TowardsCreative and Innovative Learning

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F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

Towards Creative and

Innovative Learning

Päivi Tynjälä

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F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d 3

Major global challenges

http://herbu1.files.wordpress.com/2009/06/future-thinking.jpg

Globalisation

Climate change

Urbanization Ageing of population

Techonological development Networking Continuing change Fast development Complicated structures Innovations Digitalization Increasing amount of information Boundaryless work F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d 4

Major global challenges

• Climate, energy and environment

(nature)

• Networked economy(society)

• Well-being and sense of community

(human beings)

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F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d 5

Ten skills for the future workforce

(Future Work Skills 2020, Institute for the Future for the University of Phoenix Research Insitute)

1. Sense-making 2. Social intelligence

3. Novel and adaptive thinking 4. Cross-cultural competency 5. Computational thinking 6. New-media literacy 7. Transdisciplinarity 8. Design mindset

9. Cognitive load management 10.Virtual collaboration http://blogs.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/ F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d 10/10/2012 6

What is needed?

New forms of learning:

- transformative, innovative and creative rather than reproductive

- social and networked rather than individual

- ethical and value-conscious instead of ”value-free” and ”objective”

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Creative and Innovative Learning

- Forms of learning that differ from traditional knowledge transmission

- Forms of learning that promote creativity and innovation

http://dailygumboot.ca/2012/04/school-at-work/ F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

Two definitions of creativity

(Sawyer,2012):

Individualist definition: Creativity is a new mental combination

that is expressed in the world (”little c creativity”)

Sociocultural definition: Creativity is the generation of a product

that is judged to be novel and also to be appropriate, useful, or valuable by a suitably knowledgeable social group

(”big C Creativity”)

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Lessons learnt from the individualist approaches

Csikszentmihalyi (1990a,b): Creativity, flow and peak experiences

- Clear goals

- High degree of concentration - A loss of self-consciousness - Distorted sense of time - Continuous immediate feedback - A sense of personal control - Intrinsic motivation

- A lack of awareness of bodily needs such as hunger

- A focus of awareness to the activity itself

- Balance between ability and the

challenge http://www.edbatista.com/2010/09/happiness.html F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

Learning environment supporting flow experiences?

- Self set goals

- Opportunity to choose between different kinds of tasks

- Opportunity to choose between different levels of difficulty - Feedback

- Authentic tasks or simulations - Game environments

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F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d Simulations http://www.laerdal.fi/document.asp?subnodeid=14925384

-Technical equipment (e.g. fligth simulators) - PC / online learning games

- Role play simulations

Role play simulation Patient simulator

F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d Simulation games

Teachers’ role as a facilitator important (Hämäläinen, R. & Oksanen, K. Computers & Education, 2012)

Game on work safety

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Sawyer’s eight stages of the creative process (Sawyer, 2012): 1. Find the problem

2. Acquire the knowledge 3. Gather related information 4. Incubation

5. Generate ideas 6. Combine ideas 7. Select the best ideas 8. Externalize ideas

Instead of being a sudden insight,

creative work is intentional knowledge construction process

Research on creativity (Sawyer, 2012) Educational implications

New ideas are always combination of prior experiences and learning.

Activate and utilize previous knowledge

Education is essential to creativity – but rote memorization is not sufficient. Creativity is based on deeper

understandings that results from focused and active forms of learning.

Encourage deep learning. Favor activating methods.

Ideas often emerge in conversation, or as a result of conversations you’ve had before. Groups play a central role in creativity.

Favor collaborative learning and team work

Exceptional ideas sometimes come from people who have experience and training in a different area before they began to study new area.

Encourage inter-disciplinarity and boundary crossing.

Build networks.

The most creative ideas come from people who are deeply familiar with the domain

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Constructivism and creativity:

learning is not about passive reception of information - it is active (re)construction of knowledge

Your head is not empty You interpret new knowledge on the basis of what you already know

People have different previous knowledge and experiences different interpretations

Discussion, interaction, and collaboration are important in learning and creativity F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

Lessons learnt from the sociocultural approaches

Characteristics of group flow(Sawyer, 2007):

1. Match between group and goal 2. Close listening 3. Complete concentration 4. Being in control 5. Blending egos 6. Equal participation 7. Familiarity 8. Communication

9. Keep it moving forward 10.The potential of failure

Creativity and innovation are basically social prosesses

http://blog.beliefnet.com/haveamagnificentday/2012/02/teamwork-%E2%80%93-together-everyone-achieves-more.html

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Lessons learnt from the sociocultural approaches

Group flow process(Sawyer, 2007):

1. Innovation emerges over time (through series of small insights) 2. Innovation emerges from the bottom up, not the top down 3. The meaning of each contribution becomes clear only

afterwards

4. There are many dead ends

http://blog.beliefnet.com/haveamagnificentday/2012/02/teamwork-%E2%80%93-together-everyone-achieves-more.html F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

Creativity and the Zone of Proximal Development

Potential level of development

Actual level of development (Vygotsky, 1978)

Together we can achieve more than alone Power of (multi-disciplinary) collaboration

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On the zone of proximal development in space

http://science.ksc.nasa.gov/history/apollo/ apollo-13/apollo-13-patch.jpg

http://nssdc.gsfc.nasa.gov/planetary/lunar/ap13_damage.gif

http://www.msnbc.msn.com/id/7561781/ Apollo 13 directed by Ron Howard, 1995 MCA/Universal Pictures

http://abyss.uoregon.edu/~js/space/lectures/lec15.html

”Houston, we have a problem here”

Observation of new (Higgs?) boson

Press conference 4th of July 2012, CERN, Geneva

”It required lots of hard work, dedication, collaboration, team spirit”

”It was result of collaboration and competition at the same time, coopetition”

Fabrice Coffrini / AFP / Lehtikuva http://img.yle.fi/uutiset/tiede/article6205141.ece/ALTERNATES/w580/ http://img.yle.fi/uutiset/tiede/article6205150.ece/ALTERNATES/w580/

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Project-based learning

(e.g. Helle et al.,2007; Tynjälä et al., 2009) Project work is a form of study in

which work is project organized, problem-oriented,

interdisciplinary, in groups, with student influence” (Webb, 1999) Components: -the assignment -deadline, resources -teamwork, collaboration -distribution of work -documentation -end product -assessment http://www.puv.fi/en/news/tietojenkasittelyn_opiskelijat_lahiverkkoa_toteuttamassa/ Pedagogigal components:

- Integration of different disciplines - Integration of different elements of

expertise

- Self-regulation + guidance + peer support + collaboration

- Reflection and self-assessment (individual + group) F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

Team-based learning

(Michaelsen, Knight & Fink, 2002)

http://louisville.edu/hsc/continuinged/news-and-events/tbl10

http://one.wikia.com/wiki/Team-Based_Learning

1. Pre-reading 2. Individual test 3. Team test

4. Written appeals from teams 5. Clarifying lecture

6. Application activities

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NoviCraft – a multiplayer game to enhance

team-building and leadership training

http://www.teamingstream.com/

An awareness tool for trainers, HRD specialists and consultants for assessing, building, and developing leaders, teams and team work in organizations. Experiments combined with other HR activities in the largest Nothern bank.

The challenge of continuously changing teams.

http://www.ludocraft.com/realxtend.html http://realxtend.wordpress.com/

Häkkinen, P., Bluemink, J., Juntunen, M. & Laakkonen, I. (2012). Multiplayer 3D game in supporting team-building activities in a work organization. Proceedings of International Conference on Advanced Learning Technologies, Rome, 4.-6.7.2012.

F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d Communication, knowledge sharing Stopping and listening Collaboration & inter-dependence Getting to know other team members; putting oneself in other’s place Shared experiences

NoviCraft - findings

• The game was experienced as gripping, activating and ”best team coaching ever”

• The experiences and reflections of users were related to key areas of team work

Häkkinen, P., Bluemink, J., Juntunen, M. & Laakkonen, I. (2012). Multiplayer 3D game in supporting team-building activities in a work organization. Proceedings of International Conference on Advanced Learning Technologies, Rome, 4.-6.7.2012.

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Learning leadership skills in a simulated

business environment

(Siewiorek et al 2011, 2012)

Group-based game + individual reflective essays:

-analysing game

experiences in the light of business and

leadership theories -satellite members experienced frustration

virtual teams a major challenge F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

Inquiry-based learning & knowledge building

(Hakkarainen, K., Lonka, K. & Lipponen, L. 1999. Tutkiva oppiminen. WSOY.

Muukkonen, H. Lakkala, M. & Hakkarainen, K. 2003. Computer-mediated progressive inquiry in higher education. In T. Roberts (ed). The Online Collaborative Learning (pp 28-53). Hershey: Infosci.)

Setting research questions

Initial hypothesis

Evaluation of existing knowledge

Acquiring new knowledge Setting more exact questions New theory Case or problem

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Writing as a tool for creating

new knowledge

By writing you can, for example: -activate your previous knowledge -compare previous and new knowledge

-compare different theories / approaches / cases …

-reflect on your own experiences (also in the light of theory) -apply theoretical concepts into real life situations (on paper) -analyse and synthetisise

-criticize -summarise -tell a story …

Writing makes thinking visible Knowledge telling vs

knowledge transforming

(Bereiter & Scardamalia 1984)

http://kendra-summer2010edu3040.blogspot.fi/2010_07_01_archive.html F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d http://www.knowledgeforum.com http://www.knowledgeforum.com

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F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

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F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

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- Emphasise that learning is always situated in a certain context - When you learn something in one situation it is not always easy

to transfer learning to other situations

Situationalist theories and creativity?

Prefer learning in authentic situations

http://www.spacegrant.nau.edu/stargazer/Classroom%20group.JPG Worlld Skills Finland 2005

Situationalist theories and creativity? Legitimate peripheral participation(Lave & Wenger, 1991)

in communities of practice(Wenger, 1998)

http://www.nancarrow-webdesk.com/warehouse/storage2/2007-w44/img.55368_t.jpg

Karrasch et al.Lukion psykologia 4, p. 141

-Novices have a right to participate in authentic practices

Photo: Martti Minkkinen

-Emphasis on socializing novices into existing practices rather than developing new ones

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Proposing a model for creative and innovative learning

in higher education:

Integrative Pedagogy

Components of professional expertise

(Bereiter & Scardamalia 1993; Bereiter 2002; Eraut, 2004; Le Maistre & Paré 2006 –summarized by Tynjälä et al, 2006; Tynjälä, 2008; Heikkinen et al, 2011; Tynjälä & Gijbels, 2012)

THEORETICAL / CONCEPTUAL KNOWLEDGE

PRACTICAL / EXPERIENTIAL KNOWLEDGE AND SKILLS

SELF-REGULATIVE KNOWLEDGE AND SKILLS

-explicit, universal

-experiential; often implicit (tacit) - Metacognitive and reflective

SOCIOCULTURAL KNOWLEDGE

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Traditional model of developing expertise

1 Theoretical knowledge 4 Self-regulative knowledge 2 Practical knowledge 3 Socio-cultural knowledge

In classroom Through practical exercises, simulations and in real life experiences

Develops itself ???? http://www.spacegrant.nau.edu/stargazer/Classroo m%20group.JPG F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

Integrative Pedagogy

(e.g. Tynjälä et al 2006; Tynjälä, 2008; Heikkinen, Tynjälä, & Kiviniemi, 2011; Tynjälä & Gijbels, 2012)

-analytical -practical -creative

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Integrative Pedagogy integrates:

- Different forms of expert knowledge: theoretical, practical, self-regulative, and socio-cultural

- Different forms of intelligence (analytic, practical, creative) - Thinking and action

- Conceptual understanding and practical / manual work - Formal and informal learning

- Domain-specific knowledge and generic skills - Individual and social learning

- Work and learning

- Possibly different disciplines

- Possibly physical, social and virtual learning environments

Integrative Pedagogy as an integrative construct

Cognitive approach Socio-cultural approach Research on -Thinking -Intelligence -Expertise Integration of different forms of knowledge Authenticity Participating in communities of practice Boundary crossing Partnerships CREATIVITY NEW KNOWLEDGE Individual level Community level

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Integrative Pedagogy in Teaching Practicum

Course on Teacher Ethics + Practicum (Heikkinen, Tynjälä , & Kiviniemi, 2011)

SELF-REGULATIVE KNOWLEDGE PRACTICAL/ EXPERIENTIAL KNOW LEDG E CONCEPTUAL/ THEO RETICAL KNOW LEDG E Mediating tools: WRITING: DISCUSSIONS

TUTORING, MENTORING, COACHING analytic tasks, journals, portfolios R e fle c ti n g _eR fle ct in g Explicating Conceptualising Transforming

PARTICIPATION IN COMMUNITIES OF PRACTICE Creation of new knowledge SOCIO-CULTURAL KNOWLEDGE

Ethical theories

How to work with high ethical standards?

Ethical dilemmas in teachers` work

Participation in all activities

Integrative Pedagogy for Learning Communication Skills

(Tynjälä, Virtanen, Klemola, Kostiainen & Rasku-Puttonen, 2012, in preparation)

http://www.valmentajakoulutus.fi/?x43=144572

- Theories of social interaction - Belonging to a group - Practical exercises

- Reflection on experiences in the light of theory Methods:

Interactive lectures, small group activities, role play

simulations, peer reflections, reflectice reading and writing, versatile methods of receiving

and providing feedback and assessment

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Integrative Pedagogy and Project-Based Learning

http://projekti.it.jyu.fi/old-proj/eidewww/projektiryhma.html

Development Project Course in Information Systems Design Integrated with courses:

- Communication Skills - English

Other theoretical components: - Theories of project work

- Theories of information systems Involved:

- a project assignment from a client company - continuous reflection

- self-and peer-assessment, client assessment, teacher’s assessment F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d

Integrative Pedagogy and Project-Based Learning

10/10/2012

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Intrinsic motivation during the project-based course

(Helle,Tynjälä, Olkinuora & Lonka 2007)

inventory B inventory A E s ti m a te d M a rg in a l M e a n s 4,6 4,4 4,2 4,0 3,8 3,6 3,4 3,2 3,0 low in SR intermediate in SR high in SR =at the beginning =at the end of the course

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1) Domain-specific knowledge and skills(e.g. modelling of

information systems design; domain-specific methods; programming languages; overall view of the project work and designing an information system)

2) Generic skills(e.g. project management, information

management; interaction skills, communication skills, negotiation skills; language skills)

3) Development of professional identity(e.g. development

of career plans, identification as an IT professional, strenghening of professional self-efficacy

and self-confidence)

Self-assessed learning outcomes

(Helle, Tynjälä, Lonka & Olkinuora 2007b; Tynjälä, Pirhonen, Vartiainen & Helle 2009)

Learning by Developing (LbD) http://www.laurea.fi/en/Research/learningbydevelopingcenter/lbd_model/Pages/default.aspx

Learning by Developing

(LbD, Raij, 2007; Kallioinen, 2008)

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Learning and Competence Creating Ecosystem (LCCE)

Close collaboration between the university and the business life

Learning, Research & Innovation, and Regional Development are connected Projects as key components in curricula

F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d Common features:

- Universities networked with business life

- Learning by producing something new

- All partners are considered as learners

Innovative Knowledge Communities (Hakkarainen et al, 2004)

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F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d 10/10/2012 49

Expanding contexts for learning

Classroom - workplace – lifeplace – virtual place

http://www.heinola.fi/FIN/Palvelut/Koulutus/koulutus.htm

Need of new kind of pedagogy

World Skills 2005

Photos Martti Minkkinen

http://users.utu.fi/mpsain/Japanin%20kuvat/studying.gif

Karrasch et al.Lukion psykologia 4, p. 141

Challenges of creative and innovative learning

- Raises emotions

- Requires highly competent and brave teachers - Requires teachers to be learners

- Requires new forms of assessment

Support for teachers is needed

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Model of promoting innovative learning (Tynjälä & Nikkanen, 2009)

Origin of new ideas INDIVIDUALS WORK COMMUNITIES PROJECT ORGANISATION Needs of working life or society Crisis or threat

Spread of experiments in the same field and between fields Forums for discussion

Learning region Progressive problem solving Extensive cooperative networks “Visionaries” Ideas Small experiments Individual contacts Open communication Equality Innovative activities Utilisation of external help Working leadership and management Working leadership and management Funding sources External contacts F in n is h I n st it u te f o r E d u ca ti o n a l R e se a rc h , U n iv e rs it y o f Jy vä sk y lä , F in la n d Team of teachers in Department G Team of teachers

in Department F Team of teachers_{in Department E}

Team of teachers in Department D Team of teachers in Department D Team of teachers in Department C Team of teachers in Department B Team of teachers in Department G Team of teachers in Department F Team of teachers in Department A

Learning Network of University Teachers

Development projects

Network forums

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