Study Guide

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

Students
-can communicate within multi-professional work communities in their own special field
-understand and can make use of articles related to their own professional field
-can develop language skills of their own professional field utilizing a variety of learning tools
-undestand the significance of communication as part of professional skills
-can instruct various clients/patients in field-specific situations

Content (course unit)

Key terminology of one’s own professional field
Research articles and videos

Prerequisites (course unit)

Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers or equivalent skills (engineering)

Location and time

11.9.2023 - 22.10.2023 (Altogether 6 weeks)


Independent and collaborative studying on tuniMoodle platform.
There's a chance to study 5 ECTS credits as well. (Contact the teacher.)

Exam schedules

Instead of an exam, various weekly assignments (written and oral)

Assessment methods and criteria

Assessment:
3 credits:
Podcast assignment (pass/fail)
Essay 1-5 (40%)
Research Report assignment (pass/fail)
Oral presentation (video) 1-5 (40%)
Other activities (collaborative, informal) (20%)
Learning diary Pass

5 credits:
Podcast assignment (pass/fail)
Essay 1-5
Research Report assignment (pass/fail)
Oral presentation (video) 1-5
Other activities (collaborative, informal)
Learning diary Pass
Video chat with a student colleague & reporting it 1-5

Assessment scale

0-5

Teaching methods

For whom?
For an engineering / a health care student who wants to study at an accelerated pace to complete his/her studies and who has the ability to study English of one’s special field both independently and with students from different professional fields.

Prerequisites:
Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers* or equivalent skills (engineering)

Learning materials

Material on Moodle

Student workload

The course runs for six weeks and consists of a variety of scheduled oral and written assignments. The students will usually have one week to work on given assignments, with the exception of two study weeks for the podcast and the final oral presentation. The teachers' support is available in the form of weekly instructions and reminders via Moodle.

THERE WON'T BE ANY CONTACT LESSONS. Do reserve time, however, for two group work assignments. (Podcast assignment on the first week, and the oral presentation assignment on the last two weeks.) Apart from the above mentioned group activities your schedule is flexible (and you can work independently) as long as you comply with the weekly deadlines.

Content scheduling

The course lasts six weeks.

International connections

Also for exchange students

Further information

Teachers:
Minna Metsäportti minna.metsaportti@tuni.fi
Petri Tuohimäki petri.tuohimaki@tuni.fi

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student
-can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help formulate what is being said.
-can write memos, reports, summaries and other texts related to his/her field such as manuals.
-can understand texts in his/her field with some help e.g. dictionaries.
-can follow standard speech in everyday conversation provided he/she can ask for repetition.
-pronounces mostly comprehensibly.
-can express him/herself with somewhat clarity.
-uses basic grammatical structures
-has sufficient vocabulary to express him/herself so that essential message is understandable.
-can find and understand relevant information in texts on familiar matters.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student
-can give a presentation fairly effectively and fluently.
-can write memos, reports, summaries and other texts connected to his field such as instructions and manuals.
-can understand texts on subjects related to his/her field.
-can discuss and interact with some confidence.
-can understand interlocutors who use different accents if the topic is familiar.
-pronunciation is fairly intelligible even if a foreign accent is somewhat evident and occasional mispronunciations occur.
-can express him/herself fairly clearly and precisely in writing.
-shows a relatively high degree of grammatical control. If he/she makes mistakes he/she can correct him/herself if mistakes have led to misunderstanding.
-can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student
-can give an effective and fluent presentation.
-can write clear, well-structured memos, reports, summaries as well as other texts on subjects related to his/her field such as instructions and manuals.
-can understand in detail texts related to his/her own area of specialty.
-can discuss fluently and spontaneously.
-can understand relatively effortlessly people who use different accents.
-has acquired a clear, natural pronunciation and intonation.
-can express him/herself with clarity and precision in writing.
-has a good grammatical control and accuracy. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur.
-has a good command of a broad lexical repertoire.
-can understand in detail a wide range of lengthy, complex texts.

Objectives (course unit)

Students
-can communicate within multi-professional work communities in their own special field
-understand and can make use of articles related to their own professional field
-can develop language skills of their own professional field utilizing a variety of learning tools
-undestand the significance of communication as part of professional skills
-can instruct various clients/patients in field-specific situations

Content (course unit)

Key terminology of one’s own professional field
Research articles and videos

Prerequisites (course unit)

Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers or equivalent skills (engineering)

Location and time

12.2.2024 - 7.4.2024 (Altogether 6 or 8 weeks)


Independent and collaborative studying on tuniMoodle platform.
There's a chance to study 5 ECTS credits as well. (Contact the teacher.)

Oral presentations will be held on week 12. Students will book one of the following time slots:
Mon 18.3. at 8.30-12
Thu 21.3. at 12.30-16
Fri 22.3. at 8.30-12

Exam schedules

Instead of an exam, various weekly assignments (written and oral)

Assessment methods and criteria

Assessment:
3 credits:
News assignment (25%)
Video assignment (pass/fail)
Instruction assignment (25%)
Oral presentation (in classroom) (30%)
Other activities (collaborative, informal) (20%)
Learning diary (pass/fail)

5 credits:

News assignment (25%)
Video assignment (pass/fail)
Instruction assignment (25%)
Oral presentation (in classroom) (30%)
Other activities (collaborative, informal) (20%)
Learning diary (pass/fail)
Written assignment (pass/fail)

Assessment scale

0-5

Teaching methods

For whom?
For an engineering / a health care / BBA / forestry student who wants to study at an accelerated pace to complete their studies and who has the ability to study English of one’s special field both independently and with students from different professional fields.

Prerequisites:
Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers* or equivalent skills (engineering)

Learning materials

Material on Moodle

Student workload

The course runs for six/eight weeks and consists of a variety of scheduled oral and written assignments. The students will usually have one week to work on given assignments, with the exception of the final oral presentation. The teachers' support is available in the form of weekly instructions and reminders via Moodle.

Except for the oral presentation sessions on week 12, THERE WON'T BE ANY CONTACT LESSONS. Do reserve time, however, for three group work assignments (news assignment on the second week, instruction session on the fourth week, and the oral presentation assignment on the last two weeks.) Apart from the abovementioned group activities your schedule is flexible (and you can work independently) as long as you comply with the weekly deadlines.

Content scheduling

The course lasts six or eight weeks.

International connections

Also for exchange students

Further information

Teachers:
Anne Kopperoinen anne.kopperoinen@tuni.fi
Minna Metsäportti minna.metsaportti@tuni.fi
Petri Tuohimäki petri.tuohimaki@tuni.fi

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student
-can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help formulate what is being said.
-can write memos, reports, summaries and other texts related to his/her field such as manuals.
-can understand texts in his/her field with some help e.g. dictionaries.
-can follow standard speech in everyday conversation provided he/she can ask for repetition.
-pronounces mostly comprehensibly.
-can express him/herself with somewhat clarity.
-uses basic grammatical structures
-has sufficient vocabulary to express him/herself so that essential message is understandable.
-can find and understand relevant information in texts on familiar matters.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student
-can give a presentation fairly effectively and fluently.
-can write memos, reports, summaries and other texts connected to his field such as instructions and manuals.
-can understand texts on subjects related to his/her field.
-can discuss and interact with some confidence.
-can understand interlocutors who use different accents if the topic is familiar.
-pronunciation is fairly intelligible even if a foreign accent is somewhat evident and occasional mispronunciations occur.
-can express him/herself fairly clearly and precisely in writing.
-shows a relatively high degree of grammatical control. If he/she makes mistakes he/she can correct him/herself if mistakes have led to misunderstanding.
-can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student
-can give an effective and fluent presentation.
-can write clear, well-structured memos, reports, summaries as well as other texts on subjects related to his/her field such as instructions and manuals.
-can understand in detail texts related to his/her own area of specialty.
-can discuss fluently and spontaneously.
-can understand relatively effortlessly people who use different accents.
-has acquired a clear, natural pronunciation and intonation.
-can express him/herself with clarity and precision in writing.
-has a good grammatical control and accuracy. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur.
-has a good command of a broad lexical repertoire.
-can understand in detail a wide range of lengthy, complex texts.

Objectives (course unit)

After completing the course, the student
- is familiar with basic accounting concepts and different types of transactions
- is able to post transactions to the general ledger
- understands the principles of VALUE ADDED TAX and is able to process VAT in accounting
- is able to use accounting software to carry out accounting
- is able to draw up the financial statements of a small company in accordance with the legislation in force in Finland.
- is part of the ordinary a accruals (inventories and depreciation of non-current assets)

Content (course unit)

Key concepts of accounting 

Ledger postings for different transaction types
Principles of VALUE ADDED TAX and accounting for VAT 

Accounting with Fennoa accounting software 

Financial statements and preparation of financial statements
Key financial statement reports

Business performance

Assessment criteria, satisfactory (1-2) (course unit)

Students will identify the key concepts of accounting and be able to handle basic accounting entries.
The student will be able to make accounting entries similar to those previously learnt. The student will be able to use the Fennoa accounting software in situations similar to those previously studied.

Assessment criteria, good (3-4) (course unit)

The student knows the main concepts of accounting and the main rules of VAT. You will be able to handle basic accounting entries.
You will be able to prepare financial statements according to the instructions. They can use the Fennoa accounting software in the situations described in the instructions.

Assessment criteria, excellent (5) (course unit)

The student knows the main concepts of accounting and the main rules of VAT. The student will be able to handle basic accounting entries and understand the overall accounting system. They can apply what they have learned in practice when preparing financial statements. They will be able to use the Fennoa accounting software.

Assessment scale

0-5

Assessment criteria, satisfactory (1-2) (course unit)

Student
• is able to perform the learning tasks of the course
• demonstrate that they are in control of the core content of the course
• is able to apply the lessons learned in working life situations, but there is much to improve in sharing knowledge

Assessment criteria, good (3-4) (course unit)

Student
• performs the course as a whole fairly well
• An active learner and as an individual and in a team can demonstrate the applicability of knowledge and practices acquired from literature, lectures, and other sources to tasks analyzing and developing working life

Assessment criteria, excellent (5) (course unit)

Student
• is able to perform all the parts of the course commendably
• she has shown interest and motivation to learn as an individual and in a team and is able to share her knowledge with others
• master the curriculum and apply the skills learned from literature, lectures, and other sources in analyzing and developing work-life skills

Assessment scale

0-5

Objectives (course unit)

The students are able to:
- use up to date web design techniques, tools and working methods
- deepen their professional identity as web designers or developers

Content (course unit)

Advanced web design and programming

Prerequisites (course unit)

Basics of the subject

Assessment criteria, satisfactory (1-2) (course unit)

TAMK's general instruction for grading will be applied and details agreed at the beginning of course implementation:

https://intra.tamk.fi/web/tutkinto-opinto-opas/arviointi

Assessment criteria, good (3-4) (course unit)

TAMK's general instruction for grading will be applied and details agreed at the beginning of course implementation:

https://intra.tamk.fi/web/tutkinto-opinto-opas/arviointi

Assessment criteria, excellent (5) (course unit)

TAMK's general instruction for grading will be applied and details agreed at the beginning of course implementation:

https://intra.tamk.fi/web/tutkinto-opinto-opas/arviointi

Location and time

Online

Assessment methods and criteria

Course work

Assessment scale

0-5

Teaching methods

Online-lessons

Learning materials

Digital resources

Student workload

27 x 5 h

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

0 = not approved; less than half of the required work performed; clear misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

A student
- knows how to work in the restaurant's operating environment, taking into account the alcohol-serving legistlation
- identifies the groups of alcoholic beverages and their most important products, connecting those to the requirements of the alcohol legislation
-understands the importance of beverage products in the company's operating environment and from the perspectives of customer service and profitability
-can get a certificate showing knowledge of the alcohol law (Alcohol serving license) after proving his knowledge in an exam

Content (course unit)

What does a professional need to know about alcoholic beverages and serving legislation in a restaurant environment?
WHY is knowledge of alcoholic beverages and alcohol-serving legislation essential in the restaurant business?
HOW does knowledge of alcoholic beverages and serving alcohol promote the restaurant's business operations from the perspective of the customer and the public authorities?

Assessment criteria, pass/fail (course unit)

The student can use their alcohol product knowledge in customer service and handle sales situations. The student knows the legislation and knows mostly flawlessly how to apply the serving legislation in various restaurant serving cases.

Assessment scale

0-5

Objectives (course unit)

Student has visited the most important architectural attractions in Tampere. Student is able to compose a professional report of target visits and he or she can document the target as photographs, too.

Content (course unit)

Independently performed study, submission by deadline.
List of targets is informed by the course schedule.

Assessment criteria, satisfactory (1-2) (course unit)

Student has visited all the targets.
Student knows and is able to define the basic terms and concepts about the targets.
The report is done but it may include some mistakes.
Student considers and assesses things from his/her viewpoint.

Assessment criteria, good (3-4) (course unit)

Student has visited all the targets.
Student stuctures and is able to define the basic terms, relations and concepts about the targets.
The report is done well.
Student considers and assesses things both from his/her and the close community's viewpoint.

Assessment criteria, excellent (5) (course unit)

Student has visited all the targets.
Student stuctures and is able to consider the targets as a part of city and independent entities. Also temporal layers and future visions have been taken into consideration.
The report is professional.
Student considers and assesses himself/herself and his/her professional community or task.

Location and time

Summer - autumn 2024

Exam schedules

No exam, evalution done according to report

Assessment methods and criteria

Evalution done according to the quality of the report and photos

Assessment scale

0-5

Teaching methods

Self study

Learning materials

Written and virtual material about the targets of the course

Student workload

27 h / credit

Content scheduling

Student plans the course schedule indepently

Completion alternatives

No alternative ways

Practical training and working life cooperation

-

International connections

-

Further information

Course moodle provides additional information

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student hasn't submitted the report of the course or the quality is very poor.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student has visited all the targets.
Student knows and is able to define the basic terms and concepts about the targets.
The report is done but it may include some mistakes.
Student considers and assesses things from his/her viewpoint.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student has visited all the targets.
Student stuctures and is able to define the basic terms, relations and concepts about the targets.
The report is done well.
Student considers and assesses things both from his/her and the close community's viewpoint.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student has visited all the targets.
Student stuctures and is able to consider the targets as a part of city and independent entities. Also temporal layers and future visions have been taken into consideration.
The report is professional.
Student considers and assesses himself/herself and his/her professional community or task.

Objectives (course unit)

The students learn how to
1. use prepositions correctly
2. use verbs in their correct tenses in various situations
3. use adjectives and adverbs correctly
4. create grammatically correct sentences and questions in English.

Content (course unit)

- verbs
- prepositions
- adjectives
- sentence structures

Further information (course unit)

The students study independently on-line in Moodle learning environment and return the assignments according to the instructions given in Moodle. There are no contact lessons except for the exam, which is done on paper at TAMK.

To pass the course, the student must pass the exam and complete all tasks given in Moodle by their dead-lines. The course is aimed at students who wish to improve their basic grammar skills, so there are no prerequisites.

The teaching language is Finnish.

Assessment scale

0-5

Objectives (course unit)

The students learn how to
1. use prepositions correctly
2. use verbs in their correct tenses in various situations
3. use adjectives and adverbs correctly
4. create grammatically correct sentences and questions in English.

Content (course unit)

- verbs
- prepositions
- adjectives
- sentence structures

Further information (course unit)

The students study independently on-line in Moodle learning environment and return the assignments according to the instructions given in Moodle. There are no contact lessons except for the exam, which is done on paper at TAMK.

To pass the course, the student must pass the exam and complete all tasks given in Moodle by their dead-lines. The course is aimed at students who wish to improve their basic grammar skills, so there are no prerequisites.

The teaching language is Finnish.

Assessment scale

0-5

Objectives (course unit)

The students learn how to
1. use prepositions correctly
2. use verbs in their correct tenses in various situations
3. use adjectives and adverbs correctly
4. create grammatically correct sentences and questions in English.

Content (course unit)

- verbs
- prepositions
- adjectives
- sentence structures

Further information (course unit)

The students study independently on-line in Moodle learning environment and return the assignments according to the instructions given in Moodle. There are no contact lessons except for the exam, which is done on paper at TAMK.

To pass the course, the student must pass the exam and complete all tasks given in Moodle by their dead-lines. The course is aimed at students who wish to improve their basic grammar skills, so there are no prerequisites.

The teaching language is Finnish.

Assessment scale

0-5

Objectives (course unit)

The students learn how to
1. use prepositions correctly
2. use verbs in their correct tenses in various situations
3. use adjectives and adverbs correctly
4. create grammatically correct sentences and questions in English.

Content (course unit)

- verbs
- prepositions
- adjectives
- sentence structures

Further information (course unit)

The students study independently on-line in Moodle learning environment and return the assignments according to the instructions given in Moodle. There are no contact lessons except for the exam, which is done on paper at TAMK.

To pass the course, the student must pass the exam and complete all tasks given in Moodle by their dead-lines. The course is aimed at students who wish to improve their basic grammar skills, so there are no prerequisites.

The teaching language is Finnish.

Assessment scale

Pass/Fail

Objectives (course unit)

The student
• the student knows the basic principles of evidence-based activity
• understands the starting points and methods of scientific research
• knows the differences between quantitative and qualitative research and approaches of the implementation
• knows the data collection and analysis methods of different research settings
• is able to evaluate the reliability and ethical principles of scientific research

Content (course unit)

• evidence-based practice
• criteria for scientific knowledge
• research process
• quantitative and qualitative research and methods
• ethical principles of research
• evaluation of the reliability of the research
• data management

Assessment criteria, satisfactory (1-2) (course unit)

The score for the exam will be given after the announcement of the student selection results.

The evaluation of the course is carried out based on the midterms and final exams of the course as follows:

Failed: less than 40 points
1: 40 to 51,99 points
2: 52 to 63,99 points

Assessment criteria, good (3-4) (course unit)

3: 64 to 75.99 points
4: 76 to 87.99 points

Assessment criteria, excellent (5) (course unit)

5: 88 to 100 points

Location and time

Online 8.4.2024 at 8.00-12.5.2024 at 22.59

Exam schedules

Online exam at a time of your choice from 8.4.2024 at 8.00 to 12.5.2024 at 22.59.

Assessment methods and criteria

The student
• understands principles and methods of evidence-based knowledge and scientific research
• knows the differences between quantitative and qualitative research and approaches of the implementation
• knows the data collection and analysis methods of different research settings
• is able to evaluate the reliability and ethical principles of scientific research

Assessment scale

0-5

Teaching methods

Self-directive Online Course

Learning materials

Study material for the online course and, in addition, the student will make use of the literature below:

• Haaparanta, L. & Niiniluoto, I. (2016). Johdatus tieteelliseen ajatteluun. Helsinki: Gaudeamus.
• Heikkilä, T. (2014). Tilastollinen tutkimus. Helsinki: Edita.
• Korhonen, A., Jylhä, V., Korhonen, T. & Holopainen A. (2018). Näyttöön perustuva toiminta: Tarpeista tuloksiin. Helsinki : Skhole Oy
• Puusa, A. & Juuti, P. (2020). Laadullisen tutkimuksen näkökulmat ja menetelmät. Gaudeamus.
• Ronkainen, S., Pehkonen, L., Lindblom-Ylänen, S. & Paavilainen, E. (2020). Tutkimuksen voimasanat. Helsinki: Sanoma Pro Oy.
• Vilkka, H. (2020). Akateemisen lukemisen ja kirjoittamisen opas. PS-kustannus.

Student workload

5op= 5x27h = 135h

Completion alternatives

No optional possibility to complete the course

Further information

You are responsible for the functioning of your computer and software, but if you encounter any IT problems during your elective course, you can contact the IT Helpdesk. Exams are one-off and timed, and therefore cannot be retaken. Therefore, please practice your exam technique with the practice exam, which can be found under the Course Info tab.

Objectives (course unit)

Students can describe the toolset and can use 3D modelling and texturing for creating 3D models for games. They can explain how to work as an 3D artist in a game project. They know the basic theory and language for 3D modelling, render engines and shaders, allowing them to communicate with programmers in a game project. They can justify the importance of a portfolio for an artist.

Content (course unit)

Basics of theory and terminology on 3D modeling, texturing and lighting. Different tools and techniques and basics of using the given tools. Different modelling techniques and how to utilize them in different scenarios. Basic topology principles and differences in real time and rendered graphics. UV mapping and texturing models. Exporting models to game engines.

Prerequisites (course unit)

None

Further information (course unit)

For Games Academy students

Assessment criteria, satisfactory (1-2) (course unit)

The student can describe the essential theory and terminology around 3D-modeling.
The student can describe the variety of used tools and pipelines for 3D modeling.
The student can describe the importance of a Portfolio.

Assessment criteria, good (3-4) (course unit)

The student can create 3D models based on 2D-reference images and artwork.
The student can use common 3D-modeling techniques.
The student can create 3D models with UV coordinates and textures.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills for creating optimized models for game engines.
The student can justify the importance of good topology in models.
The student can describe shaders and render techniques.

Location and time

Mediapolis & Zoom

Assessment methods and criteria

Exam + independent task

Assessment scale

0-5

Teaching methods

Online lectures and independent exercises

Learning materials

Digital resources

Student workload

5 x 27 h

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

0 = not approved; less than half of the required work performed; clear misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)
2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

The objective is to learn basic vocabulary and structures of Business French at European competence level (CEFR) A1.

The student:
• will understand French in the most common communication situations of working life
• will be able to communicate with short sentences in the most common situations of working life
• will be able to understand and communicate the main information concerning businesses and workplace
• will know the basic vocabulary and some basic structures of French
• will know the basics of French pronunciation
• will know about the French business culture

Content (course unit)

• Everyday work-related communication situations
• Company/ work-related vocabulary
• Basic grammar and vocabulary
• Basics of pronunciation
• Culture

Prerequisites (course unit)

No previous French studies are needed. The course is designed for students with little or no prior knowledge of French.

Assessment criteria, satisfactory (1-2) (course unit)

The student
- is able to introduce themselves and their work with short sentences using ready-made materials.
- manages the most common everyday situations in oral communication in an understandable way.
- is able to use the basic vocabulary and structures.
- needs a lot of support in communication.
- knows some basics of the French pronunciation, but pronunciation is difficult to understand.

Assessment criteria, good (3-4) (course unit)

The student
- is able to introduce themselves and their work in a clear and understandable way.
- manages rather well the most common everyday situations in oral communication.
- is able to use the basic vocabulary and structures in an adequate and correct way.
- manages fairly well the basics of the French pronunciation.

Assessment criteria, excellent (5) (course unit)

The student:
- is able to introduce themselves and their work more broadly.
- manages well the most common everyday situations in oral communication.
- is able to use the basic vocabulary and structures in an adequate and correct way.
- manages well the basics of the French pronunciation.

Location and time

Zoom lessons on Tuesdays 8-11

Exam schedules

Exam will be in the EXAM facilities. More information:
https://intra.tuni.fi/en/teaching/teaching-0/electronic-assessment/exam-facilities

Please note that you can also make EXAM visit at another university:
https://sites.tuni.fi/tamk-exam-en/exam-visit/

The exam period is 7.12.- 14.12. Resit exam in January 2024.

Assessment methods and criteria

The evaluation is based:
- exam 50%
- mandatory oral assignment 30%
- lesson activity and Moodle activity 20%

To pass the course, the student must attend the Zoom lessons (min 80%). The course cannot be passed with independent study.
The student must complete at least 60% of the Moodle tasks. Active participation on the Zoom lessons and Moodle activity can affect the course grade especially in borderline cases.

Assessment scale

0-5

Teaching methods

This is an online course.
- Online lectures on Tuesdays 8-11.
- Independent online study
- Studying in an online enviroment (Moodle) in a small group

Learning materials

C'est parfait ! 1 (Martikainen, Lindgren, Lanoire)
Moodle material

The book is available at TAMK library.

Student workload

5 x 27 hours = 135 hours

- Weekly Zoom lessons 3 hours / week. Mandatory attendance 80% of the lessons.
- Independent study

Content scheduling

The course consists of four themes:
1) Meeting someone in the business context (introductions, greetings etc)
2) Visiting the restaurant /café
3) Shopping, asking about the price
4) Telling about oneself (family, business professions)

Completion alternatives

The lessons are mandatory (students should attend at least 80% of the lessons).

Practical training and working life cooperation

-

International connections

This course is aimed also for exchange students.

Further information

This course is especially aimed for business administration students. However, all students interested in learning the basics of French can join the course.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student:
- has not participated in the lessons
- has not passed the exam/ oral assignments
- has not completed the mandatory Moodle tasks

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student:
- is able to introduce themselves and their work with short sentences using ready-made materials.
- manages the most common everyday situations in oral communication in an understandable way.
- is able to use the basic vocabulary and structures.
- needs a lot of support in communication.
- knows some basics of the French pronunciation, but pronunciation is difficult to understand.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student
- is able to introduce themselves and their work in a clear and understandable way.
- manages rather well the most common everyday situations in oral communication.
- is able to use the basic vocabulary and structures in an adequate and correct way.
- manages fairly well the basics of the French pronunciation.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student:
- is able to introduce themselves and their work more broadly.
- manages well the most common everyday situations in oral communication.
- is able to use the basic vocabulary and structures in an adequate and correct way.
- manages well the basics of the French pronunciation.

Objectives (course unit)

Student
-can solve different percentage calculation problems
-has an overview of marketing
-manages the competitive tools of marketing in a changing environment
-has an overview of corporate sales and the skills required in this area
-can describe the sales process in corporate sales
-Know the key concepts of internal accounting
-be able to assess profitability at different levels
-understand how profitability can be influenced

Translated with DeepL.com (free version)

Content (course unit)

How do I use the percentage calculation in different situations?
What are the basic marketing concepts?
What are the competitive tools of marketing?
What is salesmanship and what skills are required of the modern salesperson?
What is the modern sales process in corporate sales?
What are the basic concepts and definitions of economics?
How do you monitor the profitability of a business?

Assessment criteria, satisfactory (1-2) (course unit)

Students will know the basic concepts covered in the course, be able to use basic methods and solve simple applications similar to the problems discussed.

Assessment criteria, good (3-4) (course unit)

The student masters the basic concepts of the course topics, can apply the course topics to different situations and can justify the solutions.

Assessment criteria, excellent (5) (course unit)

Students will know the basic concepts covered in the topics and will have a comprehensive understanding of the course topics and their use in solving problems, as well as the ability to analyse and justify logically the solutions chosen.

Assessment scale

0-5

Assessment methods and criteria

The evaluation takes place based on the performance of the tasks.

Assessment scale

0-5

Teaching methods

The course is completed entirely online.

Learning materials

The learning material is published in Moodle.

Student workload

The student's workload is 27 hours.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student has participated insufficiently in studies and assignments

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student has participated in the studies, but the performance and reporting of assignments is incomplete.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student has participated in studies and knows audio and video standards. He knows how to publish audio and video for different uses. The training work is documented in accordance with the requirements.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student has a comprehensive knowledge of video and audio standards and knows versatile video and audio editing. You know how to create creatively impressive (covering soundscape, composition, graphics, animations, fonts, etc.) video clips for different uses. The training work is documented comprehensively and flawlessly.

Objectives (course unit)

The objective of the course is to familiarise oneself with the key functionalities of the JAMIX kitchen system, including tools related to recipe management, menu planning, and inventory control in a professional kitchen setting. Additionally, the course covers the monitoring of carbon footprint and waste in the JAMIX system.

After completion of the course, the student
- knows the components and benefits of production control in a professional kitchen environment.
- knows the key functionalities of the JAMIX kitchen system, including recipe management, menu planning, inventory control, as well as carbon footprint and waste calculation.
- can use the basic functions of JAMIX and develop skills in utilizing the system

Content (course unit)

HOW does the production control system support the operations of a professional kitchen?
WHAT functionalities does the JAMIX kitchen system have?
HOW can JAMIX be used effectively while promoting sustainability?

Assessment criteria, pass/fail (course unit)

The student knows the areas and benefits of production control in a professional kitchen. They know the key functionalities of the JAMIX kitchen system, including recipe management, menu planning, inventory control, as well as carbon footprint and waste calculation. They can use the basic functions of JAMIX and develop their skills in using the system.

Assessment scale

Pass/Fail

Objectives (course unit)

The aim of the course is to develop basic skills in legal reasoning and the application of legal regulation.

Student
- identify and present the main features of public and private law regulation - identify and obtain legal information from different legal sources
- apply legal rules in practice and justify their decisions
- taking ethics and responsibility into account in their work

Content (course unit)

Legal order, branches of law, public law, private law, legal reasoning, legal sources, seeking legal information, legal decision.

Assessment criteria, satisfactory (1-2) (course unit)

Students will identify the main principles and general doctrines of private and public law and apply what they have learned in practical situations. Students will identify problems in civil and public law, seek information from different legal sources and solve legal problems. The student will describe the importance of taking ethics and responsibility into account in his/her work.

Assessment criteria, good (3-4) (course unit)

The student will identify and understand the main principles and general doctrines of private and public law and be able to evaluate them critically. The student will be able to structure a civil and public law case into relevant sub-issues, argue for their resolution in the light of key legal rules in the field of law and present a reasoned solution. Students will act ethically and responsibly in their work.

Assessment criteria, excellent (5) (course unit)

The student will critically analyse and evaluate key principles and general doctrines of private and public law. The student will identify legal problems, acquire and analyse information from different legal sources and solve legal problems analytically, critically and comprehensively. Students will promote ethics and responsibility at both individual and group level.

Assessment scale

0-5

Objectives (course unit)

The student knows the history of the lean philosophy and the key lean principles.
The student knows the key tools and their suitability for various development needs .
Students can identify development targets in their own operations from a lean perspective and choose the appropriate tool for the development target from the lean tools they know.
The student knows how to observe daily processes from a lean perspective and identify development opportunities in processes.
The student is ready to start life-long learning in lean thinking.

Content (course unit)

The basics of lean thinking is a self-study, illustrative course. The goal of the study course is to awaken the student's lean thinking in their daily activities, both at work and in their free time.

The content of the course includes the history of lean, key lean principles and tools.

The course contains interactive videos, teaching material, recordings, self-study assignments, midterm exams and a final exam.

Prerequisites (course unit)

None

Assessment criteria, pass/fail (course unit)

PASS
Student will pass the course after finishing all the tasks in Moodle.
For passing the course, the student should have understanding of
-History of Lean
-Basic terminology of Lean
-How to look activites and entities through 'Lean glasses'
-How to begin lean journey in enterprise using Lean principles
-Most commont tools used analysing and developing Lean enterprise
This is verified by interim exams, assignments.and final exam.

FAIL
Student does not have understanding of the five fields mentioned above. The student has not verified his competence in the required interim exams, assignements.and final exam.

Location and time

Course is open until 2024 December

Exam schedules

Exams will be re-opened on request.

Assessment methods and criteria

Student is passing course after finishing all tasks in Moodle.
After passing student will have understanding of
-History of lean
-Basic terminology of lean
-How to look activites and entities through 'lean glasses'
-How to begin lean journey in enterprise using lean principles
-Most commont tools used analysing and developing lean enterprise
This is verified by interim exams, assignements.and final exam.

Assessment scale

Pass/Fail

Teaching methods

Online course, with materials and tasks in Moodle learning environment.
Course consists of video presentations, videobased excercises, excercises in daily life, online interim exams and final exam.
Student is able to perform this course independently, fully online.
Support as needed is available on request. (eg.Teams meeting or dicussion area)

Learning materials

Lean thinking, James P. Womack, Daniel T. Jones,
Materials available in Moodle area.

Student workload

One credit is 27 hour of students work. Evaluated time consumtion is 81hours in total

Content scheduling

Course is intended to progress step-by-step, creating lean thinking mindset for student.
Student can freely choose studying times until course is closed, see exception below.

Course is new launch in fall 2023. Therefor, during Sep-Dec 2023 new modules opens in both date based and exam based. Each step needs to be completed before moving to next step. Otherwise it is not limited when student will learn modules.

Completion alternatives

None

Practical training and working life cooperation

None

Further information

Pay attention to lean principle 'Right first time'. Exams are possible to try once. Then you need to send request for re-opening exam. Send possible requests to: mika.moisio@tuni.fi. After three trials of the same exam you will be rejected from course.

Don't worry: If you seriously pay attention and follow instructions there should be no problem to pass exams and whole course.

Objectives (course unit)

The student knows the history of the lean philosophy and the key lean principles.
The student knows the key tools and their suitability for various development needs .
Students can identify development targets in their own operations from a lean perspective and choose the appropriate tool for the development target from the lean tools they know.
The student knows how to observe daily processes from a lean perspective and identify development opportunities in processes.
The student is ready to start life-long learning in lean thinking.

Content (course unit)

The basics of lean thinking is a self-study, illustrative course. The goal of the study course is to awaken the student's lean thinking in their daily activities, both at work and in their free time.

The content of the course includes the history of lean, key lean principles and tools.

The course contains interactive videos, teaching material, recordings, self-study assignments, midterm exams and a final exam.

Prerequisites (course unit)

None

Assessment criteria, pass/fail (course unit)

PASS
Student will pass the course after finishing all the tasks in Moodle.
For passing the course, the student should have understanding of
-History of Lean
-Basic terminology of Lean
-How to look activites and entities through 'Lean glasses'
-How to begin lean journey in enterprise using Lean principles
-Most commont tools used analysing and developing Lean enterprise
This is verified by interim exams, assignments.and final exam.

FAIL
Student does not have understanding of the five fields mentioned above. The student has not verified his competence in the required interim exams, assignements.and final exam.

Location and time

Course is open until 2024 December

Exam schedules

Exams will be re-opened on request.

Assessment methods and criteria

Student is passing course after finishing all tasks in Moodle.
After passing student will have understanding of
-History of lean
-Basic terminology of lean
-How to look activites and entities through 'lean glasses'
-How to begin lean journey in enterprise using lean principles
-Most commont tools used analysing and developing lean enterprise
This is verified by interim exams, assignements.and final exam.

Assessment scale

Pass/Fail

Teaching methods

Online course, with materials and tasks in Moodle learning environment.
Course consists of video presentations, videobased excercises, excercises in daily life, online interim exams and final exam.
Student is able to perform this course independently, fully online.
Support as needed is available on request. (eg.Teams meeting or dicussion area)

Learning materials

Lean thinking, James P. Womack, Daniel T. Jones,
Materials available in Moodle area.

Student workload

One credit is 27 hour of students work. Evaluated time consumtion is 81hours in total

Content scheduling

Course is intended to progress step-by-step, creating lean thinking mindset for student.
Student can freely choose studying times until course is closed, see exception below.

Each step needs to be completed before moving to next step. Otherwise it is not limited when student will learn modules.

Completion alternatives

None

Practical training and working life cooperation

None

Further information

Pay attention to lean principle 'Right first time'. Exams are possible to try once. Then you need to send request for re-opening exam. Send possible requests to: mika.moisio@tuni.fi. After three trials of the same exam you will be rejected from course.

Don't worry: If you seriously pay attention and follow instructions there should be no problem to pass exams and whole course.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

- is able to work according to the values, principles and ethical guidelines of a public health nurse
- understand the importance of health promotion in the work of public health nurse
- is able to use current evidence-based information and take responsibility for maintaining and developing one's own competence
- is able to use and apply various methods of public health nursing
- is able to identify changes in society and understand the active social role of the public health nurse in promoting the health of the population
- is able to identify ethical aspects of the use of genomic information in personalized health promotion
-is able to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Content (course unit)

- the public health nurse's history, work principles, values and ethical guidelines
- health promotion in public health nursing, health equality, health inequalities
- methods and forms of work in public health nursing at individual, community and societal levels
- multi-professionalism, family-orientation, customer-orientation and need-orientation in the work of a public health nurse
- the process of professional growth
- Ethical issues and principles of the use of genomic information
- Informed consent
-perpectives of sustainable development and solutions in the work of public health nursing

Prerequisites (course unit)

The student must have completed a nursing degree.

Assessment criteria, satisfactory (1-2) (course unit)

- know the most important principles, values and ethical guidelines that guide the work of a public health nurse
- have a narrow understanding of the importance of health promotion in public health nursing
- know the importance of evidence-based knowledge in public health nursing and know their responsibilities in maintaining and developing their own competence
- knows the most important working methods and forms of work of public health nurses and is able to apply them partly in training situations
- is able to identify some changes in society and understand the social role of the nurse in promoting the health of the population
-knows how to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Assessment criteria, good (3-4) (course unit)

- Understands and recognizes the most important principles, values and ethical guidelines that guide the work of a public health nurse and is able to work in accordance with them
- understand the importance of health promotion in public health nursing
- is able to use evidence-based information when working and take responsibility for maintaining and developing one's own competence
- knows the most important working methods and forms of work in public health nursing and is able to apply them in training situations
- is able to identify changes in society and understand the active social role of the nurse in promoting the health of the population
- understand and identify the key ethical principles of genomic knowledge in personalized health promotion
- is able to act purposefully and organize activities in order to find and implement solutions that promote sustainable development.

Assessment criteria, excellent (5) (course unit)

- have a deep understanding of the principles, values and ethical guidelines that guide the work of a public health nurse and is able to work in accordance with them
- have a broad understanding of the importance of health promotion in nursing
- is able to use current evidence-based information in a variety of ways while working and takes responsibility for maintaining and developing one's own competence
- knows the main working methods and forms of work of public health nurses and is able to apply them in a variety of situations
- is able to widely recognize changes in society and understand the active social role of the public health nurse in promoting the health of the population
- Is able to use and apply their ethical knowledge of genomic information in personalized health promotion
-is able to act in a goal-oriented manner and organise activities innovatively to find and implement solutions that promote sustainable development

Assessment scale

0-5

Objectives (course unit)

After completing the study unit, the student is able to
- connect special needs pedagogy to pedagogy and education and is able to name the fields close to special needs pedagogy
- know the historical phases of special needs pedagogy and define its key concepts
- describe Finland’s special needs education system and legislation for students of all ages
- apply the latest research data in special needs pedagogy to their work.

Content (course unit)

During the study unit, we will seek to answer the following questions:
- What is special needs pedagogy like as a field of study?
- How do the historical developments of special needs pedagogy affect the present?
- Which regulations and instructions affect the arrangement of learning support, and how?
- How can you use research data in special needs pedagogy when working in the teaching and education field?

Assessment criteria, satisfactory (1-2) (course unit)

To receive the grade ‘Satisfactory’ (1–2), the student must be able to
- connect special needs pedagogy to pedagogy and education and is able to name the fields close to special needs pedagogy
- know the historical phases of special needs pedagogy and define its key concepts.

Assessment criteria, good (3-4) (course unit)

To receive the grade ‘Good’ (3–4), the student must be able to
- connect special needs pedagogy to pedagogy and education and is able to name the fields close to special needs pedagogy
- know the historical phases of special needs pedagogy and define its key concepts
- describe Finland’s special needs education system and legislation for students of all ages.

Assessment criteria, excellent (5) (course unit)

To receive the grade ‘Very good’ (5), the student must be able to
- connect special needs pedagogy to pedagogy and education and is able to name the fields close to special needs pedagogy
- know the historical phases of special needs pedagogy and define its key concepts
- describe Finland’s special needs education system and legislation for students of all ages
- apply the latest research data in special needs pedagogy to their work.

Assessment scale

0-5

Location and time

The 1st and 2nd study periods, study term 2023-2024.

Exam schedules

Exam, the 1st and the 2nd study period, fall 2023 (4.9- 31.12.2023).
Re-take in Exam, the 3rd study period, spring 2024 (week 02/ 2024 and week 05/2024).

Assessment methods and criteria

The evaluation is based on the exam grade. T(1) 50% of the max. points.

Assessment scale

0-5

Teaching methods

Independent studies in Moodle. Electronic examination at Exam.

Learning materials

Material in Moodle, consisits of materials discussing the circular economy.

Student workload

The extent of the study is 3 cr. Independent work 80h Exam time 3 h. Possible states of emergency may affect the exam times.

Content scheduling

In Moodle.
The implementation consists of following parts:
1) Ìntroduction to circular economy (1 cr)
2) Directions and statutes (0.5 cr)
3) Examples of business models in circular economy (0.5 cr)
4) Circular chemistry (1 cr)

Completion alternatives

-

Practical training and working life cooperation

-

International connections

-

Further information

The course material does not rely a specific book. The course material is both in Finnish and in English.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

T(1) criteria are not fulfilled.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student has acquired satisfactory knowledge and skills of the course contents.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student has acquired good knowledge and skills and a basic understanding of the course contents. The student shows some ability to appply the knoelwdge learnt.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student has acquired excellent knowledge and skills and a in-depth understanding of the course contents and shows extensively that he/she is able to apply the knowledge learnt.

Objectives (course unit)

As a student
• you know what an ICF rating is and know how to justify its use
• you know the importance of ICF as part of clinical reasoning
• you know the structure of the ICF classification
• you can classify data according to the ICF structure
• you know what the GAS method is and know how to justify its use
• you know how to set GAS goals and evaluate their achievement
• you know how to use the GAS method to support rehabilitation

Content (course unit)

Contents
• ICF in general (objectives and use)
• ICF model, structure and classification
• Using ICF with examples
• Use of the GAS method
• Setting GAS goals
• Evaluation of GAS targets (T-score table)
• Challenges of the GAS method
• Examples of GAS objectives
• Use of ICF classification in setting GAS objectives

Further information (course unit)

The course is aimed especially at students in the social and health field and experts working in this field.

Assessment criteria, pass/fail (course unit)

Pass: The student passes all mid-term exams of the course and answers the reflection task of the course.

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarize students with the basics of supervisory work and to give them an idea of what supervisory work is.

After completing the course the students:
- know the most important elements of supervisory work and understand their significance
- are able to work in daily supervisory situations
- know how to design and develop the supervisory work in practice
- are able to work as part of an organization.

Content (course unit)

What is the supervisor work?
How are the orientation and recruiting work done in practice?
How to act in the most common supervisory situations?
What is the significance of the development discussions?
How is organizational competence developed?
What do the performance management and change management mean? What is quality management?
How are the organization and individual motivated?
Why is the communication an important part of supervisory work?
How do the organizational structures support the supervisory work and management / lead-ership?

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the duties related to the supervisory work and is able to name the differ-ent parts of the work. They know different practices of the supervisory work.

Assessment criteria, good (3-4) (course unit)

The student is able to work according to the instructions in the situations related to the basic supervisory work. They can choose different ways of working and know how to apply the learning outcomes in HR and supervisory work in practice

Assessment criteria, excellent (5) (course unit)

The student understands the complexity of supervisory work and is able to apply the issues they have learned about the leadership in practice. They are able to develop the supervisory work and to combine the issues of the various areas to form a coherent entity.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarize students with the basics of supervisory work and to give them an idea of what supervisory work is.

After completing the course the students:
- know the most important elements of supervisory work and understand their significance
- are able to work in daily supervisory situations
- know how to design and develop the supervisory work in practice
- are able to work as part of an organization.

Content (course unit)

What is the supervisor work?
How are the orientation and recruiting work done in practice?
How to act in the most common supervisory situations?
What is the significance of the development discussions?
How is organizational competence developed?
What do the performance management and change management mean? What is quality management?
How are the organization and individual motivated?
Why is the communication an important part of supervisory work?
How do the organizational structures support the supervisory work and management / lead-ership?

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the duties related to the supervisory work and is able to name the differ-ent parts of the work. They know different practices of the supervisory work.

Assessment criteria, good (3-4) (course unit)

The student is able to work according to the instructions in the situations related to the basic supervisory work. They can choose different ways of working and know how to apply the learning outcomes in HR and supervisory work in practice

Assessment criteria, excellent (5) (course unit)

The student understands the complexity of supervisory work and is able to apply the issues they have learned about the leadership in practice. They are able to develop the supervisory work and to combine the issues of the various areas to form a coherent entity.

Assessment scale

0-5

Objectives (course unit)

This course provides an introductory look into sustainable entrepreneurship and its key concepts. You will learn what it means to be(come) a sustainable entrepreneur using theoretical models, case-studies and reflection exercises.
At the end of the course you will have developed an understanding of sustainable entrepreneurship and what this means for your own life, profession and/or your start-up.


Other courses in this set include:
- Part 2: Sustainable business modelling
- Part 3: Measuring the impact of your actions

Note: it is not required to join all courses in this series. You can also enroll for just one course.

LEARNING OUTCOMES
After the course, you:
• will understand the key elements of sustainability in a start-up setting
• will have learnt from at least one sustainable entrepreneur in Finland
• can evaluate your own affinity toward sustainable entrepreneurship

Content (course unit)

This course will take place online. The course consists primarily of self-paced online learning using a series of short videos and learning exercises to achieve the learning outcomes. In addition to the online content, you will receive coaching sessions with your coach. During the course you will need to find, interview and reflect on the case of one ‘real’ sustainable entrepreneur of your choosing.

Further information (course unit)

THE COACH & TEACHER
This course is delivered by Titus van der Spek. Titus is a lecturer based in the Netherlands at the Hague University of Applied Sciences. He specializes in social entrepreneurship and innovation. If you have any questions about this course, please contact:
Titus van der Spek, t.c.vanderspek@hhs.nl

Assessment criteria, pass/fail (course unit)

Approved
Approved when you have demonstrated successful work towards the learning outcomes: you understand the main aspects of sustainable entrepreneurship. You can assess your own traits and connect them to sustainable entrepreneurship. You have completed the learning assignments, which includes an interview with a sustainable entrepreneur.

Failed
Failed if you have not succeeded in understanding the phenomena of sustainable entrepreneurship. You have not mastered the learning outcomes in a way that you could describe the required skills and asses your own capabilities in the field of sustainable entrepreneurship.

Assessment scale

Pass/Fail

Further information

This course is done completely online and independently in Moodle, and you can complete it at your own pace, at a time that suits you. You can start the course right away on Moodle. You don’t have to wait to be accepted on the course, you can start studying when you want.

In order to get the credits, you also have to sign up officially in Pakki (TAMK Students) / Cross-Institutional Service (TAU Students). Please note that during the holiday seasons there are delays in the awarding of credits.

The course on Moodle: https://moodle.tuni.fi/course/view.php?id=36971
Key to sign up is: Sustain24

This Moodle is open 1.8.2023 - 31.8.2024.

TAMK students
Pakki + course code NN00FK98-3005

TAU students
Cross-institutional service + course code NN00FK98-3005

! TAU-student: Cross-Institutional Service will be closed on 31st of May – 31st of July. During that period, you can already start and do the course on Moodle. In August you have to sign up officially in Cross-Institutional Service and after that coach will register you and you will get your credits.

Objectives (course unit)

The student learns basic principles of biorefining processes and how especially wood based biomass can be utilized as raw material for biorefining processes.

Content (course unit)

1. Plant biomass material and potential as raw material
2. Wood: structure and potential as a bio based raw material
3. Wood based biorefining processes: mechanical and chemical pulping, chemical and thermochemical conversion
-hydrolysis and fermentation
-combustion, torrefaction, gasification, pyrolysis, liquidification
4. Special topics
a. Bioethanol production and Kraft mill
b. Bioethanol purification processes
c. Kraft mill and energy production: new process concepts

Further information (course unit)

Course material:
Papermaking science and technology. Book 20, Biorefining of forest resources
Different articles related to biomass utilization as raw material for bio based products and energy production

Location and time

Zoom

Exam schedules

Week 15 - students book appointment to the exam terrarium

Assessment methods and criteria

Grading is based on lecture tasks, home assignments, group work, preliminary assignments and an exam.
Exam is a compulsory part of the course: 55%
Online presence (10%), Home assignments (10%) and group work (25%) are also a compulsory part of the course.
Preliminary assignments for visiting lecturers and lecture tasks earn you extra points.

Assessment scale

0-5

Teaching methods

Online teaching according to course schedule. Lecture tasks, home assignments, group work, preliminary assignments and an exam.

Learning materials

Course material will be available in Moodle. Additional book: Papermaking science and technology. Book 20, Biorefining of forest resources. The book is available through ForestBioFacts learning environment.

Student workload

Lectures: around 28 hours
Independent work: 52 hours

Practical training and working life cooperation

Visiting lecturers from companies involved in biorefining business.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student does not understand the principles of biorefining processes presented during the course. The student does not pass the exam.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student manages the assigned tasks under supervision. The student demonstrates weak knowledge in the exam and/or some of the course activities are missing.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student is able to combine information from different sources and make conclusions. The student demonstrates good activity and knowledge during the course. The student works responsibly as a group member.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student can combine information from different sources and make excellent conclusions of various topics. The student is very active during the lectures and the assignments are very well prepared. Student demonstrates own thinking and capabilities on drawing conclusions.
Student works responsibly and in a committed manner considering the community and deadlines. Student utilizes the possibility to learn during the lectures by visiting lecturers and demonstrates excellent knowledge in the exam.

Prerequisites (course unit)

Previous modules completed or equivalent knowledge.

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn the fundamental principles related to the financial expertise of business graduates.
Students will be able to
- solve essential percentage calculations relevant to entrepreneurs.
- be able to perform currency conversions.
- to apply index thinking in value determinations.
- to use spreadsheet software for financial and investment calculations.

Content (course unit)

How are percentage calculations relevant to financial thinking done?
How are currency conversions calculated?
What does indexing mean and how is it applied?
How is spreadsheet software used to solve financial and investment-related questions?

Assessment criteria, satisfactory (1-2) (course unit)

The student is familiar with the basic concepts and methods related to financial mathematics.

Assessment criteria, good (3-4) (course unit)

The student has a good command of the fundamental concepts and methods related to financial mathematics. The student can analyze practical tasks related to this subject and justify their solutions. The student can apply their learning to real-life situations.

Assessment criteria, excellent (5) (course unit)

The student understands the basic concepts and methods related to financial mathematics. The student is capable of analyzing practical tasks related to the subject matter and can provide comprehensive justifications for their solutions.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the students
• understand the importance of self-knowledge in career planning
• can identify their most important strengths and skills
• understand the importance of continuous learning and future competence needs
• know how to build a flexible competence identity for themselves

Content (course unit)

Course content
• Strengths and skills
• Future working life
• Training opportunities at Tampere University of Applied Sciences and my own career path

Assessment criteria, pass/fail (course unit)

Pass
The student recognizes his own strengths and skills, and knows how to verify them through practical examples. The student also recognizes in which work tasks his/her skills could flourish. The student understands the importance of continuous learning and recognizes the features of future working life. The student knows how to build a flexible competence identity for himself/herself.

Fail
The above mentioned criteria are not met.

Assessment scale

Pass/Fail

Objectives (course unit)

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

Content (course unit)

• 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

Assessment criteria, satisfactory (1-2) (course unit)

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.

Assessment criteria, good (3-4) (course unit)

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.  

Assessment criteria, excellent (5) (course unit)

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.  

Location and time

The course will take place between the 23th of October and the 15th of December 2023.

Exam schedules

None

Assessment methods and criteria

Individual part - 50 % of the grade
Collaborative group part - 50 % of the grade

Assessment scale

0-5

Teaching methods

Blended online learning
- Interactive lecturing & group excercises
- 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

Learning materials

- Varney, S. 2022. Leadership in Complexity and Change: For a World in Constant Motion (parts will be provided by pdf)

- Kemmis, S. (2022). Transforming Practices: Changing the World with the Theory of Practice Architectures. Springer Nature Singapore. https://doi.org/10.1007/978-981-16-8973-4

- 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)

- Horine, G. M. 2022. Project Management Absolute Beginner’s Guide, 5th Edition. https://www.oreilly.com/library/view/project-management-absolute/9780137646913/

Student workload

135 hours of work in total

Content scheduling

The structure will be presented in the first week of the course.

Completion alternatives

None

Practical training and working life cooperation

None

International connections

None

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student names and explains the core concepts of change management.
He/she uses basic change 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 situations and takes responsibility for their own work

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student explains how to apply common approaches of change management to working life cases.
The student can plan and implement credible organizational change initiatives in working life cases,and knows how to use common change management tools.
The student gives and receives constructive feedback related to change management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student analyzes systematically the need for change, and uses appropriate change approaches and leadership approaches and tools, and uses additional and recent research to extend knowledge of change and project management.
He/she justifies the credibility of plans for organizational change initiatives in working life cases and justifies the use of the leadership and 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 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.

Objectives (course unit)

The student learns to understand circular economy in chemical forest industry.

Content (course unit)

Production of chemical pulp, mechanical pulp, recycled pulp, paper, paperboard and end products.

Assessment criteria, satisfactory (1-2) (course unit)

The student can name examples of how the circular economy is realized in the production of pulp and mechanical pulp, in the production of paper and cardboard, and in the production of circular fiber.

Assessment criteria, good (3-4) (course unit)

The student knows the implementation of the circular economy in the production of pulp and mechanical pulp, in the production of paper and cardboard, and in the production of circular fiber.

Assessment criteria, excellent (5) (course unit)

The student can describe with justification how the circular economy is realized in the production of pulp and mechanical pulp, in the production of paper and cardboard, and in the production of circular fiber.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

After successfully completing this self-paced learning module, you will be able to

-name the benefits of coaching approach in the context of higher education
-apply the GROW model in individual coaching conversations
-name the differences of individual and team coaching in the context of higher education
-assess your own competence and personal development in coaching
-start experimenting with different coaching methods in your work
-reflect on and guide your own growth and development as a coach.

Content (course unit)

This is a self-paced online learning module for Open Badge “Coaching in Higher Education”. It develops your knowledge and skills in how different coaching methodologies can be applied in university pedagogy in different fields and areas of expertise.

The learning module consists of five sections and feedback.

1. Why Coaching
2. How Coaching
3. What Coaching
4. Team Coaching
5. Growing as a Coach
+ Feedback

Assessment criteria, pass/fail (course unit)

Approved when you have demonstrated successful work towards the competence goals. You have completed all the learning assignments in Moodle.

Failed if you have not succeeded in mastering the competence goals nor completed all the learning assignments in Moodle.

Assessment scale

Pass/Fail

Teaching methods

Self-paced online learning module

Further information

The course on Moodle: https://moodle.tuni.fi/course/view.php?id=36586
Key to sign up is: COACHING

Objectives (course unit)

In connection with this course, communication and IT skills and the management of the most common office software are practiced.

The student is able to
- communicate in the business world in writing and orally, and prepare reports and texts of different types
- apply IT skills in exercises, reports, calculations and presentations
- write an essay and report in accordance with the instruction
- give oral expert presentations.

Content (course unit)

What expertise is needed in written and oral communications in business?
How can IT skills and software skills be applied to exercises, reports, calculations and presentations?
How do I write an essay and report using a template?
How do I communicate to your target?
How do I take copyright into account in communication?

Assessment criteria, satisfactory (1-2) (course unit)

The student knows some of the topics discussed, there are shortcomings in the use of the source material or the sources are superficial. You could have more of your own reflection at work. He knows some of the applications used and there is room for improvement in following the instructions and schedules. Cooperation with other students could be made more effective.

Assessment criteria, good (3-4) (course unit)

The students master the topics well, know how to use valid source material and utilise their own thinking. He knows most of the applications used well and is able to follow the instructions and schedules given. He is teamworkable and cooperative.

Assessment criteria, excellent (5) (course unit)

The students master the topics handled excellently, know how to use valid source material and utilise their own thinking. He has excellent control over the applications used and is able to follow the instructions and schedules given. He is teamwork-skilled and also knows how to support students.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence as demonstrated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

In this course, the participants build a financial mindset. They recognise the importance of profitable business by adapting the relevant topics and key factors in accounting. The course works as a starting point of financial management skills for those without previous knowledge but also as repetition for students with financial background to widen expertise in the field of finance.

After completing the course, the participants can:
- analyse financial situation of a company (profitability, liquidity, solvency)
- execute financial planning
- apply financial tools at work
- plan and execute actions for turnaround projects

Content (course unit)

Practices and tools for financial planning
Profitability, liquidity and solvency practices and tools
Practices and tools for analysis of the financial situation of a company

Assessment criteria, satisfactory (1-2) (course unit)

The student can identify the core concepts in the field of financial accounting, recognise the relevant practices and methods and define the need for accounting in general. The student can read the key financial accounting information and statements and provide routine performance in course tasks and participation. The student knows the principles at a basic level. Students can give and receive feedback and take responsibility as an individual learner. The student can act as part of a team under supervision, and he recognizes his level of interaction.

Assessment criteria, good (3-4) (course unit)

The student can structure the connections between the financial statements and apply the financial accounting themes with relevancy. The student can explain and adopt the need for financial accounting, why and how to use various accounting methods and the need for profitable business. The student can measure financial performance based on public financial information. Student gives and receives constructive feedback, operates in professional manner by recognizing relevant scope and needs, develops his interaction skills, adding value to the team and takes responsibility

Assessment criteria, excellent (5) (course unit)

The student adapts the course themes in a professional manner, finds and translates the course message and expands the context by bringing perspectives, experiences, and opinions. The student can analyse the selected themes, find the academic approach, use additional research papers and academic sources, and activate mindset to connect financial accounting in working life situations. The student builds creative solutions by combining the course themes, assesses diverse outcomes, looks for new opportunities, justifies the financial decisions made and looks for alternative perspectives The student uses feedback to iterate the learning process and adds collaboration as being an asset for the team. The student develops creative and constructive working methods and brings professional commitment throughout the course.

Location and time

From Oct 10 to Nov 28, 2023.

100 % online, in the case of this autumn 2023 implementation.

Exam schedules

No written exam.

Assessment methods and criteria

Active participation in online classes 40 %.
Performing the assigned exercises and assignments 60 %.

Assessment scale

0-5

Teaching methods

Learning discussions, group work, literature, exercises & assignments.

Learning materials

Partly informed in the first class, partly gathered during the course, as part of the learning process.

Teaching material is mainly electronic, and access to that is assigned on the course Moodle.

Student workload

The maximum workload of a student is set at 135 hours.

Content scheduling

1 Accounting Terms and Concepts ("The Language of Business")
- Financial vs. Management Accounting; Financial Management
- Accrual vs. Cash-Based Accounting
- Cost accounting: Variable and Fixed vs. Direct and Indirect Cost(s)

2 Financial Closing Information (The Income Statement, The Balance Sheet)

3 Budgeting, Reporting and Forecasting

4 Performance Measurement and Evaluation
- Profitability, Liquidity and Solvency
- Financial and Non-Financial Measurement
- Performance Management Frameworks (The Balanced Scorecard; KPI; OKR; LEAN accounting,...)

5 Financial Management
- Cash and Working Capital Management
- Considerations of Digital Finance, Sustainable Finance, The Platform Economy
- Sources of Financing

Completion alternatives

No, there is not.

Practical training and working life cooperation

Business cases for some of the exercises and assignments might be based on the students' own organizations and workplaces.

If necessary, also some other applicable institutions' business development potential can act as a starting point for an exercise, or an assignment.

International connections

The very international student group together with their own organizations and workplaces form a truly international platform for new learning experiences in financial management, naturally including also already existing connections, as well as a chance to create new connections, both locally and internationally.

Further information

Pasi Kuusijärvi, M.Sc. (Econ. & Bus. Adm.), AmO, HHJ PJ
Senior Lecturer, Accounting and Financial Management

Tampere University of Applied Sciences (TAMK)
Tampere, Finland

pasi.kuusijarvi@tuni.fi
Tel. +358 40 846 3052
www.tuni.fi

Objectives (course unit)

- can identify the key factors that influence individual growth and learning
- can describe the main concepts, approaches and theories in education
- understands the importance of thinking, will, motivation and emotions in learning and is able to
apply this knowledge to support growth and learning
- recognizes one’s own strengths and development challenges as a educator /pedagogy and develops educational awareness
- can define underlying values, ethical principles and significance of special education at individual, community and social level
- can explain special support needs, assessment methods, support measures
and principles of eco-cultural and multi-professional special education
- can structure the principles of special education, phenomena, supportive activities and the role of social worker in different phases of life

Content (course unit)

Education:
- educational awareness and knowledge as concepts and phenomena
- I as an educator
- education and authority
- different concepts of learning
- the influencing factors of learning, motivation and belief, and support for learning
Special Education:
- approaches and basic concepts of special education, as well as human perception, human dignity, self-determination, participation, segregation, integration, inclusion
- socio-emotional difficulties, neuropsychiatric disorders, language disorders, learning difficulties, supportive and compensatory methods of communication, self-esteem, peer support, eco-culture,
multi-professional network in special education
- An own implementation of ECEC special education, where content focuses on ECEC and day care environment. Supporting child's development and learning, identifying the need for support and providing targeted support are essential. Special education in ECEC focuses on support for child development and learning.

Assessment criteria, satisfactory (1-2) (course unit)

Can identify and define phenomena related to the field and basic concepts and theory. The relationship to knowledge is largely telling and descriptive.

Assessment criteria, good (3-4) (course unit)

To structure relationships between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Has a reflection of his / her experiences and views in relation to theory and professional skills. Relationship to knowledge self-extract, problematization involved.

Assessment criteria, excellent (5) (course unit)

Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative approach. The relationship to knowledge is analytical, argumentative and analytical.

Assessment criteria, pass/fail (course unit)

Abandoned Student's Learning Objectives are not or only partially achieved. Content management is inconsistent and incomplete or / and incorrect. Relationship to knowledge borrowing.

Location and time

Timetable:
Pretask
1) introduction to course (education / pedagogy) 17.1.2024 8.30-11.45
2) reflection / group discussion about education systems in different countries
3) reading circle / independent work
4) introduction to course (special education / pedagogy)
5) presentations of group works (specail education)

Assessment scale

0-5

Teaching methods

Contact teaching, group activities, independent work

Student workload

education / pedagogy 81 h
special education / pedagogy 54 h

Content scheduling

January 2024 - April 2024

Objectives (course unit)

The student masters the basic knowledge and skills of efficient 3-dimensional modeling technology and recognizes and is able to use the integrated PDM system. Students are able to use basic drawing signs, create sub-assemblies and structures.

Content (course unit)

The course will practice the right and effective modeling techniques using commonly used operations (eg Revolve, Extrude, Swept, etc.). At the same time, the PDM's efficient and correct use is practiced in modeling, and the modeled parts, for example, produce. welding and various sub-assemblies. The modeled parts finally produce a modular product. The course uses the use of standard components as part of assemblies. The course includes basic drawings with measuring machining and welding marks, and at least a drawing of the turning and welded part, as well as a drawing with part lists.

Further information (course unit)

SolidWorks software and SolidWorks PDM system are used as a design program.

Assessment criteria, satisfactory (1-2) (course unit)

Students recognize the basic concepts and commands used in 3D design. The student knows the ways to produce 3-dimensional geometry with the design program and performs the given modeling and drawing tasks, if necessary assisted. The student recognizes the benefits of the PDM system in the design process and is able to use the system. The student recognizes basic welding and machining marks and can add them to the drawings.

Assessment criteria, good (3-4) (course unit)

The student is able to produce good 3-dimensional geometry and, as a rule, perform independently from the given modeling and drawing tasks. The student recognizes the benefits of the PDM system and utilizes the system at different stages of the design process. The student is able to produce an assembly that is modeling and manufacturing. The student is able to use and dimension flat welds, and to produce machining drawings.

Assessment criteria, excellent (5) (course unit)

The student produces flawless 3-dimensional geometry and independently performs the given tasks. The student uses the PDM system effectively and the student recognizes the meaning of the product structure and is able to produce eg flawless design and attribute data. The student's design data is excellent in manufacturing and can be manufactured efficiently. The drawings produced by the student are almost error-free.

Assessment scale

0-5

Objectives (course unit)

The course aims to provide students with knowledge and skills to evaluate various learning and working environments and how they support learning. The course will challenge students to consider inclusive and ethical assessment for learning as part of the learning process where feedback and feedforward play an important role.

After completing the course, the student will be able to:

- describe and evaluate various learning and working environments and how they support learning
- demonstrate a knowledge of learning theories and how they apply in practice
- reflect on and analyse their own practical theory for teaching
- explain how assessment can be inclusive, ethical and a meaningful learning experience
- use peer and self-assessment efficiently and effectively

Content (course unit)

Learning environments and working culture.
Contemporary learning theories
Practical theory of teaching and learning
Assessment for, of and as learning
SOLO and Bloom’s taxonomies

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students describe learning and working environments applying one or two key concepts. The students reflect on their practical theories for teaching with reference to one or two theories. The students can explain some key concepts of assessment but describe their assessment methods without theoretical justifications. The students make use of appropriate learning and assessment literature but mainly paraphrases the authors’ ideas. The students participate actively in collaborative learning by giving and receiving feedback.

Assessment criteria, good (3-4) (course unit)

The students describe and evaluate multiple aspects of learning and working environments and how they support learning applying concepts from contemporary learning theories. The students reflect on and analyse their practical theories for teaching and make some connections between different learning theories. The students are acquainted with the key concepts of assessment and use them in self-assessment and to justify their own argumentations. The students show evidence of engaging with the course literature and some sources researched by themselves. The students take responsibility for their own learning and contribute to collaborative learning process and use feedback systematically to improve own work as well as the work of others using different media.

Assessment criteria, excellent (5) (course unit)

The students connect aspects and viewpoints of contemporary learning theories in their evaluation of learning and working environments in novel ways. The students critically reflect on and analyse their practical theories for teaching with references to course literature and sources searched by themselves. The students approach assessment with innovative thinking drawing on their own experiences and relevant literature. The students show evidence of wide reading and reflective approach in their demonstration of learning. The students participate actively in collaborative knowledge building by sharing expertise, using feedback and feedforward systematically and applying different media.

Location and time

Online

Exam schedules

Assessment is not in the form of exams.

Assessment scale

0-5

Teaching methods

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

Learning materials

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.

Student workload

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.

Content scheduling

Contemporary learning theories
Operating cultures
Assessment

Practical training and working life cooperation

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

International connections

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

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

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.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

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.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

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 a collaborative learning process and uses feedback systematically to improve own work as well as the work of others with different media.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

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.

Objectives (course unit)

-Students are able to create simple html5-based video games.
-Students are able to do game graphics, level design and game logic without the need to learn code syntax.
-The students are able to collaborate online in an international student team in order to create a working video game as the course work project.

Content (course unit)

During this online course, the students create a simple video game. The tools used during the course are free and no prior knowledge of coding is required. The games created as a result of this course will be playable with any web browser. The course is built in a way that allows it to be customized to individual learning preferences of each student. As a student, you can choose if you want to use a lecture based structured approach or a more flexible problem based learning approach during this course.

Location and time

This course is done fully online. Here is the Zoom link: https://tuni.zoom.us/j/65682046041

Assessment methods and criteria

-The course is evaluated based on a course work task and graded as a pass/fail.

Assessment scale

Pass/Fail

Teaching methods

-Online lectures
-Learning by doing
-Problem based learning

Learning materials

-Free digital resources

Student workload

3 x 27h = 81h

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Failing grade = failure to meet the majority of the course work criteria.
Passing grade = the majority of the course work criteria is met.

Assessment scale

0-5

Objectives (course unit)

Student
- can critically put them into practice in his own development project
- can commit customers and interest groups to development activities
- knows customer-oriented innovation

Content (course unit)

- stages of research process
- methods of service- and user-centered design
- customer and interest group engagement
- innovation

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student understands the importance of data and its analysis for business. The course introduces students to the most important statistical methods using the Python programming language and introduces them to Big Data as a concept, the internet data sources that produce it, and its analysis in the form of visualization and text analysis.

Content (course unit)

1. Data analytics, business analytics, statistics, statistics, probability, risk
2. Application of statistical methods and production of graphs in the Python programming language
3. Familiarity with Big Data and the sources of information that produce it
4. Familiarity with Big Data analysis; visualization, text analysis

Prerequisites (course unit)

Basics of programming

Assessment criteria, pass/fail (course unit)

Fail: The student does not know enough statistical data analysis, Python programming and big data processing in relation to the performance requirements.

Pass: The student knows enough statistical data analysis, Python programming and big data processing in relation to the performance requirements and understands their significance in business and its development.

Location and time

Summer implementation, in network.

Exam schedules

N/A

Assessment methods and criteria

Fail: Score less than 60% of maximum.
Pass: Score at least 60% of maximum.

Assessment scale

Pass/Fail

Teaching methods

Virtual implementation on the TUNI Moodle learning platform, https://moodle.tuni.fi.
Includes learning material, program examples, analysis examples, exercises, instructional videos, and two webinars.

Learning materials

All in Moodle platform.

Student workload

80 h of student's work.

Completion alternatives

N/A

Practical training and working life cooperation

N/A

International connections

N/A

Objectives (course unit)

The student knows the basics of data analysis and the most important methods. The student knows how to process, analyze and visualize data. The student knows the basics of artificial intelligence, the most important concepts and is able to interpret the results and know the limitations and possibilities of the methods.

Content (course unit)

The basics of data analysis and the main methods. Processing, analyzing and visualizing data. Basics of Artificial Intelligence, key concepts and methodology evaluation.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to process data, analyze and make visualizations. The student knows the basics of artificial intelligence and the most important concepts.

Assessment criteria, good (3-4) (course unit)

The student is able to process data, analyze and make visualizations. The student knows the basics of artificial intelligence, the most important concepts and knows the limitations and possibilities of methods.

Assessment criteria, excellent (5) (course unit)

The student is able to handle data in a versatile way, analyze and visualize. Students are familiar with the basics of artificial intelligence, the most important concepts and are able to interpret the results and know the limitations and possibilities of the methods.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student teacher is able to
• act based on the values, principles and processes of individualisation
• design learning and assessment processes based on the qualification bases and the curricula
• plan and implement pedagogically sound learning processes in various learning environments
• involve students in the various stages of designing the learning process
• design learning and assessment processes in cooperation with the operators in the education community, workplaces and other stakeholders.

Content (course unit)

During the course, we will seek to answer the following questions:
• What are the stages of the learning process, and how can the processes be structured?
• How are learning processes designed for various learning environments?
• What is the student’s role in the learning and assessment processes?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
• Knows the process and value basis for personalisation and integrates it into their own/future field of teaching
• Justifies the design of the learning process and guidance from the viewpoint of pedagogy while considering the curriculum / bases of the degree being taught

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
• Designs a pedagogically sound and engaging learning process/course for their own field
• Recognises, uses, and utilises diverse learning environments in their plan (e.g. schools, workplaces, digital learning possibilities…)

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions
Teacher Student:
• Evaluates their own work, actions, and skills in regard to the designing of the learning process
• Evaluates their own work and designing the learning process from the viewpoints of teachers’ ethical principles, the well-being of all involved, as well as from the cost-effectiveness for the educational institute.

Location and time

Online learning in Moodle and Zoom- digital environments
Period 2 / 2023 (ENG)

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer assessment event online 13.12. 16.00-18.00

(Webinars are recorded, but participation highly recommended)

Exam schedules

No exams.

Assessment methods and criteria

Assessment criteria will be constructed from the learning goals of this course. Student teachers will demonstrate their competencies by presenting a learning design plan (constructed during the course).

Self assessment, peer assessment, assessment by teachers

Assessment scale

Pass/Fail

Teaching methods

Online- learning, webinars, individual work, collaborative small group work, learning design task for student teachers own field of work (learning design workbook, also utilized in assessment of this course).

Learning materials

TAOK Curricula
Learning materials in course Moodle

Student workload

The course is for 5 cr. ( 1cr = 27h student work)

During the course student will participate in webinars, small group work and also engage in individual course task. (Learning design plan for student teachers own field of work).

Content scheduling

Period 2 / Fall 2023.

October-December 2023

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer assessment event online 13.12. 16.00-18.00

Completion alternatives

No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.

Practical training and working life cooperation

No practical training. Student teacher plans co-operation with workplaces in the learning design task.

International connections

Course will be common to all Taok students simultanuosly in Finnish and English.

Further information

Welcome to design learning processes!

Additional information:
kirsi.purhonen@tuni.fi
jiri.vilppola@tuni.fi
taina.eweiss@tuni.fi

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

The evaluation of the course has been approved once the teacher student has demonstrated the competence described in the competence objectives. If the teacher student has not achieved the competence objectives and has not completed his/her knowledge as agreed, the course will be assessed as rejected.

Objectives (course unit)

The student is able to evaluate clinical radiography safety culture critically and develop and manage it considering the current health policy.

Content (course unit)

• Ethical and cost-effective clinical radiography
• Quality management models and theories in clinical radiography
• Concepts and principles of safety culture in clinical radiography
• Most general evaluation methods in clinical radiography

Assessment criteria, satisfactory (1-2) (course unit)

The student
• knows the principles of ethical and cost-effective in clinical radiography
• knows quality management models and theories in clinical radiography
• understands concepts and principles of safety culture in clinical radiography
• understands most general evaluation methods in clinical radiography

Assessment criteria, good (3-4) (course unit)

The student
• applies the principles of ethical and cost-effective in clinical radiography
• applies quality management models and theories in clinical radiography
• generalizes concepts and principles of safety culture in clinical radiography
• applies evaluation methods in clinical radiography

Assessment criteria, excellent (5) (course unit)

The student
• analyzes the principles of ethical and cost-effective in clinical radiography
• analyzes quality management models and theories in clinical radiography
• syntethizes concepts and principles of safety culture in clinical radiography
• analyzes evaluation methods in clinical radiography

Assessment scale

0-5

Objectives (course unit)

In the Development Work the teacher student works in a goal-oriented manner to develop pedagogical actions, learning environments or practices of an educational institution or in a development project in educational context. Development project can be carried out individually or as a pair work.
Learning objectives
The teacher student
• uses and develops his/her professional competences in the development work
• describes and evaluates the outcomes and conclusions of the development work in a written report.
• assesses the development process and his/her competences and learning in research and development

Further information (course unit)

Independent or group work in the organization or development project. Coaching discussions, reviewing literature, realization of the development work, reporting and presentation
The development work can be situated at any term.

Assessment criteria, pass/fail (course unit)

The teacher student
• combines theoretical knowledge with his/her own experiences and observation of development
• plans, implements and report a development project in an educational environment
• Reflects his/her actions and evealuates and analyses the results of the development wor and his/her own learning.

Assessment scale

Pass/Fail

Further information

Eveliina Asikainen; eveliina.asikainen@tuni.fi

Assessment scale

Pass/Fail

Objectives (course unit)

During the course the students learn about digital marketing and creating content to various digital platforms.

After completing the course the students
- know how to choose the right channels when planning digital marketing
- know how to plan and implement various content marketing campaigns
- are able to make the most of digital tools when implementing a sales process.

Content (course unit)

How to choose the best channels for digital marketing?
How to create engaging content?
How to succeed in digital marketing?
What are the characteristics of digital sales?
How to use analytics for segmentation?

Prerequisites (course unit)

1st year courses or equivalent knowledge.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows different digital platforms and can identify and name content types. They know what to take into consideration when planning a digital marketing campaign. The student knows the basics of digital marketing terminology.

Assessment criteria, good (3-4) (course unit)

The student knows how to use the most common digital platforms and is able to create basic content to them. They can plan a modest digital marketing campaign to fixed segments and measure it. The student knows digital marketing terminology widely.

Assessment criteria, excellent (5) (course unit)

The student knows how to use the most common digital platforms independently and is able to learn new ones quickly. The have mastered the art of content creation and know how to set goals and plan ahead. The student can plan, implement and measure digital marketing for fixed segments and also define new segments. They have mastered the digital marketing terminology.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence in the manner indicated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

During the course the students learn about digital marketing and creating content to various digital platforms.

After completing the course the students
- know how to choose the right channels when planning digital marketing
- know how to plan and implement various content marketing campaigns
- are able to make the most of digital tools when implementing a sales process.

Content (course unit)

How to choose the best channels for digital marketing?
How to create engaging content?
How to succeed in digital marketing?
What are the characteristics of digital sales?
How to use analytics for segmentation?

Prerequisites (course unit)

1st year courses or equivalent knowledge.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows different digital platforms and can identify and name content types. They know what to take into consideration when planning a digital marketing campaign. The student knows the basics of digital marketing terminology.

Assessment criteria, good (3-4) (course unit)

The student knows how to use the most common digital platforms and is able to create basic content to them. They can plan a modest digital marketing campaign to fixed segments and measure it. The student knows digital marketing terminology widely.

Assessment criteria, excellent (5) (course unit)

The student knows how to use the most common digital platforms independently and is able to learn new ones quickly. The have mastered the art of content creation and know how to set goals and plan ahead. The student can plan, implement and measure digital marketing for fixed segments and also define new segments. They have mastered the digital marketing terminology.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence in the manner indicated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

During the course the students learn about digital marketing and creating content to various digital platforms.

After completing the course the students
- know how to choose the right channels when planning digital marketing
- know how to plan and implement various content marketing campaigns
- are able to make the most of digital tools when implementing a sales process.

Content (course unit)

How to choose the best channels for digital marketing?
How to create engaging content?
How to succeed in digital marketing?
What are the characteristics of digital sales?
How to use analytics for segmentation?

Prerequisites (course unit)

1st year courses or equivalent knowledge.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows different digital platforms and can identify and name content types. They know what to take into consideration when planning a digital marketing campaign. The student knows the basics of digital marketing terminology.

Assessment criteria, good (3-4) (course unit)

The student knows how to use the most common digital platforms and is able to create basic content to them. They can plan a modest digital marketing campaign to fixed segments and measure it. The student knows digital marketing terminology widely.

Assessment criteria, excellent (5) (course unit)

The student knows how to use the most common digital platforms independently and is able to learn new ones quickly. The have mastered the art of content creation and know how to set goals and plan ahead. The student can plan, implement and measure digital marketing for fixed segments and also define new segments. They have mastered the digital marketing terminology.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence in the manner indicated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

The student knows how to start and manage e-marketing. The student can use digital media in sales process and knows the channels of it.

Content (course unit)

E-marketing
Digital media
Channels of digital media
Providing digital content

Prerequisites (course unit)

1. year studies or similar skills and knowledge.

Assessment criteria, satisfactory (1-2) (course unit)

Satisfactory

Assessment criteria, good (3-4) (course unit)

Good

Assessment criteria, excellent (5) (course unit)

Excellent

Assessment scale

0-5

Objectives (course unit)

Student
- knows the general principles of SEO.
- understands the importance of keywords, understands the structure of optimization and knows how to utilize the operation of search robots in building SEO
- understand how site navigation affects usability and how product groups and product information are utilised in building the user experience.
- is able to use target group thinking to build discoverability and usability, taking into account the differences in trade between both consumers and businesses;
- is able to produce accessible materials for the network.

Content (course unit)

What is SEO?
How is the discoverability and usability of the online store implemented?
How do audiences affect the design of discoverability and usability?
How is accessibility taken into account when designing an online store?

Assessment criteria, satisfactory (1-2) (course unit)

The students know the basic concepts and methods related to SEO, usability planning and the discoverability of the online store.

Assessment criteria, good (3-4) (course unit)

The students master the basic concepts and methods related to SEARCH engine optimization, usability planning and the discoverability of the online store. The student is able to apply the practice he/she has learned.

Assessment criteria, excellent (5) (course unit)

The student is able to know the basic concepts and methods related to search engine optimization, usability planning and the discoverability of the online store, recognizes the importance of search terms and is able to utilise them in building an online store appropriately. The student is able to apply and analyse what he/she has learned for practical situations. The student is able to justify his/her decision comprehensively. If necessary, the student is also able to search for information and design new solutions for challenging situations.

Assessment criteria, pass/fail (course unit)

The students only know some concepts related to SEO, usability planning and the discoverability of the online store and do not know how to apply these to practical design.

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- define the regulations and documents that direct the work of a teacher and apply them to their own work
- identify and promote appropriate and accessible learning and operating environments in terms of learning and growing into a professional
- assess and develop learning environments that support and deepen learning, with regard to working life connections and internationality
- meet pedagogical challenges in unpredictable learning and operating environments
- operate in networks that promote students’ learning, growth into professionals and well-being.

Content (course unit)

During the course, we will seek answers to the following questions:
- What are the key regulations and documents directing the work of a teacher and the organisation of education?
- What kinds of pedagogical methods do various learning environments allow, and how can they be developed?
- What kinds of learning and operating environments promote accessibility?
- How is learning promoted in regional, national and international networks?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Location and time

Weeks 35 - 41 or according to a personally agreed schedule.
Opening orientation session 10.8.2023. Deadline is 12.10.2023

Exam schedules

No exams

Assessment methods and criteria

The students demonstrate their competence:
- presenting the learning environment that they have been developing. The presentation can be made, for example, as a video, blog, report, preferably as a small group
- justifying the choices made for the learning environment using the criteria of a good learning environment
- demonstrating how the development of the learning environment has taken into account the support of vocational learning, individual study paths and professional development in a variety of environments using
a) educational and operational environment, its e-learning platforms and guidance environments,
b) working life as a diverse environments

Each student also describes their own active contribution and the use of networks in the development of the learning environment.

Assessment scale

Pass/Fail

Teaching methods

Flipped Learning
Case Learning
Collaborative Learning

Common orientation + Familiarization with the preliminary material by theme.
Getting to know the cases independently or identifying them from your own work

Group Workshops by Theme
- joint knowledge building in relation to the theme to be learned
- elaboration and review of the cases to be developed by theme
- group work

Visualizing a developed learning environment and presenting a couple of diamonds for others

Peer reviews

Learning materials

Material offered during webinars and workshops and on the learning platform

Content scheduling

Moodle opens: Wed 9 August 2023

Launch webinar: Thu 10 August 2023 at 16:30 - 18:30
First lecture session: Thu 23 August 2023 at 16:30 - 18:30
Second lecture session: Thu 07.09.2023 at 16:30 - 18:30
Third lecture session: Thu 21.09.2023 at 16:30 - 18:30
Group presentations: Sat 7 October 2023 at 12:00-16:00

The teaching takes place online.

Completion alternatives

Possibility to personalize on the basis of previous competencies.

Practical training and working life cooperation

During the course, students analyze an existing learning environment and develop it further, preferably in a small group. The learning environment to be developed can be either from the teacher student's own organization or alternatively from an imaginary case.

International connections

Possibilty to utilize international learning environments and networks.

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Criteria for approved performance

Knowing
Structures relationships between phenomena and concepts related to the content of the course. Apply, explain, compare and analyze content from the point of view of the professional teacher's work.

Teacher student:
- understand the types of different learning and operating environments (educational institution, working life, online) and their special features in learning
- knows and knows how to apply the fundamentals of legislation related to the work of a vocational teacher
- understand the criteria of a high-quality learning environment
- knows modern learning environments and related teaching technology (VR, AR, AI, 3D)

Competence
Knows how to plan and choose procedures suitable for the job from practical options and justify their choice as a professional teacher. Apply the knowledge base of the course when solving work challenges and making use of opportunities.

Teacher student:
- develops and reports on the chosen learning environment as an active player in his group, using the criteria of a good learning environment
- familiarizes theirselves with the background material of the legislation and completes the related independent task

Developing as a teacher
Gives and receives feedback in his group actively and constructively. Is able to evaluate their learning and working environments as a teacher from both their own perspective and that of the surrounding community.

Teacher student:
- is an active member of their group in developing the learning environment
- evaluates their own activities as part of a group
- gives constructive peer feedback on the work of other groups
- recognizes the connections between teaching and its environments and knows their own possibilities of influence.

Objectives (course unit)

This course is based on project-based work, from knowing its stages to tools, resource management and brand impacts.

The student is able to
- use appropriate project tools,
- is familiar with the importance of communication as part of project work and is able to promote the project's activities through communication, using strategy, target group breakdowns and appropriate channels,- make use of negotiating skills,
- develop literary outputs for project needs, apply IT skills and make use of social media channels,
- work on project-based tasks.

Content (course unit)

What happens in projects, how do projects work, and how are they managed?
What tools are available to help with project management? How do you use them?
How do you do community image, brand and profiling work?
How are communication channels used appropriately?
How can negotiation skills be utilised in your own work?

Assessment criteria, satisfactory (1-2) (course unit)

The students know the principles and tools of project work and have used one of them. He knows the dynamics of projects only in a theory-oriented or practice-oriented manner. There are few displays of your own project management and management skills.

Assessment criteria, good (3-4) (course unit)

The students master the concepts of project work, general processes and the most common tools. He's put them into practice. He has shown that he understands the impact of communication and brand building on both a single project and a business entity. They are able to work on projects and evaluate their management.

Assessment criteria, excellent (5) (course unit)

The student masters the principles of project work and is able to lead the project. He knows how to choose appropriate tools and has experience in using them. They are able to combine internal and external communication with both a single project and the company's overall picture and brand.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence as demonstrated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
• describe the operating environments and pedagogical bases of adult and vocational education in Finland
• specify the stages of growth and development related to youth and adulthood and explain their significance for professional development and the formation of a career path
• combine learning in the workplace and continuous learning with the professional growth of students
• identity the development stages of their own specialist identity, and support and guide the formation of students’ professional identity
• use topical data from research and development to support their work as an educator.

Content (course unit)

During the course, we will seek answers to the following questions:
• How does adult and vocational education in Finland support and promote growth and learning?
• What are the special qualities of youth and adulthood in terms of growth, learning and guidance?
• How can working life and the work community support the growth, development and learning of an individual?
• How is professional identity built in various sectors, and how can it be supported?
• What is the best way of following and applying the new trends in your own field and the teaching and pedagogy sector?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Describes adult and vocational education of their own field in the Finnish education system from the viewpoint of continuous learning
* Recognises the significance of growth and development at workplaces

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies knowledge of growth and development when guiding and teaching their own future target group (e.g. the youth or adults)
* Analyses the possibilities and challenges of workplace learning
* Comes up with methods to support the growth of a professional identity of their own students.

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions
Teacher Student:
* Creates a development plan for their work as a teacher, utilising up-to-date development and research data
* Reflects and constructs their own identity as a teacher

Location and time

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning). After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Learning environment (Moodle) of this course will be available by 27th February, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 7th March 2024 from 4:30 pm to 6 pm. The zoom link will be informed in Moodle.

NOTICE! Do all the study activities according to your own timetable by 23rd April, 2024. Notice that this Moodle LMS will be closed by 30th April, 2024.

Exam schedules

There are no exams for this course.

Assessment methods and criteria

Teacher, self and peer assessment of activities completed. Assessment according to the criteria given in the Moodle LMS for assessed tasks.

Assessment scale

Pass/Fail

Teaching methods

Target Group: For students of Professional Teacher Education, who are in the English Programme of TAOK.

Individual and collaborative tasks, including readings, video lectures, assignments, reflection etc. online using synchronous and asynchronous technologies. Students are expected to reflect upon their learning and be active participants in their own learning.

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning). After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Learning environment (Moodle) of this course will be available by 27th February, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 7th March 2024 from 4:30 pm to 6 pm. The zoom link will be informed in Moodle.

NOTICE! Do all the study activities according to your own timetable by 23rd April, 2024. Notice that this Moodle LMS will be closed by 30th April, 2024.

Learning materials

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

Student workload

This is a 5 ECTS course. 5x27 hours = approx 135 hours.

Content scheduling

The contents are divided into 5 themes (see Moodle LMS).

Completion alternatives

Not applicable.

Practical training and working life cooperation

Students will link theory with practice for use in authentic learning environments. The development of an individual professional identity is a core component of the program. This identity and the beliefs formed and identified about teaching and learning shape the practice of the developing educator.

International connections

Theories and practice examined will take account of a wide range of international perspectives, including those brought to the cohort by the participants themselves.

Further information

The aim of the basic studies in education is to improve teacher students understanding of the phenomena they encounter in their work as teachers.

Learning objectives: Teacher student

- knows Finnish adult and vocational education operating environments and their pedagogical underpinnings ( f.ex. Competence-based curriculum, personalized learning, ubiquitous learning)

- recognizes the growth and developmental phases of youth and adulthood in a person’s life cycle and their significance in education, schooling and career paths

- participates in discussion on vocational competences (job specific) and generic working life competences from the perspective of their own field

- identifies the developmental phases of professional identity and builds their own professional identity according to their present/future work description

- utilizes research and development activities in their own teaching

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Pass: Teacher student
- combines theoretical data with their own experiences and observations
- reflects their observations, actions and experiences and evaluates their significance to their own competences and knowledge
- participates actively in the group learning process by sharing expertise, searching for information and collaboratively creating knowledge at online and at face to face meetings
- analyzes and evaluates their learning results and choices made
Fail: Teacher student
- describes theoretical knowledge and experiential knowledge and observations separately, discussion is shallow
- presents disconnected facts and/or paraphrases literature
- does not participate in the group processes actively

Objectives (course unit)

After completing the course, the teacher student is able to
• describe the operating environments and pedagogical bases of adult and vocational education in Finland
• specify the stages of growth and development related to youth and adulthood and explain their significance for professional development and the formation of a career path
• combine learning in the workplace and continuous learning with the professional growth of students
• identity the development stages of their own specialist identity, and support and guide the formation of students’ professional identity
• use topical data from research and development to support their work as an educator.

Content (course unit)

During the course, we will seek answers to the following questions:
• How does adult and vocational education in Finland support and promote growth and learning?
• What are the special qualities of youth and adulthood in terms of growth, learning and guidance?
• How can working life and the work community support the growth, development and learning of an individual?
• How is professional identity built in various sectors, and how can it be supported?
• What is the best way of following and applying the new trends in your own field and the teaching and pedagogy sector?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Describes adult and vocational education of their own field in the Finnish education system from the viewpoint of continuous learning
* Recognises the significance of growth and development at workplaces

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies knowledge of growth and development when guiding and teaching their own future target group (e.g. the youth or adults)
* Analyses the possibilities and challenges of workplace learning
* Comes up with methods to support the growth of a professional identity of their own students.

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions
Teacher Student:
* Creates a development plan for their work as a teacher, utilising up-to-date development and research data
* Reflects and constructs their own identity as a teacher

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• describe the operating environments and pedagogical bases of adult and vocational education in Finland
• specify the stages of growth and development related to youth and adulthood and explain their significance for professional development and the formation of a career path
• combine learning in the workplace and continuous learning with the professional growth of students
• identity the development stages of their own specialist identity, and support and guide the formation of students’ professional identity
• use topical data from research and development to support their work as an educator.

Content (course unit)

During the course, we will seek answers to the following questions:
• How does adult and vocational education in Finland support and promote growth and learning?
• What are the special qualities of youth and adulthood in terms of growth, learning and guidance?
• How can working life and the work community support the growth, development and learning of an individual?
• How is professional identity built in various sectors, and how can it be supported?
• What is the best way of following and applying the new trends in your own field and the teaching and pedagogy sector?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Describes adult and vocational education of their own field in the Finnish education system from the viewpoint of continuous learning
* Recognises the significance of growth and development at workplaces

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies knowledge of growth and development when guiding and teaching their own future target group (e.g. the youth or adults)
* Analyses the possibilities and challenges of workplace learning
* Comes up with methods to support the growth of a professional identity of their own students.

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions
Teacher Student:
* Creates a development plan for their work as a teacher, utilising up-to-date development and research data
* Reflects and constructs their own identity as a teacher

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• describe the operating environments and pedagogical bases of adult and vocational education in Finland
• specify the stages of growth and development related to youth and adulthood and explain their significance for professional development and the formation of a career path
• combine learning in the workplace and continuous learning with the professional growth of students
• identity the development stages of their own specialist identity, and support and guide the formation of students’ professional identity
• use topical data from research and development to support their work as an educator.

Content (course unit)

During the course, we will seek answers to the following questions:
• How does adult and vocational education in Finland support and promote growth and learning?
• What are the special qualities of youth and adulthood in terms of growth, learning and guidance?
• How can working life and the work community support the growth, development and learning of an individual?
• How is professional identity built in various sectors, and how can it be supported?
• What is the best way of following and applying the new trends in your own field and the teaching and pedagogy sector?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Describes adult and vocational education of their own field in the Finnish education system from the viewpoint of continuous learning
* Recognises the significance of growth and development at workplaces

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies knowledge of growth and development when guiding and teaching their own future target group (e.g. the youth or adults)
* Analyses the possibilities and challenges of workplace learning
* Comes up with methods to support the growth of a professional identity of their own students.

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions
Teacher Student:
* Creates a development plan for their work as a teacher, utilising up-to-date development and research data
* Reflects and constructs their own identity as a teacher

Location and time

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning).

Learning environment (Moodle) of this course will be available from 15th May, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 23rd May, 2024 from 6 pm to 8:30 pm
NOTICE! Do all the study activities according to your own timetable by 12th August 2024. Notice that this Moodle LMS will be closed by 19th August 2024.

After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Exam schedules

There are no exams for this course.

Assessment methods and criteria

Teacher, self and peer assessment of activities completed. Assessment according to the criteria given in the Moodle LMS for assessed tasks.

Assessment scale

Pass/Fail

Teaching methods

Target Group: Only for Students of Professional Teacher Education who are in the English Programme of TAOK.

Individual and collaborative tasks, including readings, video lectures, assignments, reflection etc. online using synchronous and asynchronous technologies. Students are expected to reflect upon their learning and be active participants in their own learning.

Learning environment (Moodle) of this course will be available from 15th May, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 23rd May, 2024 from 6 pm to 8:30 pm
NOTICE! Do all the study activities according to your own timetable by 12th August 2024. Notice that this Moodle LMS will be closed by 19th August 2024.

After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Learning materials

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

Student workload

This is a 5 ECTS course. 5x27 hours = approx 135 hours.

Content scheduling

The contents are divided into 5 themes (see Moodle LMS).

Completion alternatives

Not applicable.

Practical training and working life cooperation

Students will link theory with practice for use in authentic learning environments. The development of an individual professional identity is a core component of the program. This identity and the beliefs formed and identified about teaching and learning shape the practice of the developing educator.

International connections

Theories and practice examined will take account of a wide range of international perspectives, including those brought to the cohort by the participants themselves.

Further information

The aim of the basic studies in education is to improve teacher students understanding of the phenomena they encounter in their work as teachers.

Learning objectives: Teacher student

- knows Finnish adult and vocational education operating environments and their pedagogical underpinnings ( f.ex. Competence-based curriculum, personalized learning, ubiquitous learning)

- recognizes the growth and developmental phases of youth and adulthood in a person’s life cycle and their significance in education, schooling and career paths

- participates in discussion on vocational competences (job specific) and generic working life competences from the perspective of their own field

- identifies the developmental phases of professional identity and builds their own professional identity according to their present/future work description

- utilizes research and development activities in their own teaching

Objectives (course unit)

After completing the course, the teacher student is able to
• define the basic concepts and phenomena of pedagogy and pedagogical research, and explain learning based on these
• describe various concepts of learning and use related information as a basis for education, teaching and guidance activities
• explain the significance of a person’s growth and course of life in the learning and education of students of various ages
• assess the philosophical and historical background of pedagogy and the significance and topicality thereof in the changes in their own ideas about education and in their operating environment
• analyse the pedagogical purposes of the education system, and assess their own influencing opportunities in society as an educator.

Content (course unit)

During the course, we will seek to answer the following questions:
• What is pedagogy, and how is it structured in pedagogical literature and research?
• How are different conceptions of learning related to pedagogy?
• How are growth, development and learning formed in various stages of age and life?
• How have views of pedagogy and learning changed?
• How are pedagogy and education connected to society?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Knows the basic concepts of education and pedagogy
* Describes human development and life span
* Knows the philosophical and historical backgrounds of education
* Knows the responsibilities and goals of education in society

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies different conceptions of learning in teaching and learning in their own field
* Evaluates the philosophical and historical approaches of education from a contemporary teacher’s viewpoint
* Makes visible their own possibilities as a teacher for influencing society and individuals

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
* Reflects on their own role as an educator based on the ethical principles of teachers
* Evaluates their own actions and possibilities as an educator to influence society.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• define the basic concepts and phenomena of pedagogy and pedagogical research, and explain learning based on these
• describe various concepts of learning and use related information as a basis for education, teaching and guidance activities
• explain the significance of a person’s growth and course of life in the learning and education of students of various ages
• assess the philosophical and historical background of pedagogy and the significance and topicality thereof in the changes in their own ideas about education and in their operating environment
• analyse the pedagogical purposes of the education system, and assess their own influencing opportunities in society as an educator.

Content (course unit)

During the course, we will seek to answer the following questions:
• What is pedagogy, and how is it structured in pedagogical literature and research?
• How are different conceptions of learning related to pedagogy?
• How are growth, development and learning formed in various stages of age and life?
• How have views of pedagogy and learning changed?
• How are pedagogy and education connected to society?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Knows the basic concepts of education and pedagogy
* Describes human development and life span
* Knows the philosophical and historical backgrounds of education
* Knows the responsibilities and goals of education in society

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies different conceptions of learning in teaching and learning in their own field
* Evaluates the philosophical and historical approaches of education from a contemporary teacher’s viewpoint
* Makes visible their own possibilities as a teacher for influencing society and individuals

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
* Reflects on their own role as an educator based on the ethical principles of teachers
* Evaluates their own actions and possibilities as an educator to influence society.

Location and time

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning).

Learning environment (Moodle) of this course will be available by 3rd January, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 10th January, 2024 from 7 pm to 8:30 pm. The zoom link will be informed in Moodle. After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

NOTICE! Do all the study activities according to your own timetable by 22nd February 2024. Notice that this Moodle LMS will be closed by 29th February 2024.

Exam schedules

There are no exams for this course.

Assessment methods and criteria

Teacher, self and peer assessment of activities completed. Assessment according to the criteria given in the Moodle LMS for assessed tasks.

Assessment scale

Pass/Fail

Teaching methods

Target Group: For students of Professional Teacher Education, who are in the English Programme of TAOK.

Individual and collaborative tasks, including readings, video lectures, assignments, reflection etc. online using synchronous and asynchronous technologies. Students are expected to reflect upon their learning and be active participants in their own learning.

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning). After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Learning environment (Moodle) of this course will be available by 3rd January, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 10th January, 2024 from 7 pm to 8:30 pm. The zoom link will be informed in Moodle. After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

NOTICE! Do all the study activities according to your own timetable by 22nd February 2024. Notice that this Moodle LMS will be closed by 29th February 2024.

Learning materials

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

Student workload

This is a 5 ECTS course. 5x27 hours = approx 135 hours.

Content scheduling

The contents are divided into 5 themes (see Moodle LMS).

Completion alternatives

Not applicable.

Practical training and working life cooperation

Students will link theory with practice for use in authentic learning environments. The development of an individual professional identity is a core component of the program. This identity and the beliefs formed and identified about teaching and learning shape the practice of the developing educator.

International connections

Theories and practice examined will take account of a wide range of international perspectives, including those brought to the cohort by the participants themselves.

Further information

The aim of the basic studies in education is to improve teacher students understanding of the phenomena they encounter in their work as teachers.

Learning objectives: Teacher student

- knows key concepts and phenomena of education science and research and use them to explain learning

- is familiar with different conceptions of learning and can use them as tools for development and apply them in their own field and in developing their own teacher's creed

- evaluates the philosophy behind ethical and value questions in teachers’ work and is able to see their own work as a part of a historical and philosophical continuum

- explains the significance of a person’s growth and life cycle in teaching and education

- analyzes the societal responsibilities of an education system and their own role as a teacher in exerting influence in society.

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Pass: Teacher student
- combines theoretical data with their own experiences and observations
- reflects their observations, actions and experiences and evaluates their significance to their own competences and knowledge
- participates actively in the group learning process by sharing expertise, searching for information and collaboratively creating knowledge at online and at face to face meetings
- analyzes and evaluates their learning results and choices made
Fail: Teacher student
- describes theoretical knowledge and experiential knowledge and observations separately, discussion is shallow
- presents disconnected facts and/or paraphrases literature
- does not participate in the group processes actively

Objectives (course unit)

After completing the course, the teacher student is able to
• define the basic concepts and phenomena of pedagogy and pedagogical research, and explain learning based on these
• describe various concepts of learning and use related information as a basis for education, teaching and guidance activities
• explain the significance of a person’s growth and course of life in the learning and education of students of various ages
• assess the philosophical and historical background of pedagogy and the significance and topicality thereof in the changes in their own ideas about education and in their operating environment
• analyse the pedagogical purposes of the education system, and assess their own influencing opportunities in society as an educator.

Content (course unit)

During the course, we will seek to answer the following questions:
• What is pedagogy, and how is it structured in pedagogical literature and research?
• How are different conceptions of learning related to pedagogy?
• How are growth, development and learning formed in various stages of age and life?
• How have views of pedagogy and learning changed?
• How are pedagogy and education connected to society?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Knows the basic concepts of education and pedagogy
* Describes human development and life span
* Knows the philosophical and historical backgrounds of education
* Knows the responsibilities and goals of education in society

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies different conceptions of learning in teaching and learning in their own field
* Evaluates the philosophical and historical approaches of education from a contemporary teacher’s viewpoint
* Makes visible their own possibilities as a teacher for influencing society and individuals

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
* Reflects on their own role as an educator based on the ethical principles of teachers
* Evaluates their own actions and possibilities as an educator to influence society.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• define the basic concepts and phenomena of pedagogy and pedagogical research, and explain learning based on these
• describe various concepts of learning and use related information as a basis for education, teaching and guidance activities
• explain the significance of a person’s growth and course of life in the learning and education of students of various ages
• assess the philosophical and historical background of pedagogy and the significance and topicality thereof in the changes in their own ideas about education and in their operating environment
• analyse the pedagogical purposes of the education system, and assess their own influencing opportunities in society as an educator.

Content (course unit)

During the course, we will seek to answer the following questions:
• What is pedagogy, and how is it structured in pedagogical literature and research?
• How are different conceptions of learning related to pedagogy?
• How are growth, development and learning formed in various stages of age and life?
• How have views of pedagogy and learning changed?
• How are pedagogy and education connected to society?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Knows the basic concepts of education and pedagogy
* Describes human development and life span
* Knows the philosophical and historical backgrounds of education
* Knows the responsibilities and goals of education in society

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies different conceptions of learning in teaching and learning in their own field
* Evaluates the philosophical and historical approaches of education from a contemporary teacher’s viewpoint
* Makes visible their own possibilities as a teacher for influencing society and individuals

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
* Reflects on their own role as an educator based on the ethical principles of teachers
* Evaluates their own actions and possibilities as an educator to influence society.

Location and time

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning).

Learning environment (Moodle) of this course will be available from 15th May, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 23rd May, 2024 from 6 pm to 8:30 pm
NOTICE! Do all the study activities according to your own timetable by 12th August 2024. Notice that this Moodle LMS will be closed by 19th August 2024.

After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Exam schedules

There are no exams for this course.

Assessment methods and criteria

Teacher, self and peer assessment of activities completed. Assessment according to the criteria given in the Moodle LMS for assessed tasks.

Assessment scale

Pass/Fail

Teaching methods

Target Group: Only for Students of Professional Teacher Education who are in the English Programme of TAOK.

Individual and collaborative tasks, including readings, video lectures, assignments, reflection etc. online using synchronous and asynchronous technologies. Students are expected to reflect upon their learning and be active participants in their own learning.

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning).

Learning environment (Moodle) of this course will be available from 15th May, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 23rd May, 2024 from 6 pm to 8:30 pm
NOTICE! Do all the study activities according to your own timetable by 12th August 2024. Notice that this Moodle LMS will be closed by 19th August 2024.

After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Learning materials

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

Student workload

This is a 5 ECTS course. 5x27 hours = approx 135 hours.

Content scheduling

The contents are divided into 5 themes (see Moodle LMS).

Completion alternatives

Not applicable.

Practical training and working life cooperation

Students will link theory with practice for use in authentic learning environments. The development of an individual professional identity is a core component of the program. This identity and the beliefs formed and identified about teaching and learning shape the practice of the developing educator.

International connections

Theories and practice examined will take account of a wide range of international perspectives, including those brought to the cohort by the participants themselves.

Further information

The aim of the basic studies in education is to improve teacher students understanding of the phenomena they encounter in their work as teachers.

Learning objectives: Teacher student

- knows key concepts and phenomena of education science and research and use them to explain learning
- is familiar with different conceptions of learning and can use them as tools for development and apply them in their own field and in developing their own teacher's creed
- evaluates the philosophy behind ethical and value questions in teachers’ work and is able to see their own work as a part of a historical and philosophical continuum
- explains the significance of a person’s growth and life cycle in teaching and education
- analyzes the societal responsibilities of an education system and their own role as a teacher in exerting influence in society.

Objectives (course unit)

This course will dive into the world of educational policy, explore its development and execution from global strategies to classroom realities, and understand the pivotal role of social, political, and economic forces in shaping education. It will uncover the influence of international NGOs, political ideologies, and research organisations on policy formation, equipping the participant with the knowledge to navigate and impact the educational landscape.

After completing the course, the students will be able to

• appraise the various dynamic processes 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

Content (course unit)

A historical reflection on the purpose of education and schooling.
Social, Political, Technological, Environmental, Legal and Economic impact of education and educational policy
The impact of stakeholders and the emergence of new drivers for reform
The politics of reform and disruption
The challenges of implementing education research into practice.
The challenges and changes facing education in the 21st century and the need for reform.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students identify key concepts, theories, and figures in educational policy, demonstrating foundational knowledge by classifying and defining pivotal terms and stakeholders. The students explain the basic principles behind the development and impact of educational policies, showing an understanding through summarizing and describing how these policies interact with social, political, and economic forces. The students take responsibility and commit to a group, give and receive feedback.

Assessment criteria, good (3-4) (course unit)

The students apply concepts and theories to analyse case studies or hypothetical scenarios in educational policy, showing practical understanding through organizing and constructing arguments or solutions. The students evaluate the effectiveness of different educational policies by breaking down their components, assessing their outcomes, and identifying strengths and weaknesses through comparison and contrast. The students take responsibility for their learning and contribute to the progress of others.

Assessment criteria, excellent (5) (course unit)

The students evaluate the impact of various educational policies on multiple levels using a comprehensive set of criteria, making informed judgments, and defending positions on their efficacy and alignment with educational goals. The students propose innovative and justified solutions or reforms to existing educational policies by creatively combining knowledge and insights, demonstrating a high level of critical thinking and originality. The students participate actively in collaborative learning by sharing expertise, searching for information, and collaboratively creating knowledge.

Location and time

fully online 8 January - 11 March 2024

Exam schedules

no exam, instead assessed assignments

Assessment methods and criteria

Self, peer, and teacher assessment
Assessment criteria for grades 1-5 are given in a rubric and available for students in Moodle

Assessment scale

0-5

Teaching methods

Independent study, collaborative knowledge building in small groups, online synchronic and asynchronic discussions, writing an analysis report

Learning materials

Jones, T. 2013.Understanding Education Policy. The Four Education Orientations Framework

Handbook of Education Policy
Postiglione, Gerard A., editor.; Johnstone, Christopher J., editor.; Teter, Wesley R., editor.; Edward Elgar Publishing, publisher.
2023

In addition, recent research articles shared in Moodle and students' information search.

Student workload

26,7 x 5 cr = 133h
Time allocated for reading approx 40h
assignments approx 35h
group discussions, peer feedback and reflection approx 30h
following media discussion 10h
navigation, guidance etc 18h

Content scheduling

Key concepts: What is Education Policy
Philosophical and ideological orientations to the purpose of education
Following media discussion
Investigating a chosen topic
Impact of global influences and stakeholders
Education reforms
Giving and receiving peer feedback
Synchronous and asynchronous online presentations and discussions

International connections

international cohort

Objectives (course unit)

The core competence fields of teachers’ work are assessment competence, cultural competence, teaching and facilitation competence, partnership competence and wellbeing competence. They form a framework for all competence objectives.

Teacher students
- know basic concepts and phenomena of educational science and educational research and can explain learning based on them
- conceptualise learning, know different learning conceptions and can use them as development tools and apply them in their field and in building their teaching/supervision knowledge
- can explain the meaning of human growth and life cycle in teaching and education
- assess philosophical and historical background viewpoints of education and consider their importance and topicality in developing their educational thinking and operating environment
- analyse social tasks of the educational system and expand their understanding of social impact possibilities as teachers and facilitators.

Content (course unit)

The basic starting point for teachers’ work is an extensive understanding of learning and education. Teachers’ work reflects on the historical period and its views. The course examines different fields of educational science. The course is a part of the educational science studies.

Key questions:
What are the basic concepts and phenomena of educational science and educational research?
What learning conceptions are there and how do they explain learning? How can they be applied in teachers’ work?
What viewpoints do educational and developmental psychology bring into teachers’ work? What is life cycle thinking?
How has teachers’ work changed and what historical changes and ideologies have there been? How has the conception of teacherhood and learning changed as a part of the social change?
What viewpoints does educational philosophy bring into teacherhood and teachers’ work?
What viewpoints does educational sociology bring into teacherhood and teachers’ work?
What is the Finnish education system like and what are its social tasks?

Assessment scale

Pass/Fail

Objectives (course unit)

The core competence fields of teachers’ work are assessment competence, cultural competence, teaching and facilitation competence, partnership competence and wellbeing competence. They form a framework for all competence objectives.

Students
- know Finnish adult and professional education environments and their pedagogical foundations (eg competence-based, individual and ubiquitous learning)
- identify human growth and development phases in childhood and adulthood and their role in education and career development
- use workplace learning in a diverse manner as a key part of continuous learning and participate in discussions to map field-specific competence needs in working life
- identify development phases of professional identity and support/facilitate building of professional identity according to their job description
- use research and development information in their work.

Content (course unit)

In teachers’ work it is important to understand how education and teaching are connected to working life, continuous learning and diverse identities. Teachers work as individuals, members of the work community, researchers, developers and social actors. The course is a part of the educational science studies.

Key questions:
What are adult and professional education and learning in different operating environments? What kind of learning environment is work/workplace?
How does education policy affect the education system and working life?
What does competence mean and what is competence-based learning? What are competence-based practices at the interface of work and learning?
How are adolescents and adults considered individually in teaching and supervision?
What are different identities and how do they develop? How is professional identity development supported in different operating environments? How is continuous learning supported?
What viewpoints do educational science research and different development projects give to teaching and facilitation?

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- knows how to describe electromagnetic phenomena and electric circuits with physical quantities and their dependencies
- is able to give justifiable solutions to related problems.
- knows how the electric and magnetic fields are generated and how these fields are used in applications.

Content (course unit)

Electric and magnetic fields, electric circuits and different electronic components, electric and magnetic properties of matter, electromagnetic induction, principals of electric sensors.

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

Assessment criteria, satisfactory (1-2) (course unit)

Student is able to use quantities and units of electrostatics and magnetism. Student is able to analyze phenomena quantitatively and solve simple problems which resemble exemplary problems given during the course.

Assessment criteria, good (3-4) (course unit)

In addition to previous, student is also able to utilize the basic laws of electrostatics and magnetism in new problems and justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws in electrostatics and magnetism, the interrelations between the laws and utilization of them in problem-solving. Student is fluent in analyzing problems and justifying the solutions.

Assessment scale

0-5

Objectives (course unit)

The student
- knows how to describe electromagnetic phenomena and electric circuits with physical quantities and their dependencies
- is able to give justifiable solutions to related problems.
- knows how the electric and magnetic fields are generated and how these fields are used in applications.

Content (course unit)

Electric and magnetic fields, electric circuits and different electronic components, electric and magnetic properties of matter, electromagnetic induction, principals of electric sensors.

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

Assessment criteria, satisfactory (1-2) (course unit)

Student is able to use quantities and units of electrostatics and magnetism. Student is able to analyze phenomena quantitatively and solve simple problems which resemble exemplary problems given during the course.

Assessment criteria, good (3-4) (course unit)

In addition to previous, student is also able to utilize the basic laws of electrostatics and magnetism in new problems and justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws in electrostatics and magnetism, the interrelations between the laws and utilization of them in problem-solving. Student is fluent in analyzing problems and justifying the solutions.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

Learning outcomes of the course unit:
After completing the course, the students

- are familiar with various listening and speaking theories
- are fluent in communicating orally in a fully on-line environment
- are more aware of various cultural issues which may arise in multi-cultural work groups
- are able to create a video presentation in groups
- know how to use different on-line communication tools


Level: European Framework of Reference: B2-C1

Content (course unit)

Course contents


Speaking theory
Listening theory
Pronounciation exercises
Cultural aspects


The course consists of theory material which the students are required to study independently, individual assignments which are submitted to the teacher as well as a small group project. In the group project the students create a short video in small groups.

Prerequisites (course unit)

Prerequisites and co-requisites
Prerequisites: upper secondary school English or equivalent. This is an advanced course on English.

Further information (course unit)

The English course in speaking and listening is aimed at students who wish to improve their pronunciation in English, learn to listen to and comprehend spoken English better and who want to improve their skills in on-line collaboration and the use of contemporary on-line discussion tools.

The course is also suitable for all students from all degree programmes. It is also suitable for exchange students as the teaching language of the course is English.

This is a fully on-line course with no classroom meetings. The course consists of both independent work as well as a small final project which will be done in groups. Even though the course has a schedule with set deadlines, the students need to be able to also work independently.

Assessment methods and criteria

The students will be assessed both individually and in groups. Individual assignment consists of learning diaries and podcasts and the group assessment on the final product of the project the students will be doing in groups. The assessment methods will include assessment by the teacher, self-assessment as well as peer assessment.

Assessment scale

0-5

Teaching methods

The course takes place in an on-line learning environment with no actual classroom meetings, and half of the students in the course will be from Masaryk University, Czechia. There will be on-line meetings with the other students and the teacher through various on-line communication tools. The students will also be working on video project together in small groups. Other learning activities include producing audio and video recordings.

Learning materials

All the course materials are submitted through the learning environment and the students have no need to buy any materials.

Student workload

The course is divided into 3 sections, which each take approximately 3 weeks to complete, and 1 week at the end for feedback. The students need to plan their schedules individually and with their group members.
Note: There are no weekly classes!

Content scheduling

The course will begin in March.

Further information

The participants need to have access to a computer with speakers/headphones and a microphone. Laptop quality equipment is sufficient. They also need to have video recording equipment, but smartphone quality is quite enough (the students do not need to own a video camera).