The Digital Turn Towards 1:1 Computing in Estonian Schools

Mart Laanpere, senior researcher @ Tallinn University, Estonia :: martl@tlu.ee

Technology generation shifts

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Estonian Strategy for Lifelong Learning: Digital Turn towards 1:1 computing

Digital turn in formal education system: digital culture into curricula, bottom-up innovation, sharing good practice, educational technologists in schools

Digital learning resources: digital textbooks, OER, quality management, recommender systems, Finnish-Estonian EduCloud

Digital infrastructure for learning : 1:1 computing, BYOD, interoperable ecosystem of services, mobile clients, school-wide digital turn (first in 20 pilot schools, then in 100, then 200)

Digital competences of teachers and students: competence models, self-assessment tools, mapping with course offerings and accreditation procedures, updating initial teacher education curricula

Loss of enthusiasm at school

Solution 1: new technology in the classroom (tablets, smart phones, clickers, IWB, edugames)

Solution 2: fun factor in learning (interesting school, outdoor learning, gamification, museums)

Technology and fun are not enough

Successful educational innovation requires combination of three forces on the school level:

SCHOOL

Technology

Pedagogy

Change management

M.Fullan (2013) Stratosphere:Integrating Technology, Pedagogy and Change Knowledge

Whole school digital turn

The training and support is oriented on the level of a teacher

Diffusion of innovations (Rogers, 1992), OECD study (2002)

Whole school intervention models are needed

Pedagogical change

The Club of Rome (1979) From reproductive learning to innovative learning (anticipation, participation)

Metaphors of learning (Paavola & Hakkarainen): MONOLOGICAL: learning as aquisition of knowledge DIALOGICAL: learning as participation in community of

practice TRIALOGICAL: learning as collaborative knowledge

creation resulting with shareable digital artefacts

Trialogical learning

(Paavola, Hakkarainen 2009)

Old and new pedagogies

Tech use

Pedagogical capacity

Content knowledge Master requiredcontent

Outcome: Content mastery

Old

New

Outcome: Deep learning

Teacher Pupil

Discover and master content together

Pedagogicalcapacity

Create and use new knowledge in the world

Ubiquitous technology

(Fullan 2013)

Five scenarios for tablet classrooms

Flipped classroom: learning in advance of the lesson from short videos and other resources, making sense and applying new knowledge during the lesson (Khan Academy)

Inquiry-based classroom: learning like scientists do, by questioning, exploring, explaining, (in)validating

Project-based classroom: collaborative creation of artifacts

Problem-based classroom: solving, then designing problems

Game-based classroom: learning from playing and designing games (e.g. Quest2Learn school NY)

Samsung Digital Turn pilot schools

www.samsungdigipoore.ee

Lessons learned

Fullan’s model works, although it takes time to adopt it

Teamwork is the key, school principal must be involved

Peer coaching and benchmarking was highly appreciated

Engage parents and local authorities, address also threats

Learn to make use of the publicity

Continuous monitoring is important, better instruments are needed

Community building and specialised sub-groups need support

Current situation with OER in Estonia

Koolielu.ee (since 2009): repository of teacher-created learning resources, more than half of Estonian teacher are registered users, QA (subject moderators and QA checklist)

LeMill.net: 50K users, 70K learning resources, shutting down

Digital Exams: EIS prototype was received with mixed feelings

Textbook publishers are experimenting with various e-textbook formats (ePub, Web-based, apps, eLessons, LCMS)

Majority of actively used digital learning resources are scattered around Web 2.0 (blogs, wikis, LearningApps, Khan Academy, Kahoot, Weebly, HotPotatoes etc)

Unsolved issues

Scaling up the use, re-mix and re-use, interoperability

Metadata creation and collection from various repos

LO quality assurance, curriculum coverage

Teachers want to use hundreds different authoring tools

Majority of UG content is hidden, locked and hard to find

IPR violations, combining proprietary content and OER

Supporting innovative pedagogical scenarios

Innovative pedagogical scenarios

Majority of available digital learning resources follow the conservative pedagogy: presentation-practice-test

Innovative pedagogical scenarios from LEARNMIX project (re-conceptualizing e-textbook): Flipped classroom Project-based learning Problem-based learning Inquiry-based learning Game-based learning

Http://learnmix.tlu.ee

What is being done elsewhere

Slovenia: eSchoolBag

Finland: EduCloud: Basaari, KnowHow, ShowMe Dikaios Cloud eOppi remix-textbooks in PedaNet Ubiikki: textbook design & repository service

USA: OpenEd.io

Estonia: Astra eTextbooks (Avita), iPbooks (Koolibri), Wordpress (Maurus)

Preliminary analysis for DLR Cloud

During July – August 2014 we conducted interviews (30+) with: Teachers, school principals, educational technologists Textbook publishers, other content providers (EIS, KhanAcademy) Online gradebook providers Metadata & ontotlogy experts

Goals (inputs for tender on developing the EduCloud): Requirements specification Personas, scenarios Clickable prototype

Educational cloud: interoperable services

Content

Core: ID,users, rights

SIS

Administrative

Learning

Koolielu.ee

TAAT.edu.ee OAuth

eKool.eu,Stuudium

EHIS

EIS…

DLR Cloud

BYOD PLE Moodle Eliademy

…… …

Some Rights Reserved

This work is licensed under the Creative Commons Attribution Share Alike 3.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.

The photo on the title slide comes from Flickr.com user Michael Surran

The photos on the second slide are taken from the Estonian version of Wikipedia, Koolielu.ee and Flickr