التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟

MODERN TECHNOLOGIES IN LEARNING; NEW PEDAGOGY – NEW EVALUATION Jarmo Ritalahti Principal lecturer HAAGA-HELIA UAS IEFE 2013, 20 February 2013

LIST OF CONTENT 1.  HAAGA-HELIA UAS 2.  PORVOO CAMPUS

1.  General 2.  Development project 3.  Campus concept 4.  Campus competences

3.  PEDAGOGY 4.  EVALUATION

1.  HAAGA-HELIA UNIVERSITY OF APPLIED SCIENCES

Business university with over 40 degree programmes Bachelor and master programmes In three languages (Finnish, Swedish and English) Over 10 000 students, and 700 staff members Over 1 000 international students in degree programme 190 partner universities all over the world Four units in Helsinki, and two in the metropolitan area

1. HAAGA-HELIA UNOVERSITY OF APPLIED SCIENCES

2. PORVOO CAMPUS 2.1 General

1 000 students, and 60 staff members Business and tourism programmes in three languages (Finnish, Swedish and English) Sales and services in tourism, business tarvel and travel management, accounting, export mana- ment 100 international students in degree programmes

2.2 Devolopment project – the need

Regional developent,

town development, industry co-

operation

Porvoo unit’s own

profile

Need for new

space

2.2 Development project – three parallel and linked development processes in Porvoo

Porvoo Campus

Artfactory

Western riverbank

2.2 Development project – Campus vision

Living Lab for Creavity, Learning and Innovatons

Workshop

1

Workshop

3

Workshop

2

2.2 Deveolpment project – internal projects at HAAGA-HELIA UAS in Porvoo

Porvoo Campus

Campus vision

Campus building

Campus CV and learning

2.2 Development project – Constructive research Working group -

research

Academic and supportive staff

Trend analysis, brainstorming, learning cafés,

industry interviews, etc.

Working group - analysis

New curriculum and tools to

enhance learning

2.2 Development process – basic concepts

HH’s basic values

Inquiry learning

Perception of know-ledge, man and learning

HH’s strategies

Mega-trends

Lear-ning in the future

CV- con-cept

Compe-tences

Visions (HH & Campus)

2.2 Megatrends in development work Ageing population Economics of global knowledge Changing networks Sustainable development Lifelong learning Information flood Are they valid in Saudi Arabia as well?

2.3 Campus concept

Porvoo Campus

Campus vision

Pedagogical approach and competences

Campus architecture and design

Lear-ning for the future

2.3 Campus concept New curricula for six degree programmes in business and tourism in three languages based on joint meta- and procfessional competences Real life projects where co-operation focuses on the fields of tourism, wellbeing, KIBS, and creative sector All the stakeholders are learners (students, members of the academic staff, and commissioners

2.3 Campus concept Semester projects Personal lap-tops Focus on learning New methods to enhance learning Operational environment includes inhabitants and visitors > in the near future also volontary work

2.4 Campus competences Meta-competences (i.e.)

Learn to

learn Net-

working

Inter-action

Commit-ment

Attitude Respon-sibility

2.4 Campus competences Business competences (i.e.)

Communication skills

Operational environment

Production and selling services

Social and collaboration

skills

Business and entrepreneurial

skills

2.4 Campus competences Students develop their professional skills and the generic meta-competences needed in work life through the following three phases:

1. Adaption 2. Application’ 3. Development

The competences and skills of the students develop in an integrated way when they work in projects that provide increasing challenges as the studies advance

10.11.2006 Malli kalvopohjasta

19

3 Campus pedagogy – inquiry learning

Learning

1. Defining the development

task and problem

2. Constructing the aims and

content for the implementation

plan

3. Agreeing on the theoretical

framework

4. Working together to

build knowledge

5. Reflection

6. Knowledge sharing


20

3 Campus pedagogy – steps in inquiry learning First step: Defining the development task and problem:

Preliminary plan to implement the semester (tasks, courses, resources, partners, etc.) discussed by the teacher team Second step: Constructing the aims and content of the implementation plan:

Commission and preliminary project plan is introduced to students Structured students discussions in small groups Collecting and filtering data (literature, interviews, brainstorming, benchmarking, etc.) Result workshop Final development task and aims


21

3 Campus pedagogy – steps in inquiry learning Step three: Agreeing on theoretical framework

Lectures, guest lectures, company visit, literature lists and reading, literature circles, essays, theory presentations, final implementation plan

Step four: Working together to build knowledge

Workshops, consultations, clinics, lectures, team meetings, commissioner meetings, stakeholder meetings, diaries, documentation, imolementation


22

3 Campus Pedagogy – Inquiry learning Step five: Reflection

Written self and team reflection Feedback meetings (critical, giving and receiving) Future developments

Step six: Knowledge sharing

Final reports, projects serminars, skills demontrations, articles and publications, conference participation, open doors


23

4 Evaluation Students are evaluated in business and meta- competences Teachers are evaluated in course (HAAGA-HELIA) and semester feedbacks (Porvoo Campus) Commissioners get also polite feedback in final discussions


24

4 Evaluation In general, students are evaluated by teachers, peers, and themselves in

- attendendance - participation, activity - success in project roles - performance in i.e. exams, essays, and presentations (teachers)

at course and semester levels


25

4 Evaluation

Learning and assessment portfolio (a tool to follow learning and archive/collect results of semester work)

- Built/collected by individual student - Includes samples of learning experiences - Collection of learning products for further use - Encourages for more organised learning - Visualises learning - Improves knowledge, social skills and personal and professional identities - Portfolio is assessed in scale 1 - 5


26

4 Evaluation Feedback session (about one hour per group)

- Description of learning process by learning modules - Experiences in the commissioned project and learning - Description of own learning motivation - Self and peer assessment - Development suggestions for the semester concerned


27

4 Evaluation Evaluation criteria for peer-to-peer assessment (two examples):

- Grade and rationalise you and your team members in scale 1 – 5 according your work, participation and contribution for the success of your task - Grade you and your team members in the project in scale 1 – 5; name positive sides, and development targets


28

THANK YOU! QUESTIONS?

Education

التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟