The paper examines future learning and technologies available to be utilized in future learning. It illustrates personalization, collaboration and informalization as core terms of future learning. Technologies such as wearable computers and haptic and human-integrated technology are described from a future-learning point of view. Furthermore, the paper reports the results of a study that examined how individualization of learning processes and recognition of prior competences can respond to students’ needs and to the requirements of future learning. The context of the study was provided by the HAAGA-HELIA School of Vocational Teacher Education and a group of teaching students studying for their certificate in an online vocational teacher education programme. A design science approach was used in the study. A design scientist attempts to engineer innovative educational environments and simultaneously conducts experimental studies of those innovations. In this context, the innovations are related to future learning and prior learning assessment and recognition.

1. FUTURE LEARNING AND PRIOR LEARNING
ASSESSMENT AND RECOGNITION
IN VOCATIONAL TEACHER EDUCATION
D.Sc. Päivi Aarreniemi-Jokipelto

2. BACKGROUND
 The context of the
study is provided by
the HAAGA-HELIA
School of Vocational
Teacher Education,
situated in Helsinki,
Finland
 Online Teacher
education
programme
5.2.2014paivi.aarreniemi-jokipelto@haaga-helia.fi
ITEC 2014, Sharjah
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3. 5.2.2014paivi.aarreniemi-jokipelto@haaga-helia.fi
ITEC 2014, Sharjah
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GOAL
 The paper
 examines future learning and technologies available to be
utilized
 illustrates personalization, collaboration and
informalization as core terms of future learning
 reports the results of a study that examined how
individualization of learning processes and recognition
of prior competences can respond to students’ needs and to
the requirements of future learning

4. METHOD
 The research method was constructive, and the study
aimed at adding to the body of scientific knowledge of
prior competence recognition and
individualization of curriculums
5.2.2014paivi.aarreniemi-jokipelto@haaga-helia.fi
ITEC 2014, Sharjah
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5. FUTURE LEARNING STRATEGIES
(Redecer et al., 2011)
5.2.2014paivi.aarreniemi-jokipelto@haaga-helia.fi
ITEC 2014, Sharjah
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6. TECHNICAL INNOVATIONS 1980-2030
5.2.2014paivi.aarreniemi-jokipelto@haaga-helia.fi
ITEC 2014, Sharjah
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7. ONLINE TEACHER EDUCATION PROGRAMME,
2013-2014
5.2.2014paivi.aarreniemi-jokipelto@haaga-helia.fi
ITEC 2014, Sharjah
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VAT
Prior competences
Learning in
real working situations
PERSONAL DEVELOPMENT PLAN
Assessment and
recognition of prior
competences
CURRICULUM
Competence
requirements
Facilitator
Teaching student
Team
Working
context
Fasilitating
context

8. PRELIMINARY RESULTS
 Due to the prior competence assessment and
recognition model, some students graduated
earlier, and were more motivated than before.
 The students worked more in their own networks
with their own colleagues, instead of peers.
 With the help of the competence requirements defined
in the curriculum students created learning goals, which
resulted in larger targets combining several
competence areas and individualized learning
paths.
5.2.2014paivi.aarreniemi-jokipelto@haaga-helia.fi
ITEC 2014, Sharjah
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9. CONCLUSIONS
 Cyberspace will have crucial role in learning in future
 There will be new technical devices enabling learning
in new situations
 One of these models and practises is prior learning
assessment and recognition, which is tightly
connected to the future learning trends:
personalization, collaboration, and informalization.
 The wider use of prior learning assessment and
recognition also in universities can enable earlier
graduations for some of the students.
5.2.2014paivi.aarreniemi-jokipelto@haaga-helia.fi
ITEC 2014, Sharjah
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10. THANK YOU!
Paivi.aarreniemi-jokipelto@haaga-helia.fi
5.2.2014paivi.aarreniemi-jokipelto@haaga-helia.fi
ITEC 2014, Sharjah
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