Curricula

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Teaching methods

- Lectures face-to-face / Online Lectures,
- Assignments / Learning assignments,
- Seminars / Workshops
- Webinars
- etc.

Practical training and working life connections

Excursions
etc..

Exam dates and retake possibilities

Will be agreed on the first contact lesson of the course.

Alternative completion methods

Studification: See the Despcription of Module.

Student workload

- Lectures 2 h
- Independent Work 24 h.
( including among others: Learning assignments, Home Works, preparing for Test)
- Total 24 h

Further information for students

Grading methods
- Assignments / Learning assignments,
- Continuing Grading
- Self Grading

The Grading is high-quality and it is based on the learning objectives and criterion of the course.
Self Grading has an important role in Student's Grading.

See also Grading

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Further information for students

Open Studies 2

Evaluation scale

0-5

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Teaching methods

- Perehdytykset
- Tiedottaminen, neuvonta ja ohjaustyö
- Henkilökohtaiset HOPS-keskustelut
- Pienryhmissä tapahtuva työskentely
- Itsenäinen työskentely ja aineistonkeruu (portfolion laadinta)
- Verkkotyöskentely

- Ennakkotehtävä
- Opintojaksoon sisältyvään kontaktiopetukseen / verkkovälitteisiin tapaamisiin osallistuminen
- Alakohtaiset tehtävät / tutustuminen / projekti
- Pienryhmätyöskentelyyn osallistuminen
- Henkilökohtaisen opiskelusuunnitelman (HOPS) laadinta ja sen päivitykset sisältäen opintojen loppuunsaattamisen suunnitelman
- Urasuunnitelman laadinta ja sen päivitykset
- Henkilökohtaiset HOPS-keskustelut
- Portfolion laadinta ja viimeistely
Suosittelemme ja ohjaamme kaikkia opiskelijoita vastaamaan opintojen lopuksi/loppuvaiheessa AVOP-palautekyselyyn.

Practical training and working life connections

Opintojaksoon sisältyvät mahdolliset työssä tehtävät osiot kuvataan kurssin ensimmäisillä kokoontumiskerroilla.

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Content scheduling

1. vuosi, 3 op:
Perehtyminen Jamkin oppimis- ja toimintaympäristöön; Oma osaaminen - portfolion aloittaminen; Urasuunnittelu; Opintojen suunnittelu (HOPS)
2. vuosi, 1 op:
Oma osaaminen - väliportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)
3-4 vuosi, 1 op:
Oma osaaminen - näyteportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Teaching methods

- Perehdytykset
- Tiedottaminen, neuvonta ja ohjaustyö
- Henkilökohtaiset HOPS-keskustelut
- Pienryhmissä tapahtuva työskentely
- Itsenäinen työskentely ja aineistonkeruu (portfolion laadinta)
- Verkkotyöskentely

- Ennakkotehtävä
- Opintojaksoon sisältyvään kontaktiopetukseen / verkkovälitteisiin tapaamisiin osallistuminen
- Alakohtaiset tehtävät / tutustuminen / projekti
- Pienryhmätyöskentelyyn osallistuminen
- Henkilökohtaisen opiskelusuunnitelman (HOPS) laadinta ja sen päivitykset sisältäen opintojen loppuunsaattamisen suunnitelman
- Urasuunnitelman laadinta ja sen päivitykset
- Henkilökohtaiset HOPS-keskustelut
- Portfolion laadinta ja viimeistely
Suosittelemme ja ohjaamme kaikkia opiskelijoita vastaamaan opintojen lopuksi/loppuvaiheessa AVOP-palautekyselyyn.
Englanniksi

Practical training and working life connections

Opintojaksoon sisältyvät mahdolliset työssä tehtävät osiot kuvataan kurssin ensimmäisillä kokoontumiskerroilla.

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Content scheduling

1. vuosi, 3 op:
Perehtyminen Jamkin oppimis- ja toimintaympäristöön; Oma osaaminen - portfolion aloittaminen; Urasuunnittelu; Opintojen suunnittelu (HOPS)
2. vuosi, 1 op:
Oma osaaminen - väliportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)
3-4 vuosi, 1 op:
Oma osaaminen - näyteportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Time and location

27.8.2020 klo 14.00-16.00 Zoom
10/2020 Zoom

Learning materials and recommended literature

optima.jamk.fi

Teaching methods

Orientaatioviikko
Lähiopetus
Etäopetus / webinaarit
Omaehtoinen työskentely

Exam dates and retake possibilities

Opintojaksolla ei ole tenttejä

Alternative completion methods

• Pre-assignment
• Participating in the classroom learning/online sessions included in the course
• Field-specific assignments/introduction/project
• Participating in small group work
• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies
• Preparing a career plan and keeping it up-to-date
• Personal PLP discussions
• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:
- classroom learning/online sessions 60 h
- independent work 75 h
total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Teaching methods

- Perehdytykset
- Tiedottaminen, neuvonta ja ohjaustyö
- Henkilökohtaiset HOPS-keskustelut
- Pienryhmissä tapahtuva työskentely
- Itsenäinen työskentely ja aineistonkeruu (portfolion laadinta)
- Verkkotyöskentely

- Ennakkotehtävä
- Opintojaksoon sisältyvään kontaktiopetukseen / verkkovälitteisiin tapaamisiin osallistuminen
- Alakohtaiset tehtävät / tutustuminen / projekti
- Pienryhmätyöskentelyyn osallistuminen
- Henkilökohtaisen opiskelusuunnitelman (HOPS) laadinta ja sen päivitykset sisältäen opintojen loppuunsaattamisen suunnitelman
- Urasuunnitelman laadinta ja sen päivitykset
- Henkilökohtaiset HOPS-keskustelut
- Portfolion laadinta ja viimeistely
Suosittelemme ja ohjaamme kaikkia opiskelijoita vastaamaan opintojen lopuksi/loppuvaiheessa AVOP-palautekyselyyn.-

Practical training and working life connections

Opintojaksoon sisältyvät mahdolliset työssä tehtävät osiot kuvataan kurssin ensimmäisillä kokoontumiskerroilla.

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Content scheduling

1. vuosi, 3 op:
Perehtyminen Jamkin oppimis- ja toimintaympäristöön; Oma osaaminen - portfolion aloittaminen; Urasuunnittelu; Opintojen suunnittelu (HOPS)
2. vuosi, 1 op:
Oma osaaminen - väliportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)
3-4 vuosi, 1 op:
Oma osaaminen - näyteportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Teaching methods

- Perehdytykset
- Tiedottaminen, neuvonta ja ohjaustyö
- Henkilökohtaiset HOPS-keskustelut
- Pienryhmissä tapahtuva työskentely
- Itsenäinen työskentely ja aineistonkeruu (portfolion laadinta)
- Verkkotyöskentely

- Ennakkotehtävä
- Opintojaksoon sisältyvään kontaktiopetukseen / verkkovälitteisiin tapaamisiin osallistuminen
- Alakohtaiset tehtävät / tutustuminen / projekti
- Pienryhmätyöskentelyyn osallistuminen
- Henkilökohtaisen opiskelusuunnitelman (HOPS) laadinta ja sen päivitykset sisältäen opintojen loppuunsaattamisen suunnitelman
- Urasuunnitelman laadinta ja sen päivitykset
- Henkilökohtaiset HOPS-keskustelut
- Portfolion laadinta ja viimeistely
Suosittelemme ja ohjaamme kaikkia opiskelijoita vastaamaan opintojen lopuksi/loppuvaiheessa AVOP-palautekyselyyn.

Practical training and working life connections

Opintojaksoon sisältyvät mahdolliset työssä tehtävät osiot kuvataan kurssin ensimmäisillä kokoontumiskerroilla.

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Content scheduling

1. vuosi, 3 op:
Perehtyminen Jamkin oppimis- ja toimintaympäristöön; Oma osaaminen - portfolion aloittaminen; Urasuunnittelu; Opintojen suunnittelu (HOPS)
2. vuosi, 1 op:
Oma osaaminen - väliportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)
3-4 vuosi, 1 op:
Oma osaaminen - näyteportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Teaching methods

- Perehdytykset
- Tiedottaminen, neuvonta ja ohjaustyö
- Henkilökohtaiset HOPS-keskustelut
- Pienryhmissä tapahtuva työskentely
- Itsenäinen työskentely ja aineistonkeruu (portfolion laadinta)
- Verkkotyöskentely

- Ennakkotehtävä
- Opintojaksoon sisältyvään kontaktiopetukseen / verkkovälitteisiin tapaamisiin osallistuminen
- Alakohtaiset tehtävät / tutustuminen / projekti
- Pienryhmätyöskentelyyn osallistuminen
- Henkilökohtaisen opiskelusuunnitelman (HOPS) laadinta ja sen päivitykset sisältäen opintojen loppuunsaattamisen suunnitelman
- Urasuunnitelman laadinta ja sen päivitykset
- Henkilökohtaiset HOPS-keskustelut
- Portfolion laadinta ja viimeistely
Suosittelemme ja ohjaamme kaikkia opiskelijoita vastaamaan opintojen lopuksi/loppuvaiheessa AVOP-palautekyselyyn.

Practical training and working life connections

Opintojaksoon sisältyvät mahdolliset työssä tehtävät osiot kuvataan kurssin ensimmäisillä kokoontumiskerroilla.

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Content scheduling

1. vuosi, 3 op:
Perehtyminen Jamkin oppimis- ja toimintaympäristöön; Oma osaaminen - portfolion aloittaminen; Urasuunnittelu; Opintojen suunnittelu (HOPS)
2. vuosi, 1 op:
Oma osaaminen - väliportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)
3-4 vuosi, 1 op:
Oma osaaminen - näyteportfolio; Urasuunnittelu; Opintojen suunnittelu (HOPS)

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Teaching methods

tutoring in groups or personal tutoring, self-reflection on own know-how, independent study

Exam dates and retake possibilities

No exam.

Alternative completion methods

• Pre-assignment
• Participating in the classroom learning/online sessions included in the course
Field-specific assignments/introduction/project
• Participating in small group work
• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies
• Preparing a career plan and keeping it up-to-date
• Personal PLP discussions
• Preparing and finishing a portfolio
We advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following: classroom learning/online sessions 60 h, independent work 75 h. In total 135 h.

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-

Objectives

The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.

The student knows how to acquire and analyse information about bachelor’s degree studies, the professional field and the professional options in his/her field.

The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.

The student gains job-seeking skills and is aware of opportunities for further education.

Content

First year
FAMILIARISATION WITH JAMK’S LEARNING AND OPERATING ENVIRONMENT
The student completes a pre-assignment.
The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
The student participates in small group work (peer tutor activities).
The student is aware of his/her position and rights in the learning and operating environment and follows the ethical principles.

OWN COMPETENCE – STARTING A PORTFOLIO
• The student recognises his/her starting points: What am I like? What can I do? Which networks do I operate in? *
• The student describes the current situation based on the starting points and analyses his/her professional interests and development needs.*
• The student defines a structure and implementation method for his/her portfolio and submits a preliminary version of the contents, taking the above into consideration.

CAREER PLANNING
• The student knows his/her job and educational opportunities, analyses his/her professional goals and plans choices that support them.
• The student answers the questions of Career Plan I before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student prepares a Personal Learning Plan (PLP), taking into consideration his/her career plans and portfolio, and participates in the personal PLP discussion organised by the career tutor. The student enrols for courses (ASIO) and, if needed, applies for recognition of prior learning.

Second year
OWN COMPETENCE – MID-TERM PORTFOLIO
• The student works on his/her portfolio of the competence, outputs and feedback acquired during studies. The student is able to reflect on and describe his/her competence and the development of his/her professional identity in the portfolio.
• The student develops the portfolio’s visual and content structure towards a sample portfolio.

CAREER PLANNING
• The student updates and analyses his/her professional goals and their progress as a part of studies and makes further decisions connected to studies that support those goals.
• The student answers the questions of Career Plan II before the personal PLP discussion with the career tutor.

STUDY PLANNING (PLP)
• The student updates his/her PLP and reflects on the degree as a whole, such as the opportunities brought by entrepreneurship or internationalisation as a part of his/her studies.
• The student participates in the personal PLP discussion organised by the career tutor.

Third and fourth year
OWN COMPETENCE – SAMPLE PORTFOLIO
• The student prepares a sample portfolio required for applying for a job or place for further studies that also records the competence gained in work, extra-curricular activities and other studies.

CAREER PLANNING
• The student prepares to apply for a job or post-degree study place and recruitment situations by taking advantage of the events and information sessions offered as well as the material compiled in the Optima workspace.
• The student answers the questions of Career Plan III before the last personal PLP discussion with the teacher tutor.


STUDY PLANNING (PLP)
• The student prepares a plan for completing his/her studies within the target time.
• The student gives an overall assessment of the studies by filling in the AVOP - Graduand feedback.
• The student participates in the personal PLP discussion organised by the career tutor.

Learning materials and recommended literature

optima.jamk.fi

Alternative completion methods

• Pre-assignment • Participating in the classroom learning/online sessions included in the course• Field-specific assignments/introduction/project• Participating in small group work• Preparing a Personal Learning Plan (PLP) and keeping it up-to-date, including a plan for completing studies • Preparing a career plan and keeping it up-to-date • Personal PLP discussions• Preparing and finishing a portfolioWe advise and encourage all students to fill in the AVOP - Graduand feedback at the end/final stage of their studies.

Student workload

The student’s work consists of the following:o classroom learning/online sessions 60 ho independent work 75 hIn total 135 h

Further information for students

NB: learning outcomes, contents, items and methods and criteria of assessment of the description has been changed on 29 June 2016.

Evaluation scale

Pass/Fail

Evaluation criteria, pass/failed

First Year
• The student prepares a pre-assignment.
• The student participates in orientation days and joint information sessions as well as the library’s information seeking training.
• The student completes a field-specific introductory assignment/participates in a project connected to the professional field.
• The student commits to his/her studies and recognises his/her own guidance needs. The student is determined and studies in a goal-oriented fashion. He/she can operate in the JAMK learning and operating environment knowing his or her rights and obligations and the ethical principles.
• The student participates in small group work (peer tutor activities).

Second year
• The student can acquire and analyse information about bachelor’s degree studies, the professional field and different professional options in the field.
• The student can assess his/her competence, set professional goals, make choices connected to studies and put them into practice.
• He/she demonstrates this competence in the mid-term portfolio.

Third and fourth year
• The student is able to set goals for his/her own professional career development in an independent and responsible way.
• The student is able to critically assess his/her competence regarding the work tasks and standard they aspire to and the learning objectives of the degree.
• The student gains job-seeking skills and is aware of his/her development needs and opportunities for further education.

He/she demonstrates this competence in the sample portfolio.

Prerequisites

-