Sixteen months ago I was sitting in a library finishing my degree, when I got a call. I instantly replied ”yes” when I heard what it was about: would I want to join a project to build an international learning event in Helsinki. It was my dream project: basically nothing had been done yet, it was all about learning, and the dream was to make an impact. Now, more than a year later, the first Dare to Learn is over - and it still is my dream project. Starting from scratch is never easy, but it was fun and meaningful. Above all, we all learned a lot. Here are my learnings from the Dare to Learn 2017 project.
Learn from the wise and experienced
Whatever you’re trying to do, it is always a good idea to first ask from the ones who are wiser and more experienced than you. Despite the hurry and pressure to gather funding and content, I read a ton about learning, educational systems and change, event management, project management, leadership, creative techniques, facilitation and a bunch of other things. But the most important were the discussions. I am very thankful for all the discussions with dozens of experts from various fields who were kind enough to help me figure out what kind of event on learning was missing in the world.
Include & involve
If you’re looking for impact on society, you should be part of that society. Any movement consists of multiple actors and organizations, and this means that true impact can only come through inclusion. At Dare to Learn, we started from the very beginning to involve all kinds of partners: companies, educational institutions, NGO’s, government agencies, individuals. We met with perhaps hundreds of people, heard their message and took into the team anyone who was willing to donate her time. Some people were able to put in more time, and created Dare to Learn as it happened. This way, when the event was actually taking place, it was truly by community to community, not just filling a dream of a bunch of people.
Believe in your values
A lot of people were naturally dubious, whether this new kind of event targeted at such a wide range of people would function. But this is a misconception that is so often used against new ideas: ”If that would work, it would have been done before”. But still new events, products and works of art appear constantly. People can get interested in new things they did not know they would be interested in. People may find common with new people they didn’t know even existed. To find new things that are valuable to people, you should reflect upon your values. Values are the orienting, shared, most stable principles that guide our life. If something suits your values but doesn’t exist as a movement in society, it is highly probable that it will gain popularity if you start a campaign.
We believed in the universal value of learning, and saw that ideas and solutions related to it don’t spread between different sectors. Idea of connecting them under one roof seemed weird for many, but turned out to be feasible since so many believed in the value of learning. I am very grateful for all who believed in the value of our project before nothing concrete was built.
See the value of learning during process
Not all projects are successful. I have been able to inspire people into projects that failed in the end. But still I think those have been necessary, because we have all learned from them. If you consider your project a test, set clear objectives and measure them, then you will at least end up with new understanding on what works and what doesn’t. And what would be more valuable than learning?
The Head of Program
Dare to Learn
Designing engaging learning environments is important for any organization that emphasize learning – not only the ones in formal educational institutes. Eventually, the aim is to provide such an environment to the learners, that can promote the adaptation of essential skills and knowledge in a comprehensive and motivating setting. In formal education, there is a growing need to strengthen the connection between students and working life by pointing out future working life possibilities and fostering related key competences. At the same time, many companies are looking for solutions that could promote their employees learning at work and for that reason many are interested in what’s happening in the development of formal education.
Let’s bring together the different viewpoints – and create something new!
In the search for new learning solutions, we should unite our mutual interests. Are there elements in the companies´ working environments that could be applied to the schools’ physical environment to promote students’ working life readiness? On the other hand, are there solutions in the newest learning environments of schools that could bring some extra boost to the learning at work places? We think that there are, we just need to make room for the right encounters.
At Dare to Learn, Taloudellinen tiedotustoimisto TAT (Economic Information Office) provides a workshop, where participants have an opportunity to find out what companies and formal educational learning institutes could learn from each other when it comes to designing new blended learning environments, where also the digital tools and applications are taken into account. The aim of the workshop is to share learning environment related best practices and to design something new and relevant based of them. Come and find us! .
Taloudellinen tiedotustoimisto TAT
Elinikäisestä oppimisesta on puhuttu vuosikymmenien ajan. Termi kalskahtaa monen koulutuspoliitikon korvaan jo kalsealta. Tätä emme luonnollisestikaan tunnusta ääneen, sillä itse asia on vanhenevassa ja osaamistasolta laskevassa Suomessa päivä päivältä tärkeämpi.
Valitettavasti koulutusjärjestelmä ja osaamisen kehittämisen edellytykset eivät kehity työelämän vaatimusten mukaisesti. Suomen osaamistaso ei nouse, jos työssä olevan aikuisväestön osaamisen kehittämiseen ei löydetä toimivia keinoja. Heidän rinnallaan huomio tulisi suunnata työttömänä oleviin, uudelleen kouluttautumiseen sekä muuntokoulutukseen. Elinikäinen koulutusputki ei saa katketa missään vaiheessa.
Korkeakoulut ovat tulevaisuudessa koko työuran aikaisen työllistyvyyden hoidon avaintoimijoita ja edelläkävijöitä. Tulevaisuuden korkeakoulutuksessa opiskelijan opintopolun on oltava joustava ja sen on huomioitava yksilön kiinnostuksenkohteet ja tavoitteet. Uuden tekniikan ja erilaisten oppimisympäristöjen hyödyntämisen on oltava arkipäivää. Opetusmateriaalien ja tietokantojen tulee olla avoimemmin kaikkien käytössä.
Tavoitteena on oltava, että vähintään puolella työikäisestä väestöstä on korkeakoulututkinto ja tutkinnon suorittaneet työllistyvät osaamista vastaaviin tehtäviin. Tämä ei onnistu, jos elinikäisen oppimisen käsitettä ei omaksuta koulutushifistelijöiden ulkopuolella.
Dare to Learnin avulla Suomeen on syntymässä kansallisesti ja kansainvälisesti kiinnostava konsepti, joka nostaa esille jo tiedossa olevia ongelmia uudella ja raikkaalla tavalla. Ja mikä tärkeintä: pyrkii löytämään ongelmiin myös ratkaisuja. Tapahtuman avulla on mahdollista tehdä suunnanvaihdos: tehdä kuluneesta kopoilusta uudenlaista vintagea. Elinikäisen oppimisen käsitteen uudelleen brändäys alkakoon!
Confederation of Unions for Professional and Managerial Staff in Finland
Dare to Learn on tehty oppimisintoilijoilta oppimisintoilijoille: meille, jotka työskentelemme oppimisen, opettamisen, kasvun ja kehityksen parissa. Jotta voi kuitenkin olla väsymättömän intohimoinen ja lempeän kannustava, tarvitaan ajoittain lisää happoa omaan toimintaan. Dare to Learn on oppimiskokemus niille, jotka normaalisti mahdollistavat muiden oppimista.
Dare to Learn on kahden vahvan syyn takia tapahtuma, joka kannattaa kokea:
1. Ytimessä oppiminen. Itsessään ja itseisarvoisesti. Meille on tärkeintä, että kävijä innostuu, kohtaa, kokeilee ja oppii. Ihmettelee ja yllättyy. Syventää ymmärrystään siitä, mistä puhutaan, kun nyt puhutaan oppimisesta. Parviälystä, intuitiosta, immersiivisestä oppimisesta tai jostain ihan muusta?
2. Käytännöt edellä. Puhujaseminaareille, tieteellisille konferensseille ja tuote-esittelymessuille on paikkansa. Mutta Dare ei ole se paikka. Meistä tärkeintä, johon voimme ihmisten arvokasta aikaa käyttää, on yhteinen mullan möyhentäminen ja käsien likaaminen. Hyvistä kohtaamisista syntyy hyviä ideoita, jotka synnyttävät hyviä arjen käytäntöjä. Siinä muutoksen kaava yksinkertaisimmillaan. Ja me olemme hyvien kohtaamisten asiantuntijoita – yhdessä lukuisten kumppaniemme kanssa.
Ennen kaikkea meitä motivoivat sopivat myrskyt vesilaseissa. Meistä pahinta mitä voi tapahtua on että mikään ei muutu. Siksi lähdimme rakentamaan monen tuhannen hengen osallistavaa oppimisfestivaalia – iloista, railakasta ja raikasta.
Emme täysin tiedä mitä tuleman pitää. Ja juuri siitä oppimisessa on kyse.
Susanna Jokimies & Anni Klutas
The head of community &CEO
I’m both excited and nervous about the possibility to write this blog post. Actually, I think this is the very first official blog post I have ever written. Weird, right? In our generation of bloggers and in the era of social media, it feels a bit strange not ever having written one, which of course makes writing this even more scary. However, this also happens to be a very lucky coincidence for me, as my own situation perfectly links to what I want to talk about. Being open about our limits and weaknesses is essential for learning to happen. So, I decided to take this challenge and dare to learn.
In today’s rapid and ever-changing world it’s impossible to know everything or to have all the necessary skills at the ready. Thus, the skill of knowing your own limits, still being brave enough to try it and ask for help (be it Google or a colleague) is vital in learning.
Building a new digital service is also essentially a learning process. I work at Reaktor, where our small, autonomous and multidisciplinary teams work together with our clients like Finnair, Kone, HBO and YLE to answer their needs in the digital world. Aiming to constantly improve is embedded in the way we build new services.
At the start of a new project we strive to understand the current reality and the problems of the customer, rather than to decide beforehand what the details of the final product or service will look like. Instead of set-in-stone plans we want to remain open and work iteratively, building on feedback from the users of the service and our view on the world today. We tolerate uncertainty in the favor of staying flexible and being able to put our learnings to immediate use. Sometimes it means we might have to give up on our first ideas – exactly the ones we were most excited about.
In addition to vulnerability, learning requires courage too. It is easy to paralyze in front of new things. Accepting whatever fear you might have and still trying out something new is, in my opinion, in the very core of learning.
When you feel like your skills hit the wall, it’s important to have someone you can ask for help. In my case I could turn to my good colleague and friend with my first draft. She is an expert in writing, and her help in taking this text to the next level and improving my understanding was essential. Similarly, in our project teams everyone can trust others to give a helping hand. No-one can be, nor needs to be, an expert in everything. This is supported in our ways of working. For example, we hold daily meetings where everyone shares what they are currently doing and can ask for help. We also regularly have retrospectives; gatherings where you go a bit deeper into how the project is going, what could be improved and how everyone is feeling. This supports the learning of the whole group and means that the responsibility is shared with the whole team, which helps also to create a better work culture, as everyone strives towards common goals.
This approach to building digital services that I have been explaining briefly is called agile software development, and it’s the core methodology behind all our projects. Compared to the traditional model of development where you make detailed long-term project plans, agile methods advocate adaptive planning, iterative development, early delivery, and continuous improvement. This approach isn’t always easy, but it supports learning in an ideal way and, in my opinion, it is also one the main reasons behind our success.
Ok, so this was my first real blog post ever. Wow. I’m happy I did this, even though it made me feel insecure at first. I learned a lot, and I hope this writing conveyed some new perspectives for you as well.
Ps. One of my colleagues Hermanni Hyytiälä, a true expert in learning and unlearning, is joining the Dare to Learn event as a speaker in a fireside chat. I warmly recommend you to go and listen!
Talent Expert at Reaktor
Let’s think about our theme: daring to learn.
The goal of learning is to create positive change in behavior, knowledge, or ways of processing the world.
Creating change is exciting and painful.
Change presents new opportunities. But change scares us too, because it involves risk and uncertainty.
Asking a question or sharing an idea in a team meeting puts us at risk in front of other people: will they think less of me, will I look stupid, or could they get excited, and could someone else be thinking about the same thing.
With risk and uncertainty comes emotional exposure: other people will see a glimpse of who I am and how I feel, and they might judge me for that.
We conclude to ourselves: better be “safe" and stick to what I know, stay in control, and not risk being laughed at.
Result: no change and no learning (for me or my team).
Another option is to dare and go for it. I ask the question or share the idea. At times, I end up feeling like I did poorly, and shame and self-criticism take over.
With shame and criticism, I learn to be afraid of failing and feel worthy only when succeeding.
Result: learning is a struggle. It takes up too much energy and eats up well-being and creativity.
If our boss asks us to learn, they better understand what they’re really asking for.
Daring to be vulnerable
Welcoming risk, uncertainty and emotional exposure, which is the definition of vulnerability by Dr. Brené Brown, requires daring.
We need to dare to be vulnerable in order to create change needed in learning.
But we humans don’t just dare. As a default, we look for social connectedness and acceptance. Once we get that and feel safe, we dare.
An example from my own research: managers from large Finnish organizations were put in a situation that was not physically threatening, but lacked psychological safety. The managers were asked to share something meaningful to their peers who in turn were told not to communicate their emotions in any way. The managers lost their self-confidence. One manager started questioning whether what he was telling was at all important. Another manager felt an unnecessary need to start repeating herself to make her point. A third managers felt an urge to stop talking all together.
In contrary, when the managers felt psychologically safe, they described the experience as: feels so good that one could do anything, one is elevated to another level, makes you want to spread the good, and one could run a marathon.
In the 90s Harvard psychologist Amy Edmondson found herself researching psychological safety, when studying the performance of top teams. Unlike she expected, top performing teams made just as many mistakes as other teams, but they experienced psychological safety, which encouraged them to dare to admit and share their mistakes. This furthered their learning beyond that of other teams.
More recently, Google searched for years for the secret to the high-performance of their top teams. In 2015 they finally found and published it: psychological safety among team members.
When we feel socially connected, cared for, and not threatened, we not only dare to ask stupid questions, share ideas, and try again, but our heart rate calms down, we feel more positive emotions, which broaden and build our cognitive and social resources, and our brain’s higher order capabilities such as reflection, planning and empathy turn on.
Our well-being is enhanced and we focus better, use our memory more effectively, and understand new things better.
Result: we learn creatively and sustainably.
If you want learning, dare to invest in emotion skills
We react to and remember threatening things more strongly. Losing 20 euros feels worse than finding 20 euros. It is easier to make someone mad than to make them feel safe.
But we can learn skills that promote psychological safety.
In the example from my own research above, the managers felt psychologically safe, when imagining or experiencing someone being emotionally fully present. They described this experience as: genuine connection, one feels valued and appreciated, one feels safe, trust, and one feels understood.
Being emotionally fully present means that we try our best to communicate genuine interest, understanding, and appreciation. We help the other feel seen and accepted in his or her weaknesses and difficult emotions. We similarly help the other feel seen and accepted in his or her successes and positive emotions. The first is compassion and the latter is something we in our research team call ‘copassion’.
Compassion and copassion can be taught and learned.
In my own intervention research, emotional mastery and compassion increased and fear of compassion decreased in organizations ranging from large financial groups to large city, art institution and commercial television channel after they received training in emotion skills.
Learning emotion skills needs not to be too difficult, but it requires awareness, noticing and curiosity, which are not self-evident especially in the middle of a busy schedule or competitive environment. But take one new tool and try it out for a week to see and experience the results yourself. And maybe even ask feedback from your team members too.
The intervention training provided over 40 evidence-based emotion skills that anyone can learn to practice compassion and copassion. Here are four of my favorite ones.
Practice compassion through:
1. Interpreting others’ behavior in the best possible way
No one acts mean on purpose or wakes up thinking that I want to go out and ruin the day for as many people as I can. Before blaming or self-defending, try imagining or asking what else might be going on, when someone acts incorrectly or underperforms in their tasks. That is, aim for generous interpretations.
2. Choosing to be fully present for even one minute
Interruptions are often a burden. But instead of getting irritated, try breathing out and giving the person even one minute of your full attention. Full presence calms us down after which we are much more understanding if you first wanted to finish what you first were doing.
Practice copassion through:
3. Bringing light to other people’s hidden virtues and strengths
One is good at taking the lead, and other is good at putting things in perspective. A third is good at practicing gratitude, and a forth is good at using humor to bring people together. Say these strengths out loud. Similarly, point it out, when someone does a good job such as compassionately listening to someone or copassionately reacting to someone’s good news.
4.Reacting actively and constructively when someone shares positive news
Possibly more important than knowing how to quarrel, is to react copassionately to others’ good news. Even if you didn’t care about the thing as much as they did, show genuine interest and help savor the moment and the positive emotions: “That’s great! Tell me more.” Or, “I am happy for you. Let’s celebrate it today.”
I am curious to hear how you experienced these tools. Please, let me know how your trials turned out; what did you notice and what perhaps surprised you.
Creating spaces where we can safely dare – explore, be seen, and be uplifted – in order to enhance our collective creativity and learning capacities, is something I aim to learn more and more about in my research and in my own life too. It makes me happy to share this goal with you.
Paakkanen researches the power of compassion and positivity in teams, leadership and organizations. Miia is an economist working at the theology department researching and teaching positive psychology and positive organizational scholarship. Miia is in search for answers to what makes people, teams, and organizations flourish. She is the co-founder of the multidisciplinary CoPassion research project at University of Helsinki, in which she researches ways of increasing compassion and the ways that it impacts performance and well-being of both employees and organizations. Miia coaches organizations in emotion skills, and currently co-edits the first Finnish book on compassion at work to be released in October (PS-Kustannus, 2017).
Many of our international visitors are eager to learn about lesson planning: how we teach and assess our students in Finland. One of the key components is the alignment of learning objectives, teaching and assessment. The three elements address the same agenda and support each other. Sounds easy and logical but requires a lot of professionalism and planning.
Learning objectives are the key of the teaching and learning process: they define what is taught and what students should learn. Knowing the learning objectives, the students are able to focus their learning process on the objectives. Therefore, the objectives should be described openly for the students from the beginning.
Teaching should be planned according to the learning objectives. How are the students able to reach the objectives? What are the most suitable teaching methods to support their learning? Teachers continuously observe the students’ learning process. When needed, the teaching methods are changed. When doing lesson planning, it is worth remembering that positive atmosphere and joy of learning promotes students’ motivation and learning.
Teaching and learning are interactive processes. The students are encouraged to participate actively, to set their own learning objectives and to solve problems both independently and with others. Thus, the students learn to self-reflect their own learning process, experiences and feelings.
Assessment gives us information on how well the students have reached the learning objectives. Nevertheless, the assessment should measure not only the learning outcomes but also the learning process, motivation and personal development. In fact, a fundamental part of the assessment is to develop students’ self-assessment and analysis on their learning outcomes compared to the learning objectives. This is why the students should know the assessment criteria from the beginning.
Successful assessment takes into consideration the suitability of each assessment method for every student. If a student has difficulties in writing, a written exam should not be the only assessment method. The students are treated individually and not compared with each other. This normally surprises our international quests - how Finland has such a great PISA success if we do not have nationally wide exams during comprehensive school.
Lesson planning and many other topics will be discussed during KOULUgroup’s EduVenture event in September 2017. Learn more and join us at www.koulugroup.fi/eduventure. During the summer we publish blog articles related to Eduventure topics.
What if we defined work as problem-solving?
They say work is disappearing or at least massively changing because of technological advancement. Many organizations and individuals are struggling to find ways to adapt to rapid digitization with visions of the near future alternate between the dystopia of mass unemployment and the utopia of pure leisure. Could there be a third alternative? Could redefining the concepts that surround work and intelligent human action create new possibilities for value creation and meaningful human life?
What is work, why does it exist? What if we stopped equating work with jobs, employer-employee-relationships or titles and instead defined it as problem-solving?
Work exists because there are people with problems that need to be solved, needs that require fulfilling and questions that beckon answers. Importantly, work exists because humans as a species are social. We wish to be relevant and important to other people, we come together to attain what we cannot alone. Therefore, work will exist for as long as there are people with problems and questions on this earth. This means that work is certainly not disappearing and in fact at its core perpetual.
Working, however, meaning the ways in which the questions at the core of work are answered, and the problems generating work solved, keeps constantly changing and ever will. Why? Because ongoing social and technological development keep redefining what is intelligent human action.
Intelligent human action is always contextual and ultimately socially determined. It is not only the collection of cognitive skills we are able to employ in a given situation. Rather, intelligent action is the combination of three things:
1. human cognition and skill,
2. the tools we have at our disposal, and
3. the social attribution of meaning and value.
Whenever there is development in any of these areas, the definition of intelligence becomes redefined. And because of human nature, development is constant.
Humans are a tool-building species. Tools exist to complement our abilities, to help us go beyond what is “naturally” possible. The extent of our intellect is defined by what we can attain through broadening our capabilities, using the tools we have created. Tools can be regarded as inseparable from human cognition as the two continue to define the possibilities of one another.
Humans are also inherently social. Actions gain their significance and value in the eyes of others. Ultimately, it’s other people that define your success. Therefore, whether an action is intelligent of not, and what the best balance between human cognition and tool use is, is ultimately defined by the social context within which the action takes place. This means that it’s not always right to use the most advanced tool, and conversely, sometimes that’s exactly the way to produce the most value to others. As a banal example, for some shop-goers the most meaningful and valuable experience is to interact with a human being at the cash register. Others just quickly want out with no human contact. Two different needs, requiring different combinations of human cognition and technology and a good grasp on individuals needs in the context.
Now if work organizations wish to be smart, they need to consider all three dimensions of intelligent action in their business. This means that organizations need to understand
1. how to support and develop human cognition,
2. what are the best available tools, and
3. the meaning and value experienced as a result of the work.
Instead of considering each of these areas separately, the most important question is how to comprehend and enable the complementarity of the three. Failure to do so will lead to intelligence-inhibiting structures at work. Or, bluntly, stupid working.
The task is of course not easy. With all the talk about robots and digitization, many work organizations are focusing only on keeping up with the advancement of tools, often at the expense of the individual. How aware are work organizations of the diverse contexts in which value is experiencedof their products and services? How present are they in these situations? In terms of human cognition, how good are work organizations at supporting individuals in the use and development of the most important work skills?
And what are these skills, anyway?
In essence, the most valuable human work requires skills that cannot be modeled in AI, skills where humans still surpass the machine. These include things like learning, creative thinking, flexibility and contextual thought, and most importantly, most persistently, the skills that permit fruitful interaction, like empathy. (Of course not always! For instance, a hand-made piece of furniture requires manual skill that could be automated, but is more valuable when it is not)
But for the sake of the argument at play here, it could be summarized that most important human work skills require higher-order cognition.It may be that algorithms can in a sense be creative and are able to learn some things as efficiently as humans. Heck, even some parts of interaction can be automated. For instance, the recent exciting advances in machine vision show how algorithms are able to discern emotion-related micro expressions, at near-human accuracy.
However, there is an important distinction between humans and machines: the way that humans understand emotions requires a conscious self. The way that human creativity and learning is valuable is through the conscious, experiencing self. And, at least until and if AI becomes conscious and we have a new species with which to interact, humans will be needed for connecting on the level of consciousness, for empathy that is experiencing and modeling other’s experiences as one’s own.
So in sum, if work organizations wish to avoid working stupidly, in addition to making sure the best tools are available, and making sure they understand how their work creates value to others, it is necessary to support humans at what humans do, and are, best. The tasks that require humanness are the non-routine and cognitively demanding, the ones that require creativity, flexibility and connection to other humans.
So the big question is, do our work structures enable or inhibit humanness? How are the most valuable human skills nurtured by the traditional structures guiding our work such as roles, competency systems, and recruitment methods? How well do individuals take care of and cultivate their most important work assets?
Luckily, there is a lot of scientific knowledge available on how to ensure that these abilities and actions flourish. All that is needed is the willingness to keep learning.
In summary, the rapid development of our digital tools opens up new possibilities for the evolution of intelligent action at an astounding pace. It requires alertness, curiosity and a flexible learning mindset from work organizations to keep up with the change. Amidst technological learning, the human aspect is however often overlooked and the capacities that organizations have for understanding human cognition are subpar, even though it is precisely through humanness that people create most value. What is needed is better understanding of the complementarity of the human, the machine and the social, of the basis of intelligent human action. In any time, in the middle of any technological development, a human-centered approach is the key to stability and abundance.
Cognitive neuroscientist exploring the neural mechanisms behind empathy and fruitful interaction, particularly in digital environments
This blog post was originally published on Work Futures
Early Bird -tickets are available until 31st of May.
Here are 3+1 golden reasons why you should get yours as soon as possible!
Summer is wonderful – but oh, so short! The event is coming sooner than you think, so buy your ticket before getting on your holiday mood and make sure that you're part of an event everyone will talk about!
Early bird – but also a bold bird – catches the worm. Dare yourself and be among the first participants creating a new kind of global community!
You will get an excellent kickoff to Fall! Whether you are a teacher, working in human resources, student or otherwise just learning enthusiast, Dare to Learn is certainly going to provide you inspirational and useful experience full of passion.
And, of course, your wallet will thank you. As an early bird you will save a significant amount of money!
Tiedote 18.5.2017, Helsinki
Opiskelijoiden järjestämä “oppimisen Slush” kiihdyttää Suomesta oppimisen Piilakson. Suomalainen koulutusosaaminen on maailmanlaajuisesti tunnettua, mutta selkeä osaamiskeskittymä puuttuu, eivätkä oppimiskentän eri toimijat kohtaa. Kansainvälinen oppimistapahtuma Dare to Learn yhdistää 3000 oppimisen toimijaa opettajista yrityksiin.
Hankkeen taustalla on ajatus elinikäisen oppimisen raikastamisesta sekä itse oppimisen korostamisesta. ”Kaikki puhuvat elinikäisestä oppimisesta, mutta mitä oikeasti teemme sen edistämiseksi? Nyt meillä on tilaisuus rakentaa yhdessä aidosti oppimista tukevaa kulttuuria. Kyky oppia ja inhimillinen kehitys muuttaa maailmaa siinä missä teknologiakin – tai jopa vielä enemmän”, kertoo tapahtuman ohjelmapäällikkö Akseli Huhtanen.
Järjestäjien mukaan oppiminen nähdään usein muodollisena koulutuksena ja myös julkinen keskustelu pyörii usein ainoastaan koulutuspolitiikan ympärillä. Näiden vastapainoksi on tärkeää, että Suomeen luodaan paikka, jossa erilaiset toimijat opettajista henkilöstön kehittäjiin ja ammattiliitoista koulutusalan startupeihin voivat kohdata ja syventyä oppimiseen.
Syyskuussa Kaapelitehtaalle kokoontuu tuhansia oppimisintoilijoita kokemaan uudenlaisen tapahtuman, jonka sisältö on rakennettu tarkasti oppimistutkimuksiin perustuen: aktiivista ohjelmaa, aikaa omille ajatuksille ja inspiraatiota. Järjestäjät uskovat, että kävijöiden monimuotoisuudella, osallistavalla ohjelmalla ja sopivalla hulluudella tuotetaan parhaita tapahtumia, joiden vaikutus näkyy pitkällä tulevaisuudessakin. Tapahtuman yhteistyökumppaneina ovat muun muassa Opetus- ja kulttuuriministeriö sekä Helsingin kaupunki.
+358 40 738 0164
Dare to Learn
Dare to Learn on 5.-6.9.2017 Helsingin Kaapelitehtaalla järjestettävä kansainvälinen oppimistapahtuma, joka kerää yhteen tuhansia oppimisintoilijoita opettajista henkilöstön kehittäjiin ja ammattiliitoista koulutusalan startupeihin. Kahden päivänä aikana osallistuja kuulee inspiroivia puheenvuoroja, osallistuu workshoppeihin ja kohtaa muita oppimisesta kiinnostuneita ihmisiä. Dare to Learnin taustalla toimii Sivistyskiihdyttämö ry.