WORKSHOPS The number of participants for certain workshops is limited. Thus we welcome the ones who have taken care of the payment of the registration fee, to sign up for the workshops in advance. In order to do this, you have to fill in a form which will be linked to this page within the month of April. All the workshops will be scheduled to begin at 15 hours. The duration varies from 1½ to 3 hours. Below each workshop you will find the date, the duration and the maximum number of participants accepted to the workshop. ______________________________ Workshops on Wednesday August 30 ______________________________ 1. Evaluation in the language and communication classroom Wednesday August 30, 15.00-16.30, duration: 1½ hours Maximum number of participants: not limited Mirjaliisa Charles Helsinki School of Economics and Business Administration, Finland To participate in the workshop please fill in the participation form ______________________________ 2. How to create innovative learning environments - new learning technologies Wednesday August 30, 15.00-16.30, duration: 1½ hours Maximum number of participants: 30/Full Paula Kyrö¹ & Antti Kauppi² ¹University of Jyväskylä, ²Helia Polytechnics, Finland To participate in the workshop please fill in the participation form ______________________________ 3. An Overview to innovative learning environment of the Virtual Open University of Helsinki - new ways to activate and support virtual learning and studying Wednesday August 30, 15.00-16.30, duration: 1½ hours Maximum number of participants: 20/FULL Virva Lamminaho¹ & Harri Kuusela² ¹University of Jyväskylä, ²University fo Helsinki, Finland To participate in the workshop please fill in the participation form ______________________________ 4.Peer consultation in higher education Wednesday August 30, 15.00-16.30, duration: 1½ hours Maximum number of participants: 20/Full Hannu Soini, Marianne Tensing & Marjo Niemelä University of Oulu, Finland To participate in the workshop please fill in the participation form ______________________________ 5. Using a model for effective application of ICT in a university course Wednesday August 30, 15.00-16.30, duration: 1½ hours Maximum number of participants: 20/Still room for 7 participants Pierre van Eijl, Albert Pilot, Yvonne de Jong, Peter de Voogd, Tosca Janssen & Kukka Ahti-van Kampen University of Utrecht, The Netherlands To participate in the workshop please fill in the participation form _______________________________ Workshops on Thursday August 31 _______________________________ 6. Negotiating course design Thursday August 31, 15.00-16.30, duration: 1 ½ hours Maximum number of participants: 20/Still room for 16 participants Jane Honka University of Turku, Finland To participate in the workshop please fill in the participation form ____________________________ 7.An Overview to innovative learning environment of the Virtual Open University of Helsinki - new ways to activate and support virtual learning and studying Thursday August 31, 15.00-16.30, duration: 1½ hours Maximum number of participants: 20/Still room for 9 participants Virva Lamminaho¹ & Harri Kuusela² ¹University of Jyväskylä, ²University fo Helsinki, Finland To participate in the workshop please fill in the participation form _____________________________ 8. "Think fearlessly" - how to activate a class of 700 students Thursday August 31, 15.00-18.00, duration: 3 hours Maximum number of participants: not limited Kirsti Lonka & Esa Saarinen University of Helsinki, Finland To participate in the workshop please fill in the participation form ____________________________ 9. Assessing student learning: Expanding assessment tasks to include what we really value Thursday August 31, 15.00-18.00, duration: 3 hours Maximum number of participants: 25/FULL Alex Radloff & Barbara de la Harpe Curtin University of Technology, Australia To participate in the workshop please fill in the participation form ____________________________ 10. Teachers? clinic I - How to work with groups in higher education Thursday August 31, 15.00-18.00, duration: 3 hours Maximum number of participants: 24/Still room for 14 participants Saara Repo-Kaarento, Susanna Gardemeister, Susanna Lähteenoja & Helena Kupiainen University of Helsinki, Finland To participate in the workshop please fill in the participation form ____________________________ 11. Improving interaction between teachers and students in a PBL curriculum. Thursday August 31, 15.00-18.00, duration: 3 hours Maximum number of participants: 15/Still room for 7 participants Herma Roebertsen & Marie-Louise Schreurs University of Maastricht, The Netherlands To participate in the workshop please fill in the participation form _____________________________ Workshops on Friday September 1 _____________________________ 12. Teaching and Counselling in a Culturally Diverse Environment Friday September 1, 15.00-16.30, duration: 1,5 hours Maximum number of participants: 40/Still room for 27 participants Patricia Comley Toronto District School Board, Canada To participate in the workshop please fill in the participation form ____________________________ 13. Teachers' clinic II - How to work with groups in higher education Friday September 1, 15.00-18.00, duration: 3 hours Maximum number of participants: 24/Still room for 12 participants Susanna Gardemeister, Saara Repo-Kaarento, Susanna Lähteenoja & Helena Kupiainen University of Helsinki, Finland To participate in the workshop please fill in the participation form ____________________________ 14. Teachers developing their teaching Friday September 1, 15.00-17.00, duration: 2 hours Maximum number of participants: 30/Still room for 15 participants Liisa Lautamatti, Jussi Välimaa, Eeva Kallio, Anita Malinen & Tapio Aittola University of Jyväskylä, Finland To participate in the workshop please fill in the participation form ____________________________ 15. Case teaching - an introductory seminar Friday September 1, 15.00-18.00, duration: 3 hours Maximum number of participants: 30/Still room for 10 participants Yngve Myrman Stockholm University, Sweden To participate in the workshop please fill in the participation form ____________________________ 16. Workshop for voice, body and performing skills Friday September 1, 15.00-17.30, duration: 2½ hours Maximum number of participants: 30/Still room for 15 participants Ava Numminen Espertava, Finland To participate in the workshop please fill in the participation form ______________________________ OPEN WORKSHOPS ______________________________ Wednesday August 30, 15.00-18.00 Orientation to university studies Ilse Eriksson-Stjernberg, Aino Hannula & Päivi Palojoki University of Helsinki, Finland Starting the research process: students' fears, hopes and expectations The aims of the workshop are to collect experiences and problems in orientating students to university studies and in facilitating study skills. The focuses are both the development of courses and the research. Members of the workshop can present their experiences in teaching different courses on study skills and experiences on tutoring. Certainly if any member of the workshop have research results of the theme they are very welcome. The results from the workshop are used to develop the studying and teaching processes in order to further the students' commitment to their studies with reasonable costs in teacher time. The themes in the workshop are: - Orientation to learning - Dependency, autonomy, interdependence - Experiences in teaching and tutoring; courses and procedures - Time vs. results - is it worth the trouble it causes - Starting the research process: students' fears, hopes and expectations Wednesday August 30, 13.00-14.30 The unit of educational psychology at the University of Helsinki Maijaliisa Rauste-von Wright University of Helsinki, Finland Introduction The Unit of Educational Psychology, established three years ago, functions primarily as a phenomenon- and problem-centered workshop. The work is based on the paradigm of pragmatic constructivism (e.g. Resnick, Mandl). In addition to training educational psychologists, the unit participates in the training of primary and secondary school teachers. It is also an active research-centre with 15 postgraduate students. (The first doctoral dissertation was accepted in December 1999.) The general background assumption is that, from both a biological and a social point of view, learning is the most important coping mechanism of the human being. Our learning environments largely determine the opportunities we have to participate in interactions which enable us to become conscious learners. This raises the question: does the university provide young people in present-day culture with relevant learning environments? Specifically: to what extent has the Workshop of Educational Psychology succeeded in making sensible use of modern knowledge about the principles of learning and teaching? Come, participate, discuss, and give us feedback! Maijaliisa Rauste-von Wright & Laura Hirsto University of Helsinki, Finland Principles of the workshop of educational psychology at the University of Helsinki When students begin their university studies they usually have clearcut expectations both with respect to the studies and their own expected behavior. These expectations usually stem from school. In order to help students to become efficient and conscious learners it is usually necessary to confront them with learning situations and environments which elicit explicit discussions of their expectations and representations of "learning", leading to considerations of themes such as "I as an active learner", "I as a problem solver", "I as a teacher" etc., not only on the verbal level but also on the level of action. The approach of the workshop is phenomenon- and problem-centered as distinct from the traditional model of starting from facts and part-skills and working towards a whole. The programme starts with an intensive group-process in which the process is analyzed in terms of basic concepts of learning and interaction. In what follows we are going to present/demonstrate five different processes representing our basic ideas. A major problem is how to devise a relevant set of "competence in action" tests which can be used to evaluate the outcome of our programme. Come and debate with us! Thursday August 31, 10.30-12.00 Students of Educational Psychology: Elsi Ahonen, Otto Katz, Esa Kälkäjä, Salla Pyhälä, Juhana Rantavuori, Hannu Sillanpää, Virve Vakiala, Suvi Westling & Pauliina Ylinen University of Helsinki, Finland Group process - creating a communication culture by studying as a team University as a workshop, where groups of students explore the wonders of this world through discussions, common projects and researches. Is it just a dream or could it be reality? There are lots of ways to run aground when a group of different people work intensively together - levels of commitment, working habits, and the characteristics of the participants differ... Can anything be done to avoid at least some of probable pitfalls? In long term team work there will occur confrontations and frustrations now and then anyway, but how to deal with them? How to solve these problems in a constructive way? A student group of educational psychology had special time arranged for a group process at the beginning of their studies. And the process which started went on during the year. These students give a demonstration of their communication culture,discuss and analyse their group process - why, how and what happened. Thursday August 31, 13.00-14.30 Tiina Soini University of Helsinki, Finland Active transfer as a necessary readiness for learning to learn In modern rapidly changing society university studies should provide a readiness to learn strategies which are required for learning to learn. We should take into consideration the possibilities of people not only to cope as members of the society in a meaningful way but also act as change agents in the society. Active transfer is an important conception in constructivist learning theory and one of the most important features of readiness to learn. Active transfer presupposes a distinctive type of self-reflection and flexible knowledge structures. The precondition for the development of these skills is that the learner experiences herself as an active agent in the learning process, consciously using the script of "I as a learner" and aiming for conceptual change. Learning environment supporting these skills of active transfer was created for an experimental teacher training in Helsinki University. It is an ongoing experiment which is continuously tested and studied. The study is carried out according to principles of research as design, with the idea being that research should be a component of educational reforms. Thursday August 31, 15.00-16.30 Students in a teacher of mathematics trainee-program: Anu Lehtinen, Ilona Ollikainen, Kimmo Savolainen, Mari Vanhatalo & Antti Vähäkotamäki University of Helsinki, Finland Educating teachers of mathematics in an innovative way - dream or reality? We are a group of students in an alternative teacher of mathematics trainee-program. Our program includes workshops both in mathematics and in educational psychology. The meaning of this education is to learn to understand problem -and phenomenon -based learning in mathematics and how to teach through it. Our aim is to introduce our way of studying and we will also have a critical discussion on the program. Can studies in mathematics and in educational psychology really be combined? Has the program any permanent influences on our thinking and on our teachership? Do we differ in practice from the traditional teachers? Is this innovative program just created only for the joy of innovating - or is it just a fancy name? Thursday August 31, 16.30-18.00 Educational studies and school reality Students of Educational Psychology: Heidi Halkilahti, Katri Hilpinen, Riikka Lindeman, Satu Pihlajaniemi & Saija Virta University of Helsinki, Finland A complete chaos? - A phenomenon based learning with an intensive group in multidisciplinary studies and school reality as a way to teachership Our group is the first set of students in the new Unit of Educational Psychology in the University of Helsinki. Our aim is to look for different educational solutions on growing into teachership. We are priviliged to have a special opportunity and permission to find new ways of studying in Teacher Education. We find important that students design their own studies as a teacher does in her work. We set goals for our studies and made our own curriculum together within the group. Building something new with very different people and the great commitment to the group forced everyone to analyse and question themselves and their own values, goals and behaviour. Our education forms a multidimensional, holistic and unified whole. Our studies are based on five phenomena: learning and interaction (which are the main themes in growing into teachership), human, society and environment (in which we focus on building a holistic world view). Our aim in the last three phenomena is to create a various and multidisciplinary workshop. We also work in a school alongside studying at the University because we find it's important to have a school reality as an essential part of our education. We have tried to build phenomenon based learning in school with the children and teachers as well as in our other studies. Children challenge us to look for better understanding about the world and our other studies help us in building a holistic picture about the world, which enables us to work variously with children. In the conference we will focus on discussing the encountering of the school reality and our multidisciplinary studies. We will present school as a part of multidimensional learning environment for a phenomenon based teacher training with the help of the school's principles. Terho Lousa Tuomala Primary School County of Tuusula, Finland The school of Tuomala as a constructivistic learning environment The school of Tuomala has been developing and creating it´s learning enviroments in a constructivistic way since 1987. Autumn 1999 the school of Tuomala started cooperating with the unit of educational psychology when the students of educational psychology started their phenomenan based teacher practising in the school. The main idea of the practise is to create a constructivistic learning enviroment, in which the students are able to develop their social- and learning skills needed in their growth towards the teachership. Educational discussions between the students and the training teachers are playing an important part in the practise as well as the internal seminars of the school. Our aim in this congress is to reflect on the characteristics of constructivistic learning enviroment and the constructivistic teachership. Friday September 1, 13.00-14.30 Postgraduate students of Educational Psychology: Satu Eerola, Laura Hirsto, Liisa Karlsson, Liisa Karvinen, Kirsi Myllymäki, Riia Palmqvist, Joonas Tast, Markus Torkkeli University of Helsinki, Finland Into the great wide open - Tearing the workshop method apart How to replace the traditional post-graduate seminar with new collaborative, innovative and constructive approach? How create an optimal learning-environment where the participants are able to share and discuss problems concerning research? In Educational Psychology, post-graduate students coming from various disciplinary backgrounds, we use workshop -method to facilitate creative approaches to face the phenomena arising from research topics. The benefits of this process are the development of multidisciplinary ways of thinking, group members commitment to aid in confrontations with the research process, and immediate feedback from co-researchers. Friday September 1, 15.00-16.30 Liisa Karlsson University of Helsinki, Finland Giving children the floor: A listening and reflection method-based learning process for educators Studies on learning emphasize children's position as a subject who is actively building up his/her world in interaction with other people (Bruner 1996, Cole 1996, Karlsson & Riihelä 1991, Wright & Rauste-von Wright 1994). Previous studies have shown that children do not have enough opportunities to be heard in issues concerning them despite the new child-centred approach (Corsaro 1998, Prout & James 1997, Bardy 1997, Alanen 1992). It is the grown-ups who take the initiative leaving children surprisingly little chance to bring forth their opinions or ask their questions (Riihelä 1996). The same formula keeps repeating in educational and learning situations, i.e. the teacher asks, the student answers and the professional comes up with an answer (Wertsch 1998, Drew & Heritage 1992). My doctoral thesis focuses on the intervention process in day-care and at school. The material consists mainly of videotapes and texts written by professionals (1995-1997) (Karlsson 1999). In self reflective and collaborative intervention, educators were listening to children's own stories by applying the so-called 'storytelling' method. The analysis revealed that their opinions underwent a change, in a qualitative sense. They changed their opinions about children and assumed new methods of working with them.