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MARIANA DÍAZ HERNÁNDEZ
Content Summary Audiovisual Resources and Education Multimedia Learning From a Cognitive Perspective Research-Based Principles for Designing Multimedia Instruction Self Organized Learning Environment Flip Lessons Learning By Doing Using the Interactive White Board in Teaching and Learning Evaluation of Online Learning The Use of Weblogs in Higher Education Video Tutorials as a Pedagogical Support Tool Makerspaces The Finland Phenomenon
Audiovisual Resources and Education By Beatriz Susana Sevilla
Current requirements and education's perspectives Having into account the improvement in technology during the last years, educational centers and professors need tools that allows them to develop interactive classes and focus on the student in order for him or her to develop critical thinking.
IN THIS ARTICLE
CURRENT REQUIREMENTS AND EDUCATION'S PERSPECTIVES
Audiovisual resources nowadays
AUDIOVISUAL
Web 2.0 allows collaborative work and the development of educational activities inside and out the classrooms. For exmaple, the diffusion of content through social media platforms which impacts the youngsters since it allows them to develop abilities such as questioning and discussion. Therefore, it is important to facilitate the access to these platforms for communities and teachers not only for entertainment purposes, but also for investigation and the enrichment of their projects. It is fundamental to include all of the students' population in the development of programs that offer access to quality audiovisual resources,
RESOURCES NOWADAYS
MULTIMEDIA LITERACY STRATEGIES GENERATE AND SPREAD INFORMATION WITH THE AUDIOVISUAL RESOURCES
Generate and spread information with the audiovisual resources The open audiovisual resources are essential in order to obtain informations and where to look for it. Furthermore, it is important to create channels that allow to share these resources in digital formats in order to expand the access and the quality of teachinf and learning in diverse social contexts.
Multimedia literacy strategies PHOTO BY MARTIN R. SMITH
It is extremely important cataloging the resources in order to know their origin, authors, dates of creation and publishing, as well as other information that proves that it is a verifiable data; likewise, to make sure that they are trustworthy sources. The access to audiovisual resources and sources of information allow the construction of a knowledge society. These must be open to any person in order to improve their academic and working performance, to potenciate educational innovation will achieve better results. Audiovisual resources have a great positive impact among children and teenagers since it allows them to develop their critical capacity and offers them tools in order to express themselves and to communicate experiences; moreover, it allows them to improve their team work abilities through multiple intelligences.
PUBLIC POLICIES FOR THE SCIENTI FI C AND TECHN OLOG ICAL TRANSFER THROUGH AUDI VIS U AL RES OU R CES Every country needs to worry to
For this, it is necessary to have diverse
provide accessibility of quality
reforms that support its
information and audiovisual resources
implementation.
equitably.
Multimedia Learning From a Cognitive Perspective By Wolfgang Schnotz
Multimedia Levels
CONTENTS Multimedia Levels Wrong Ideas About Multimedia Effects of a Learning support by multimedia
Multimedia refers to the combination of multiple technical gadgets that allow us to present information in different formats through multiple sensorial modalities. Therefore, the concept of multimedia refers to different levels. The first one is a technical level wich consists of technical gadgets. The second one is a semiotic level, that consists of forms of representation. Finally, the third one is a sensory level that is about the reception of signs.
Wrong Ideas about Multimedia There are three main wrong ideas about multimedia. The first one is that many think that they are make up only by information's technology. The next wrong idea is that they necessarily have an impact on learning. Multimedia can transimit correctly good and bad instructions. Finally, the existence of environments with diverse technical media doesn't mean that a person is going to acquire a big amount of knowledge.
Effects of Learning Supported by Multimedia It is important to know under what circumstances learning through multimedia is effective and why is it effective. We need to understand how people learn through multimedia. Next, different theoretical approximations will be given in order to give clarity to these questions. Multiple forms of representation: The comprehension of a text and an image gives different routes for the construction of a mental model (supported by prior knowledge) that implies tha a route can replace another one to a certain point. That is, the images can be used instead of the text, and the text It can be used instead of images. Animation: There are, in fact, several findings that show that learning with animation can be more effective for learning than static images. In certain studies, however, through the animation, worse results were also achieved than with static images. Animations should not be used; therefore, when learners possess enough prior knowledge and cognitive skills to independently carry out simulation processes mentally. Otherwise, we could be unintentionally interfering with their learning because the functioning of cognitive processes is being hindered by a support that they don't really need.
Multiple sensory modalities: It is better to distribute the information through different modalities in order to avoid the effects of divided attention. Related verbal and pictorial information must be presented simultaneously. But different sensory modalities shouldn't be use for the same textual information. Sound and music can also be useful for segmenting the instructional sequence. However, it is not a good idea to present background music or sound during the semantic processing of a learning material. Non-linear teaching: Non-linear teaching with hypermedia requires processes of navigation, information search and information evaluation; in addition to semantic processing. These processes are also based on the capacity of working memory, so they require a clear enough goal orientation to allow effective learning with hypermedia. Generally, hypermedia seem to be preferred as information systems for experts rather than as learning systems for newbies.
Interactivity: The apprentice is not only limited to selecting the information, but also manipulates and investigates the subject through active and self-directed exploratory learning.
Cognitive Pre Requirements Multimedia learning can only be a success if the apprentice has the prerequisites of learning needed in terms of prior knowledge and cognitive skills when performing actively an integrative processing, and if they are also prepared to put these skills into play. Trainees need strategies call multimedia skills. These strategies include the selection of information, the sequence of information appropriate for the tasks, the selection of the adequate form of representation, sensory modalities and integrative processing of this information.
Cognitive processing, however, is only one factor that contributes to effective learning. The research on multimedia-supported learning should also address affective, motivational and social perspectives that allow us to make appropriate instructional decisions. An interesting question around which we can speculate would be in what the learners of the future will be different regarding those of the present. Although surely the general limits in the human cognitive system will not change, we can assume that the trainees who have more experience with electronic media and with new types of presentation of the information will have new expectations, new attitudes and new processing habits that will affect also to its cognitive processing.
Research-Based Principles for Designing
Multimedia Instruction By: Richard E. Mayer
People learn more deeply from words and graphics than from words alone. This assertion can be called the multimedia principle, and it forms the basis for using multimedia instruction—that is, instruction containing words (such as spoken text or printed text) and graphics (such as illustrations, charts, photos, animation, or video) that is intended to foster learning.
The Coherence Principle People learn more deeply from a multimedia message when extraneous material is excluded rather than included. Concerning boundary conditions, reviews of the coherence principle suggest the effects may be strongest for learners with low rather than high working memory capacity, when the lesson is systempaced rather than learner paced, and when the extraneous material is highly interesting rather than neutral.
The Redundancy Principle People learn more deeply from graphics and narration than from graphics, narration, and onscreen text. The rationale is that with redundant presentations people may waste precious processing capacity by trying to reconcile the two verbal streams of information or may focus on the printed words rather than the relevant portions of the graphics. Concerning boundary conditions, the redundancy effect can be diminished or even reversed when the learners are experienced, the on-screen text is short, or the material lacks graphics.
The Signaling Principle People learn more deeply from a multimedia message when cues are added that highlight the organization of the essential material. The rationale for the signaling principle is that people will learn more efficiently if the lesson is designed to call their attention to the important material in the lesson and how it is organized.
The Spatial Contiguity Principle People learn more deeply from a multimedia message when corresponding printed words and graphics are presented near rather than far from each other on the page or screen. The rationale is that spatial contiguity helps learners build connections between corresponding words and graphics.
The Temporal Contiguity Principle People learn more deeply from a multimedia message when corresponding graphics and narration are presented simultaneously rather than successively. The rationale is that temporal contiguity helps learners build connections between corresponding words and graphics.
The Modality Principle People learn more deeply from a multimedia message when the words are spoken rather than printed. The rationale is that the modality principle allows learners to off-load some of the processing in the visual channel (i.e., the printed captions) onto the verbal channel, thereby freeing more capacity in the visual channel for processing the animation.
The Voice Principle People learn more deeply when the words in a multimedia message are spoken in a human voice rather than in a machine voice. Human voice is intended to prime a sense of social presence in learners.
The Segmenting Principle People learn more deeply when a multimedia message is presented in learner-paced segments rather than as a continuous unit. The rationale is that segmenting allows people to fully process one step in the process before having to move onto the next one.
The Pre-training Principle People learn more deeply from a multimedia message when they have learned the names and characteristics of the main concepts. The rationale is that pre-training allows students to focus on the causal connections in the multimedia explanation because they already know the names and characteristics of the key elements.
The Personalization Principle People learn more deeply when the words in a multimedia presentation are in conversational style rather than formal style. The rationale for this technique is that conversational style can prime a sense of social presence in the learner, which causes the learner to try harder to make sense of what the instructor is saying by engaging in appropriate cognitive processing during learning, leading to learning outcomes that are better able to support problem-solving transfer.
The Embodiment Principle People learn more deeply when onscreen agents display human-like gesturing, movement, eye contact,a nd facial expression. Human-like action is intended to create a sense of social presence with the instructor.
The Image Principle People do not necessarily learn more deeply from a multimedia presentation when the speaker's image is on the screen rather than not on the screen. Having a static image may cause distraction that detracts from any social benefits.
Self Organized Learning Environment By: Camila Ortega Hermida SOLE refers to a teaching methodology, where learning is born in an organic way: teachers are guides and observers of what happens in the session and the children begin their own search for new concepts. In a SOLE, the academic curriculum is based on questions that arouse the curiosity of the student, from which an investigative, autonomous and collaborative work emerges, to give room to the internalization of the new knowledge, which can be reinforced in a talk with the teacher or facilitator.
Sugata Mitra Professor of Educational Technology at Newcastle University in England, is recognized worldwide for creating the concept of SOLE and for creating specific protocols to implement it. Since 1999, Mitra has carried out various educational experiments where he has implemented the SOLE. "Hole in The Wall" is the name of the first experiment of the model. The exercise was carried out in India and consisted of the installation of a computer with Internet access and a camera inside a wall located in a Kalkaji neighborhood in New Delhi. In the course of time, the children began to approach the device and play with it, until they managed, alone, to browse web pages and even learn English and science, among other subjects.
Principles of a self-organized learning environment Students can establish self-organized groups. The research is carried out through computers or mobile devices. Learning occurs through collaboration and peer discussion. Teachers transfer the direction of the session to the students; The children are willing to observe what other teams are doing; and students can present the research done at the end of the session.
Structure of a sel-organized lesson Beginning question (approximately 5 minutes): the teacher or guide begins by explaining to the students what the mechanism of the SOLE is - if it is not yet known - and then a question is given that can be exposed through a video, an image, among others. Research (40 minutes): At this moment, students should start the research task alone. Here the collaboration between groups, the exchange of information and the internalization of new concepts are given. Review (10 to 15 minutes): at the end of the session there is a space for feedback and presentation of the research carried out. At this point, the teacher can ‘negotiate’ with his students to determine how they will be evaluated.
FLip Lessons By:Camila Ortega Hermida How it started? In 2007 Jonathan Bergman and Aron Sams, two professors at Woodland Park High School in Colorado, United States, began ‘investing their classes’. They recorded and uploaded the lessons seen on the Internet, so that students who for some reason could not attend could catch up. Quickly, the recordings began to circulate throughout the school, becoming an effective study tool for everyone.
The lesson is studied at home Unlike the classic learning processes, in this case students learn the concepts of the subject in their homes, through pre-recorded lessons created by their teachers or multimedia content that is consistent with the academic curriculum.
The classroom is transformed Once the students see the academic contents in their homes, they arrive at the classroom already prepared and are ready to move on to the next phase of the Flip Lessons methodology: the 'workshop' time, where the tasks are carried out. The classroom is transformed, as the rigid distribution of the desks is set aside and replaced by tables located in a circle or joined to give way to collaborative work.
Advantages It improves the autonomy and responsability within the student. Likewise, the kid can move to his or her own rythm since they can review the content as many times as necessary.
Learning By Doing By: Juan Pablo Calderรณn
Resources It is important that education teaches us to be resourceful. When we are "doing" we do not want to stop and this makes us look around to find what we need to move forward. We begin to improvise and this is decisive in our education: we are not stranded.
Planning Learning to organize and plan is one of the skills that is developed indirectly, because the one who is "doing" wants to see its result soon and wants to move forward. We learn the importance of order and organizing the resources.
Logic and Programming Learning by doing also develops another skill: logical thinking. This applies to materials, processes, forces and more. This way of thinking is a fundamental skill for our life; learning logic and even some programming is one of the most important things one can learn. This helps us optimize processes, automate and devote valuable time to things that really matter to us.
Physics We learn about the physical properties of materials and how they behave with laws of physics, without directly studying Physics.
Motor Skills Another very important element is motor skills and spatial rationing. When I am putting together objects, when I am "doing," things have to fit together; and for this it is necessary to develop certain spatial skills.
Design Without taking design classes, a first approach to aesthetics is produced, because we want the product to be beautiful and functional: whatever we are designing must serve its purpose.
Using the Interactive White Board in Teaching and Learning By: Edith Manny-Ikan, Osnat Dagan, Tal Berger Tikochinski and Rachel Zorman
An interactive whiteboard (IWB) is a technological device that allows students and teachers to participate in an interactive and constructive learning enviroment. It is connected to a projector and a touch-sensitive board which shows images from the computer, allows changes and can be operated either electronically or by touch. It also allows to perform many unique functions such as: Drag and drop an item on the board and move it in various directions, hide and reveal an item located on top of others that can be removed, hightlighting a text, many animation options, unlimited storage and quick recall of information, visual feedback.
Learners' Perspective The Relationship between Use of IWBs and Student Achievement: There is mixed evidence regarding the impact of the IWB on the students' achievements. However, studies have shown that it allows them to understand complicated concepts in an easier way, also, since it involves learning through the senses it facilitates learning for those who have a hard time developing mental images and complex information.
ALSO IN THIS ARTICLE: Teachers and student's perpectives towards the use of Interactive Whiteboards
Attitude towards Learning: A wide number of studies have shown that the IWB improve the learning processes. This devices promote the motivation among the students since it's an interactive and fun way of absorbing information. Students proved to be more engaged in the subect and more eager to participate during the classes. It becomes even more efficient when it's combine with the teachers' methods of delivering information since it enables a meaningful learning. Some of the complains that the students expressed where the existence of technical problems in the devices, the difficulty to see them from a distance and the lack of preparation of some of the professors. Developing 21st Century Thinking and Learning Skills: Nowadays it's extremely important to prepare the younger generation for the real life challenges that they will have to face in the future. The five most relevant skills that kids should be taught are: Information skills, higher order thinking skills (problem solving, critical, creative and entrepreneurial thinking), communication and cooperation skills, skills to use technological tools, and learning skills. The IWB can help develop these abilities, that combine with an innovative pedagogy can bring real benefits to the students.
Teachers' Perspectives Teachers’ Attitudes toward Working with IWBs: Overall their attitude toward IWBs has been positive; eventhough, it takes longer lessons' preparation time it's worth it since their usage is easy and help the students to absorb the information in a more meaningful way.
Pedagogical Practices Using IWBs: The interactive teaching methods encourage students to participate and express themselves durign the lessons and it represents a significant change from the traditional education which doesn't allow an appropriate level of active envolvement from the kids. By using this device the teacher becomes a guide who promotes independent learning and investigating. It develops in students excitement towards the class and an eager to participate, it aso improves their learnig of complex topics and enhances the teacher-student relationship through interactivity.
Evaluation of Online Learning By: Maura Alfaro Saavedra
It is a process through which relevant information is observed, collected and analyzed, regarding the students' learning process, in order to reflect, make value judgments and make pertinent and timely decisions to optimize it.
By its Functions Diagnostic: Performs a previous analysis of the educational context and the student to diagnose their possibilities, needs and deficiencies. This analysis allows to establish appropriate and realistic goals that better develop the educational work. Summative: Values the abilities reached by the student at the end of the training process, validate content and methodology worked on the development of the module, as well as defining the level of achievement achieved by the students.
Formative: Informs the student about achievements, identify deficiencies in the development of the learning activity and assess the behaviors of progressive progress in achieving the expected skills.
By its Timing Start: Detects the previous knowledge and skills of the students, that way they will be able to reach the capacities provided in the module. It also identifies your emotional and family physical situation. Process: Its purpose is to regulate the teachinglearning process, as the module develops. It allows the assessment of student knowledge and teachers' teaching strategies, allowing teachers to make immediate decisions to improve results. It implies a permanent interaction between the teacher and the student
Final: Allows verification of the results achieved in contrast to the expected learning. This information allows the teacher to make future decisions.
By its Agents Self-assessment: Process that allows the student to become aware by recognizing their progress , also serves as motivation and reinforcement of learning, and helps them take responsibility for their performances. Co-evaluation: It is carried out between peers with a shared responsibility in the teachinglearning processes. This practice helps students to live respectfully and exercise other values such as respect, tolerance, objectivity, self criticism and solidarity. Hetero evaluation: It is made by the teacher as responsible for the formative process. It is applied through procedures and tools that the required recolect information in order to take decisions.
Evaluation Components Evaluation Techniques: How will it be evaluated? What will I do to evaluate? It is the procedure by which the learning evaluation will be carried out. Evaluation Activity: What will I evaluate? It is the action or situation planned by the teacher, intended to collect information at different times in the educational process, in order to check the level of achievement of certain student learning. Evaluation Instrument: What will be evaluated with? It is the means through which the information will be obtained. Every instrument provokes to stimulate the presence or manifestation of what is intended to be evaluated. It contains a structured set of items.
The Use of Weblogs in Higher Education By: Sergio Lujan and Susana de Juana A blog is a website where entries are made in journal style and dis-played in a reverse chronological order. [‌] A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. In the education field, weblogs are being used to satisfy a variety of communication needs to favour elearning practices. The possible uses are analyzed in a two-dimension space: who uses the weblog (instructors or students) and for what (writing or reading). Following this same matrix, a list of possible uses is provided: improving writing skills, encouraging reflective writing, reading student weblogs for assessment, sharing resources and ideas, recording progress and process, course administration, group work, etc.
Dimensions of Weblogs Style: Interactive weblogs and the closed weblogs mostly based on whether the weblog author allows for comments on the weblog. Content: There are many sorts of weblogs: personal topics, political/social/economic commentaries, information technology, etc. Merging the two of them some types are suggested: personal journal, links galores, interactive commentary, one-way commentary, hodge-podge, etc.
Types According to the Author The professional journalist; the nontraditional journalist; bloggers focused on a specific theme (movement, event, topic or interest); the education community; the selfexpression/journaling crowd; the business/marketing/promotion community; business weblogs behind the firewall; and the experimenters and innovators.
Types According to the Role Instructor weblog: weblogs written by instructors are mainly used as an additional communication channel to share information with students. Instructor weblogs usually contain course content, course management information, general commentary to all students about their learning progress, etc. Student weblog: weblogs written by students are basically learning weblogs or project weblogs. A learning weblog is “a learning diary, created concurrently with the learning experience, and reporting on the learning content as wells as the process (including time taken, sources used, and so forth)�. A project weblog, often authored by a team of students, documents the project progress and findings.
Advantages Other technologies can be applied jointly. For instance, using of Wikis as enablers for group writing and knowledge sharing. For example, building glossaries. Instructor does not need to periodically request the learning logs to the students. 24/7 (anytime, anywhere) access to information posted in weblogs. Weblogs allow instant publishing with just one click. Weblogs are easy to setup and administrate in contrast to other technologies. No special blogging software is needed to create a weblog. Weblogs makes easier to publish all types of resources (text, images, video, etc.) to the Web when compared to traditional web publishing. Weblogs can be updated easily, from anywhere without having to worry about FTP connections, web authoring software, etc. Weblogs have the ability to reach a large audience without losing information quality and allowing for different levels of detail. Weblogs break the trade off between reach and richness of information. No special blogging software is needed to create a weblog. .
Security Concerns What happens to the information once its published? Anonimity and trust. Public classroom discussions. People posting under other people's names. Willingness to share information.
Benefits • The first and foremost benefit of weblogs in HEIs is their use as e-learning tools. This way, the teaching-learning process can continue outside the classroom. • Weblogs help create connections between students with diverse opinions and interests. This encourages critical thinking and teaches the value of respect towards other students’ points of view. • Weblogs’ features (linking, replying, and tracking) make easier sharing knowledge and information. • Discussions in weblogs promote higher levels of thinking, because people can think before answering back. • Collaborative weblogs support team work and group learning. • Because of its format similar to that of a personal diary, weblogs encourage informal communication, creativity and selfexpression. • Accuracy of project outcomes increases due to the continuous flow of feedback from the teacher and fellow students from the weblog. • Also, teachers may benefit from the possibility of monitoring projects in real time, thus indicating improvements before it is too late for the students to incorporate them. • Final grading is faster and easier: instructors are able to review how students have participated and developed over the course. • For non-computer science students, weblogs provide the chance of learning about web page creation, hyper linking and other www topics.
• Writing in weblogs is attractive in the sense that teens and college students, and people in general, want an opportunity to share their experiences and feelings, and weblogs provide them with the chance to do it in a easy, interactive way. • The use of weblogs (new technologies) prepares students better for the current labour market. • In those courses where there are many instructors and students, weblogs improve coordination and allow interaction to a far greater extent. • Different instructors and students from different parts can share a weblog and teach and learn together.
Barriers If the weblog is public, it may suffer troll infestations, people that intentionally try to cause disruption by posting messages that are inflammatory, insulting, incorrect, inaccurate, or off topic. System administrators tend to be restrictive in installing new software. Instructors may have difficulty in assessing student participation in the weblog. There are several indicators to take into account: group grading, individual posting, quality of posts, etc., as well as subjectivity vs. qualitative appreciations. The use of technology- based tools. For instance, lack of computers, or difficult access to the Internet. Computer illiterate users, especially in those countries with a wide digital divide. Even though most weblogs are hosted in public, free ASPs, learning weblogs should be hosted in private servers, so that they do not show neither advertisements nor banners.
Video Tutorial as a Pedagogical Support Tool By: Yazmín González Castelán Creation of Mutimedia Content Organization of content. Analysis of the ways of presenting information. Special lessons considering the technological abilities of the students. Graphics to represent situations. Contents must be consult material.
Teacher is a Facilitator In the design of tasks the teacher can use the following alternatives: animations, words highlighted in a text, sample images, words or symbols, hypertext, selfcontrol systems of learning, and the most recent video tutorial, among others.
Functions They are multimedia elements that allow the informative part of the teaching process in a dynamic way that attracts the student to follow it as a guide in some process. They allow to review the content as many times as necessary until the student achieves the desired knowledge or the expected skill. Through the video tutorials, visual and auditory information is received and then put into practice so that significant learning is achieved.
A tutorial is a step-by-step guide to specifically perform a task and only that task. Adémas an interactive video is made to show the execution of each of the steps.
Makerspaces By: EDUCAUSE Learning Iniative
A makerspace is a physical location where people gather to share resources and knowledge, work on projects, network, and build. Many are still primarily places for technological experimentation, hardware development, and idea prototyping. Makerspaces are often open for informal, unscheduled activity. Used by students, faculty, and staff, makerspaces have become arenas for informal, project-driven, self-directed learning, providing workspace to tinker, try out solutions, and hear input from colleagues with similar interests. They promote multidisciplinary thinking and learning,
Eventually makerspaces may become linked from campus to campus, encouraging joint project collaboration. Right now they requiere a physical space, but as it evolves it may become virtual. Makerspaces allow students to take control of their own learning as they take ownership of projects. Where makerspaces exist on campus, they provide a physical laboratory for inquirybased learning. It provides the ultimate workshop for the tinkerer and the perfect educational space for individuals who learn best by doing. Interaction among inventors at these facilities fosters a highly collaborative learning dynamic that is excellent for team efforts and for peer support, advice, and assistance. Cost is a consideration in setting up an area for making.
The Findland Phenomenon By: Mariana Díaz Hernández
Summary Education in Finland has become a phenomenon due to the quality of it, since it has been ranked as the best system in the world. But, what makes Finnish education the highest rank one? What are the reasons behind their students’ success? These questions can be answered by taking a deeper look into the way they teach, their quest for equality, the implementation of free education for everyone, and a core curriculum that enables schools to adapt it according to their needs, the admiration and respect towards the teaching profession, the preparation that they put into building the best educators, the skills that are being taught to the students and the liberty that they give to them to be independent, critical thinkers and good citizens
Introduction Throughout this essay the unique Finland education will be discussed. This country has one of the best education systems worldwide; hence, it emerges the interest into investigating the reasons behind their quality, using the documentary titled “The Finland Phenomenon” as the main source of information.A wide number of elements go into the establishment of today’s Finland’s education system, some of the most important are the fact that they put their main focus on providing high quality education to every citizen in the country, teaching students key skills to prepare them for a globalized world. They also invest in their teachers, instructing them to be remarkably qualified professionals capable of teaching learning skills and to relate current situations with their subjects. Moreover, the results of their teaching methods will also be discussed, reviewing how their approach has affected the students and their view of education, work aspirations and future.
Theoretical Framework The education in Finland has one of the highest qualities in today’s world; in fact, Finland is the highest rank country by any existing education standard. Due to this situation Tony Wagner; a Harvard graduated author who wrote the book called “The Global Achievement Gap” based on the abilities that the XXI century require in order to succeed at careers, colleges and to get citizenships, decided to investigate about what aspects make Finland’s education the best system in the world, and at the same, comparing it with the United States one in order to detect the flaws and weaknesses that their system has to work on and improve if they want to compete with the European countries and become a top class education.In order to have a better comprehension of how the educational system in Finland works Wagner traveled to this country to continue his research and witness first handed the unique characteristics that compose their teaching methods. Some of the most interesting facts that he observed were the amount of homework that the students get (barely none); besides they do not have evaluations until the ending of high school, and the kids get a 3 months’ vacations period.Brain, young people and education are the main focuses of Finland as a country. Therefore, the question arises, why are Finnish students so successful? The answer might be in the reform of education that they went through starting in the 1970s and still continuing now. From this rebuilding of their system they implemented the comprehensive school, which has the purpose of giving every kid the same opportunities and the same level of education with the same curriculum, making possible that it reaches all of the citizens in the country disregarding their social or economic background.It has been stated that the Finland education system has the goal of providing high level education for every single student in the country regardless their social economic status; thus, making their education free, including materials and food related services.
They understand that it is necessary to prepare the young generations to compete in the international world market. Therefore, they know that it is more important that scholars learn to think rather than to just repeat information since learning is not just about memorizing facts but understanding how to use that knowledge and put it into practice. Today’s work market is looking for people with skills; hence, the Finnish prepare children to actively engage in the learning processes and teach them to not canalize mistakes but to reflect on what they could do to improve. They emphasize their teaching methods on using the information provided by the professors in concrete situations instead of just knowing the mechanics. Wagner also had the opportunity to talk to some Finnish students about their experience in school and their thoughts about the future and education. First, the average child begins school al 7 years old, while in preschool they focus on learning social skills. Once they reach high school they can decide on whether they want to continue in regular upper secondary classes which consist in the classic academic content or if they want to enrolled in a vocational education which prepares them with a technical oriented career in order for them to get a job as soon as they graduate. The students that Wagner interviewed expressed to him that they would be happy earning a salary that allows them to maintain their current life style implying that their main focus when choosing a major is not money oriented. They laid the importance on enjoying and loving what they choose to become rather than having money; although, they are aware that thereneeds to be a balance between studying what makes them happy and earning a proper amount of salary. Regarding the role of the teachers on the success of the Finland education, they are key figures in the development and growth of the students. The teacher-student relationship is vital to achieve a positive learning environment.
For instance, the kids address their professors by their first names and during school they have the same teacher for several years in order to promote continuity; this also contributes to intimate and healthy relationships between the teacher and his or her students. Contrary to their situation in the United States, in Finland the teaching profession is highly appreciated and it is expected that they turn their classrooms into laboratories for continue innovation.Moreover, becoming a teacher in Finland is not an easy task. Applicants need to have high grades in order to get into college and study education, and even that does not guarantee that they are going to be accepted. They have to study the major for 5 years, 3 of them getting a bachelor’s degree and the next 2 getting a master’s one; every single teacher in Finland has to have a master’s degree in order to give classes which provides a guarantee of the quality of the instruction that students are receiving. Furthermore, education students have to observe a wide amount of classes and give several of them too while being help by their instructors in order to have real life experiences of the profession since the best way of learning is through and active methodology and practice; they also have feedback sessions after every class which are vital for constructive criticism giving place for improving their future lessons. Finland reshaped the notion of what a teacher should be, encouraging them to investigate, to be knowledge workers and innovators. They have a research based teachers’ education in which they are taught to think pedagogically. At the end of their major, they have a clear understanding about what is good teaching.Likewise, another key element of the success of the education in Finland is their teaching philosophy, which lies on the fact that no child is left behind, which means that every student matters and that the system has to make sure to provide the tools and the efforts necessary for this child to improve him or herself.
Their system is based on equality and equity; therefore, it is important for them to motivate students to be the best versions of themselves, promoting team work and collaboration skills instructing not only good workers but emphatic human beings that care for others and their country. Finland’s education system is based in trust. They trust the teaching professionals that they formed and they trust them to do their job. With the implementation of a core curriculum schools have the liberty to adapt it and make their own, allowing flexibility and the opportunity to accommodate the kids and communities’ necessities into the classes; hence, the system also trusts schools to build the best possible curriculum for their students. They also trust in their students to be independent and work on their own, putting into practice the learning skills that they were taught and to know that their learning depends on them.
Results Each one of these factors contribute to make Finland an example of how education should be, and it has been proven not only by the students’ performance in international tests, but also in the way that they think and see their futures and the future of their country.The quality of the Finnish education system can be seen better in the results of the Pisa exams, which are one of the hardest in the world that measures the academic abilities of children in the fields of science, mathematics, and reading. Since their creation, Finland has ranked on the top countries with the highest scores. highest scores. Throughout their formal education, children are being immerse in environments that provide them with the necessary skills to triumph in a globalize world. Thus, they receive marketing lessons, classes on how to create a business and put their knowledge into practice while using technological tools like “moodle” which consists of a virtual classroom that helps students and teachers to share information among them, such as projects, homework,
practices, or relevant lessons’ material that might help other classmates. Thanks to the form of their curriculums institutions are able to adjust it into the needs of the students and the context that surrounds them. Likewise, teaching real life experiences, thoughtful concepts and integrating art into one lesson’s plan. This enables better professionals, prepared in multiple fields and capable of coordinating them to enhance their performance on a given task.The success of their students lies in the fact that they do not only prepare them with academic knowledge, but they also teach them to think, to use their creativity in order to elaborate their own products and ideas. Critical thinking is a fundamental skill nowadays; hence, the system makes sure that the scholars know the importance of asking questions, of investigating facts and recollecting information in order to form their own opinions and to find reasons by themselves. The Finnish education encourage kids to read, understand, concentrate and to dream, while focusing on family values and preparing them for work and citizenship in the XXI century.
Furthermore, their trust based system allows flexibility among the schools and curriculums and also gives an example to the teachers, parents and students to learn how to trust, since they want to be worth of the trust that is being put onto them.Finland knows that education is in constant change and that it has to adapt according to the world’s needs; thus, they understand the importance of reviewing their programs and updating them when necessary, this way nothing interrupts the learning process. They also acknowledge that both sensorial and learning skills are essential to form integral human beings and they put their efforts into preparing people aware of their abilities and weaknesses, that know how to think and to use them in real life experiences; people that recognize the needs of the XXI century and are able to face them using innovative ideas and collaborating with the world around them.
Conclusion To summarize, the Finnish education system has proven to be one of the best around the world, not only because of the academic performance of their students, but also for their thinking, creative and collaborative skills. The country has put their efforts into providing all of their young generations with a high quality and free education; therefore, making possible for everyone to access a remarkable level or preparation. The teaching profession is widely respected and their formation is admirable. This gives the opportunity to have the best qualified professionals preparing the younger generations and teaching them academiccontent while integrating it with real life skills for them to put it into practice.
References Faust, S. (2011). The Finland Phenomenon [Video]. United States: True South Studios. Retrieved from: https://www.youtube.com/watch? v=nDXDrvd1utE.
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