Study Guide

Content (course unit)

UniTandem provides higher education students in Finland with a chance to learn languages and cultures through tandem learning. Why choose UniTandem?

• Possibilities: an unmatched selection of languages available
• Flexibility: you can study 1–5 ECTS
• Friendship: tandem is a great way to make new friends

Further information (course unit)

What is tandem learning?
Tandem (also known as Each One Teach One) is a method where two students teach each other their native (or native-like) languages in informal meetings, acting both in the teacher’s and the learner’s roles. Tandem can be utilized from beginner to advanced levels, and it can be used to support regular language studies or taken separately.

Location and time

Time and location is determined by the students, except the kick-off meeting where the teacher specifies the location.

Sign up to UniTandem
Visit https://each1teach1.rd.tuni.fi/
and sign up with your university email.

Add the languages are you interested in learning and teaching.

Assessment methods and criteria

Reflective Blog Posts (10 Posts, Pass/Fail)

- Method: After each meeting, students must write and publish a reflective blog post on the designated course blog. These reflections should document their learning experiences, insights gained, challenges encountered, and how the session contributed to their intercultural communication skills.

- Evaluation Grounds: Each blog post is evaluated based on the depth of reflection, relevance to the course content, and engagement with intercultural communication themes. Posts should demonstrate thoughtfulness, introspection, and evidence of personal and academic growth.

Portfolio Submission

- Method: In addition to the blog posts, students must compile a portfolio at the end of the course. This portfolio includes a summary of their learning journey, selected materials (triggers) studied, and reflections on how these contributed to their language and cultural development.

- Evaluation Grounds: The portfolio is assessed on its organization, completeness, and demonstration of progress. It should clearly show how the selected materials were used, the skills acquired, and the overall impact of the tandem learning experience.

Overall Course Completion (Pass/Fail)

To successfully complete the course, students must meet the following criteria:

Submit an approved preliminary plan.
Attend and actively participate in all 10 meetings.
Complete 10 reflective blog posts with meaningful content.
Study the required number of "triggers" based on their desired credit load.
3 triggers per credit (e.g., 9 triggers for 3 credits).
Submit a comprehensive portfolio summarizing their learning journey.

Credit Allocation

The number of credits earned depends on the combination of:

Triggers studied: 3 triggers per credit.
Reflective blog posts: Completion of 10 blog posts.
Portfolio submission: Quality and completeness of the final portfolio.

Failure to meet any of these criteria will result in a fail grade. This pass/fail approach ensures that students engage fully with the course, balancing self-directed learning with structured reflection and practical application. By tailoring their efforts to the credit requirements, students gain maximum benefit from this experiential and intercultural learning model.

Assessment scale

Pass/Fail

Teaching methods

The teaching methods in UniTandem focus on a collaborative and practical approach, where students both teach and learn from each other. There are materials (triggers) that students select based on their language level and interests. These materials provide practical starting points for discussions, activities, and deeper exploration of the language and culture. The key methods include:

- Peer-to-Peer Learning: Students with strong language skills guide their partners by teaching and modeling language use in a natural, supportive way.

- Collaborative Learning: Everyone is both a teacher and a learner. Students work together to share ideas, solve problems, and improve their skills.

- Learning by Doing: Practice is key. Activities like role-playing, real-world conversations, and hands-on exercises make learning interactive and fun.

- Storytelling: Sharing stories is a powerful way to learn. Students use storytelling to exchange cultural insights and practice language skills.

- Flexible Learning: The course adapts to each student’s pace, style, and goals. Using chosen materials (triggers), students focus on areas they want to improve, ensuring the lessons meet their needs.

Learning materials

Materials are curated and provided by the students, tailored to their language proficiency levels and specific learning needs. Guidelines for selecting materials are available on TUNI Moodle (https://moodle.tuni.fi), categorized by different language levels. Students can use these "triggers" as a foundation to support and enrich their learning experience. The content may include practical topics such as everyday vocabulary related to activities like cooking, shopping, or other relevant themes, depending on the student's skills and goals. This approach ensures that the materials are both accessible and directly applicable to real-life situations, promoting effective language acquisition through contextually meaningful content.

Student workload

Students develop a preliminary plan for the lesson, outlining key elements such as the timing, location, and content. This plan serves as a foundational guide, ensuring that the learning objectives, instructional methods, and logistics are well-coordinated and tailored to the needs of both the teacher and the learners. By organizing these critical aspects in advance, the students can create a structured and effective learning experience that maximizes engagement and comprehension.

Content scheduling

Students maintain a reflective diary documenting their meetings, capturing their thoughts, insights, and learning experiences. They then share these reflections on a designated blog, allowing for personal growth and fostering a collaborative learning environment where peers can read, comment, and engage with each other's reflections. This process not only enhances self-awareness and critical thinking but also creates a shared space for collective feedback and continuous learning.

Completion alternatives

Students can earn between 1–5 credits based on their engagement and workload. Each credit requires the completion of 3 "triggers," meaning students will need 6 triggers for 2 credits, and so on. To complete the course, students must also attend 10 meetings and publish 10 reflective blog posts. Each meeting provides an opportunity for practical learning and application, while the blog posts serve as a space for reflection, analysis, and personal growth. This structured approach ensures that students actively engage with the course material, demonstrate their learning progress through continuous reflection, and tailor their efforts to meet the credit requirements.

International connections

Given that the majority of students are international or exchange students, with a few local Finnish participants, the course offers a rich international and intercultural communication experience. This diverse learning environment fosters cultural exchange, enhances global awareness, and develops students’ ability to communicate effectively across different cultural contexts, making the course not just an academic endeavor but a valuable intercultural learning opportunity.

Further information

The course starts when students form pairs or groups for learning and teaching together. After that, each student writes a plan with their learning goals, lesson structure, and schedule. This plan is submitted for approval. Once approved, the course begins, and students take turns teaching and learning from each other.

The course follows the semester schedule and ends when the semester ends, allowing students to complete all activities within the given time.