TYYNE TYYNE – Working life as a learning environment Website: http://wiki.eoppimiskeskus.fi/download/attachments/8226492/TYYNE-raportti_10062013?api=v2 Runtime: 09.2012 – 05.2013 Supported / co-funded by: European Social Fund / Operational Programme in mainland Finland, national section, operational line 3 Partners: Association of Finnish eLearning Centre, FI; Aalto University, FI; HAMK University of Applied Sciences, FI; Otava Folk High School, FI. Project representative to be contacted for further info: Ari-Matti Auvinen (ama.auvinen@hci.fi) The TYYNE project focused on working life as a future learning environment. The work done was founded on several complementary forms of activity. These included literature reviews, expert panels, two-tier Delphi inquiries and active work in various social media channels. The study dealt with the multidimensional relationship between working life and learning, which was approached through exposing the backgrounds for modern phenomena with the help of fieldspecific literature and through the work of expert panels. The project also estimated future trends and enriched views concerning those using participatory working methods such as Delphi inquiries and expert panels. The key premise for this study was that multi-faceted, extensive and continuous learning will be the most essential aspect of all work in the future. Information processing and new learning are almost without exception involved in all current and future professions – including those that are usually not considered knowledge-intensive. Work in the future will clearly be community-based in nature, and expert tasks conducted alone are already vanishing. High standard competences of individuals will be important in the future as well, but individual expertise will need to be related to the collective competences of the work community. Developments at work will require more extensive and faster learning. In this way, the boundary between working and learning will become artificial: in the future, working will be continuous learning. A key observation made in this study was that the great change in learning can be summarised as learning transforming itself from individual activity to community-based activity. The key word for the community-basis of learning is network. Learning networks are diverse, multi-faceted and multidimensional – and community-based learning will be increasingly founded on open implementations that do not recognise organisational boundaries. Community-based forms of activity are supported by e.g. trends that increase the significance of communities of practice for learning, promote openness and transparency, and solidify community-based models in the arrangement of work. These increasingly blended types of work arrangements – such as flexi time and remote work – also mean that community-based learning makes better use than before of various information and communications technology solutions and services. One of the important features in community-based learning is the increase in open sharing. Learning in future work environments will take place at all times and everywhere. Various learning features are increasingly embedded in our tools, and support for learning will become a standard feature of their diagnostics. Continuously developing, diverse mobile solutions will ensure that opportunities for learning – whether we are acquiring or disseminating information – are available at all times. The significance of informal learning will grow and gain strength in working life. In our quickly changing environment, the traditional course-oriented modes of competence development have their restrictions, because most of our current learning takes place when we work and communicate with the other members of our work communities. The traditional educational methods still have an important but a more specifically defined role. Significant public results: The TYYNE project activated the discussion of the future of working life as a learning environment in Finland. The four expert panels enabled various stakeholders to discuss the issue. TYYNE project had an active presence in several social media. The two-tier Delphi survey was participated by tens of Finnish experts. Thus a community-of-practice was created to Finland. After the project, several videos in Finnish were published by the organizers. On the basis of the work of the project, 15 recommendations were given to promote learning in future working environments in a versatile manner; the full project report with a summary and recommendations in English (including also good essays by Mr. Esko Kilpi in English) can be found at http://wiki.eoppimiskeskus.fi/download/attachments/8226492/TYYNE-raportti_10062013?api=v2
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