Helsinki University - Innokas Network

Oplæg om FabLab@SCHOOL.dk:

Oplæg om læreruddannelsens FabLab aktiviteter:

Formål med besøg
Tiina Korhonen er kvinden bag Innokas Network i Finland. Det er en blanding af Ole Sejer Iversen og Lis Sacho :-) Hun er tilknyttet teacher education og har arbejder for at etablere FabLab netværk i Finland. Vi vil gerne lære noget om FabLab i forhold til læreruddannelsen, men også undersøge mulighederne for at etablere FabLab@Nordic samarbejde. 

Der blev holdt et oplæg om, hvordan man på læreruddannelsen i Helsinki forbereder de studerende i forhold til at arbejde med 21. century skills, når de bliver uddannet lærere. Vi blev præsenteret for for de beskrivelser de har af det at være en innovativ skole og arbejdet med deres udgave af design cirklen. Ligeledes blev vi præsenteret for den plan de har lavet for progression i at kunne lære at kode. 

Væsentlige indsigter/interessante input:
Hvordan man får lavet et tydeligt mindset for, hvordan lærerne arbejder med 21. century skills, hvordan man skaber en progression i dette arbejde. 

Hvad kunne I tage med hjem til egen praksis? 
Få lavet en mere tydelig plan for, hvad hvad eleverne skal arbejde med og i hvilke rækkefølge. 

Keynote 2: Pekka Peura

Præsentation på: bit.ly/peura_fablab

1.       Personlige læringsstier og evaluering

-          Vores curriculum tillader os at gøre alt, men vi mangler redskaberne til det – dem prøver han at finde

-          Alle børn vil lære noget – han mener, at selv helt små børn kan tage ansvar for at ville lære noget – det, der interesserer os.

-          ZNU er det centrale for at lære noget

-          Hvis man skal tillade, at alle lærer noget i en klasse skal alle undervises på forskelligt niveau – det kan man ikke ene lærer, derfor må eleverne være lærer for deres klassekammerater og dem selv à kræver selvreguleringsevner!

-          kollaborativ læring – de skal arbejde sammen og lære i fællesskab, men de har alle forskellige mål. Det kræver, at der er et miljø, hvor man føler sig tryg. Han prøver at løse det med hold på 4-5 elever, der øver sig i at være sammen – de vælger selv grupperne.

-          Vi har en kollektiv forståelse af, hvad skole er og derfor er det svært at ændre på skolens form.

-          Redskaber:

o   Learning objectives: de skal vide, hvad man skal lære og at de har lyst til at lære det

§  Bit.ly/peura_fy1

§  Bit.ly/eduhakkerit_sheetspohjat

§  Bit.ly/peura_sheet

o   Feedback: eleverne evaluerer selv – ud fra deres følelser. Han snakker med dem om hans synspunkt, men han evaluerer dem ikke. Han laver også en test, men han tjekker den ikke – det gør eleverne selv.

o   Alt dette er elementer i hvad han kalder 2Flipped Learning 

Network Meeting Thursday with FabLab4school at University of Oulu

Network Meeting Thursday 16.11.2017 at 16.00-18.00
Scandic Hotel Grand Marina, Helsinki

On Thursday we had a meeting with Iván Sánchez Milara, Research Scientist. PhD Candidate from University of Oulu, a leader of Finnish FabLab4School -project in Fab Lab Oulu. 

Fab Lab4School is a small project lead by Center for Ubiquitous Computing at University of Oulu. It aims to make University of Oulu’s Fab Lab known by all schools and high schools in Oulu area. At long run we plan to create a community among school teachers, pupils and university researchers around the Fab Lab and attract new students to our technical faculties. (http://fablab4school.fi/)

Iván described the background of the project and Fab Lab Oulu. Initial idea has been to support university students in different courses but also focus on earlier levels, to bring pupils and students to Fab Lab, familiarize them with the concept, and get good student applicants for the fields of technology and science.

So far, the main topics used in FabLab⁴School learning activities have been 1. design of quick prototyping, 2. electronics, 3. 2D/ 3D-designing, and 4. embedded programming (Arduino).

However, since teachers are the ones who have the pedagogical skills, and know how to create learning activities and assess the outcomes, there is a need to focus on and train teachers.

Claus Skjøth Nicolaisen, Learning Advisor from FabLab Spinderihallerne reminded always to think about the project for a longer space of time – not only how is it right now but what would we like it to be in next five years.

Hanne Voldborg Andersen, National Coordinator of FabLab@SCHOOLdk pointed out another important aspect – “you cannot change the behavior, you have to change the believe in” meaning, that what ever we do, we need support to do it. In the case of applying Fab Lab for schools and developing education we, necessarily, need the support of our municipality. If it has to be fight about the believes, then it is not going to happen.

We had a short discussion about so-called Mobile-Fab Labs also, and it seemed to be nice idea for offering possibilities for a bigger number of pupils and people to experience digital fabrication activities. However, it has experienced having its faults as well. For pupils it can be two fantastic weeks or months but then it’s all gone, and for teachers, they can feel even “why even bother and use your spare time for that because it will go away anyway”.

Thomas Lauenborg, Teacher at Vonsild school in Kolding raised a faced issue, how to make also (other) teachers to believe this is the future, being one of the biggest topics there is a need to work on. Ole Kjær Thomasen from Fab Lab Silkeborg went along with him by the concern, how to spread the interest in to those “not fablabbers” and make sure that the competencies will be equal, since we are going to see this as a subject for everyone. At the moment, it is evident that instead of being producers, people are still more like users – they have iPads and other devices to consume but – the great understanding of technologies is lacking.

So, it is not about the technologies but the believe, which you cannot change instantly but you might have to work for believe, for a mindset and a new way of thinking, for a long time. Therefore, it was suggested to start rather by only a little and very few technologies but make it last. Because, teachers make the decision so in the end, it’s not the technologies but educating the teachers, and small steps to make teachers think that this is something for me. Thus, instead of buying all the machines and stuff, we rather should use our resources for educating teachers.

We may have to think carefully what are the technologies for learning, how to use technologies not in the sense of technologies themselves but for a pedagogy and, how to train teachers for applying and using technologies appropriately. Remarkable is, that it can be dangerous to make the very technology skilled guy responsible of these processes, it can even increase the gap inside the school. Instead, it might be good idea to find a person who is dedicate for making this, and sharing with colleagues what has taught and learned. Thus, it is not chance making to educate the one who already have the skills but, have to find the one who doesn’t but is interested in to learn and share!

Fab Labs grow when they create the community

Iván introduced us also FabLat Kids ( http://fablatkids.org/ ) from South America (all around South America, but mainly in Brasil, Argentina, Chile, Peru and Mexico), where similar ‘Fab Lab activities’ are carried out as after school activities. In there they can collaborate and do same activities in different countries at the same time.

People in Oulu are willing to create similar international collaboration between Nordic countries. As a concrete outcome of the meeting, we will contact and present the idea in the faculties at University of Oulu and for City of Oulu.

Take the long-term strategy – but also take the first stage step

In parallel, we would like to make a small pioneer project for two-three schools from both countries FIN and DK as a start point, using eTwinning as a platform of collaboration.

By Kati Pitkänen 

Wiikki Teacher Training School

Meeting with Marja Martikainen,
Leader of Upper Secondary School level at University of Helsinki Viikki Normal School

Viikki Normal School is quite big school in Finnish scale. It is a school community, which involves pupils in 1. – 9. grades and, also preschool grade, and gymnasium. Altogether, they have 960 pupils, 100 staff members and about 250 teacher student trainees.

Wiikki Normal School is part of the University of Helsinki, Faculty of Education, being one of the Finnish schools, which provides basic education but it is also the practice school used by university in their primary teacher, subject teacher, and special teacher education (*).

Thus, all the practice schools used by Finnish universities are carrying the name ‘normal school’ (normaalikoulu) and serving as a training school for teacher students where the basic and advanced practice is carried out. In Helsinki, they are having also one gymnasium, Helsingin normaalilyseo, as a practice school for teacher students, and a lot of kindergartens, schools, and other academies as a partner schools where the field practices are carried out.

In Viikki Normal School all teachers are at the same time trainers, as supervisor teachers for teacher students. During the practical training period teacher students (=students) work mainly in pairs, going into classroom with one supervisor teacher in the field (=supervisor). Students will have guidance and mentoring by that supervisor, and they will teach independently about 10 lessons per week at some practical period. The aim of a certain lesson is discussed, and lessons are planned together with supervisor. A Supervisor tells about the class, and a student makes first overall plan for lesson series, and then specific plan for each lesson, which supervisor reads. Then they will sit down, and go through the plan together: discuss about it, re-organize and re-plan it, and after that the student is ready to give the lesson.

During the teaching the supervisor and, also some other teacher student trainees will sit behind the classroom, and afterwards the student and teacher will go through and discuss the lessons together. Right after the lesson student, supervisor and other trainees will have some minutes to discuss and evaluate in a very constructive way, how it went, and other very first feelings.

Viikki Normal School teachers also provide subject specific seminars for students, e.g. how do you teach grammar, literature, oral skills, and other, very practical issues but based on theory. The school is trying to be very specific into that, and give some tools to teach, and make the lessons. They try to teach them to see school as a community, as a working place being more about something else than just professions, including networking, entrepreneurship, student care, anti-bullying etc. Marja is providing the seminars about work of principal. Thus, in Viikki Normal School all subject teachers are having free spaces in their schedule.

One example about practice periods of subject teachers, student aiming to be a math teacher will have subject studies and then 60 ECTS program of Pedagogical Studies for Teachers (which includes 10 ECTS + 10 ECTS practice periods). Pedagogical studies involve theoretical studies in education at the university, and after them normal school takes care of practical training period. In Viikki it means that after getting theoretical background during the autumn, teacher students arrive after autumn holiday, in the week 43 and will work at the school until Christmas. They will return to university having more theory during January–February and after that they will have the second practical training period after spring holiday, in the week 11 until May. Altogether, they will have two great periods of basic and advanced practice during the year.

https://www.helsinki.fi/fi/harjoittelukoulut/helsingin-yliopiston-viikin-normaalikoulu (unfortunately only in Finnish)

*) In the Degree Programme in Educational Sciences there are six study tracks in Finnish and three in Swedish. The study tracks in Finnish are Special Education, Home Economics Teacher Education, Textiles Teacher Education, Kindergarten Teacher Education, Class Teacher Education and General and Adult Education. The study tracks in Swedish are Kindergarten Teacher Education, Class Teacher Education and General and Adult Education.

The first cycle university degree only is available in kindergarten teacher education. Those who have obtained a Bachelor's degree in kindergarten teacher education may apply for studies leading to a Master's degree.

Students in all other study tracks take first a Bachelor's degree (3 years) and continue their studies to a Master's degree (2 years). In Finland, in primary and subject teacher education (excluding kindergarten teacher education), formal qualifications can be obtained only by completing a second cycle university degree.
( https://www.helsinki.fi/en/faculty-of-educational-sciences/studying/degree-programme-in-educational-sciences )

By Kati Pitkänen

Besøg på Aalto FabLab

Aalto University

Dato: 15. november

Universitetet blev bygget i 2010, og er en sammenslutning af 6 tidligere huse, som nu gør,at der er cirka 12000 studerende.

For 6 år siden besluttede man sig for at de studerende skulle have mulighed for at lave deres egne produkter gennem digital design og produktion, så derfor byggede man fablabbet på universtitetet.

Jaana Brinck har arbejdet med ECEC (early childhood education care). I det nye curriculum for den finske skole blev det besluttet, at børnene fra 4-6 år skulle arbejde multimodalt og med skills.

Udgangspunktet arbejde med 4 faser billede af faser.

Projekt med billeder, silhuet billeder af børnene og fået dem skåret ud i brikker de kunne spille med, 3d scanning af læreren der senere blev printet, arbejdet med augmented reality i en sandbox. De er i gang med at implementere det i børnehaven men det er nemmere i skolen.

Marjo Virnes blev kontaktet af en skole, der gerne ville have lavet et projekt om 3d printning. Universitet ville gerne arbejde med i 3d printningen i den frie proces. Derfor lavede  de:

Nysgerrighed: Viser youtubevideoer, som giver en woweffekt - fremtidsmuligheder

Forestilling: Hvordan bruger man tinkercad, til eks lave en kop

Design: børn leger sig igennem det gennem tinkercad eller lave almindelige tegninger

Lav:  I tinkercad,

Del: lærer sammen og af hinanden

Reflekter: Børnene reflekterede ikke meget over det, de har lavet og tænker ikke så meget over hvad de kan lave anderledes.

Efterfølgende har de også lavet en evaluering i samarbejde med læreren, hvor eleverne fik et kørekort til tinkercad og 3d printning, og at de lærer at refleksionsdelen er essietiel for processen.

De havde tidligere lavet projekter med programmering med microbits og augmented reality.

Universitetet planlægger en opgave,  hvor elever laver en historie via microbit eller makey makey, laver en historie hvor de kan bruge de forskellige muligheder og scener som i Dogville med tape på gulvet, hvor de filmer de enkelte scener. Tanken er at de skal programmere  i scratch.

Teemu Leinonen fortæller:

https://drive.google.com/open?id=1MQVwSRRSweOhTU7lmLV-U4Ji1-EfovSK

Nedenstående link er slideshow fra besøget

https://docs.google.com/presentation/d/10JOdtRghxRxuVM4NsASQaHhW_zjgpVpzdtIRgJfxxUo/edit#slide=id.g58b58f91a806adf_122

Jalavapuisto School

.

Mål med besøget

At få kendskab til, hvordan skolens fablab aktiviteter og computational thinking kan implementeres i grundskolen. Hvilke faglige sammenhænge? Hvilke alderstrin? Hvilke aktiviteter? Hvad kan vi lære af det?

Sammenhæng:

Skolen har gennem en årrække samarbejdet med Innokas Network om at skabe teknologiforståelse hos deres elever fra 1.-6. klasse. De er med i et nationalt micro:bit projekt, hvor 50 skoler i samarbejde Zack Shelby fra BBC’s micro:bit program og Tiina Korhonen fra Læreruddannelsen på Helsinki Universitet og grundlæggeren af Innokas netværk om at gennemføre pilotprojekter med programmering og computational thinking helt ned i indskolingen.

Oplevelser på skolen:

Generelt så vi ikke meget til makerkultur på skolen. Projektet var endnu ikke kommet i gang. I forhold til målsætningen for besøget, var der derfor ikke så meget at komme efter. Vi brugte formiddagen på at følge elevernes læring rundt i forskellige klasser. Undervisningen vekslede mellem lukkede og mere åbne opgaver hvor designtænkning og en praktisk tilgang til læring indgik i flere af de faglige timer vi fulgte. Der blev brugt designtænkning i håndarbejde, undersøgende tilgang til figurer i matematik, praktisk opgave med recyckling i engelsk osv. Generelt brugte de ikke computere men skrev meget i hånden i deres hæfter.

Vi fik generelt et godt indtryk af hverdagen på den nok langt hen af vejen “almindelige” finske skole. Skolen er tredelt med en afdeling, som undervises på finsk og én som hovedsageligt blev undervist på engelsk (ca. 80% af tiden). Den sidste del af skolen er en separat specialafdeling for fysisk- og psykisk udviklingshæmmede. Der var skolemad til alle.

Hvad tager vi med hjem:

●     Eleverne som blev undervist på engelsk - en interessant tilgang til læring

●     Ide om robotprogrammering i pauserne- eks. i understøttende uv.

●     En dejlig hjemlig atmosfære i og omkring klasserne.

●     Børn som umiddelbart virkede meget motiveret for de opgaver de blev stillet åbne som lukkede.

●     Lærernes ejerskab af det enkelte lokale

●     Elevcomputere - vi er længere end skolen som kun har computerrum

●     God normering kunne være ønskelig, flere klasser med 2 voksne til ca. 20 elever.

●     Daglig konflikthåndtering med inddragelse af de største elever som konfliktmæglere, en slags gårdvagter, der mæglede og fandt løsninger

●     Generelt kortere skoledage

●     Kaldeanlæg til at komme i kontakt med lærerne ;-)

Allerede fra første færd får vi et indtryk af en meget ordentlig,

ren og ryddelig skole. Her fra hovedindgangen. 6. årg klar til at vise rundt

samt imponere os med deres engelskkundskaber.

Link til små film fra skolens hverdag: https://drive.google.com/drive/folders/1VnIDSFGRSMqOzzsU__wZfZ-hhty2J3a9?usp=sharing

Library 10

I et mindre bibliotek lige ved siden af banegården, finder du muligheden for at bruge forskellige maskiner i forhold til de digitale medier.

Placeringen i forbindelse med et supermarkede og lige ved siden af et stort trafikknudepunkt gør at der er stort grundlag for besøgende.

De har åbent mange timer dagligt, med op til 14 timer i hverdage, og lidt mindre i weekenden.

Indgangspartiet viser brugen af deres vinylskærer til at lede de yngste brugere til børnesektionen.

Fakta: Pressere til at lave badges med. en “scene” En vinylskærer En varmepresser tre symaskiner/broderingsmaskiner tre 3D printere 2 ultimaker 3, samt en 2+ et mixer anlæg til musik. Derudover var der 7 computere til rådighed hvor der kan fabrikeres filerne til maskinerne. Bemanding på området, til at hjælpe besøgende.

Brug af vinyl og 3D printer koster lidt i materialer men prisen er ikke høj. Hvis der er tale om besøg fra skole eller institution er det gratis.

Der er mindst en som kan hjælpe med at få de besøgende guidet ind i programmerne og brugen af maskiner. Deres kunder variere fra dem som gerne vil have printet en ting ud de har fundet på nettet, til dem som laver deres eget tøj.

Sammenlignet med de andre biblioteker jeg har besøgt på turen er dette det mindste, både fysisk og udstyrsmæssigt. Der er events som “who made my clothes” “Make your vinyls digital” og book en tid med din egen musik træner.