Curricula

Objectives

The purpose of the course

During this course, you will complete various working life oriented and participatory learning assignments and learn how to plan, build and guide varied learning processes in which the web is utilised in a way suitable for the purpose.

You will learn to draw up a pedagogical manuscript for the learning process. You will expand your learning environment thinking by utilising different ICT opportunities (software, online services, devices and tools) at different stages of the learning assignment. You will learn to summarise the learning process into a task assignment.

Course competences

In this course you will develop your facilitating learning skills, reflection skills and developmental skills.

Facilitating learning skills consists of:
- Teachers’ theoretical and philosophical understanding of learning.
- Ability to plan, implement and assess meaningful learning processes.
- Take into consideration the diversity of learners.

Reflection skills means
- Teachers’ ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.

Developmental skills refers to:
- Teachers’ ability to further develop their own and their organisation’s practices in collaboration with others.
- The ability to develop VET learning, working life and entrepreneurship at the regional, national and international levels by working in partner networks.

The learning objectives of the course

You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process. You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching. You are able to pedagogically substantiate the learning assignments you have prepared and select a suitable ICT environment for completing the assignment.

Content

This course consists of 4 parts.
In part 1, you will become familiar with different types of learning assignments and learn to recognise the elements of a good learning assignment.
In part 2, you will learn to plan learning assignments / a learning process by taking into account aspects such as the learning objectives and the learner’s point of view.
In part 3, you will build the learning assignment/process that you have previously planned. You will gain knowledge about different kinds of digital applications and environments and will be able to incorporate them in a substantiated manner in the learning assignment or process that you have planned.
In part 4, you will implement the learning assignment/process that you have previously built. Alternatively, you will study in depth the assignments/processes built by your peers and provide constructive feedback on them.

Learning materials and recommended literature

- Vanninen, R. 2013. Oppimistehtävät verkossa, Ideoita lähi- ja verkkotyöskentely sisältävälle kurssille, https://www.slideshare.net/RiikkaVanninen/oppimistehtvt-verkossa-290813-ss?qid=2c69bb20-c03b-443c-810c-de1a6c03fbbf&v=&b=&from_search=2
- Johns Hopkins University. 2014. Course Design on a Shoestring Budget: Meaningful Learning Activities, https://www.youtube.com/watch?v=OOfotsHDIwE
- Pönkä, H. 2016. (Verkko-)vuorovaikutus ja ohjaus, https://www.slideshare.net/hponka/verkkovuorovaikutus-ja-ohjaus?qid=1ce1cdc2-7e2a-4d27-b009-f657d373a46d&v=&b=&from_search=1
- Leppisaari, I. 2004. Oppimistehtävät ja palaute verkko-opetuksessa ja -ohjauksessa, http://www.averko.fi/tiedostot/verkkomentorointi/Leppisaari_oppimistehtavatjapalaute.pdf
- Top 100 Tools for Learning, https://www.toptools4learning.com/

Teaching methods

The course will be offered in the form of online studies, including voluntary webinars. The studies have been scheduled, but are highly independent in nature. You will receive guidance in the form of weekly guidance messages. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

Student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work.

The course will be offered as scheduled online implementation utilising various online tools and working methods. The amount of independent work ranges from 6 to 8 hours/week. The course consists of four parts. The study process in parts 1 to 3 is pre-scheduled and proceeds with a steady workload, so it is advisable for the student to schedule their study time in advance. Part 4 allows more time to be used in relation to the subject being studied to allow those willing to do so to test in their teaching practice the learning assignment/process they planned in the previous parts.

Content scheduling

Voluntary online webinars:
- start webinar: 19.1.2022 14:00 - 15:30
- guidance clinic 1: 2.2.2022 14:00 - 15:00
- guidance clinic 2: 17.2.2022 10:00 - 11:00
- guidance clinic 3: 9.3.2022 14:00 - 15:00

Further information for students

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

You will also receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

The criteria for assessing the approved level are as follows

Facilitating learning skills:
- You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process.
- You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching.
- You are able to pedagogically substantiate the learning assignments you have prepared and select a suitable ICT environment for completing the assignment.

Reflection skills:
- You are able to reflect upon your learning assignments and your own learning.

Developmental skills:
- You are able to further develop the learning process you have planned based on the peer feedback you have received.
- You are capable of utilising learning assignment templates when planning new learning assignments.

Prerequisites

Basic skills for e-learning