Study Guide

Objectives (course unit)

Upon completion of the module the student will:
- Understand how active learning is anchored in the cornerstones of modern inquiry-based (socio-constructivist) pedagogy and gain ideas and tools for implementation in everyday school work.
- Understand the meaning of a safe atmosphere for learning and how to promote it as a teacher
- Know the meaning of students' own activity in learning and can apply activating teaching methods in their own teaching.
- Understand the meaning of prior knowledge for learning and be able to apply prior knowledge mapping methods in their own teaching.
- Understand the meaning of social interaction for learning and be able to apply cooperative teaching methods in their own teaching
- Understand the meaning of reflection for learning and be able to apply methods of reflection in their own teaching

Content (course unit)

Featuring of evidence-based tools and active learning ideas. Research has shown the significance of heating, grouping, and mapping pre-existing knowledge. The active role of the student is essential. In all this, the teacher has a key role in the use of methods to promote active learning within the framework of the curriculum.

Further information (course unit)

Methods:
The methodology includes multiple activating and participatory methods of online teaching and learning both in large groups and in smaller groups in pairs. Short videos of practice in the Finnish classroom are also shown. The techniques introduced are warm-ups, voting, group preparation and inside-outside circles. I work in Moodle.

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module the student will:
- Understand how active learning is anchored in the cornerstones of modern inquiry-based (socio-constructivist) pedagogy and gain ideas and tools for their implementation in everyday schoolwork.See the possibilities of positive psychology to promote learning and the pleasure of learning
- Understand the meaning of students' own activity in learning competencies
- Understand the role of the teacher in promoting competencies and active learning
- Understand the meaning of good questions and curiosity to learn
- Understand the Meaning of Social Interaction for Learning
- Be able to apply cooperative teaching methods in their own teaching.
- understand the meaning of reflection for learning and be able to apply methods of reflection in their own teaching

Content (course unit)

- Brief introduction to positive psychology.
- Tools and ideas to promote self-knowledge and the joy of learning.
- Competencies and how to learn/teach them is the main topic of the session.

Further information (course unit)

Methods:
Examples of positive psychology methods and ideas for learning outside the classroom are presented. Teachers study snowball methods, themed coffee, and line methods in groups. I work in Moodle.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:
- Recognise the role of assessment at different stages of the learning process, such as before and during learning, as well as when assessing competencies.
- Direct, plan, and use various assessment methods in the learning process.
- Use multi-constituent assessment by engaging the student and other actors in the learning environment for ongoing assessment.
- See evaluation as a great model, which also includes the evaluation of the teacher's actions, as well as the practices and quality of the organization.

Content (course unit)

We seek answers to the following questions:
- How has evaluation, its tasks, methods, and approach changed over time and into the future?
- How are personalization and evaluation linked?
- How can a teacher assess a student's learning and competence in a variety of ways, using and engaging different learning environments, with ethical justification?
- How do diversity and different levels of evaluation manifest themselves in a teacher's work, from the assessment of the student's learning and competencies to the evaluation of the teacher's own work and the functioning of the organization?

Further information (course unit)

Methods:
Micro lectures, debates, small group breakout room discussions, Moodle work

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:
- Learn the difference between synchronous and asynchronous digital learning and its benefits and limitations.
- Learn about the best practices and digital tools used in TAMK and vocational education in Finland.
- Have some ideas on how to implement digital tools in their classes.

Content (course unit)

- What are the best ways to activate students in the digital environment?
- What kind of tools are used in Finnish vocational education and also at other levels?
- What are the limitations of digital tools?
- How the digital environment is developing in Finnish schools

Further information (course unit)

Methods:
Micro lectures, debates, demonstrations and tests. Working in Moodle

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:
- Understand the role of leadership coaching in inspiring and developing leadership.
- Understand the importance of teamwork in the operation, learning, and development of an educational institution.

Content (course unit)

- Recognizing the importance of leadership coaching and teamwork in the development of the educational institution.
- Leadership Coaching: How to Support Teachers' Professional Development? How to give feedback and guidance?
- Teamwork in an Educational Institution: How to Use a Team as a Catalyst and Platform for Individual Learning?

Further information (course unit)

Methods:
Micro lectures, debates, small group breakout room discussions, Moodle work

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:
- Recognize the learning organization as a system.
- Learn about cooperative leadership and competency-based learning as new ways to lead the learning process
- Learn about some new ways to provide teacher training and plan longer learning processes to improve teachers' competencies

Content (course unit)

- How to improve learning within the school
- How to plan effective in-service education for teachers
- What are the cost-effective ways to organize a mentoring system for peer learning for teaching staff?
- How do adults learn, and how to improve learning for learning experts

Further information (course unit)

Methods:
Micro lectures, debates, small group breakout room discussions, Moodle work

Assessment scale

0-5

Objectives (course unit)

The objective of the task is to jointly and collaboratively develop or change the operational culture of the educational institution in a very practical manner.

Both the institution's director and all teachers participating in the program will be involved in the planning and execution of the development task.

Additionally, the institution's staff and network can be engaged in the task.

Content (course unit)

The development task should be related to one of the 12 themes of the modules implemented by TAMK (e.g., national and regional curriculum design, pedagogical/didactic freedom within study plans, multidisciplinarity, diverse assessment, entrepreneurship, sustainability, socio-emotional skills, etc.).

Further information (course unit)

Presentation of Results:
The presentation of the task results is flexible and can take the form of an infographic, poster, video, or a more traditional report. Each educational institution will have 20 minutes to present the results during a final 2-day seminar.

Educational institutions without other participants in the program will carry out the development task independently. In such cases, the task will be related to the leadership theories studied during the AntofaEDUCA program. This presentation can take a similar format, whether as an infographic, poster, video, or a more traditional report.

Assessment scale

0-5

Objectives (course unit)

The objective of the task is to jointly and collaboratively develop or change the operational culture of the educational institution in a very practical manner.

Both the institution's director and all teachers participating in the program will be involved in the planning and execution of the development task.

Additionally, the institution's staff and network can be engaged in the task.

Content (course unit)

The development task should be related to one of the 12 themes of the modules implemented by TAMK (e.g., national and regional curriculum design, pedagogical/didactic freedom within study plans, multidisciplinarity, diverse assessment, entrepreneurship, sustainability, socio-emotional skills, etc.).

Further information (course unit)

Presentation of Results:

The presentation of the task results is flexible and can take the form of an infographic, poster, video, or a more traditional report. Each educational institution leader will have 20 minutes to present the results during a final 2-day seminar.

Assessment scale

0-5

Objectives (course unit)

 Customer management & customer management software
 Content and digital marketing
 Digital sales & service export
 Digital service design
The course introduces the customer experience of the digital age as well as its management and development. After taking the course, students know how to use customer understanding in creating customer paths and customer profiles and personas, plan marketing communications and understand its importance in the formation of customer experience, identify sources of customer value and plan customer-oriented offerings, and set customer goals and plan related metrics. After the course, students understand how digital product and service expertise and customer management are related to export trade. The course also highlights the importance of digital service exports to the Finnish national economy: Service exports have grown faster than goods exports for a long time, and cover a third of the total value of Finnish exports. The growth of the market for high skills and services that can be digitized offers opportunities for internationalization and growth, which in turn emphasizes the importance of digital service design. After taking the course, students understand that the customer orientation of digital services and online shopping is ensured by means of service design. Students learn to pay attention to the smoothness of the customer's purchase path and the continuous development of online shopping.
The course is very practical and diverse. Lectures, group work, practical digital content production exercises (on social media) and guest speakers (export companies from Pirkanmaa, digital service design professionals) are used as teaching methods.
Timetable: October 2022 – January 2023

Assessment scale

0-5

Objectives (course unit)

 Customer management & customer management software
 Content and digital marketing
 Digital sales & service export
 Digital service design
The course introduces the customer experience of the digital age as well as its management and development. After taking the course, students know how to use customer understanding in creating customer paths and customer profiles and personas, plan marketing communications and understand its importance in the formation of customer experience, identify sources of customer value and plan customer-oriented offerings, and set customer goals and plan related metrics. After the course, students understand how digital product and service expertise and customer management are related to export trade. The course also highlights the importance of digital service exports to the Finnish national economy: Service exports have grown faster than goods exports for a long time, and cover a third of the total value of Finnish exports. The growth of the market for high skills and services that can be digitized offers opportunities for internationalization and growth, which in turn emphasizes the importance of digital service design. After taking the course, students understand that the customer orientation of digital services and online shopping is ensured by means of service design. Students learn to pay attention to the smoothness of the customer's purchase path and the continuous development of online shopping.
The course is very practical and diverse. Lectures, group work, practical digital content production exercises (on social media) and guest speakers (export companies from Pirkanmaa, digital service design professionals) are used as teaching methods.
Timetable: October 2022 – January 2023

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:

- Understand the meaning of lifelong and future-oriented career guidance as part of the school system
- Understand how future-oriented, lifelong career guidance increases student engagement through encounters and a holistic approach
- Recognise the role of all teachers in this process and have some ideas on how to implement career guidance in her school

Content (course unit)

- Future-oriented and hope-focused career guidance concept
- How to Increase Student Engagement Through Encounter and a Holistic Approach
- The Role of Teachers and Educational Leadership in Promoting Career Guidance Across the School System

Further information (course unit)

Introductory lecture, discussions, brainstorming activities. Examples and cases raised during the webinar, work in Moodle.

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:
- Understand the meaning of permanent, future-oriented career guidance as part of the school system and teaching work.
- Understand how future-oriented, lifelong career guidance increases student engagement through encounters and a holistic approach and learn about different dialogic methods to achieve this.
- Recognize the role of all teachers in this process and have some ideas on how to implement career guidance in her school.

Content (course unit)

- Future-oriented and hope-focused career guidance concept
- The Role of Teachers and Educational Leadership in Promoting Career Guidance Across the School System

Further information (course unit)

Introductory lecture, discussions, brainstorming activities. Examples and cases raised during the webinar. Work in Moodle.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will learn the basic principles of:
- VUCA ideas and theories of change such as systems theory in change.
- Some Methods of Scenarios in Leadership.
as well as what are the benefits of these methods from the pedagogical leadership view of pedagogical leadership.

Content (course unit)

- How to Create Scenario Workshops at School
- How to Encourage Teachers to Use "Three-Dimensional Glasses" When Planning Their Courses

Further information (course unit)

Methods:
Micro lectures, debates, small group discussion rooms, examples, work in Moodle.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:

- Understand the Finnish education system's perspectives on promoting entrepreneurship
- Learn how to plan and implement business education in an educational institution.
- Understand the role of entrepreneurship in the educational institution and its effects on preparing students for working life.
- Learn the basic principles of PBL (Project-Based Learning)

Content (course unit)

- Entrepreneurship in Education: Why Is It Important? How do you support students' professional capabilities?
- Finnish examples: entrepreneurship education programs, cooperation with companies, project-based learning.

Further information (course unit)

Methods:
Micro lectures, debates, small group discussion rooms, examples. I work in Moodle.

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:
- Recognise the role of assessment at different stages of the learning process, such as before and during learning, as well as when assessing competencies.
- Direct, plan, and use various assessment methods in the learning process.
- Use multi-constituent assessment by engaging the student and other actors in the learning environment for ongoing assessment.
- See evaluation as a whole model, which also includes the evaluation of the teacher's actions, as well as the practices and quality of the organization.

Content (course unit)

- How has evaluation, its tasks, methods, and approach changed over time and into the future?
- How are personalization and evaluation linked?
- How can a teacher assess a student's learning and competence in a variety of ways, using and engaging different learning environments, with ethical justification?
- How does diversity and different levels of evaluation manifest themselves in a teacher's work, from the assessment of the student's learning and competencies to the evaluation of the teacher's own work and the functioning of the organization?

Further information (course unit)

Methods:
Micro lectures, debates, small group breakout room discussions, Moodle work

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:
- Learn about the structure of the Finnish education model.
- Learn about the basic ethical and values-based principles in Finnish education.
- Have a basic understanding of what kind of teachers are working at different levels of Finnish education.
- Reflect on the similarities and differences between the system and teacher qualification requirements in Chile and Finland

Content (course unit)

- What are the basic milestones and values in Finnish education?
- How has the education system developed in Finland over the last few centuries?
- What kind of similarities and differences are there between Chile's education system and Finland's?

Further information (course unit)

Methods:
Lecture, discussion room, Flinga whiteboards, work in Moodle

Assessment scale

0-5

Objectives (course unit)

Learning Objectives:
Upon completion of this module, the participant will:
- Learn about the structure of the Finnish education model.
- Learn about the basic ethical and values-based principles in Finnish education.
- You have a basic understanding of what kind of teachers are working at different levels of Finnish education.
- It has tools to reflect the similarities and differences between the system and teacher qualification requirements in Chile and Finland

Content (course unit)

Contents:
We seek answers to the following questions:
- What are the basic milestones and values in Finnish education?
- How the education system has developed in Finland over the last few centuries
- What kind of similarities and differences are there between Chile's education system and Finland's?

Further information (course unit)

Methods:
Lecture, discussion room, Flinga whiteboards, work in Moodle

Assessment scale

0-5

Objectives (course unit)

Upon completion of the module, the participant will:
- Understand the Finnish education system's perspectives on promoting entrepreneurship
- Learn how to plan and implement business education in an educational institution.
- Understand the role of entrepreneurship in the educational institution and its effects on preparing students for working life.
- Learn the basic principles of PBL (Project-Based Learning)

Content (course unit)

- Entrepreneurship in Education: Why Is It Important? How do you support students' professional capabilities?
- Finnish examples: entrepreneurship education programmes, cooperation with companies, project-based learning.

Further information (course unit)

Methods:
Micro lectures, debates, small group breakout room discussions, examples, work in Moodle

Assessment scale

0-5

Objectives (course unit)

In this course, the participants learn innovation pipeline for sustainable business openings in a company. They understand how to advance a CE concept including techno-economic analyses and communication. They learn to identify the important target groups in the innovation pipeline and how to communicate with them.

After completing the course, the participants can:
- describe the innovation pipeline of a CE concept in a company
- make plans and schedules to manage innovation project
- conduct necessary analyses to advance the CE concept
- identify target audiences for promoting an innovation
- prepare and execute communication to target audience

Content (course unit)

Technoeconomic fundamentals.
Global raw material pools.
Sustainability sanity check.
Iteration and validation of the CE concept.
Project management.
Elevator pitch for different audiences.

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

The student can recognise and define CE innovation pipeline in a company. The student can, with the help of others, make plans and conduct analyses. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. The student takes responsibility for her/his own work but commitment to collaborative working and to the shared goal is weak.

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

The student can explain CE innovation pipeline in a company and structure things in relation to one another. The student can make plans and conduct analysis independently and select the most appropriate course of action from diverse options and justify the choices. The student can apply knowledge, and limit and solve problems. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views. The student can cooperate responsibly and is committed to collaborative working and the shared goals.

Assessment criteria, excellent (5) (course unit)

Student can analyze CE innovation pipeline in a company, generalize and relate to the professional context. The student can search for diverse courses of action and solution alternatives, justify his/her choices, and try new courses of action. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student cooperates responsibly, flexibly, and constructively and develops his/her own and the group's interaction.

Assessment scale

0-5

Objectives (course unit)

Educational Management and Leadership Curriculum:

Understand the current scenario and set the direction for the future
- Understand the current state and challenges of the education landscape (including special needs education)
- Recognize the importance of future competencies in shaping the educational environment.
- Develop skills to assess risks and create individualized learning plans.
- Define clear and achievable goals for the future of education (including special needs education)

Educational and Pedagogical Leadership and Quality Management:
- Understand the importance of aligning strategy, values, and mission in educational leadership
- Understanding the Role of Digitalization in Modern Education
- Develop skills to lead change and manage transitions effectively.
- Understand the principles of pedagogical leadership and their impact on student outcomes.
- Recognize the importance of quality management to ensure educational excellence.

Content (course unit)

Educational Management and Leadership Curriculum:
- Overview and comparison of the current state of the education landscape in Finland and Chile
- Exploration of the skills needed for the future of education.
- Techniques for establishing, refining, and implementing educational objectives.

Educational and Pedagogical Leadership and Quality Management:
- Leading strategy, values, and mission in an educational institute
- Digital Learning and Digitally Smart School Leadership
- Strategies and best practices for effective change leadership.
- Principles and Impact of Pedagogical Leadership on Educational Outcomes
- The Role of Quality Assurance and Management in Educational Leadership

Further information (course unit)

This curriculum provides a comprehensive overview of leadership and educational management, focusing on current challenges, future competencies, and effective leadership strategies. The inclusion of keynote sessions from Finland adds an international perspective, enriching the learning experience.
Our curriculum emphasizes active working methods to ensure deep engagement and hands-on learning. While we have outlined the core themes and goals, we warmly encourage you to bring your perspectives, challenges, and topics of interest.

Assessment scale

0-5

Content (course unit)

- Lectures with TAMK experts
- School visits
- Team coaching sessions

Further information (course unit)

- Lectures with TAMK experts
- School visits
- Team coaching sessions

Assessment scale

0-5

Objectives (course unit)

After completing the course, the participants can:
- describe the fundamentals of the Finnish industry scene; the different sectors and their impact on the Finnish economy and society
- understand the (mega)trends affecting the industry, especially in respect to responsibility, circular economy, and people & competence management
- define how responsibility and circular economy is implemented in case companies
- understand the concept of Risk Management and how Risk Management is practiced within businesses
- understand the “ground rules” of the Finnish working life, its key players and stakeholders
- understand the scope and strengths of active and long term stakeholder collaboration between industry and higher education institutes (eg. in R&D, teaching, graduate employability and other themes)
- identify the competence requirements valued in the Finnish industry and working life
- identify the means and practices used by companies and businesses to develop the competence of their workforce
- understand the need of international experts and the added value they can bring to the Finnish society, and how internationals can enhance their employability in Finland

Content (course unit)

Course contents
- Finnish industry “in a nutshell”; the sectors and their impact on the economy and society
- Trends affecting the industry, especially in respect to circular economy and people & competence management
- Risk Management, Responsibility and Circular Economy implementation in case companies
- “Ground Rules” of the Finnish working life, its key players and stakeholders
- Stakeholder collaboration between industry and higher education institutes in themes such as R&D, teaching and graduate employability
- Skills and competences valued in the Finnish industry and working life
- Competence development, people management and leadership
- Need of international experts and the added value they can bring to the Finnish society
- Employability of internationals in Finland

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

The student can recognize and define the topics and concepts described in the above learning outcomes. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize. The student takes responsibility for her/his own work.

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

The student can explain the topics and concepts described in the above learning outcomes and describe things in relation to one another. The student can apply his/her previous experience and learnings as well as relevant sources of information in order to produce the understanding. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student cooperates responsibly, flexibly, and constructively and develops his/her own and the group's interaction.

Assessment criteria, excellent (5) (course unit)

Student can analyze the topics and concepts described in the above learning outcomes, generalize and relate them to the professional context. The student can apply his/her previous experience and learnings as well as relevant sources of information in order to produce the understanding and is also capable to understand different viewpoints and debate on the topics. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the community. The student cooperates responsibly, flexibly, and constructively and develops his/her own and the group's interaction.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

 Market information and market analysis
 Contacts and networks
 Different business cultures
The course familiarizes students with evaluating and selecting the potential of the target market. Based on the market analysis performed in the course, students know how to define the most common market entry methods and make different Go to market decisions and actions. During the course, participants develop their sales negotiation skills and learn new techniques that are needed in an international business environment. After taking the course, students understand how different cultural aspects affect international sales and marketing and the creation of an international marketing strategy. One of the most important teaching methods of the course is doing a market analysis, with which the students help the company of their choice to make better informed decisions. The market analysis finds out the company's current market situation in the target country, future possibilities, market buying behavior, competitors operating in the market and the main players in the market. According to our experience, international experts have often been employed by a Finnish company to first do a market analysis for them in a language or cultural area they have a good command of. Therefore, doing a market analysis also works well as a networking tool.

Assessment scale

0-5

Objectives (course unit)

 Market information and market analysis
 Contacts and networks
 Different business cultures
The course familiarizes students with evaluating and selecting the potential of the target market. Based on the market analysis performed in the course, students know how to define the most common market entry methods and make different Go to market decisions and actions. During the course, participants develop their sales negotiation skills and learn new techniques that are needed in an international business environment. After taking the course, students understand how different cultural aspects affect international sales and marketing and the creation of an international marketing strategy. One of the most important teaching methods of the course is doing a market analysis, with which the students help the company of their choice to make better informed decisions. The market analysis finds out the company's current market situation in the target country, future possibilities, market buying behavior, competitors operating in the market and the main players in the market. According to our experience, international experts have often been employed by a Finnish company to first do a market analysis for them in a language or cultural area they have a good command of. Therefore, doing a market analysis also works well as a networking tool.

Assessment scale

0-5

Objectives (course unit)

Basics of logistics and supply chain management
 Management of import and export trade
 International business jurisprudence
The course familiarizes students with the key basic functions and contracts of international trade. After attending the "Fundamentals of logistics and supply chain management" section, students will recognize the basic concepts of supply chain management and its importance for companies' operations and competitiveness. The course especially highlights the importance of digital, circular economy and sustainable development for managing supply chain operations.
After taking the Import and Export Trade Management section, the student knows the import and export process from start to finish, knows the documents needed for import and export, manages the special features of both internal and external EU import and export, and understands how globalization and digitalization affect trade and export.
In the last part of the course, the central jurisprudence of the international trade agreement and the protection of products in international trade are reviewed in a practical way. Students get to know e.g. to the general terms and conditions of international trade agreements (YSEs), delivery clauses, and the International Trade Act (CISG).
The course is very practical and diverse. Lectures, group work, practical exercises and guest speakers are used as teaching methods (Tampereen kauppakamari, Tulli).
Timetable: October 2022 – January 2023

Assessment scale

0-5

Objectives (course unit)

Basics of logistics and supply chain management
 Management of import and export trade
 International business jurisprudence
The course familiarizes students with the key basic functions and contracts of international trade. After attending the "Fundamentals of logistics and supply chain management" section, students will recognize the basic concepts of supply chain management and its importance for companies' operations and competitiveness. The course especially highlights the importance of digital, circular economy and sustainable development for managing supply chain operations.
After taking the Import and Export Trade Management section, the student knows the import and export process from start to finish, knows the documents needed for import and export, manages the special features of both internal and external EU import and export, and understands how globalization and digitalization affect trade and export.
In the last part of the course, the central jurisprudence of the international trade agreement and the protection of products in international trade are reviewed in a practical way. Students get to know e.g. to the general terms and conditions of international trade agreements (YSEs), delivery clauses, and the International Trade Act (CISG).
The course is very practical and diverse. Lectures, group work, practical exercises and guest speakers are used as teaching methods (Tampereen kauppakamari, Tulli).
Timetable: October 2022 – January 2023

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

0-5

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0-5

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0-5

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0-5

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Upon completion of the module, the participant will:

- Understand the best practices and digital tools used in TAMK and (vocational) education in Finland
- You have some ideas on how to implement digital tools in your school
- Understand how in-service teacher education is organized in Finland

Content (course unit)

- What are the best ways to activate teachers in the use of digital tools and environments?
- What kind of tools are used in Finnish vocational education and also at other levels?
- How is the use of digital pedagogy and related tools developed in Finnish schools?

Further information (course unit)

Methods:
Micro lectures, debates, demonstrations and tests.

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

0-5

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0-5

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

0-5

Objectives (course unit)

Finnish native speakers take a service design course instead of language studies, where they get to know the key steps and methods of the service design process. With the course, they learn to apply service design methods and thinking in their own development projects. Through service design, participants get the opportunity to network with companies from Pirkanmaa and learn how to engage customers and stakeholders in development activities. After attending the course, students know how to use the tools of service design in the development of their own future work/organization (service path, customer profile, prototyping, testing, customer understanding) and know how to define a problem around which a process that utilizes service design and involves the organization can be utilized. They understand and know how to apply the philosophy, terminology and process of service design (service design, design thinking, business development) and understand the basics of facilitation, ideation and data analysis.
The largest of the exercises in the course is small group work, which is carried out in groups of 42 to 5 people. The groups are already divided in the first meeting, and after that the group decides the theme of its own work, the schedule and possibly the tools as well. The plan is approved by the teachers. The work of service design has traditionally helped many of our students to find employment in Pirkanmaa companies and thus acts as an effective networking and job search tool.

Assessment scale

0-5

Objectives (course unit)

Finnish native speakers take a service design course instead of language studies, where they get to know the key steps and methods of the service design process. With the course, they learn to apply service design methods and thinking in their own development projects. Through service design, participants get the opportunity to network with companies from Pirkanmaa and learn how to engage customers and stakeholders in development activities. After attending the course, students know how to use the tools of service design in the development of their own future work/organization (service path, customer profile, prototyping, testing, customer understanding) and know how to define a problem around which a process that utilizes service design and involves the organization can be utilized. They understand and know how to apply the philosophy, terminology and process of service design (service design, design thinking, business development) and understand the basics of facilitation, ideation and data analysis.
The largest of the exercises in the course is small group work, which is carried out in groups of 42 to 5 people. The groups are already divided in the first meeting, and after that the group decides the theme of its own work, the schedule and possibly the tools as well. The plan is approved by the teachers. The work of service design has traditionally helped many of our students to find employment in Pirkanmaa companies and thus acts as an effective networking and job search tool.

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will learn the basic principles of:
- ABProblemas (problem-based learning)
- ABProjects (Project-Based Learning)
- ABF (Phenomenon-Based Learning)

Content (course unit)

- How to use PBLs and ABFs
- How to find the most appropriate ways to use different self-directed learning methods

Further information (course unit)

Methods:
Micro conferences, debates, small group discussion rooms, examples. I work in Moodle.

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will learn the basic principles of:
- PBL (Problem-Based Learning)
- PjBL (Project-Based Learning)
- PhBL (Phenomenon-Based Learning)

as well as understand what are the benefits of these methods from the pedagogical leadership point of view.

Content (course unit)

- How to Use Different PBLs in Staff Improvement
- How to Encourage Teachers to Use Different Self-Directed Learning Methods

Further information (course unit)

Methods:
Micro lectures, debates, small group breakout room discussions, examples, work in Moodle

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

0-5

Objectives (course unit)

 Project phases, processes and scheduling
 Project organization and tasks
 Risk management and project management problems
 Project communication
The course familiarizes students with the key concepts, operating methods and methods of project management, as well as the role and tasks of the project manager. The goal of the course is for students to know the basic concepts and practices of project management and to be able to apply the most important methods in practice. They also understand what kind of demands the projects place especially on the role and tasks of the project manager.
Lectures, group work and independent study are used as teaching methods.
Timetable: October 2022 – January 2023

Assessment scale

0-5

Objectives (course unit)

 Project phases, processes and scheduling
 Project organization and tasks
 Risk management and project management problems
 Project communication
The course familiarizes students with the key concepts, operating methods and methods of project management, as well as the role and tasks of the project manager. The goal of the course is for students to know the basic concepts and practices of project management and to be able to apply the most important methods in practice. They also understand what kind of demands the projects place especially on the role and tasks of the project manager.
Lectures, group work and independent study are used as teaching methods.
Timetable: October 2022 – January 2023

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:
- Understand the importance of social-emotional skills when teachers form supportive relationships with their students.
- Recognise dialogic skills as a tool when creating learning communities in the educational institution
- Be able to use versatile dialogic methods to improve social-emotional skills in an educational institution.

Content (course unit)

- How to form a supportive relationship?
- What is a learning community?
- What is dialogue as a skill?
- How to Improve My Dialogic Skills

Further information (course unit)

Methods:
Micro lectures, debates, small group exercises in work rooms, examples. Enriching discussions in pedagogical use. Examples and cases raised during the webinar. Work in Moodle.

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module the participant will:
- Understand the importance of social-emotional skills in forming supportive relationships with her students.
- Recognise dialogic skills as a tool when creating learning communities
- Be able to use versatile dialogic methods to improve students' social-emotional skills.

Content (course unit)

- How to form a supportive relationship?
- What is a learning community?
- What is dialogue as a skill?
- How can I improve my dialogic skills?

Further information (course unit)

Methods:
Micro lectures, debates, small group exercises in work rooms, examples. Enriching discussions in pedagogical use. Examples and cases raised during the webinar. I work in Moodle.

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will:
- Understand the basic ideas of inclusive education
- Identify the most common learning difficulties
- Recognise the three-tier support model in basic education in Finland

Content (course unit)

- Why is the Finnish experience relevant to educational development in Chile?
- How to recognize and support learning difficulties in the classroom?
- The Three-Tier Support Model

Further information (course unit)

Methods:
Micro lectures, debate, work in Moodle.

Assessment scale

0-5

Objectives (course unit)

In this course, the participants familiarize approaches and tools for measuring sustainability. They apply life cycle assessment (LCA) analysis tools for a case and evaluate the results in an analytic and critical approach and learn to communicate about the results. They will assess measurement tools and interpretation of results.

After completing the course, the participants can:
- Describe tools for measuring sustainability
- conduct a simple LCA analysis and interpret the results
- reflect importance of sustainability measuring in the development of circular economy
- present development ideas about utilizing LCA in sustainability measuring

Content (course unit)

Sustainability measurement tools and approaches
LCA software tools in sustainability measuring
Analysis and interpretation of LCA results

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

The student can recognise and define sustainability measurement tools. The student can conduct LCA analysis when assisted. The student can work in a group but the role in development and analyses actions and outcomes of the team remains unclear. The student gives and receives feedback but considers and assesses things only from his/her own point of view, without being able to generalize and contextualize.

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

The student can explain and compare sustainability measurement tools. The student can conduct LCA analysis independently using instructions and tutorials. The student works in a group as an active member and has a role in development and analyses actions and outcomes of the team. The student can give and receive feedback actively and constructively and is able to generalize and conceptualize his/her views.

Assessment criteria, excellent (5) (course unit)

The student can analyse and generalise sustainability measurement tools and relate to professional context. The student can conduct LCA analysis independently using instructions and tutorials and assess diverse solution alternatives. The student can search for diverse courses of action and solution alternatives, justify the choices, and try new courses of action. The student has a leading role in the development and analyses actions and outcomes of the team. The student uses feedback systematically as a professional tool for growth in his/her own work and for the benefit of the team.

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will beable to use participatory pedagogies to engage households in Education for Sustainable Development

Content (course unit)

Participatory pedagogies, projects, and expanding learning as tools of Education for Sustainable Development (ESD).

Further information (course unit)

Methods:
Active learning that produces a participatory ESD-related activity that can be applied in learners' contexts. I work in Moodle.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Upon completion of this module, the participant will have become familiar with the transversal competences of the Finnish basic education curriculum (ECTC and upper secondary as well)

Content (course unit)

How transversal competencies are possible to fit into the context of Chile:
- T1 Thinking and Learning to Learn
- T2 Cultural Competence, Interaction and Self-Expression
- T3 Taking care of yourself, managing daily activities, safety
- T4 Multiliteracy
- T5 ICT Competence
- T6 Competence Required for Working Life and Entrepreneurship
- T7 Participation, involvement and building a sustainable future

Further information (course unit)

Methods:
Micro lectures, debates, small group discussion rooms, examples. I work in Moodle.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

(Suomea äidinkielenään puhuville mahdollistetaan palvelumuotoilun 5 op:n opinnot)
Opiskelijat jaetaan kahteen eri tasoryhmään. Aloittelevat suomen kielen opiskelijat harjoittelevat suomen kielen perusteita mm. itsensä esittelemistä, työ- ja arkielämän perustilanteita (fraaseja ja sanastoa), suomen kielen perusrakenteita (verbityypit ja verbintaivutus, paikallissijat, nominityypit, partitiivi) sekä viestien ja sähköpostien kirjoittamista. Lisäksi he valmistavat työnhakuun soveltavan esittäytymisvideo. Edistyneemmässä ryhmässä opiskelijat harjoittelevat tervehtimistä ja vuorovaikutusta kohtaamistilanteissa, sähköpostiviestintää, työnhaun asiakirjojen laatimista (työhakemus ja CV) sekä video-CV:n tekoa. He kertaavat työhaastattelutilanteita sekä palavereissa toimimista. Edistyneemmät opiskelijat tutustuvat myös asiakaspalvelutilanteisiin, suomenkielisiin uutisiin sekä suomalaisiin juhliin ja perinteisiin. Opiskelu on työelämä- ja opiskelijalähtöistä.
Aikataulu: lokakuu 2022 – tammikuu 2023

Assessment scale

0-5

Objectives (course unit)

(Suomea äidinkielenään puhuville mahdollistetaan palvelumuotoilun 5 op:n opinnot)
Opiskelijat jaetaan kahteen eri tasoryhmään. Aloittelevat suomen kielen opiskelijat harjoittelevat suomen kielen perusteita mm. itsensä esittelemistä, työ- ja arkielämän perustilanteita (fraaseja ja sanastoa), suomen kielen perusrakenteita (verbityypit ja verbintaivutus, paikallissijat, nominityypit, partitiivi) sekä viestien ja sähköpostien kirjoittamista. Lisäksi he valmistavat työnhakuun soveltavan esittäytymisvideo. Edistyneemmässä ryhmässä opiskelijat harjoittelevat tervehtimistä ja vuorovaikutusta kohtaamistilanteissa, sähköpostiviestintää, työnhaun asiakirjojen laatimista (työhakemus ja CV) sekä video-CV:n tekoa. He kertaavat työhaastattelutilanteita sekä palavereissa toimimista. Edistyneemmät opiskelijat tutustuvat myös asiakaspalvelutilanteisiin, suomenkielisiin uutisiin sekä suomalaisiin juhliin ja perinteisiin. Opiskelu on työelämä- ja opiskelijalähtöistä.
Aikataulu: lokakuu 2022 – tammikuu 2023

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The training includes work training for 3 months. The internship is carried out in a way that is appropriate for each student, taking into account his previous skills, additional skills gained during the training and professional goals in terms of employment. The goal of the internship is to apply what was learned during the training and strengthen the student's professional skills. The primary goals of the internship are the student's networking in the field, employment and strengthening of professional self-confidence.
Implementation: close working
Timetable: February-May 2023
Instructors: representative of the workplace and representative of the trainer
The content and tasks are agreed in advance according to the student's individual goals

Assessment scale

0-5

Objectives (course unit)

The training includes work training for 3 months. The internship is carried out in a way that is appropriate for each student, taking into account his previous skills, additional skills gained during the training and professional goals in terms of employment. The goal of the internship is to apply what was learned during the training and strengthen the student's professional skills. The primary goals of the internship are the student's networking in the field, employment and strengthening of professional self-confidence.
Implementation: close working
Timetable: February-May 2023
Instructors: representative of the workplace and representative of the trainer
The content and tasks are agreed in advance according to the student's individual goals

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

 Identifying and articulating one's own competence
 Searching for a place to learn on the job
 Light entrepreneurship
 Special features of Finnish working life
One of the main goals of the education is to give students such knowledge and skills that they will later be able to articulate and market their ever-changing skills, identify their development needs and look for a new job in new labor market situations. During this training, students recognize their previous skills in the career coaching course, develop their job search skills, build and shape their career path, and develop their professional networks. They also get to know different employment opportunities: paid work, entrepreneurship or a hybrid model. They identify and strengthen their strengths and develop their life management skills. Our important goal is to strengthen students' self-knowledge and professional self-confidence.
To support career coaching, students are given a Thomas International analysis. The Thomas analysis is a tool for coaching, well-being at work and work management, which maps a person's behavior, strengths and development needs, mirroring them to the needs of both the organization and the individual. The analysis helps the student to understand his strengths and limitations, motivational factors, initiative and communication style. The Thomas analysis also helps the student in choosing the right internship and work culture that suits him.
Implementation: group guidance and individual guidance
Timetable: October 2022 – January 2023

Assessment scale

0-5

Objectives (course unit)

 Identifying and articulating one's own competence
 Searching for a place to learn on the job
 Light entrepreneurship
 Special features of Finnish working life
One of the main goals of the education is to give students such knowledge and skills that they will later be able to articulate and market their ever-changing skills, identify their development needs and look for a new job in new labor market situations. During this training, students recognize their previous skills in the career coaching course, develop their job search skills, build and shape their career path, and develop their professional networks. They also get to know different employment opportunities: paid work, entrepreneurship or a hybrid model. They identify and strengthen their strengths and develop their life management skills. Our important goal is to strengthen students' self-knowledge and professional self-confidence.
To support career coaching, students are given a Thomas International analysis. The Thomas analysis is a tool for coaching, well-being at work and work management, which maps a person's behavior, strengths and development needs, mirroring them to the needs of both the organization and the individual. The analysis helps the student to understand his strengths and limitations, motivational factors, initiative and communication style. The Thomas analysis also helps the student in choosing the right internship and work culture that suits him.
Implementation: group guidance and individual guidance
Timetable: October 2022 – January 2023

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The objective of the task is to jointly and collaboratively develop or change the operational culture of the educational institution in a very practical manner.

Both the institution's director and all teachers participating in the program will be involved in the planning and execution of the development task.

Additionally, the institution's staff and network can be engaged in the task.

Content (course unit)

The development task should be related to one of the 12 themes of the modules implemented by TAMK (e.g., national and regional curriculum design, pedagogical/didactic freedom within study plans, multidisciplinarity, diverse assessment, entrepreneurship, sustainability, socio-emotional skills, etc.).

Further information (course unit)

Presentation of Results:
The presentation of the task results is flexible and can take the form of an infographic, poster, video, or a more traditional report. Each educational institution will have 20 minutes to present the results during a final 2-day seminar.

Educational institutions without other participants in the program will carry out the development task independently. In such cases, the task will be related to the leadership theories studied during the AntofaEDUCA program. This presentation can take a similar format, whether as an infographic, poster, video, or a more traditional report.

Assessment scale

0-5

Objectives (course unit)

The objective of the task is to jointly and collaboratively develop or change the operational culture of the educational institution in a very practical manner.

Both the institution's director and all teachers participating in the program will be involved in the planning and execution of the development task.

Additionally, the institution's staff and network can be engaged in the task.

Content (course unit)

The development task should be related to one of the 12 themes of the modules implemented by TAMK (e.g., national and regional curriculum design, pedagogical/didactic freedom within study plans, multidisciplinarity, diverse assessment, entrepreneurship, sustainability, socio-emotional skills, etc.).

Further information (course unit)

Presentation of Results:

The presentation of the task results is flexible and can take the form of an infographic, poster, video, or a more traditional report. Each educational institution leader will have 20 minutes to present the results during a final 2-day seminar.

Assessment scale

0-5