Curricula

Objectives

EA-TR EUR-ACE Transferable Skills: 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.
YHTOP Learning skills: The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.
YHTTH Information management skills, YHTVI Communications skills:: 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.

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, satisfactory (1-2)

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.

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

EA-TR EUR-ACE Transferable Skills: 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.
YHTOP Learning skills: The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.
YHTTH Information management skills, YHTVI Communications skills:: 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.

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 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:
o classroom learning/online sessions 60 h
o 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, satisfactory (1-2)

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.

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

EA-TR EUR-ACE Transferable Skills: 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.
YHTOP Learning skills: The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.
YHTTH Information management skills, YHTVI Communications skills:: 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.

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 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: o classroom learning/online sessions 60 h o 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, satisfactory (1-2)

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.

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

EA-TR EUR-ACE Transferable Skills: 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.
YHTOP Learning skills: The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.
YHTTH Information management skills, YHTVI Communications skills:: 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.

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

ptima.jamk.fi

Teaching methods

- Orientations
- Communications, counselling and guidance work
- Personal PLP discussions
- Small group work
- Independent work and material collection (preparing a portfolio)
- Online work

- 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.

Practical training and working life connections

More exact information on the work placements linked to the course shall be provided by the teacher during the first contact lessons of the course.

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:
o classroom learning/online sessions 60 h
o independent work 75 h In total 135 h

Content scheduling

1st year, 3 ECTS:
Familiarisation with Jamk's learning and operating environment; Own competence - Starting a portfolio; Career planning; Study Plannin (PLP)
2nd year, 1 ECTS:
Own competence - Mid-term portfolio; Career planning; Study Plannin (PLP)
3rd-4th year, 1 ECTS:
Own competence - Sample portfolio; Career planning; Study Plannin (PLP)

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, satisfactory (1-2)

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.

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

EA-TR EUR-ACE Transferable Skills: 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.
YHTOP Learning skills: The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.
YHTTH Information management skills, YHTVI Communications skills:: 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.

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

- Orientations
- Communications, counselling and guidance work
- Personal PLP discussions
- Small group work
- Independent work and material collection (preparing a portfolio)
- Online work

- 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.

Practical training and working life connections

More exact information on the work placements linked to the course shall be provided by the teacher during the first contact lessons of the course.

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:
o classroom learning/online sessions 60 h
o independent work 75 h In total 135 h

Content scheduling

1st year, 3 ECTS:
Familiarisation with Jamk's learning and operating environment; Own competence - Starting a portfolio; Career planning; Study Plannin (PLP)
2nd year, 1 ECTS:
Own competence - Mid-term portfolio; Career planning; Study Plannin (PLP)
3rd-4th year, 1 ECTS:
Own competence - Sample portfolio; Career planning; Study Plannin (PLP)

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, satisfactory (1-2)

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.

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

EA-TR EUR-ACE Transferable Skills: 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.
YHTOP Learning skills: The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.
YHTTH Information management skills, YHTVI Communications skills:: 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.

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

www.optima.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 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: o classroom learning/online sessions 60 h o 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, satisfactory (1-2)

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.

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

EA-TR EUR-ACE Transferable Skills: 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.
YHTOP Learning skills: The student gains skills for bachelor’s degree studies and integrates into the learning and operating environment.
YHTTH Information management skills, YHTVI Communications skills:: 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.

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

www.optima.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 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: o classroom learning/online sessions 60 h o 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, satisfactory (1-2)

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.

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

-