Study Guide

Objectives (course unit)

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Criteria for approved performance

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

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

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

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

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

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

Location and time

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

Exam schedules

No exams

Assessment methods and criteria

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

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

Assessment scale

Pass/Fail

Teaching methods

Flipped Learning
Case Learning
Collaborative Learning

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

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

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

Peer reviews

Learning materials

Material offered during webinars and workshops and on the learning platform

Content scheduling

Moodle opens: Wed 9 August 2023

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

The teaching takes place online.

Completion alternatives

Possibility to personalize on the basis of previous competencies.

Practical training and working life cooperation

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

International connections

Possibilty to utilize international learning environments and networks.

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

Criteria for approved performance

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

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

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

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

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

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

Objectives (course unit)

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Criteria for approved performance

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

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

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

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

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

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

Location and time

Moodle opens 9.8.2023
10.8.2023 klo 16:30 - 19:00
23.08.2023 klo 16:30 - 18:30
07.09.2023 klo 16:30 - 18:30
21.09.2023 klo 16:30 - 18:30
7.10.2023 klo 12:00-16:00

Exam schedules

No exams

Assessment methods and criteria

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

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

Assessment scale

Pass/Fail

Teaching methods

Flipped Learning
Case Learning
Collaborative Learning

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

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

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

Peer reviews

Learning materials

Material offered during webinars and workshops and on the learning platform

Content scheduling

Moodle opens 9.8.2023
10.8.2023 klo 16:30 - 19:00
23.08.2023 klo 16:30 - 18:30
07.09.2023 klo 16:30 - 18:30
21.09.2023 klo 16:30 - 18:30
7.10.2023 klo 12:00-16:00

Practical training and working life cooperation

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

International connections

Possibility to utilize international learning environments

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

Criteria for approved performance

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

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

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

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

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

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

Objectives (course unit)

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Criteria for approved performance

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

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

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

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

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

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

Location and time

Weeks 35 - 41 or according to a personally agreed schedule.
Opening orientation session 1.9.2022. Deadline is 15.10.2022

Exam schedules

No exams

Assessment methods and criteria

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

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

Assessment scale

Pass/Fail

Teaching methods

Flipped Learning
Case Learning
Collaborative Learning

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

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

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

Peer reviews

Learning materials

Material offered during webinars and workshops and on the learning platform

Content scheduling

Week 35
Orientation, Theme 01 The ubiquity of learning, the diversity of learning and guidance environments

Week 36
Theme 02 An educational institution as a learning and operating environment, e-learning platforms and control environments. Preliminary material + Workshop

Week 37
Topic 3
Working life as a diverse learning and operating environment for vocational education. Preliminary material + Workshop

Week 38
Theme 4 Virtual learning environments. Preliminary material + Workshop

Week 40
Theme 5 Assessment of diverse learning environments. Preliminary material + Workshop

Week 34 - 41
Theme 6 Legislation governing vocational training. As an independent study in Moodle.

Completion alternatives

Possibility to personalize on the basis of previous competencies.

Practical training and working life cooperation

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

International connections

Possibilty to utilize international learning environments and networks.

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

The approved assessment of the course requires the achievement of the competence objectives of the course.
The learning environment to be developed can be from the teacher student's own organization or alternatively an imaginary case.
Peer assessment and self-assessment are used in the assessment of learning and guiding feedback. Self and peer assessment utilizes the assessment criteria of a good learning environment.

Objectives (course unit)

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Criteria for approved performance

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

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

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

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

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

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

Location and time

Weeks 35 - 41 or according to a personally agreed schedule.
Opening orientation session 1.9.2022. Deadline is 7.10.2022

Exam schedules

No exams

Assessment methods and criteria

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

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

Assessment scale

Pass/Fail

Teaching methods

Flipped Learning
Case Learning
Collaborative Learning

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

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

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

Peer reviews

Learning materials

Material offered during webinars and workshops and on the learning platform

Content scheduling

Week 35
Orientation, Theme 01 The ubiquity of learning, the diversity of learning and guidance environments

Week 36
Theme 02 An educational institution as a learning and operating environment, e-learning platforms and control environments. Preliminary material + Workshop

Week 37
Topic 3
Working life as a diverse learning and operating environment for vocational education. Preliminary material + Workshop

Week 38
Theme 4 Virtual learning environments. Preliminary material + Workshop

Week 40
Theme 5 Assessment of diverse learning environments. Preliminary material + Workshop

Week 34 - 41
Theme 6 Legislation governing vocational training. As an independent study in Moodle.

Completion alternatives

Possibility to personalize on the basis of previous competencies.

Practical training and working life cooperation

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

International connections

Possibilty to utilize international learning environments and networks.

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

The approved assessment of the course requires the achievement of the competence objectives of the course.
The learning environment to be developed can be from the teacher student's own organization or alternatively an imaginary case.
Peer assessment and self-assessment are used in the assessment of learning and guiding feedback. Self and peer assessment utilizes the assessment criteria of a good learning environment.