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Learning online 030215

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Learning online 030215

  1. 1. L E A R N I N G O N L I N E S A N N A B R A U E R ! O U L U U N I V E R S I T Y O F A P P L I E D S C I E N C E S S C H O O L O F V O C A T I O N A L T E A C H E R E D U C A T I O N
  2. 2. V O C AT I O N A L T E A C H E R E D U C AT I O N ! T H E K N O W L E D G E A N D S K I L L S N E E D E D I N G U I D I N G I N D I V I D U A L S T U D E N T S ’ L E A R N I N G P R O C E S S E S ! T H E C O M P E T E N C I E S T O P R O M O T E T H E I R F I E L D S O F T E A C H I N G , PAY I N G AT T E N T I O N T O T H E D E V E L O P M E N T O F W O R K I N G L I F E A N D P R O F E S S I O N S ! T H E E X T E N T O F V O C AT I O N A L T E A C H E R E D U C AT I O N I S 6 0 E C T S C R E D I T S . T H E S T U D I E S I N C L U D E B A S I C S O F E D U C AT I O N A L S C I E N C E S , V O C AT I O N A L P E D A G O G Y, T E A C H I N G P R A C T I C E A N D O P T I O N A L S T U D I E S . ! T H E S C H O O L H A S B E E N P R A I S E D F O R I T S M U LT I D I S C I P L I N A RY S T U D I E S . E N G I N E E R S , P I A N I S T S , T H E O L O G I A N S A N D E C O N O M I S T S A L L S T U D Y T H E B A S I C T E A C H I N G S K I L L S T O G E T H E R . I T O F F E R S A G O O D S TA RT I N G P O I N T F O R T E A C H E R S ' I N T E R A C T I O N W I T H E A C H O T H E R N O W A N D I N T H E F U T U R E .
  3. 3. G U I L D S C H O O L S H T T P S : / / P R E Z I . C O M / K Y O L 0 7 - E 1 E O Y / K I LTA K O U L U T- I N - E N G L I S H / T H E F U T U R E O F V O C AT I O N A L E D U C AT I O N I N F I N L A N D
  4. 4. H T T P : / / Y O U T U . B E / V Y- X 5 B F C O E 0 I N N O VA T I V E U S E O F T E C H N O L O G Y I N F U R T H E R E D U C A T I O N A T C O L E G C A M B R I A
  5. 5. P E R S O N A L G R O W T H A N D P R O F E S S I O N A L I D E N T I T Y • Professionals of the future find their identity consisting of growth towards goal-orientation, commitment, attitude and ethics of the profession. This process is based on a connective knowledge and shared expertise with both learning networks and professionals in the district. • The teacher’s role is to encourage and guide the student to become aware of their professional identity and skills: • Visualizing the puzzle of expertise into concrete skills • Visible work processes during the training
  6. 6. P E R S O N A L I Z E D L E A R N I N G PAT H S • Connectivism is an alternative theory of a digital age for behaviourism, cognitivism, and constructivism • Learning as a network-forming process • Learning happens as a part of diverse, social network, which is augmented by the modern digital technology • Personalized learning path is always a combination of a variety of different learning environments and pedagogical approaches, blended solutions
  7. 7. L E A R N I N G O N L I N E H T T P : / / W W W. O P P I M I N E N O N L I N E . C O M / I N - E N G L I S H /
  8. 8. “ O P P I M I N E N ” I S F I N N I S H F O R L E A R N I N G A N D O P P I M I N E N O N L I N E O F F E R S A N E W M E T H O D O F I M P L E M E N T I N G P R O F E S S I O N A L L E A R N I N G W I T H G A M I F I C AT I O N E L E M E N T S . ! O P P I M I N E N O N L I N E I S A PA R T O F T H E “ O S A O P P I I I I – O S A A M I S P I S T E E T P E L I S S Ä ” P R O J E C T I N W H I C H T H E R E Q U I S I T E S K I L L S E T S , A S D E F I N E D B Y T H E O P E . F I S TA N D A R D S ( I N F I N N I S H ) , A R E P R O V I D E D O V E R 3 L E V E L S ! S O M E - N O V I C E = O P E . F I I = P E R S O N A L G R O W T H ! S O M E - E X P E R T = O P E . F I I I = S H A R E D E X P E R T I S E ! S O M E - D E V E L O P E R = O P E . F I I I I = D E V E L O P M E N T O F V O C AT I O N A L E D U C AT I O N A N D E D U C AT I O N A L I N S T I T U T I O N S W E L C O M E T O L E A R N O N L I N E !
  9. 9. M O O C = M A S S I V E O P E N O N L I N E C O U R S E • The course starts in the bootcamps • Locations compete with each other to earn badges which are earned by providing evidence of a skill competency over approximately 50 different subjects. • Mozilla Open Badge Standard http://openbadges.org/ • For each subject, an online training session is offered that teaches the requisite skill set for that subject and allows the student to meet the badge criteria. • The project lasts from November 2014 to November 2015. • The Online site provides the students a place to learn the rules of the game, follow the game’s progress, find more information on the online training sessions and apply for the much-coveted badges.
  10. 10. G A M I F I C AT I O N • Improve student performance and learning outcomes • Open Badges and Social media services as a platform of visualisation on what students have learned • Reflection on a variety of ways to work • Criteria set the tasks sufficiently small • Badges in a Backpack visualise progress Photo by UGL_UIUC@Flickr Learning can be fun - ONLINE
  11. 11. Opettaja! Tehttp://farm4.static.flickr.com/3273/2980062437_94defd08f1.jpgksti! ! Individual Learning Paths
  12. 12. Photo: Esko Lius
  13. 13. http://www.flickr.com/photos/benny4bs/4257144990/sizes/z/in/photostream/ ”Alone with your new ideas?”
  14. 14. You are there - next to peer developers go on-line Sanna Brauer sanna.brauer@oamk.fi +358 50 4084686 http://twitter.com/sannabrauer http://slideshare.net/slahdenp
  15. 15. M E E T T H E C R I T E R I A I S T H I S Y O U R F I R S T B A D G E ? ! Show your competence: ! -Create a Prezi presentation for educational purposes. Share it with sannabrauer@gmail.com or set it public. -Share a link in your badge application

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