The above title is modified from the Marching Towards Mars learning environment symposium organised in connection with the SciFest 2017 fair at the Joensuu Campus last week, where our experts together with e.g. NASA astronauts discussed future innovative learning environments and technologies.
Globalisation, digitalisation and robotisation are changing societies, living environments, as well as working life faster than probably ever before in the history of humankind. These changes provide huge opportunities for us, but at the same time, they challenge our current way of life in all possible senses, including education.
We have to face these complicated challenges through thematic, multidisciplinary approaches to research and education. So far, the Finnish educational system has been very successful in providing discipline and subject specific expertise for its students. In addition to these skills, we have to equip our students with the skills needed for acting in multidisciplinary and multiprofessional groups working together to solve the great challenges.
UEF has set the goal to be the best academic learning environment in Finland. However, we cannot do it alone, and we need partners to form ecosystems to increase the societal impact of our education and research.
One exciting example of such an ecosystem is the NASA Epic Challenge programme, where our students, together with partners from companies and other universities, are seeking solutions for the mankind to conquer the planet Mars in 2030s.
We are also building the Global Education Park Finland together with the city of Joensuu and other collaborators to form a platform for the development of modern learning environments in Finnish primary schools.
Through these ecosystems, we also teach ourselves as an organisation to operate in open platforms that are essential in this increasingly complicated world.
A learning environment is a whole created by the physical, social and pedagogical environment, and on many levels, it affects what and how we learn. For the outcome, the way we learn is at least as important as the things we learn: it affects our ability to utilise the skills we have learned in working life later on.
Dating back to medieval convent schools, the traditional unidirectional teaching method in which the teacher transfers knowledge to the student continues to prevail, although the world around us has changed drastically. In some specific fields, this method can produce good individual players, but it doesn’t train the skills of collaborative working needed in today’s working life.
Thanks to digitization, the production and sharing of knowledge has experienced a revolution. This, too, calls for new skills which we do not gain from traditional learning methods. When working to solve complex problems, we need to be able to produce and share information both alone and together. We need expertise that is built on a diverse base combining formal knowledge, non-formal knowledge and experiential knowledge. In today’s world, lifelong learning is supplemented by lifewide learning.
We live in a world that is characterised by fundamentally open access to information, and we need to make fundamental changes to our philosophy of teaching and learning. We need to move from controlled, unidirectional dosing of knowledge to collaborative learning between teachers and learners, which enhances social sharing of knowledge, networked expertise and teamwork skills. Teaching facilities and technologies are tools we can use to support this, but first and foremost, we need to change our operating culture.
A change in the operating culture requires that we take an open attitude towards knowledge and that we have the courage to give our ideas to be tested in larger forums. An important task of the teachers is to encourage students to solve problems and help them mine their way through open and extensive data resources.