ and children’ socio-culture…
Students have a strong and continual interest in (mobile) technologies
They expect feedback continuously and immediately
They have a strong preference on group work
They own decreased engagement related to the presence in teaching
situations
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8. Life-long and life-wide learning
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9. Roger Schank’s proposal for social innovation in
teaching and learning
“The only way we learn is through "doing," and failure.
Failure gets our attention, it fosters an emotional
response, which is essential for learning. "Doing," and
emotional experiences rarely take place in a classroom.”
We should spend about 1/3 of our day at the computer,
1/3 talking with others, and 1/3 making something."
What are the environmental implications if learners are
spending 1/3 of their day at the computer, 1/3 talking with
others and 1/3 making something?
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11. Pillars for the (future teaching and)
learning) environments
Technological environment
Social environment
Teaching environment (voice of the learners and teachers,
their agency and designed roles)
Learning tasks
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12. Connected teaching as a proposal for …
(National Technology Plan 2010)
In a connected teaching model, connection replaces isolation. Classroom
educators are fully connected to learning data and tools for using the
data; to content, resources, and systems that empower them to create,
manage, and assess engaging and relevant learning experiences; and
directly to their students in support of learning both inside and outside
school.
The same connections give them access to resources and expertise that
improve their own instructional practices and guide them in becoming
facilitators and collaborators in their students’ increasingly self-directed
learning.
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13. Continues …
In connected teaching, teaching is a team activity.
Individual educators build online learning communities consisting
of their students and their students’ peers; fellow educators in
their schools, libraries, and afterschool programs; professional
experts in various disciplines around the world; members of
community organizations that serve students in the hours they are
not in school; and parents who desire greater participation in their
children’s education.
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14. Participatory learning (Davidson&Goldgerg 2009)
Self-learning (knowledge seeking e.g.)
Horizontal organizational structure (c.f. knowledge creating
organizations)
Shared responsibility and ownership (c.f. distributed expertise)
Distributed pedagogy (formal, non-formal and informal learning setting)
Participation (in networks and communities)
Interactions (between peoples and peoples and documents)
Technology (making learning powerful)
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15. Our proposal for FTLE
Participatory learning as instructional environment – because it
places emphasis on self-learning and participation in research
and development communities.
Internet as a technological environment – because it can
enhance collaborative learning and on the other hand form a
basis for personal learning environments.
Co-development as a social environment – because it has been
demonstrated to be a powerful social innovation in product and
software development (co-development; c.f. open source and
Linux phenomenon).
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16. Putting into varying contexts …
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17. Co-development enables participation in communities that can
mediate those practices that their full members implement. It puts
emphasis on the social character of learning and enables the
participants to move from the periphery to the center of the
activities and slowly to become full members of those communities
(especially research and professional communities of practices).
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18. In summary
In our model the learners’ agency will resemble those of
scientists, designers and architects in authentic contexts.
Teachers’ role in developing, taking into use and
maintaining learning environment reflects majorly the
kind of expertise typically present in architects’,
scientists’ and designers’ behavior.
We argue that in a continuously changing world,
teachers’ and educators’ work will share increasingly the
kind of expertise that we can find among these
communities.
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19. A good educational system should have
three purposes: it should provide all
who want to learn with access to
available resources at any time in their
lives; empower all who want to share
what they know to find those who want
to learn it from them; and, finally,
furnish all who want to present an issue
to the public with the opportunity to
make their challenge known. (Illich
1971)
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