Study Guide

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 / 2024 (ENG)

1. Web. Orientation Wed. 23.10.2024 at 18.45.-20.15
2. Web. Designing the learning process and different models Wed 30.10.2024 at 18.45.-20.15
3. Web. Designing the learning process workshop 13.11.2024 at 18.45.-20.15
4. Web. Learning environments and cooperation Wed 27.11.2024 at 18.45.-20.15
5. Peer assessment event Wed. 11.12.2024 klo 16.00-18.00

(Webinars will be recorded as appropriate, participation is 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, information acquition/reading, 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 2024.

October-December 2024

1. Web. Orientation Wed. 23.10.2024 at 18.45.-20.15
2. Web. Designing the learning process and different models Wed 30.10.2024 at 18.45.-20.15
3. Web. Designing the learning process workshop 13.11.2024 at 18.45.-20.15
4. Web. Learning environments and cooperation Wed 27.11.2024 at 18.45.-20.15
5. Peer assessment event Wed. 11.12.2024 klo 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
sirpa.levo-aaltonen@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)

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 / 2024 (ENG)

1. Web. Orientation Wed. 23.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
2. Web. Designing the learning process and different models Wed 30.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
3. Web. Designing the learning process workshop 13.11.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
4. Web. Learning environments and cooperation Wed 27.11.2024 at 16.30-18.30
5. Peer assessment event Tuesday 10.12.2024 klo 16.30-18.30 online and contact (TAMK)

(Webinars will be recorded as appropriate, participation is 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, information acquition/reading, 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 2024.

October-December 2024

1. Web. Orientation Wed. 23.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
2. Web. Designing the learning process and different models Wed 30.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
3. Web. Designing the learning process workshop 13.11.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
4. Web. Learning environments and cooperation Wed 27.11.2024 at 16.30-18.30
5. Peer assessment event Tuesday 10.12.2024 klo 16.30-18.30 online and contact (TAMK)

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
sirpa.levo-aaltonen@tuni.fi
maija.timonen@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)

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)

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 review 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 review 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

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)

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 1 / 2022

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 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 1 / Fall 2022.

Autumn - October 2022.

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.

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

Course is passed, when student teacher has demonstrated the competencies mentioned in the learning goals of this course.

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 1 / 2022 (ENG)

Starting webinar Wed 24.8 18.15- 20.00
II Webinar Wed 31.8 18.15- 20.00
III Webinar Wed 14.9 18.15- 20.00
IV Webinar Wed 28.9 18.15- 20.00

(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 1 / Fall 2022.

Autumn - October 2022.

Starting webinar Wed 24.8 18.15- 20.00
II Webinar Wed 31.8 18.15- 20.00
III Webinar Wed 14.9 18.15- 20.00
IV Webinar Wed 28.9 18.15- 20.00

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:

sanna.ruhalahti@tuni.fi
jiri.vilppola@tuni.fi
mari.leppavuori@tuni.fi

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

Course is passed, when student teacher has demonstrated the competencies mentioned in the learning goals of this course.