As in the Thesis (MEL) and Development Project (TAOK Program), students are required to research and find relevant and appropriate literature to support their learning process. This will 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.
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.
This is a fully online course by distance learning and does not require any face to face contact on campus. The course will use Tabula as its LMS and a range of educational technology tools to support students completing the course, including video conferencing tools when and if required.
The teachers role is to provide support and guidance as the student explores a topic of interest and relevance to their own professional development.
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.
01.09.2019 - 31.12.2019
01.05.2019 - 31.08.2019
Educational Leadership YAMK
Ammatillinen opettajankoulutus, Master's Degree Programme in Educational Leadership
There are no alternative ways of completing this course.
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.
This course is not assessed by exam.
The international participants are drawn from a wide variety of educational contexts from around the world.
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 = 133 hours of student work.
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.
(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.
(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.
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.