case1_010710_dailynotes

8/9/2019 Case1_010710_dailynotes

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Case group work daily recording Case number: 1

Date: 010710

Present:Tarja, Tanja, Nikitas, Heikki, Raisa, Supannee, Juho, JP, Wim & Jenni

Observer:Helena Leminen

General case visit reflection:- Tarja has spoken to Tiina Kurejoki-Henrikkson, director of strategy communication at WSOY. There may bean opportunity to go and have a chat with them if we want more detailed objectives

- The group members discuss whether there has been enough concentration on the objectives or notnoagreement. Suggestions on what we can offer the WSOYPro Ltd.:

a) We could help them out of their boxes. We dont need to give them a business plan, but we could get the

ideas there; what they could do next

b) How could we develop an open system for WSOYPro Ltd.?

c) We need to give out a realistic action plan. We have already set up an objective. We would like to changethe current education system into a new one. We should develop the network to other schools and develop aflexible system.

d) School of life. It is an abstract metaphor that can include many things. I feel we are still on the right track.

Observation of the group:Observer: When I walked in a was happy because you have done a little bit of a mess and seem to havelots of ideas on the walls, but now that I listen to your conversations I am not sure everyone agrees with theconcept.

Discussion:

We have had too much dialogue.

We all have our own view where to go, but we all agree on the big picture. We should remember Markkusstages to get something concrete.

Results of reflective group work from yesterday:

GROUP 1 (Tarja & co)

Message: Triangle model how we can all work together.

WSOY could provide shared ideas and network, build, enhance and support the creative ideas inschools.Be the bridge builder.


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Strength

Independent work

Individuality / Teamwork

Room for creativity and innovations

Using same time several skills

Multi channel learning (all senses involved)

Catering different learning styles and differentlearners

Testing capacity of learning and understanding(High stress tolerance)

Weakness

Technical problems with the OPIT

Options

Sharing the results

Combined learning community (students andpupils)

From tacit to tangible knowledge

Enhancing teamwork among teachers andstudents

Threats

Teachers time management

Anxiety in complex learning environment


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GROUP 2 (Heikki & co)

Message: New curriculum is needed.

In order to build a new school it is necessary to recreate the whole curriculum and system. If there is notenough room for development we cannot go anywhere. The structure of industrialism still exist. We need anew curriculum.

Thinking structured by putting up post-it notes on the time line. Steps for the curriculum development.

1) All starts from the new curriculum

a) own learning goals must be visible

b) courage can be trained and learned

c) more choice variables for students

d) teachers must co-operate

e) better interaction with society

GROUP 3 (Wim & co)

Message: Openness and networking. Trust management between the different stakeholders.

SWOT-analysis

Strengths:

y Clear vision of the school (at least, by the headmaster and his team)

y Strong team work, engaged teachersy Parents are involved

y Students love to play (board)games (in free time) and teachers pick up this idea to use it in learningcontexts

y Mutual trust between teachers and students (all the stakeholders)

Weaknesses:

y Too strong links with proprietary solution Nokia, OPIT (WSOYPro)

y Very much community orientation (not enough international openness)


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y They do not benchmark with other schools

y Very limited resources with regard to their ambitions

y An event-based curriculum rather than a process-based curriculum (why special science andtechnology courses, instead of integrating that in other learning processes?)

Opportunities:

y

Competitiveness of the Finnish educational system (good teachers are going to good schools)y A lot of support from the community

y Current crisis: school needs to find an answer

Threats:

y Multicultural society is coming, but not introduced / infiltrated in the educational system

y Matthews-effect (the best ones get better, and the worst ones get worse) versus striving for theaverage

Directions to work further:

y Balance of autonomy of school and maximum involvement of stakeholders

y Balance between own identity and multiculturalism, multinational

y Trust management, trust between different stakeholders

y Blending learning objectives and learning experiences in different contexts, even between grades

y Learning is fun

y LLL capacity (esp. learning how to learn) to develop a school of life

Discussion on group dynamics:

Observer: How can you be creative using the same methods all the time. Is there openness for everyone tobe comfortable in the group?

Discussion on what would be the best way to work. Big group or small group?

3 DIRECTIONS:

1) Skills and competence development2) Curriculum development3) Networking and openness

Working in small groups:

GROUP 1 Skills and competence development(Juho, JP, Wim)

Designed a vision of another kind of life line. Child is seen as a train that grows and gathers new informationas. Toddle playmobile train eventually developed into express train or another type of train. Finally you endup in a museum.

Symbol: Learner as a train that is moving around, dynamic.

Role of the WSOYPro Ltd: Could be described as the route planners. The track owners, the railway stationmasters, not train designer, but maybe a consultant. Dont want them to form the leaner, but act as a guide.The curriculum is like a wagon of the train. School and life interact.

Discussion: All the members do not agree. Some think the idea is outdated.

Summary: Learning as a train metaphor.


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GROUP 2 Curriculum development (Heikki, Raisa & Supannee)

We need a new curriculum that is flexible. Central is action. If the timeline is two years. First democratic

discussion involving professors and learners. Then think about the ways to empower the schools. Use open

resources such as social media. This is an iteration process.

Discussion: The new idea that everyone hasnt thought about is the empowering the schools.

Summary: Open and flexible environment.

GROUP 3 Networking and openness (Tarja, Tanja & Nikitas)

Developed an idea of the territories and cultures as a map. How to develop a portfolio of life? A whole newsystem should be developed in collaboration. Need safe places. As ships they need a port. There should bemodules that link with social media. We need an open system. The ship never leaves the port if it is too full ifthere is too much in the closed system, need empowerment of the teachers.

Discussion: If the portfolio is online and open for all then it will always be there. This is a bit worrying.

Summary: The map shows that customer all over the world link between all organizations.


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Theme reflection:

After lunch a team of observers enter. Question to be answered:

1) Why do we make a difference? Life is a learning process

2) What the difference is? School of Life-model

3) One concrete example? If we provide learners environment that fits their needs we make favor for

both the learner and the society. Example: a student at Koulumestari School who invented a bag with a

light in it.

FEEDBACK & DISCUSSION (Pirjo, Leif & Hank)

Good

-Starting points and interesting metaphors. How could your client as a publisher benefit from this?

-New idea is the school of life. Give them small steps with which they can reach the vision.

- Lifeline and train metaphor.

- Powerful drafts.

To be developed:

-Aiming for prototyping

-Why not life as a learning process instead of schooling process?

- Why not cradle to cradle instead of cradle to grave.

-Come up with examples of curriculum of life. How do we give a power to school.

- What could we give to schools to become more powerful.

- How to make the spoken word "prisper". often you only have 10 min to impress the customer.

-Clarify the metaphor.

Other issues:

-Suggest empowering schools more. We could express this role for them.

-Keep it simple and communicative.

-How to implement the flexibility.

Decision:

After discussion on the metaphor team finally agrees on using metaphor of a traveler instead of trains to

symbolize learning process.


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Three most important issues or ideas from the day as agreed by group members

at the end of the day:

1. New curriculum of life

2. Learner as a traveler along journey of life

3. Role of the client clarified

case1_010710_dailynotes

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