Lukuvuosi 2021 - 2022

•   Academic Research and Practices 3E00DC74-3004 21.03.2022-20.05.2022  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  This course familiarizes the partisipant with the principles and methods of academic research and academic writing at Master’s level at a university of applied sciences. It provides the participants with a toolbox to transform the initial development work into a well-structured and logical final thesis. The course will introduce participants to the various research paradigms for the discipline. The module will consider the differences between ‘academic’ and ‘practitioner-based’ research and enquiry and the importance of methodology. The course does not aim to develop educational researchers but rather provide educational leaders with an understanding of the relationship between educational research and practice and the knowledge to lead inquiry based practice.
  
  After completing the course, the participants will be able to:
  
  - know concepts, nature, rules and ethics of academic research
  - know some most common research approaches and methods
  - analyse academic texts
  - plan the research process effectively
  - build a meaningful structure for their thesis
  - apply concepts of academic research in their own Master’s thesis
  choose and apply suitable research approach and methods

  Opintojakson sisältö

  Concepts in academic research
  Most common research approaches and methods
  Structure of academic research
  Academic research process
  Research plan

  ---

  Vastuuhenkilön nimi

  Sven Rassl

  Kirjallisuus

  Will be published during the course

  Opiskelumuodot ja opetusmenetelmät

  Lecture, work shop, virtual team working, discussions, individual writing tasks

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  Student is able to use academic concepts of research, identifies academic texts and is able to analyse them. Student is able to produce thesis/research plan where he/she implements skills of setting research objectives and justification, research questions, data and methods and introduce theoretical background including suitable topic references.

  Opetuskielet

  Englanti

  Ajoitus

  21.03.2022 - 20.05.2022

  Ilmoittautumisaika

  24.11.2021 - 21.03.2022

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Opettaja(t)

  Toni Lehtimäki, Sven Rassl, Päivi Lukin

  Lisätietoja opiskelijoille

  Course is mainly virtual including virtual meetings and virtual learning tasks in virtual learning environment.

  Vastuuyksikkö

  Liiketalous ja media

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  T&K osuus

  5 op

  Virtuaaliosuus

  5 op

  Arviointiasteikko

  Hyväksytty/hylätty

  Valinnaiset suoritustavat

  Must be discussed with teacher beforehand

  Harjoittelu- ja työelämäyhteistyö

  Student selects

  Tenttien ajankohdat

  No exam

  KV yhteydet

  International student teams and working life connections

  Opiskelijan ajankäyttö ja kuormitus

  5 cr = 135h of work

  Sisällön jaksotus

  Orientation during Intensive Week
  Tasks for March, April and May in Moodle

  Arviointikriteerit

  Hyväksytty/Hylätty

  Student is able to analyse and write academic text and write thesis/research plan on the personal field of study based on thesis instructions. Teacher might ask to fulfill report or thesis/research plan.

•   Academic Writing Skills 3E00EJ08-3004 01.01.2022-31.07.2022  2 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  After this course students can
  -organize their text so that it is coherent and easy to follow
  -apply the typical features of academic style and vocabulary in their own thesis
  -analyze the structure of academic texts to find topic sentences and transition words
  -paraphrase and summarize their reading and use citations to justify their own argumentation
  -write a logical and coherent thesis abstract

  Esitietovaatimukset

  English at level B2

  Opintojakson sisältö

  Structure and organization of texts
  Academic language and style
  Praphrasing ans summarizing
  Literature review
  Discussing Results
  Thesis abstract

  Arviointikriteerit

  Tyydyttävä

  PASS
  
  The student's text is well-organized and coherent.
  
  It is academic in style and vocabulary.
  
  Their own voice is clear.
  
  They use referencing to support and justify their own argumentation and findings.
  
  They edit their text based on feedback and give constructive feedback to fellow students.
  
  FAIL
  
  The student's text is disorganized and difficult to follow.
  
  It suffers from register clashes and poor structure.
  
  The literature review is mainly a summary of other writers' ideas and texts.
  
  Poor referencing technique doesn't make clear which is the student's voice, which is borrowed from somebody else.
  
  The student doesn't utilize feedback and is not able to give constructive feedback.

  Hyväksytty/Hylätty

  PASS
  
  The student's text is well-organized and coherent.
  
  It is academic in style and vocabulary.
  
  Their own voice is clear.
  
  They use referencing to support and justify their own argumentation and findings.
  
  They edit their text based on feedback and give constructive feedback to fellow students.
  
  FAIL
  
  The student's text is disorganized and difficult to follow.
  
  It suffers from register clashes and poor structure.
  
  The literature review is mainly a summary of other writers' ideas and texts.
  
  Poor referencing technique doesn't make clear which is the student's voice, which is borrowed from somebody else.
  
  The student doesn't utilize feedback and is not able to give constructive feedback

  Lisätiedot

  Also available as an open-access knowledge resource without enrolment

  ---

  Vastuuhenkilön nimi

  Sisko Mällinen

  Opetuskielet

  Englanti

  Ajoitus

  01.01.2022 - 31.07.2022

  Ilmoittautumisaika

  24.11.2021 - 15.05.2022

  Opintopisteet

  2 op

  Ryhmä(t)

  21YEL

  Opettaja(t)

  Sisko Mällinen

  Vastuuyksikkö

  Liiketalous ja media

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Virtuaaliosuus

  2 op

  Arviointiasteikko

  Hyväksytty/hylätty

•   Advanced Topics in Educational Leadership 3E00EJ10-3002 16.08.2021-19.12.2021  5 op  (20YEL) +-
  Arviointikriteerit

  Tyydyttävä

  The student can describe the learning outcomes that they wish to explore on this course; identify the knowledge, skills and understanding they wish to develop during the course; explain their motivation for exploring this content in greater depth, and describe and explain how they will measure the success of their learning on this course. The student can develop an individual learning program using the concept of Rhizomatic learning, design a program of research and investigation to enable the construction of knowledge and understanding, evaluate their own learning needs and preferences, and demonstrate the ability to situate their new learning within their own working context. The student is able to manage their own learning so as to achieve their learning objectives. He/she is able to adopt an open attitude to the learning process.

  Hyvä

  The student can analyse and synthesise the knowledge and skills learning during the course, evaluate and critique their learning process, reflect on what they have learned from the experience,  describe how they might apply what they have learned to their own working environments and contexts, and justify and critique the processes used to research and investigate their chosen topic. The student is able to analyse and evaluate their own learning, take responsibility for their own learning, and, if appropriate collaborate in the learning process with peers and colleagues. The student demonstrates the ability to evaluate and adapt their learning approach as required and
  
  is open to ideas and support from colleagues and peers as a part of the learning process. He/she is open to new technologies, new pedagogies.

  Kiitettävä

  The student can justify and defend their educational choices for the course. He/she synthesises new learning and understanding and apply it to their own context. The student can analyse synthesise new information and recognise possible implications for education and for their own career development, demonstrates the characteristics of heautogical learning, evaluate different learning approaches, and
  
  demonstrate the ability to adapt their approach as required. The student is an autodidact and is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. The student is an educational change agent. He/she is tolerant of those who have different views, opinions, norms and values. The student is open to new methods and ideas, including those driven by modern technological solutions and willing and able to tolerate an acceptable and appropriate level of risk. The student is able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to actively listen.

  ---

  Kirjallisuus

  As in the Thesis, students are required to research and find relevant and appropriate literature to support their learning process. This must be referenced and cited in the final submission.
  The objective is for the students to apply theoretical ideas to practical situations and contexts that they wish to explore in more detail.

  Opiskelumuodot ja opetusmenetelmät

  This course provides developing educational leaders and student teachers with the opportunity to engage in an in-depth, self-directed and self-determined study related to an international educational leadership topic. It recognizes the diverse needs of post-graduate students in developing the specific capacities and pursuing interests that are relevant to them in their personal development and particular working context.
  The teachers role is to provide support and guidance as the student explores a topic of interest and relevance to their own professional development.

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  Grading criteria rubrics will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). This will be discussed with students.
  Further, students can choose whether they wish to elect to for 0 - 5 grading of a simple pass/fail, depending upon the nature of the project that they undertake.

  Opetuskielet

  Englanti

  Ajoitus

  16.08.2021 - 19.12.2021

  Ilmoittautumisaika

  02.06.2021 - 31.08.2021

  Opintopisteet

  5 op

  Ryhmä(t)

  20YEL

  Opettaja(t)

  Päivi Mayor, Mark Curcher

  Lisätietoja opiskelijoille

  This is an elective course.

  Vastuuyksikkö

  Educational Leadership YAMK

  Koulutusohjelma(t)

  Ammatillinen opettajankoulutus, Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  T&K osuus

  5 op

  Virtuaaliosuus

  5 op

  Arviointiasteikko

  0-5

  Valinnaiset suoritustavat

  This course is an elective and is not a mandatory component of the MEL program. The course allows a great deal of flexibility and creativity on the part of the student.

  Harjoittelu- ja työelämäyhteistyö

  The students are expected to link their in depth study to their own educational working context and show how what they have learned is of relevance in their institution or role.

  Tenttien ajankohdat

  This course is not assessed by exam.

  KV yhteydet

  The international participants are drawn from a wide variety of educational contexts from around the world.

  Opiskelijan ajankäyttö ja kuormitus

  This course requires that students manage their own time and resources to meet self imposed deadlines to complete the course. It therefore requires students to be autonomous, self directed learners able to take full responsibility and ownership of their learning and task completion.
  The teacher will seek updates on progress and provide encouragement and guidance, but the work is undertaken by the student and they have responsibility for managing their time and effort.
  5 ECTS credits = 135 hours of student work.

  Sisällön jaksotus

  N/A

  Arviointikriteerit

  Hylätty

  0= Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Students’ works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

  Tyydyttävä

  (1) = Preliminary processing but task is not approached appropriately. Students’ works under this category have poor structure. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
  (2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Students’ works under this category are poorly structured. A range of material has been selected and most of the material selected is appropriate.

  Hyvä

  (3) = Several concepts are integrated so that the coherent whole has meaning. Students’ works under this category are fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
  (4) = Work is well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

  Kiitettävä

  5) = Students’ works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking and creativity.

•   Change and Project Management Methods 3E00EI88-3003 18.10.2021-17.12.2021  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.
  
  After completing the course, the participants will be able to:
  - define an appropriate change management approach
  - create a change management plan for organizational change
  - use basic project management tools to implement change initiatives

  Opintojakson sisältö

  • Change management case definition in small groups
  • Strategy creation for the change case
  • Organizational change models
  • Different change management approaches
  • Change management plan
  • Project management basics

  Arviointikriteerit

  Tyydyttävä

  The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

  Hyvä

  The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organizational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

  Kiitettävä

  The student analyzes systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organizational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits him/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

  ---

  Kirjallisuus

  - Topical academic papers on strategy and change management, mostly from Harvard Business Review
  - Cameron E. & Green M. 2010. Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organizational Change (Newer or older editions of the book are OK, as well)
  - Artto K., Martinsuo M., Kujala J., 2011. Project business. Helsinki, Finland (also downloadable from http://pbgroup.aalto.fi/en/the_book_and_the_glossary/project_business_2011.pdf)

  Opiskelumuodot ja opetusmenetelmät

  Blended online and classroom learning depending on the COVID etc.
  - Interactive lecturing & group excercises
  - Learning triggers by the teacher: Logical structure with weekly assignments, academic and practical litterature, teaching presence and feedback to the students
  - Individual assignments: Information searching, reading, writing, reflecting and working on the cases
  - Small group assignments: Collaborative knowledge construction, social peer support and elaboration of the cases by using video calls, discussion forums, asychronous video

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  General requirement is to participate in all learning activities throughout the course. Assessed partly by the small group and partly by the teacher. Contribution to the grade ±1 (= ± 0,25 for each module, default = 0)
  Group task 2 will be first self-assessed by the small groups by using the given criteria, and then by the teacher. Weight 25%
  Group task 4 will be first self-assessed by the small groups by using the rubric, and then by the teacher. Weight 25%
  Individual tasks 3 and 5 will be assessed by the teacher as a part of general requirements, i.e. contribution to the grade ± 0,25 for each task, default = 0
  Change management plan will be first self-assessed by the small groups by using the requirements and then by the opponent group. Confirmed or modified by the teacher. Weight 40% (plan) + 10% (presentation).

  Opetuskielet

  Englanti

  Ajoitus

  18.10.2021 - 17.12.2021

  Ilmoittautumisaika

  18.09.2021 - 17.10.2021

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Paikkoja

  15 - 25

  Opettaja(t)

  Matti Karlsson

  Vastuuyksikkö

  Educational Leadership YAMK

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Virtuaaliosuus

  5 op

  Arviointiasteikko

  0-5

  Valinnaiset suoritustavat

  None

  Harjoittelu- ja työelämäyhteistyö

  None

  Tenttien ajankohdat

  None

  KV yhteydet

  None

  Opiskelijan ajankäyttö ja kuormitus

  135 hours: blended online and classroom learning depending on the COVID etc.

  Sisällön jaksotus

  - Kick-off during the intensive week 2021
  - Course start 18 Oct 2021
  - Possible intermediate review in November 2021
  - Presentations in December 2021
  
  Six online modules 18 Oct - 17 Dec 2021
  - Module #1: Familiarizing with the cases and TAMK learning environment, and learning to work in the small groups
  - Module #2: Creating the strategy for the case
  - Module #3: Images of organization
  - Module #4: Organisational change models
  - Module #5: Project objectives
  - Module #6: Creating the change plan

  Arviointikriteerit

  Hylätty

  Failure to comply with the course requirements, i.e. the result from the evaluation matrix is zero

  Tyydyttävä

  The result from the evaluation matrix is 1 or 2, and the student's performance complies with the criteria below:
  
  Knowledge
  The student names and explains the core concepts of change management and project management.
  Skills
  He/she uses basic change management and project management tools and is able to select the suitable ones.
  Behaviour
  The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work

  Hyvä

  The result from the evaluation matrix is 3 or 4, and the student's performance complies with the criteria below:
  
  Knowledge
  The student explains how to apply common approaches of change and project management to working life cases.
  Skills
  The student can plan and implement credible organizational change initiatives in working life cases, and knows how to use common project management tools.
  Behaviour
  The student gives and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.

  Kiitettävä

  The result from the evaluation matrix is 5, and the student's performance complies with the criteria below:
  
  Knowledge
  The student analyzes systematically the need for change, and uses appropriate change approaches and project management tools, and uses additional and recent research to extend knowledge of change and project management.
  Skills
  He/she justifies the credibility of plans for organizational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project.
  Behaviour
  The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits him/herself both for his/her own work and for developing the understanding of others related to change and project management in practice and in theory.

•   Contemporary Learning Theories and Assessment 3E00EI86-3003 01.08.2021-17.10.2021  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  In this course, the participants will investigate and describe the impact of environment on learning and working culture. They will also explore learning theories, their practical application and gain an understanding of how people learn. The participants will reflect upon the purpose of assessment and the appropriateness of different types of assessment for different levels and types of learning. They will consider the role assessment should play in the learning process and the value of peer and self-assessment.
  
  After completing the course, the participants will be able to:
  
  - describe and evaluate various learning and working environments from the viewpoint of facilitation and students’ learning and working culture
  - demonstrate a knowledge of learning theories and how they apply in practice
  reflect on and analyze their own practical theory for teaching
  - explain how assessment can become a meaningful learning experience
  - explain how to use peer and self-assessment efficiently and effectively

  Opintojakson sisältö

  Learning environments and working culture.
  Learning theories, including behaviorism, cognitivism, constructivism, humanistic and connectivisism.
  Constructive alignment (Biggs et al) of learning and assessment.
  Strategies for assessment, including SOLO taxonomy, rubrics, and outcome-based assessment and grading.
  Strategies for peer and self-assessment.

  Arviointikriteerit

  Tyydyttävä

  The student can discuss his/her own experiences and observations in light of contemporary learning theories but the discussion is shallow, or focuses on one aspect/viewpoint regarding learning environments and operating cultures and their contribution to learning. The student makes use of appropriate learning and assessment literature but  mainly paraphrases others’ ideas. The student can participate actively in collaborative learning by giving and receiving feedback.

  Hyvä

  The student discusses multiple aspects/viewpoints of learning theories and assessment and makes some connections between them. He/she uses learning theory and assessment related references to show understanding of different views in the field but also to support their own position and argumentation. The student is acquainted with the key concepts in the field of learning theories and assessment and uses them to justify their own argumentation. The student takes responsibility for their own learning and contributes collaborative learning progress and uses feedback systematically to improve own work as well a the work of others with different media.

  Kiitettävä

  The student connects aspects and viewpoints of learning theories and assessment  in novel ways and extends the discussion beyond the expected. The student makes his/her own opinions about learning theories and assessment very clear and builds their case with the help of relevant references.The student has a strong understanding of different learning theories and assessment methods. He/she shows evidence of wide reading from many sources, including those researched by themselves. The student approaches the topic of learning theories and assessment with sophisticated analysis or innovative thinking. He/she participates actively in collaborative learning process by sharing expertise, searching for information and collaboratively creating knowledge with different media.

  ---

  Vastuuhenkilön nimi

  Sisko Mällinen

  Kirjallisuus

  Learning materials and recommended literature:
  Set boos:
  1. Jonassen, D. & Land, S. (Eds). 2012. Theoretical Foundations of Learning Environments. New York and London: Routledge. Avaialble online through TAMK library:
  https://libproxy.tuni.fi/login?url=https://www.dawsonera.com/abstract/9780203813799
  2.Illeris, K. (ed.) 2018. Contemporary theories of learning: learning theorists...in their own words
  Routledge, Taylor & Francis Group 2018. Second edition
  More materials will be recommended and provided online in the Tabula LMS and are expected to be supplemented by the student’s own research and inquiry based learning.

  Opiskelumuodot ja opetusmenetelmät

  Students will be working individually, in pairs and in small groups creating an online learning community.
  One intensive week face to face, otherwise online.
  Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, and orally.

  Opetuskielet

  Englanti

  Ajoitus

  01.08.2021 - 17.10.2021

  Ilmoittautumisaika

  09.06.2021 - 16.10.2021

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Paikkoja

  10 - 25

  Opettaja(t)

  Sisko Mällinen

  Vastuuyksikkö

  Educational Leadership YAMK

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Virtuaaliosuus

  5 op

  Arviointiasteikko

  0-5

  Harjoittelu- ja työelämäyhteistyö

  Practice and cooperation with working life: all tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

  Tenttien ajankohdat

  Assessment is not in the form of exams.

  KV yhteydet

  International connections: participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort

  Opiskelijan ajankäyttö ja kuormitus

  Student's use of time and work load: 5 cr = 133 hours of student work. Out of that approximately 20 h of synchronous contact with the facilitator and 113 hours of independent study in small groups.

  Sisällön jaksotus

  Contemporary learning theories
  Operating cultures
  Assessment

  Arviointikriteerit

  Hylätty

  The student describes theoretical knowledge and experiential knowledge and observations separately. The discussion is shallow, presents disconnected facts and/or paraphrases literature.
  The student does not participate in the group processes actively and does not follow the instructions.

  Tyydyttävä

  The student can discuss his/her own experiences and observations in light of contemporary learning theories but the discussion is shallow, or focuses on one aspect/viewpoint regarding learning environments and operating cultures and their contribution to learning. The student makes use of appropriate learning and assessment literature but mainly paraphrases others’ ideas. The student can participate actively in collaborative learning by giving and receiving feedback.

  Hyvä

  The student discusses multiple aspects/viewpoints of learning theories and assessment and makes some connections between them. He/she uses learning theory and assessment related references to show understanding of different views in the field but also to support their own position and argumentation. The student is acquainted with the key concepts in the field of learning theories and assessment and uses them to justify their own argumentation. The student takes responsibility for their own learning and contributes to collaborative learning process and uses feedback systematically to improve own work as well as the work of others with different media.

  Kiitettävä

  The student connects aspects and viewpoints of learning theories and assessment in novel ways and extends the discussion beyond the expected. The student makes his/her own opinions about learning theories and assessment very clear and builds their case with the help of relevant references.The student has a strong understanding of different learning theories and assessment methods. He/she shows evidence of wide reading from many sources, including those researched by themselves. The student approaches the topic of learning theories and assessment with sophisticated analysis or innovative thinking. He/she participates actively in collaborative learning process by sharing expertise, searching for information and collaboratively creating knowledge with different media.

•   Curriculum Design and Implementation 3E00EI94-3003 25.10.2021-19.12.2021  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  In this course, participants will gain an understanding of the history, nature and types of curriculum used in educational institutions. They will consider curriculum theory and the politics of the curriculum. Participants will examine the management and processes involved in curriculum design before applying these to a curriculum implementation. They will contemplate new trends in curriculum design and the embedding of core skills into a curriculum. The participants will also consider the core skills required by contemporary learners.
  
  After completing the course, the participants will be able to:
  
  - recognize and discuss the broad history and types of curriculum
  - analyze and discuss curriculum theory and the political frame of the curriculum
  - utilize curriculum processes and management tools to design a curriculum implementation for their own context
  - reflect on and discuss new trends in curriculum design
  - design and implement the embedding of core skills into a curriculum appropriate to their context.

  Opintojakson sisältö

  Types of curriculum (recommended, written, supported, tested, hidden).
  Curriculum leader as change agent.
  Learning communities and curriculum.
  Curriculum theories (structure oriented, values oriented, process oriented)
  The curriculum as change, the emergent curriculum.
  Motivation of staff for implementation and role of continuing professional development.
  Strategy, implementation and evaluation of curriculum change.
  Common and core skills in the curriculum.

  Arviointikriteerit

  Tyydyttävä

  The student can name the various types of curriculum, describe each of the various types of curriculum and describe the importance of (Biggs) Constructive Alignment. He/she can  
  
  list common, core and 21st Century skills and explain their importance in the curriculum. The student can recognise the types of curriculum being applied in their own work context and
  
  describe or illustrate a curriculum implementation process. he student can lead a team in the development and design of a curriculum, support content specialists in the development of curriculum and follow identified process for curriculum review.
  
  The student demonstrates the skills and knowledge required of a curriculum leader, behaves in an appropriate professional manner as an educational leader, is open to feedback and criticism and actively listens and seeks feedback from appropriate stakeholders.

  Hyvä

  The student can explain the various types of curriculum, justify curriculum choices with reference to theory and literature that underpin their adoption, critique and explain the curriculum adoption in their own institutional context, identify motivational aspects that impact the implementation of curriculum, explain and apply communications processes to their own business simulation and develop internal and external communications strategies. He/she can justify their political and practical position with regard to curriculum and describe and plan a communications process. The student is able to apply leadership skills and knowledge to implement a curriculum initiative, work collaboratively with peers and colleagues to achieve the goals of the course, take account of diverse views and opinions in managing a curriculum team, demonstrate an awareness of the political implications of curricula choices, take account of and adjust curriculum implementation plans as educational policies and practice
  
  change over time, taking account of the context and stakeholders. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process and is open to new methods, technologies and ideas.

  Kiitettävä

  The student can justify and defend his/her curriculum choices and synthesise diverse needs, opinions and viewpoints to make informed curricula decisions. He/she can analyse the curriculum structures within an organisation and synthesise new developments in curriculum design. The student can design and implement solutions curriculum implementations within an educational organisation, analyse communications issues and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different communications approaches, keep up to date in the research and literature relating to the curriculum, and demonstrate the ability to adapt their communications as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader, act as an educational change agent, be tolerant of those who have different views, opinions, norms and values. He/she is open to new methods and ideas, including those driven by modern technological solutions. The student is willing and able to tolerate an acceptable and appropriate level of risk, able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to actively listen.

  ---

  Vastuuhenkilön nimi

  Mark Curcher

  Kirjallisuus

  Materials and literature will be provided online in the Tabula LMS and these are expected to be supplemented by the student’s own research and inquiry based learning.

  Opiskelumuodot ja opetusmenetelmät

  Students will be working individually, in pairs and in small groups within their online learning community.
  One intensive week face to face at the start of each semester, otherwise online.
  Teaching strategies will include readings, online discussion, facilitation, group and individual work, synchronous and asynchronous.
  Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative..

  Opetuskielet

  Englanti

  Ajoitus

  25.10.2021 - 19.12.2021

  Ilmoittautumisaika

  16.08.2021 - 25.10.2021

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Paikkoja

  15 - 25

  Opettaja(t)

  Mark Curcher

  Vastuuyksikkö

  Educational Leadership YAMK

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Arviointiasteikko

  0-5

  Valinnaiset suoritustavat

  There are no alternative ways of completing the course.

  Harjoittelu- ja työelämäyhteistyö

  All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

  Tenttien ajankohdat

  Assessment for this course is not in the form of exams.

  KV yhteydet

  Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The heterogeneity of the participants is incorporated into the course design.

  Opiskelijan ajankäyttö ja kuormitus

  5 ECTS credits = 133 hours of student work.

  Arviointikriteerit

  Tyydyttävä

  The student can name the various types of curriculum, describe each of the various types of curriculum and describe the importance of (Biggs) Constructive Alignment. He/she can list common, core and 21st Century skills and explain their importance in the curriculum. The student can recognize the types of curriculum being applied in their own work context and describe or illustrate a curriculum implementation process.
  The student can lead a team in the development and design of a curriculum, support content specialists in the development of curriculum and follow identified process for curriculum review.
  The student demonstrates the skills and knowledge required of a curriculum leader, behaves in an appropriate professional manner as an educational leader, is open to feedback and criticism and actively listens and seeks feedback from appropriate stakeholders.

  Hyvä

  The student can explain the various types of curriculum, justify curriculum choices with reference to theory and literature that underpin their adoption, critique and explain the curriculum adoption in their own institutional context, identify motivational aspects that impact the implementation of curriculum, explain and apply communications processes to their own business simulation and develop internal and external communications strategies.
  He/she can justify their political and practical position with regard to curriculum and describe and plan a communications process. The student is able to apply leadership skills and knowledge to implement a curriculum initiative, work collaboratively with peers and colleagues to achieve the goals of the course, take account of diverse views and opinions in managing a curriculum team, demonstrate an awareness of the political implications of curricula choices, take account of and adjust curriculum implementation plans as educational policies and practice
  change over time, taking account of the context and stakeholders.
  The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process and is open to new methods, technologies and ideas.

  Kiitettävä

  The student can justify and defend his/her curriculum choices and synthesize diverse needs, opinions and viewpoints to make informed curricula decisions.
  He/she can analyse the curriculum structures within an organisation and synthesize new developments in curriculum design. The student can design and implement solutions curriculum implementations within an educational organisation, analyse communications issues and synthesize possible solutions and recognize possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different communications approaches, keep up to date in the research and literature relating to the curriculum, and demonstrate the ability to adapt their communications as appropriate to context, situation, level of formality.
  The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader, act as an educational change agent, be tolerant of those who have different views, opinions, norms and values. He/she is open to new methods and ideas, including those driven by modern technological solutions.

•   Educational Policy and Practice 3E00EJ00-3003 10.01.2022-11.03.2022  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  This course will examine how educational policy is developed and implemented at the macro level and the relationship between the social, political and economic environments. It will also examine how these policies are enacted at the micro level within educational institutions and classrooms. It will also address the impact of international NGOs and measures on policy development as well as the impact of political ideologies. The relationship between educational research, think tanks and the shaping of educational policies will be examined.
  
  After completing the course, the participants will be able to:
  
  - appraise the various dynamic process in which educational policies are developed, implemented, and evaluated
  - evaluate the impact of various stakeholders on the formation and development of educational policy
  - critically compare and contrast the design and implementation of educational policy in different contexts
  - formulate and justify their own positions with regard to educational policy and practice in their own context

  Opintojakson sisältö

  A historical reflection on the purpose of education and schooling.
  The politics of reform and disruption.
  The problems of implementing education research into practice.
  The social, historical, political and economic impact of education and educational policy.
  The challenges and changes facing education in the 21st century and the need for reform.
  The impact of traditional stakeholders and the emergence of new drivers for reform.

  Arviointikriteerit

  Tyydyttävä

  The student discusses only one aspect/viewpoint in his/her analysis of the processes in which educational policies are developed, implemented and evaluated. The student evaluates the impact of various stakeholders on the formation and development of educational policy, as well as its implications but this remains disconnected. The student states his/her position vaguely or without justification, makes some connections to a larger local and global context, but the approach is descriptive and/or anecdotal. He/she does not include the discussion on causations and consequences. The student takes responsibility and commits to a group, gives and receives feedback.

  Hyvä

  In the analysis the student discusses multiple aspects/viewpoints and makes some connections between them. He/she provides solid evaluation of the impact of various stakeholders on the formation and development of educational policy.  The causations and consequences may remain partly unclear. The student discusses the implications from different perspectives, uses references to show understanding of different views in the field but also to support his/her own position. The student takes responsibility for his/her own learning, contributes to the progress of others and uses feedback systematically to improve own work and the work of others.

  Kiitettävä

  The student shows thorough familiarization with the education policy, practices and processes. He/she evaluates the impact and implications on multiple levels and from various angles. The student formulates and justifies his/her position making multiple connections to a local and global context and with the support of relevant education policy related literature.The student shows advanced understanding of causations, consequences and interplay of different societal aspects relating to educational policy. He/she participates actively in collaborative learning by sharing expertise, searching for information and collaboratively creating knowledge.

  ---

  Vastuuhenkilön nimi

  Sisko Mällinen

  Opetuskielet

  Englanti

  Ajoitus

  10.01.2022 - 11.03.2022

  Ilmoittautumisaika

  24.11.2021 - 12.03.2022

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Opettaja(t)

  Sisko Mällinen

  Vastuuyksikkö

  Educational Leadership YAMK

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Virtuaaliosuus

  5 op

  Arviointiasteikko

  0-5

•   Emerging Trends and Innovation in Education 3E00EI96-3002 16.08.2021-17.10.2021  5 op  (20YEL) +-
  Opintojakson osaamistavoitteet

  This course focuses on discussing the future of education in technology rich environments. What are the emerging trends? How are the paradigms of learning changing? What do the future learning environments look like? What is the role of educator? What are our students like, how do they learn? How do the changes in students’ living worlds and learning environments affect their cognitive processes and learning?
  
  After completing the course, the participants will be able to:
  
  - recognize and discuss the main emerging trends in education
  - reflect upon the changing roles of educators and learners
  - critically evaluate emerging changes due to policy, technology, social and economic drivers
  - apply the obtained knowledge in planning of learning environments in facilitating students’ learning and in assessing their learning outcomes
  - adopt a proactive role in developing their working environment using the obtained knowledge and ideas.

  Opintojakson sisältö

  Commercialization and commoditization of education.
  Unbundling of educational institutions and services.
  Techno-solutionism and the influence of ‘Silicon Valley culture’ to education.
  Education as an app and the ‘Uberization’ of work.
  The use of AI and algorithms to drive educational planning and personalization.
  The use of big data and learning analytics in education.
  Open education, OER and MOOCs.

  Arviointikriteerit

  Tyydyttävä

  The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context. The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.

  Hyvä

  The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.

  Kiitettävä

  The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk, and able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. He/she is able to demonstrate the ability to actively listen.

  ---

  Kirjallisuus

  Materials will be provided in Moodle and are expected to be supplemented by the student’s own research and inquiry based learning.

  Opiskelumuodot ja opetusmenetelmät

  Students will be working individually, and in collaborative groups within an online learning community.
  One intensive week *face to face, otherwise online. (*Due to COVID pandemic, now fully online)
  Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).
  
  The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative.

  Opetuskielet

  Englanti

  Ajoitus

  16.08.2021 - 17.10.2021

  Ilmoittautumisaika

  01.06.2021 - 01.09.2021

  Opintopisteet

  5 op

  Ryhmä(t)

  20YEL

  Paikkoja

  15 - 25

  Opettaja(t)

  Elena Grigorova, Mark Curcher

  Vastuuyksikkö

  Educational Leadership YAMK

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Arviointiasteikko

  0-5

  Valinnaiset suoritustavat

  If the student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through Hyvähot system (accreditation of prior learning).

  Harjoittelu- ja työelämäyhteistyö

  All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

  Tenttien ajankohdat

  Assessment is not in the form of exams.

  KV yhteydet

  Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort.

  Opiskelijan ajankäyttö ja kuormitus

  Student's use of time and work load: 5 cr = 135 hours of student work individually and collaboratively in groups. This represents approximately 17 hours of work per week over the duration of the course.

  Arviointikriteerit

  Hylätty

  0 = Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Student's works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

  Tyydyttävä

  (1) = Preliminary processing but task is not approached appropriately. The structure of the student's work requires further development. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
  (2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Student's works require further development of structure. A range of material has been selected and most of the material selected is appropriate.

  Hyvä

  (3) = Several concepts are integrated so that the coherent whole has meaning. Student's works under this category are fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
  (4) = Work is well structured with a clear introduction and conclusion. Framework exists and is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

  Kiitettävä

  (5) = Student's works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking and creativity.

•   Leadership Practices 3E00EI84-3003 10.01.2022-11.03.2022  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  This course is about one of the core educational leadership issues: how to lead people effectively to joint goals in the framework of the given strategy. The course provides the students with practical tools and methods of contemporary leadership theories and practices, starting with one’s own self management and followed by how to motivate and lead other individuals and teams effectively and ethically.
  
  After completing the course, the participants will be able to:
  
  - recognize and apply some of the current leadership theories and practices in their own working environment
  - identify what drives him/herself personally and how other people may differ in their motives according to the motivation theory of 16 basic desires
  - improve their understanding about stress and self management in times of uncertainty to be able to support others as well
  - use the coaching style when appropriate in getting the best out of people
  know how to lead teams through changes

  Opintojakson sisältö

  Personal Reiss Motivation Profile (RMP)
  Contemporary leadership and motivation theories
  Neuroscience and leadership
  Stress management and managing yourself
  Competence management
  Leadership coaching skills and GROW process
  Concept of trust
  Leading teams

  Arviointikriteerit

  Tyydyttävä

  The student defines the role and the responsibilities of a manager and a leaders. He/she has some knowledge of his/her own individual life motives and understanding about motivating and leading others with the help of this information. He/she can, with the help of others, solve challenging people-related problems using some of the leadership theories and practices. The student is able to apply some coaching skills but still needs more practice to help others develop better. He/she can give feedback but mainly considers and assesses things from his/her own point of view without being able to assess his/her own behavior critically or showing real strong empathy towards others. Commitment to continuously develop as a leader remains somewhat unclear. 

  Hyvä

  The student explains the role and the responsibilities of a manager and a leaders. He/she identifies some of his/her individual life motives and is able to draw conclusions to his/her actions based on the information. The student applies usual strategies for motivating and leading others both individually and in a team. He/she can solve challenging people-related problems with the help of the most common leadership theories and practices. The student is able to apply some coaching skills but still needs some practice to help others develop better. He/she can give feedback actively and constructively. He/she demonstrates some commitment for becoming a better leader with the help of critical and continuous self-evaluation.

  Kiitettävä

  The student understands and analyses the role and the responsibilities of a manager and a leader and can generalise current leadership theories and practices in their own working environment. He/she analyses his/her own actions and behaviors with the help of his/her individual life motives and is able to apply this information both in self-leadership and in the leadership of others. The student creates new useful strategies for motivating and leading others both individually and in a team. He/she combines leadership theories and practices for solving challenging and practical people-related cases. The student is able to apply coaching skills in a professional manner. He gives feedback in a constructive and systematical manner to help others develop. He/she demonstrates deep commitment for becoming a better leader with the help of critical and continuous self-evaluation.

  ---

  Vastuuhenkilön nimi

  Päivi Mayor

  Kirjallisuus

  Kouzes and Posner (1997 or newer). The Leadership Challenge. Josses-Bass or Wyler.
  Other recommended reading will be given during the course.

  Opiskelumuodot ja opetusmenetelmät

  This is mainly a distance learning course with individual reading, collaborative group tasks and applied exercises.

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  - Open book group exam 50 %
  - Indivdual or small group assignments 50 %

  Opetuskielet

  Englanti

  Ajoitus

  10.01.2022 - 11.03.2022

  Ilmoittautumisaika

  24.11.2021 - 20.01.2022

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Opettaja(t)

  Päivi Mayor

  Vastuuyksikkö

  Liiketalous ja media

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  T&K osuus

  3 op

  Virtuaaliosuus

  5 op

  Arviointiasteikko

  0-5

  Tenttien ajankohdat

  Open book group exam at the end of the course in small groups. Individual or group tasks that will be evaluated. More information in the beginning of the course.

  Sisällön jaksotus

  The course objectives and contents are presented in Moodle.

  Arviointikriteerit

  Hylätty

  The course is not passed if all the given assignments are not done and if the grade of any of the two parts is zero.

  Tyydyttävä

  The student can list some leadership theories and practices and is able to mention them in the written assignment and the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has done the mandatory tasks but the reflection in the written assignment about the course material and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in collaborative learning and in the group exam but does not contribute very positively to the study team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the course learning activities.

  Hyvä

  The student can describe with concrete examples some leadership theories and practices and is able to apply them in the written assignment and the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical and realistic suggestions are given for improving challenging leadership situations and they are described clearly. The student has completed the mandatory tasks and the reflection in the written assignment about the course material and its application at his/her own working life shows good understanding of the course topics. The student participates positively in collaborative learning, gives constant encouragement and feedback to the team colleagues and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context as can be seen in the written assignment and/or in other course tasks.

  Kiitettävä

  The student can describe with concrete examples some leadership theories and practices and is able to apply them in the written assignment and the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the challenging leadership situations and they are described clearly. The student has completed on time all the mandatory lectures and the reflection in the written assignment about the course material and its application at his/her own working life shows shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student participates positively in collaborative learning, gives constant and well formulated encouragement and feedback to the team colleagues and contributes very positively to the team's exam outcome as evaluated by the other team members.resulting in positive impact in his/her own work environment as can be seen in the video assignment and/or in other course tasks. The student takes responsibility as a transformative leader and offers critical, timely suggestions for improvement of leadership and the course as well by taking immediate actions to improve collaborative learning of him/herself and the others.

•   Master's Thesis, Research Report 3E00EJ16-3002 01.01.2022-31.07.2022  20 op  (20YEL) +-
  Opintojakson osaamistavoitteet

  The student carries out a thesis research and finalizes the report about his/her development project.

  Opintojakson sisältö

  Independently carrying out the Master's thesis, a thesis seminar in intensive week 3, individual guidance and supervision.

  Lisätiedot

  Thesis reports are public. Usage of nonpublic material requires a contract between TAMK and the target organization.
  Students have to write a maturity test on the field of the thesis to demonstrate their familiarity with the field.

  ---

  Vastuuhenkilön nimi

  Päivi Mayor

  Kirjallisuus

  Material according to each person's own thesis topic. In addition one recommended book is "Kehittämistyön menetelmät" by Ojasalo et al of which an English translation is available for the students of the programme.

  Opiskelumuodot ja opetusmenetelmät

  Master's thesis report is the final part of the master's thesis. In this process the students will work on their individual thesis, conduct the normally empirical research with proper, academic research methods and report the results following TAMK reporting guidelines. In the MEL programme the process is supported by regular, normally monthly small group sessions and regular discussions with the thesis supervisor.

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  The thesis is evaluated according to the Master's thesis evaluation criteria which is separately available in the intranet and which will also be discussed with the students in the beginning of the process.

  Opetuskielet

  Englanti

  Ajoitus

  01.01.2022 - 31.07.2022

  Ilmoittautumisaika

  24.11.2021 - 15.01.2022

  Opintopisteet

  20 op

  Ryhmä(t)

  20YEL

  Opettaja(t)

  Päivi Mayor, Sisko Mällinen, Tuula Andersson, Jori Leskelä, Sven Rassl, Mark Curcher, Matti Karlsson

  Vastuuyksikkö

  Educational Leadership YAMK

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  T&K osuus

  20 op

  Virtuaaliosuus

  5 op

  Arviointiasteikko

  0-5

  Valinnaiset suoritustavat

  No alternative methods.

  Harjoittelu- ja työelämäyhteistyö

  In the MEL programme the Master's thesis will be done for the student's own organisation or other working life representatives. There should be a comissioner with whom the objectives of the thesis are agreed together with the student and the thesis supervisor.

  Tenttien ajankohdat

  At the end of the thesis process the student will write a maturity test which is a short draft article about the main parts of the thesis. Please note that Finnish speaking students must write this article in Finnish, the others in English. More detailed instructions will be given separately.

  KV yhteydet

  The thesis can or should be done in the students' own context in any country/location where the student comes from.

  Opiskelijan ajankäyttö ja kuormitus

  This part of the thesis process is 20 credits and one semester is reserved to it.

  Sisällön jaksotus

  According to the individual plan.

  Arviointikriteerit

  Hylätty

  The thesis is evaluated according to the Master's thesis evaluation criteria which is separately available in the intranet and which will also be discussed with the students in the beginning of the process.

  Tyydyttävä

  The thesis is evaluated according to the Master's thesis evaluation criteria which is separately available in the intranet and which will also be discussed with the students in the beginning of the process.

  Hyvä

  The thesis is evaluated according to the Master's thesis evaluation criteria which is separately available in the intranet and which will also be discussed with the students in the beginning of the process.

  Kiitettävä

  The thesis is evaluated according to the Master's thesis evaluation criteria which is separately available in the intranet and which will also be discussed with the students in the beginning of the process.

•   Technology Enhanced Learning 3E00EI90-3003 21.03.2022-22.05.2022  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  In this course, participants will identify and evaluate new technologies that support learning and gain an understanding of the pedagogical foundations for successful and efficient use of these technologies. They will also learn to facilitate online collaboration in different learning environments and apply authentic learning tasks to their own context. They will learn how to develop and promote digital literacy and explore the use of social media in education.
  
  After completing the course, the participants will be able to:
  
  - critically evaluate technology from the standpoint of its ability to enhance learning
  - demonstrate an understanding of the pedagogical foundations of successful and efficient learning technologies
  - develop strategies to enhance the digital literacy of their students
  - critically examine how social media technologies can be used in education
  - demonstrate the development of their own abilities and skills in the use of educational technology appropriate to their context.

  Opintojakson sisältö

  Historical reflection on the use of technology in education.
  Social constructivist pedagogies, connectivism and the use of education technology.
  The impact on pedagogy when technology is used as a tool for delivery of content.
  Use of social media in education.
  Skills development in the use of both synchronous and asynchronous technology enhanced learning.
  Development of digital literacy skills, including both media and information literacies, to ensure validity and accuracy of information, and advance social and civic responsibility.

  Arviointikriteerit

  Tyydyttävä

  The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context. The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.

  Hyvä

  The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.

  Kiitettävä

  The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk, and able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. He/she is able to demonstrate the ability to actively listen.

  ---

  Vastuuhenkilön nimi

  Mark Curcher

  Kirjallisuus

  Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and inquiry based learning. Students are expected to convivially share materials, resources and insights.

  Opiskelumuodot ja opetusmenetelmät

  Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
  One half day in the intensive week face to face, otherwise online.
  Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.
  The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  Students are required to actively participate in the course and the learning process, working collaboratively with peers and the teacher. This is evidenced by their participation in forums in the Moodle LMS and in their participation in other online activities and discussions. It is also evidenced by their engagement and referencing of the materials in the Key Assessed Task (KAT) that forms the main summative assessment of the course. Students should seek to make their engagement and understanding visible. Data from Moodle can also be used to show whether students have accessed the course materials.
  The Key Assessed Task is decided upon by the student and can be individual or collaborative. It should link the theory and ideas of the course to the students own authentic working context, as required in a Finnish UAS. The KAT may take a variety of formats to suit the needs of the authentic context of the student and this allows for and is meant to encourage creativity in ways the that student work can be provided as evidence of learning.

  Opetuskielet

  Englanti

  Ajoitus

  21.03.2022 - 22.05.2022

  Ilmoittautumisaika

  01.01.2022 - 20.03.2022

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Opettaja(t)

  Mark Curcher

  Lisätietoja opiskelijoille

  None

  Vastuuyksikkö

  Liiketalous ja media

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Arviointiasteikko

  0-5

  Valinnaiset suoritustavat

  There are no alternative ways of completing the course apart from an application for accreditation of prior learning through the Peppi/Pakki system.

  Harjoittelu- ja työelämäyhteistyö

  All tasks are related to the participants' working environments incorporating authentic assessment and applying theory to practice in a spirit of praxis.

  Tenttien ajankohdat

  Assessment is not in the form of exams.

  KV yhteydet

  Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The whole program is designed around the heterogeneity of the participants.

  Opiskelijan ajankäyttö ja kuormitus

  5 ECTS = 133 hours of student work.

  Sisällön jaksotus

  N/A

  Arviointikriteerit

  Hylätty

  The student does not meet the evaluation criteria for 1.

  Tyydyttävä

  The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context.
  The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.

  Hyvä

  The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.

  Kiitettävä

  The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk.

Lukuvuosi 2022 - 2023

•   Contemporary Learning Theories and Assessment 3E00EI86-3004 15.08.2022-14.10.2022  5 op  (22YEL) +-
  Opintojakson osaamistavoitteet

  In this course, the participants will investigate and describe the impact of environment on learning and working culture. They will also explore learning theories, their practical application and gain an understanding of how people learn. The participants will reflect upon the purpose of assessment and the appropriateness of different types of assessment for different levels and types of learning. They will consider the role assessment should play in the learning process and the value of peer and self-assessment.
  
  After completing the course, the participants will be able to:
  
  - describe and evaluate various learning and working environments from the viewpoint of facilitation and students’ learning and working culture
  - demonstrate a knowledge of learning theories and how they apply in practice
  reflect on and analyze their own practical theory for teaching
  - explain how assessment can become a meaningful learning experience
  - explain how to use peer and self-assessment efficiently and effectively

  Opintojakson sisältö

  Learning environments and working culture.
  Learning theories, including behaviorism, cognitivism, constructivism, humanistic and connectivisism.
  Constructive alignment (Biggs et al) of learning and assessment.
  Strategies for assessment, including SOLO taxonomy, rubrics, and outcome-based assessment and grading.
  Strategies for peer and self-assessment.

  Arviointikriteerit

  Tyydyttävä

  The student can discuss his/her own experiences and observations in light of contemporary learning theories but the discussion is shallow, or focuses on one aspect/viewpoint regarding learning environments and operating cultures and their contribution to learning. The student makes use of appropriate learning and assessment literature but  mainly paraphrases others’ ideas. The student can participate actively in collaborative learning by giving and receiving feedback.

  Hyvä

  The student discusses multiple aspects/viewpoints of learning theories and assessment and makes some connections between them. He/she uses learning theory and assessment related references to show understanding of different views in the field but also to support their own position and argumentation. The student is acquainted with the key concepts in the field of learning theories and assessment and uses them to justify their own argumentation. The student takes responsibility for their own learning and contributes collaborative learning progress and uses feedback systematically to improve own work as well a the work of others with different media.

  Kiitettävä

  The student connects aspects and viewpoints of learning theories and assessment  in novel ways and extends the discussion beyond the expected. The student makes his/her own opinions about learning theories and assessment very clear and builds their case with the help of relevant references.The student has a strong understanding of different learning theories and assessment methods. He/she shows evidence of wide reading from many sources, including those researched by themselves. The student approaches the topic of learning theories and assessment with sophisticated analysis or innovative thinking. He/she participates actively in collaborative learning process by sharing expertise, searching for information and collaboratively creating knowledge with different media.

  ---

  Kirjallisuus

  Learning materials and recommended literature:
  Set boos:
  1. Jonassen, D. & Land, S. (Eds). 2012. Theoretical Foundations of Learning Environments. New York and London: Routledge. Avaialble online through TAMK library:
  https://libproxy.tuni.fi/login?url=https://www.dawsonera.com/abstract/9780203813799
  2.Illeris, K. (ed.) 2018. Contemporary theories of learning: learning theorists...in their own words
  Routledge, Taylor & Francis Group 2018. Second edition
  More materials will be recommended and provided online in the Tabula LMS and are expected to be supplemented by the student’s own research and inquiry based learning.

  Opiskelumuodot ja opetusmenetelmät

  Students will be working individually, in pairs and in small groups creating an online learning community.
  One intensive week face to face, otherwise online.
  Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, and orally.

  Opetuskielet

  Englanti

  Ajoitus

  15.08.2022 - 14.10.2022

  Ilmoittautumisaika

  08.06.2021 - 22.10.2022

  Opintopisteet

  5 op

  Ryhmä(t)

  22YEL

  Paikkoja

  0 - 30

  Opettaja(t)

  Sisko Mällinen

  Vastuuyksikkö

  Educational Leadership YAMK

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Virtuaaliosuus

  4 op

  Arviointiasteikko

  0-5

  Harjoittelu- ja työelämäyhteistyö

  Practice and cooperation with working life: all tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

  Tenttien ajankohdat

  Assessment is not in the form of exams.

  KV yhteydet

  International connections: participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort

  Opiskelijan ajankäyttö ja kuormitus

  Student's use of time and work load: 5 cr = 133 hours of student work. Out of that approximately 20 h of synchronous contact with the facilitator and 113 hours of independent study in small groups.

  Sisällön jaksotus

  Contemporary learning theories
  Operating cultures
  Assessment

  Arviointikriteerit

  Hylätty

  The student describes theoretical knowledge and experiential knowledge and observations separately. The discussion is shallow, presents disconnected facts and/or paraphrases literature.
  The student does not participate in the group processes actively and does not follow the instructions.

  Tyydyttävä

  The student can discuss his/her own experiences and observations in light of contemporary learning theories but the discussion is shallow, or focuses on one aspect/viewpoint regarding learning environments and operating cultures and their contribution to learning. The student makes use of appropriate learning and assessment literature but mainly paraphrases others’ ideas. The student can participate actively in collaborative learning by giving and receiving feedback.

  Hyvä

  The student discusses multiple aspects/viewpoints of learning theories and assessment and makes some connections between them. He/she uses learning theory and assessment related references to show understanding of different views in the field but also to support their own position and argumentation. The student is acquainted with the key concepts in the field of learning theories and assessment and uses them to justify their own argumentation. The student takes responsibility for their own learning and contributes to collaborative learning process and uses feedback systematically to improve own work as well as the work of others with different media.

  Kiitettävä

  The student connects aspects and viewpoints of learning theories and assessment in novel ways and extends the discussion beyond the expected. The student makes his/her own opinions about learning theories and assessment very clear and builds their case with the help of relevant references.The student has a strong understanding of different learning theories and assessment methods. He/she shows evidence of wide reading from many sources, including those researched by themselves. The student approaches the topic of learning theories and assessment with sophisticated analysis or innovative thinking. He/she participates actively in collaborative learning process by sharing expertise, searching for information and collaboratively creating knowledge with different media.

•   Curriculum Design and Implementation 3E00EI94-3004 24.10.2022-18.12.2022  5 op  (22YEL) +-
  Opintojakson osaamistavoitteet

  In this course, participants will gain an understanding of the history, nature and types of curriculum used in educational institutions. They will consider curriculum theory and the politics of the curriculum. Participants will examine the management and processes involved in curriculum design before applying these to a curriculum implementation. They will contemplate new trends in curriculum design and the embedding of core skills into a curriculum. The participants will also consider the core skills required by contemporary learners.
  
  After completing the course, the participants will be able to:
  
  - recognize and discuss the broad history and types of curriculum
  - analyze and discuss curriculum theory and the political frame of the curriculum
  - utilize curriculum processes and management tools to design a curriculum implementation for their own context
  - reflect on and discuss new trends in curriculum design
  - design and implement the embedding of core skills into a curriculum appropriate to their context.

  Opintojakson sisältö

  Types of curriculum (recommended, written, supported, tested, hidden).
  Curriculum leader as change agent.
  Learning communities and curriculum.
  Curriculum theories (structure oriented, values oriented, process oriented)
  The curriculum as change, the emergent curriculum.
  Motivation of staff for implementation and role of continuing professional development.
  Strategy, implementation and evaluation of curriculum change.
  Common and core skills in the curriculum.

  Arviointikriteerit

  Tyydyttävä

  The student can name the various types of curriculum, describe each of the various types of curriculum and describe the importance of (Biggs) Constructive Alignment. He/she can  
  
  list common, core and 21st Century skills and explain their importance in the curriculum. The student can recognise the types of curriculum being applied in their own work context and
  
  describe or illustrate a curriculum implementation process. he student can lead a team in the development and design of a curriculum, support content specialists in the development of curriculum and follow identified process for curriculum review.
  
  The student demonstrates the skills and knowledge required of a curriculum leader, behaves in an appropriate professional manner as an educational leader, is open to feedback and criticism and actively listens and seeks feedback from appropriate stakeholders.

  Hyvä

  The student can explain the various types of curriculum, justify curriculum choices with reference to theory and literature that underpin their adoption, critique and explain the curriculum adoption in their own institutional context, identify motivational aspects that impact the implementation of curriculum, explain and apply communications processes to their own business simulation and develop internal and external communications strategies. He/she can justify their political and practical position with regard to curriculum and describe and plan a communications process. The student is able to apply leadership skills and knowledge to implement a curriculum initiative, work collaboratively with peers and colleagues to achieve the goals of the course, take account of diverse views and opinions in managing a curriculum team, demonstrate an awareness of the political implications of curricula choices, take account of and adjust curriculum implementation plans as educational policies and practice
  
  change over time, taking account of the context and stakeholders. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process and is open to new methods, technologies and ideas.

  Kiitettävä

  The student can justify and defend his/her curriculum choices and synthesise diverse needs, opinions and viewpoints to make informed curricula decisions. He/she can analyse the curriculum structures within an organisation and synthesise new developments in curriculum design. The student can design and implement solutions curriculum implementations within an educational organisation, analyse communications issues and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different communications approaches, keep up to date in the research and literature relating to the curriculum, and demonstrate the ability to adapt their communications as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader, act as an educational change agent, be tolerant of those who have different views, opinions, norms and values. He/she is open to new methods and ideas, including those driven by modern technological solutions. The student is willing and able to tolerate an acceptable and appropriate level of risk, able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to actively listen.

  ---

  Kirjallisuus

  Materials and literature will be provided online in the Moodle LMS and these are expected to be supplemented by the student’s own research and inquiry based learning.

  Opiskelumuodot ja opetusmenetelmät

  Students will be working individually, in pairs and in small groups within their online learning community.
  One intensive week face to face at the start of each semester, otherwise online. This may be changed to fully online in view of COVID-19.
  Teaching strategies will include readings, online discussion, facilitation, group and individual work, synchronous and asynchronous.
  Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.
  
  Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

  Opetuskielet

  Englanti

  Ajoitus

  24.10.2022 - 18.12.2022

  Ilmoittautumisaika

  15.08.2022 - 13.10.2022

  Opintopisteet

  5 op

  Ryhmä(t)

  22YEL

  Opettaja(t)

  Mark Curcher

  Vastuuyksikkö

  Educational Leadership YAMK

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Arviointiasteikko

  0-5

  Valinnaiset suoritustavat

  There are no alternative ways of completing the course.

  Harjoittelu- ja työelämäyhteistyö

  All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

  Tenttien ajankohdat

  Assessment for this course is not in the form of exams.

  KV yhteydet

  Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The heterogeneity of the participants is incorporated into the course design.

  Opiskelijan ajankäyttö ja kuormitus

  5 ECTS credits = 133 hours of student work.

  Arviointikriteerit

  Hylätty

  The work is not of the required standard for an MBA degree (EQF level 7)

  Tyydyttävä

  The student can name the various types of curriculum, describe each of the various types of curriculum and describe the importance of (Biggs) Constructive Alignment. He/she can list common, core and 21st Century skills and explain their importance in the curriculum. The student can recognize the types of curriculum being applied in their own work context and describe or illustrate a curriculum implementation process.
  The student can lead a team in the development and design of a curriculum, support content specialists in the development of curriculum and follow identified process for curriculum review.
  The student demonstrates the skills and knowledge required of a curriculum leader, behaves in an appropriate professional manner as an educational leader, is open to feedback and criticism and actively listens and seeks feedback from appropriate stakeholders.

  Hyvä

  The student can explain the various types of curriculum, justify curriculum choices with reference to theory and literature that underpin their adoption, critique and explain the curriculum adoption in their own institutional context, identify motivational aspects that impact the implementation of curriculum, explain and apply communications processes to their own business simulation and develop internal and external communications strategies.
  He/she can justify their political and practical position with regard to curriculum and describe and plan a communications process. The student is able to apply leadership skills and knowledge to implement a curriculum initiative, work collaboratively with peers and colleagues to achieve the goals of the course, take account of diverse views and opinions in managing a curriculum team, demonstrate an awareness of the political implications of curricula choices, take account of and adjust curriculum implementation plans as educational policies and practice
  change over time, taking account of the context and stakeholders.
  The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process and is open to new methods, technologies and ideas.

  Kiitettävä

  The student can justify and defend his/her curriculum choices and synthesize diverse needs, opinions and viewpoints to make informed curricula decisions.
  He/she can analyse the curriculum structures within an organisation and synthesize new developments in curriculum design. The student can design and implement solutions curriculum implementations within an educational organisation, analyse communications issues and synthesize possible solutions and recognize possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different communications approaches, keep up to date in the research and literature relating to the curriculum, and demonstrate the ability to adapt their communications as appropriate to context, situation, level of formality.
  The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader, act as an educational change agent, be tolerant of those who have different views, opinions, norms and values. He/she is open to new methods and ideas, including those driven by modern technological solutions.

•   Emerging Trends and Innovation in Education 3E00EI96-3003 15.08.2022-16.10.2022  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  This course focuses on discussing the future of education in technology rich environments. What are the emerging trends? How are the paradigms of learning changing? What do the future learning environments look like? What is the role of educator? What are our students like, how do they learn? How do the changes in students’ living worlds and learning environments affect their cognitive processes and learning?
  
  After completing the course, the participants will be able to:
  
  - recognize and discuss the main emerging trends in education
  - reflect upon the changing roles of educators and learners
  - critically evaluate emerging changes due to policy, technology, social and economic drivers
  - apply the obtained knowledge in planning of learning environments in facilitating students’ learning and in assessing their learning outcomes
  - adopt a proactive role in developing their working environment using the obtained knowledge and ideas.

  Opintojakson sisältö

  Commercialization and commoditization of education.
  Unbundling of educational institutions and services.
  Techno-solutionism and the influence of ‘Silicon Valley culture’ to education.
  Education as an app and the ‘Uberization’ of work.
  The use of AI and algorithms to drive educational planning and personalization.
  The use of big data and learning analytics in education.
  Open education, OER and MOOCs.

  Arviointikriteerit

  Tyydyttävä

  The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context. The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.

  Hyvä

  The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.

  Kiitettävä

  The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk, and able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. He/she is able to demonstrate the ability to actively listen.

  ---

  Vastuuhenkilön nimi

  Mark Curcher

  Kirjallisuus

  Materials will be provided in Moodle and are expected to be supplemented by the student’s own research and inquiry based learning.

  Opiskelumuodot ja opetusmenetelmät

  Students will be working individually, and in collaborative groups within an online learning community.
  One intensive week *face to face, otherwise online. (*Due to COVID pandemic, this may now be fully online)
  Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.
  
  Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

  Opetuskielet

  Englanti

  Ajoitus

  15.08.2022 - 16.10.2022

  Ilmoittautumisaika

  08.06.2021 - 30.08.2022

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Opettaja(t)

  Mark Curcher

  Vastuuyksikkö

  Liiketalous ja media

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Arviointiasteikko

  0-5

  Valinnaiset suoritustavat

  If the student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through Hyvähot system (accreditation of prior learning).

  Harjoittelu- ja työelämäyhteistyö

  All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

  Tenttien ajankohdat

  Assessment is not in the form of exams.

  KV yhteydet

  Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort.

  Opiskelijan ajankäyttö ja kuormitus

  Student's use of time and work load: 5 cr = 135 hours of student work individually and collaboratively in groups. This represents approximately 17 hours of work per week over the duration of the course.

  Arviointikriteerit

  Hylätty

  0 = Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Student's works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

  Tyydyttävä

  (1) = Preliminary processing but task is not approached appropriately. The structure of the student's work requires further development. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
  (2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Student's works require further development of structure. A range of material has been selected and most of the material selected is appropriate.

  Hyvä

  (3) = Several concepts are integrated so that the coherent whole has meaning. Student's works under this category are fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
  (4) = Work is well structured with a clear introduction and conclusion. Framework exists and is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

  Kiitettävä

  (5) = This is exceptional work. Student's works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking and creativity.

•   Managing Cultural Diversity 3E00EI98-3004 01.08.2022-23.10.2022  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  In this course, the participants will seek to understand and manage cultural diversity in an educational context. They will also develop the skills and knowledge to support cultural change within organizations. The participants will apply a synergistic approach to deal with multicultural issues and use a critical frame to evaluate national, organizational, business and family culture.
  
  After completing the course, the participants will be able to:
  
  - understand culture from critical point of view; national, organizational, business and family culture
  - describe and explain organizational behaviour across cultures
  - demonstrate an understanding of the impact of culture in human and corporate behaviour
  - apply a synergistic approach when dealing with multicultural issues
  - explain the importance of empathy and culturally lenient attention in a multicultural setting

  Opintojakson sisältö

  Typology of culture
  Emergence of culture
  Culture and religion (protestant ethics and capitalism, Islam and Hinduism)
  Impact of culture in learning context
  Work ethics in different culture
  Cultural differences and similarities
  Cultural synergy
  Organisational behaviour
  Cultural change

  Arviointikriteerit

  Tyydyttävä

  The student can define culture, recognises cultural differences and other phenomena in the field related. While doing tasks, he/she needs assistance. The student knows diverse courses of action but cannot justify his/her choices in practical context. He/she give and receive feedback but considers and assesses things from his/her viewpoints. He/she cannot judge things from multiple perspectives.  He/she is aware of course load and able to do routine tasks but may need to remind. 

  Hyvä

  The student can define culture, recognises cultural differences and other phenomena in the field related. The student knows diverse courses of action but cannot justify his/her choices in practical context. He/she give and receive feedback but considers and assesses things from his/her viewpoints. He/she cannot judge things from multiple perspectives.  He/she is aware of course load and able to do routine tasks but may need to remind. 

  Kiitettävä

  The student understands culture from multiple perspectives and analyses its impact upon learning and educating context. The student, as a resource person, acts independently or parts of a teaching group in bridging cultural diversity in learning environment. He/she can search for diverse courses of action while dealing with pupils having different cultural backgrounds. The student uses feedback systematically in allocating tasks among culturally diverse learners and ensure growth thereby. He/she knows to perform his/her tasks responsibly in a group and independently as well. The student is flexible and non-hesitant in taking international assignment.

  ---

  Vastuuhenkilön nimi

  Shaidul Kazi

  Kirjallisuus

  - Organization Culture and Leadership, Edgar H. Schein, 5th edition
  - Cultures and Organizations: Software of the mind, Geert Hofstede et. al, 3rd edition
  -The Cultural Map, Erin Meyer, International edition 2015
  - Suggested materials to electronic course platform

  Opiskelumuodot ja opetusmenetelmät

  This is an online course. Study methods are followed:
  Reading, individual task, group task, project and online lecture

  Arviointimenetelmät (toteutus) ja kriteerit (opintojakso)

  Online individual & group activities

  Opetuskielet

  Englanti

  Ajoitus

  01.08.2022 - 23.10.2022

  Ilmoittautumisaika

  08.06.2021 - 30.08.2022

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Paikkoja

  25 - 40

  Opettaja(t)

  Shaidul Kazi

  Lisätietoja opiskelijoille

  Whenever there is possbility support your argument or discussion or statement with the help of existing published literature realted to the topic or subject or issue.

  Vastuuyksikkö

  Liiketalous ja media

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Virtuaaliosuus

  5 op

  Arviointiasteikko

  0-5

  Valinnaiset suoritustavat

  Talk to the course teacher

  Harjoittelu- ja työelämäyhteistyö

  Activity related to current workplace

  Tenttien ajankohdat

  Online activity in between:
  1st June - 17 October 2022

  KV yhteydet

  Possible

  Opiskelijan ajankäyttö ja kuormitus

  Total: 27x5= 135 hours
  Reading: 30h
  Group activity: 20h
  Individual task: 30h
  Project & presentation: 30h
  Following presentation, presentation participation diary writing & course feedback: 25h

  Arviointikriteerit

  Hylätty

  - Has not demonstrated basic understanding on course contents through done tasks
  - Has done less than two-thirds of the course tasks
  - Has not done group project
  - Has not submitted video recorded presentation
  - Has not returned presentation evaluation form

  Tyydyttävä

  Student has done two-third of the given tasks including the course project. Student has demonstrated basic understanding to core issues of the course through required tasks and project.

  Hyvä

  Student has done all the given tasks. Participated to project presentation. Student has demonstrated clear and deep understanding to core issues of the course through required tasks and project. In addition, student has proposed own opinion to the required tasks and discussed issues from multiple perspectives. Student has still scope for improving his/her performance.

  Kiitettävä

  Student has done all the given tasks. Participated to project presentation. Student has demonstrated clear and deep understanding to core issues of the course through required tasks and project. In addition, student has proposed own opinion to the required tasks and discussed issues from multiple perspectives. Furthermore, student has shown extraordinary creativity in individual tasks.

•   Postdigital Media for Educational Leadership 3E00FV16-3001 24.10.2022-18.12.2022  5 op  (21YEL) +-
  Opintojakson osaamistavoitteet

  In this course, participants will
  - Understand the ways in which technology is entangled with existing social practices and economic and political systems
  - Reflect on the utilization and practices of labour in social media and digital platforms
  - Develop an understanding of the discussions and debates around the uses of contemporary digital technologies
  - Critique and evaluate the ethics of social media
  - Select and appraise digital media resources for their own work in education
  - Examine the relevance of historical media theories in the contemporary post-digital landscape

  Opintojakson sisältö

  Introduction & Welcome to the Post-digital World
  Platform Affordances
  Surveillance Capitalism
  Narrative Theory & Genre
  Memes & Humour
  The Frankfurt School & Digital Gatekeepers
  Social Media & Reality
  Representation

  Arviointikriteerit

  Tyydyttävä

  The student can recognise and define concepts and movements in the fields of media theory as far as they are relevant in the field of educational leadership. They are able to perform the assigned course tasks under supervision, within the allotted deadline and can partake in peer feedback and group work.

  Hyvä

  The student can identify relationships between the various media-related theories and compare and analyse how they work in relation to their own particular field of educational leadership. They can make plans and solve problems from a range of possible options with clear justification. The engage with peer feedback and group activities with a high level of skill and commitment

  Kiitettävä

  The student demonstrates a deep level of comprehension of historical and contemporary media theory and is able to expand upon those concepts in a creative and professional way. They are able to employ a diverse range of sources in their arguments and bring originality to the way the engage with the topics. The student is competent in all areas of feedback, analysis and self-assessment. They can cooperate responsibly, flexibly and constructively.

  ---

  Opetuskielet

  Englanti

  Ajoitus

  24.10.2022 - 18.12.2022

  Ilmoittautumisaika

  01.01.2022 - 23.10.2022

  Opintopisteet

  5 op

  Ryhmä(t)

  21YEL

  Opettaja(t)

  Christopher Smith, Mark Curcher

  Vastuuyksikkö

  Liiketalous ja media

  Koulutusohjelma(t)

  Master's Degree Programme in Educational Leadership

  Toimipiste

  TAMK Pääkampus

  Arviointiasteikko

  0-5