The Digital Turn Towards 1:1 Computing in Estonian Schools Mart Laanpere, senior researcher @ Tallinn University, Estonia :: martl@tlu.ee

Technology generation shifts In shop ? In school

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

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 Teacher Pupil Old New Outcome: Content mastery Tech use Pedagogical capacity Outcome: Content mastery Old Content knowledge Master required content Ubiquitous technology Outcome: Deep learning Discover and master content together New Pedagogical capacity Create and use new knowledge in the world (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 BYOD PLE Moodle Eliademy Learning DLR Cloud Koolielu.ee EIS … … Content … … Administrative EHIS eKool.eu, Stuudium SIS Core: ID, users, rights TAAT.edu.ee OAuth

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