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Learninganalytic 2015

Ways of monitoring innovation in schools as learning ecosystems

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Learninganalytic 2015

  1. 1. Ways of monitoring innovation in schools as learning ecosystems Kai Pata Estonian Learning Analytics chapter meeting, Tallinn University, 12.08.2015
  2. 2. Two ecosystemic perspectives to consider • Trialogical learning scenarios’ (Paavola & Hakkarainen, 2009; Paavola, 2015) application at schools – monitoring digital resource usage (levels on knowledge creation) in learning scenarios with cloud-based eKoolikott • Schools’ development in wider socio-technical regime (Geels, 2002; Geels & Schot, 2007) context – linked data approach to monitoring longitudinal innovation trends at schools
  3. 3. Schools as learning ecosystems Monitoring schools as learning ecosystems Adopted from Marmins, 2013 Exhchange of novel learning scenarios Bottom-up involvement and innovation : Teachers, students, communities Social technologies, BYOD, modular cloud- based etextbook provision, new legal acts
  4. 4. Monitoring learning scenarios at schools Paavola, 2015 Paavola & Hakkarainen, 2009 Knowledge must be passed over different “tools” in the Activity Systems to mature and be usable Innovation at schools can be monitored based on how teachers use digital ecosystem components in learning scenarios
  5. 5. Example: Trialogical flipped classroom Individual knowledge acquisition Learning as participation; Learning as knowledge creation Individual knowledge acquisition Learning as knowledge creation A lesson scenario “Edit Alice” by Kristi Kartashev Organizing activities around shared “objects” Supporting integration of personal and collective agency and work Fostering long-term processes of knowledge advancementEmphasizing development and creativity through knowledge transformations and reflection Promoting cross- fertilization of knowledge practices across communities and institutions
  6. 6. Opportunities of eKoolikott Accreditation of teachers digital competences based on actual usage of trialogical learning principles Applying trialogical principles e.g. Promoting cross- fertilization of knowledge practices across communities and institutions also at teachers’ learning
  7. 7. Schools in the transition to new socio-technical regime School-ID based linked data with regional data and teacher in-service training data A) novel dedicated longitudinal survey B) different ICT surveys *Challenge is to compare same topic items, having a system to share openly data (from student studies, other studies) Leinonen, 2005 Geels & Schot, 2007 Which of those has made way to actual teaching and why? Why some schools become innovative?
  8. 8. References • Marmins, J. (2013) What is a social business ecosystem? Blog post URL: • Paavola, S. and Hakkarainen, K. (2009). From meaning making to joint construction of knowledge practices and artefacts: A trialogical approach to CSCL. In C. O'Malley, D. Suthers, P. Reimann, and A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 83-92). Rhodes, Creek: International Society of the Learning Sciences (ISLS). • Paavola, S. (2015). Challenges of collaborative knowledge creation – work with shared objects. In A. Littlejohn, and C. Pegler (Eds) Reusing Open Resources. Learnin in Open Networks for Work, Life and Education (pp. 104-114). London: Routledge, Taylor & Francis Group. • Geels, F. W., (2002). Technological transitions as evolutionary reconfiguration processes: a multi-level perspective and a case study. Research Policy 31 257-1273 • Geels, F.W, Schot, , J., (2007). Typology of socio-technical transition pathways. Research Policy 36 399–417 • Leinonen, T. (2005) (Critical) history of ICT in education – and where we are heading? Blog post URL education-and-where-we-are-heading/ • Linked data platform 1.0 URL: 20150423/