The Challenges of School Libraries in Vocational Education in Tampere Region (Finland) – with EU-collaboration Project to the Future

It is not usual that there is a good library or learning centre in vocational institutes in Finland. Finland has a functional network of general libraries, but no national policy for school libraries. Nevertheless, some vocational institutes in Tampere Region have been able to realize a vision of the school library as an open learning environment; as a pedagogical tool and a source of innovations.AVOKI project – Developing of Open Learning Environments in Secondary Education in Tampere Region, is our answer to the biggest challenges of school libraries in vocational institutes.

Learning Task Models in the Context of Education for Sustainable Development

Introduction. The sustainable development concept lies in the core of the UNESCO Global Program, in which education is considered as a way for developing competencies (which are) necessary to achieve specific sustainable development goals (SDGs). Education for sustainable development (ESD) is based on the implementation of the concept of life-long, high-quality and inclusive learning, which implies the creation of conditions for the learning and development of each member of society and the possibility of acquiring the competencies necessary in a knowledge society. Providing quality lifelong learning opportunities for all learners at all levels and in all learning communities is the foundation for better lives and sustainable development. The content and means of ESD implementation differ significantly across the globe due to variety in socio-economic conditions, way of life and the level of technological development of countries and regions, therefore, it is important to analyze the general features of ESD and the characteristics of the educational environment to support ESD. Purpose. To study how the ideas of sustainable development can be incorporated into the learning content and the instructional process by integrating digital didactics methods, knowledge structuring, and digital technologies. To show by applying a task-based approach, that support for performing the tasks of learning, instruction (teaching) and dialogue in an open learning environment is crucial for achieving the SDGs. Methods: Systems approach, problem theory, problem approach, generalizations. Results: It is demonstrated how lifelong learning, as a basis for the implementation of ESD, and access to knowledge in the digital age can contribute to the achievement of the SDGs. The features of the tasks of teaching, learning and interaction for achieving the SDGs in education have been investigated, the corresponding task models have been formulated. The requirements for the functionality and technologies of an open learning environment which allows learners to achieve the set of goals when solving learning problems in the framework of ESD are described. Conclusion. The results of this research show that education should be considered as both an independent goal (SDG4) and a means to achieve all the SDGs. It is not only an integral part but also a key factor for sustainable development in terms of achieving the SDGs, which requires consideration of learning tasks other than traditional ones. There is a need for a learner to develop skills for independent search and critical assessment of information, participation in planning and management of one’s own learning, as well as skills for interaction and communication with other actors in the process of solving new problems. Mastering of these meta-skills is associated with training procedures, the impact of which is increased in the course of interaction between the student and the open learning environment. At the same time, the instructional (training, teaching) task determines the creation of a personal environment for performing the learning task, which facilitates the development of learners’ key competencies in the field of sustainable development, which is necessary to achieve any of the SDGs.

Open Education and Instructional Design Models

Open education is about the way people produce, insight, share, and build on knowledge in an open learning environment. Proponents of open education believe that high-quality educational resources and practical experiences of higher qualified specialists should be freely available for everyone. However, they neglect two important drivers: Cartesian view and social learning. In the context of the other chapters of this book, it appeared to be appropriate for this chapter to focus on metasystems transition perspective of instructional design. This chapter aims to understand the correlation between instructional design models and metasystems transition perspective. The book chapter concludes with solutions with recommendations for future research concerning the role of metasystems in learning theory and design.

Responsive Open Learning Environment in a Higher Education Institution

We have started to hear more and more about responsive open learning environments (ROLEs). They are the next generation of personal learning environments (PLEs). PLEs are based on the basic aggregation of existing content and services mainly using Web 2.0 technologies. ROLEs are mutating lifelong learning by introducing a new infrastructure to a world while dealing with existing learning management systems, institutions, and technologies, and these systems have test-beds. In this chapter, the authors describe first experiences utilizing ROLEs at Istanbul Technical University in Istanbul. The results of the study showed the readiness of the technology for large-scale trials and the benefits for the students leading to new insights in the design of ROLEs for more informal learning situations.

Shifting Perspectives With Open Textbooks

Digital screens are everywhere. The world of textbooks becomes vibrant, challenging, interesting, and filled with various global opportunities and tremendous risks. Open textbooks are used for reading, digital literacy, visual literacy, and multimedia. They are incorporated into a variety of learning environments. It is a real need for new psychopedagogical models based on adaptive learning. But, what open textbooks are in need to be developed for success? This chapter explores the shifting perspectives of learning with open textbooks and concludes with the need for future research in adaptivity and interactivity. It analyzes the concepts of affordability, adaptivity, feasibility, open learning, open science, open culture, and open learning environment in order to outline the scientific framework of the metasystems learning design theory. The conclusion is provided at the end.