Learning Environment approach and Network Building in Education

1. Learning Environment approach and Network Building in Education Dr. Jyri Manninen Professor, Director of Research University of Helsinki & University of Joensuu, Finland Promoting Innovation and Creativity: Schools' Response to the Challenges of Future SocietiesWorkshop 1: Partnership and networking for creativity and innovation

2. Key message Traditional curriculum based approach (David Istance: standard/traditional models of schooling) maintain individualistic work practices in schools, and discouragesnetworking with wider society. Modern Learning Environment approach (David Istance: modern, innovative directions of schooling) encourage team work practices in schools, and require networking and cooperation with wider society. Manninen, J., Burman, A., Koivunen, A., Kuittinen, E., Luukannel, S., Passi, S. & Särkkä, H. 2007. Environments that support learning. Introduction to Learning Environments approach. Helsinki: National Board of Education

3. Use of term ”Learning environment” • 1. ”Learning environment” as a pedagogical model guiding the planning of teaching and education • 2. ”Learning environment” as a way of thinking • 3. ”Learning environment” as a fashionable term • ”New learning environment”, ”Open…”, ”Digital…”

4. Curriculum approach teacher directed focus on teaching curriculum based delivery of information individualistic work practices (teacher + class) school as a ”closed” organisation working alone Learning Environment approach collaborative focus on learning problem based construction of knowledge team work practices (team of teachers & partners) interaction with school and society networking Differences

5. Case: Helsinki Museum of technology as part of a learning path • own tailormade project based learning paths for schools • for example ”Amazing innovations” theme • preparatory work at school  museum visit (learning tasks, games, collaborative work)  conclusions, sharing of knowledge

6. Case: Helsinki Museum of technology as part of a learning path (2) • Learning paths planned in cooperation with various actors: • teachers • museum specialist • museum pedagogy specialist • representatives from business & industry • university department

7. Network / Planning team Business & industry * designers Museum of technology * museum specialist * museum pedagogy specialist Schools * teachers University * researcher

8. BACKGROUND:Five perspectives on Learning Environments Manninen, J., Burman, A., Koivunen, A., Kuittinen, E., Luukannel, S., Passi, S. & Särkkä, H. 2007. Environments that support learning. Introduction to Learning Environments approach. Helsinki: National Board of Education

9. Why Learning Environment approach is a relevant theme? • Why new book on Learning Environments is needed? • What is the (new?) message?

10. Some definitions… • “The learning environment refers to the entirety of the learningrelated physical environment, psychological factors and social relationships. In this setting study and learning take place.” • (Finnish National Core Curriculum for Basic Education 2004, p. 16). • "A learning environment is a place or community where people can draw upon resources to make sense out of things and construct meaningful solutions to problems" • Wilson, B. (ed.) (1996) Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Cliffs, NJ: Educational Technology Publications. Is traditional teacher centred classroom a learning environment?

11. Learning Teaching Studying Traditional Teaching – Studying – Learning –process (Uljens 1997)

12. Guidance Learning Other students Studying Mate- rials Learning process in a web-based learning environment

13. Why new book on Learning Environments is needed? • Learning Environment is a central and commonly used, but very fuzzy concept •  concrete definitions needed to clarify discussion • LE metaphor commonly used as framework for development work •  deeper understanding about the nature of Learning Environments is needed

14. Why new book on Learning Environments is needed? • Literature on Learning Environments is widely available but fragmented, focusing on single narrow themes •  comprehensive analysis of the whole phenomena is needed • Literature also fragmented according to age of the learners, school level and formal – informal –dimension •  comprehensive approach covering all ages from pre-school to adult learners

15. Why new book on Learning Environments is needed? • LE have different meanings for different people (eg. architect ~ “a building”, ICT-teacher ~ “Web based learning environment”) •  common language and understanding of different meanings is needed •  helps to discuss over “language barriers” • Theoretical background of LE’s is seldom discussed, or simply linked to constructivism •  a deeper analysis of learning theories behind learning environments is needed

16. Group? Building? Didactic Physical Social Local Technical Web? Museum?

17. Five perspectives on Learning Environments • Physical • LE as a space and a building • architecture or space planning/design • Social • LE as human interaction • social psychology, group Processes and communication • Technological • LE based on educational use of ICT’s • Information ciences • Local • LE as places and areas outside school, such as ‘the real world’, places of work, the countryside, the city • Museum pedagogy, Outdoor pedagogy, Learning Organizations • Didactic • LE as an environment that supports learning • didactic and pedagogic models