Study Guide

Objectives (course unit)

Students
-can communicate within multi-professional work communities in their own special field
-understand and can make use of articles related to their own professional field
-can develop language skills of their own professional field utilizing a variety of learning tools
-undestand the significance of communication as part of professional skills
-can instruct various clients/patients in field-specific situations

Content (course unit)

Key terminology of one’s own professional field
Research articles and videos

Prerequisites (course unit)

Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers or equivalent skills (engineering)

Location and time

Altogether 6 or 8 weeks. See schedule in Moodle.

Independent and collaborative studying on tuniMoodle platform.
There's a chance to study 5 ECTS credits as well. (Contact the teacher.)

Exam schedules

- Exam in the EXAM facilities (exam period: 21.10.2024 - 03.11.2024)

-Oral presentations at TAMK (the students choose one of these times)
Mon 21.10. at 8.30-12
Tue 22.10. at 8.30-12
Wed 23.10. at 8.30-12

Assessment methods and criteria

3 credits:

- Introductory video (20%) This assignment determines whether you can take this course (4-5 needed).
- News assignment (pass/fail), submit the recording of the video
- Oral presentation (in classroom) (30%)
- Academic writing task (pass/fail)
- EXAM including two parts 1) Reporting the instruction session 2) Learning Diary (50%)

5 credits:

Introductory video (20%)
News assignment (pass/fail), submit the recording of the video
Oral presentation (in classroom) (30%)
Academic writing task (pass/fail)
EXAM including two parts 1) Reporting the instruction session 2) Learning Diary (50%)
Video assignment (pass/fail)
Written assignment (pass/fail)

Assessment scale

0-5

Teaching methods

For whom?
For an engineering / a health care/ BBA / forestry student who wants to study at an accelerated pace to complete their studies and who has the ability to study English of one’s special field both independently and with students from different professional fields.
To join this course, enroll via Pakki and join the Moodle area of the course. Film an introductory video according to the instructions on Moodle, and if you receive a grade 4-5, you are allowed to continue on the course. The DL for the introductory video is 12 Sep 2024 at 12.00.

On this course, it is often possible to study online, but it is mandatory to give the oral presentation at TAMK and make the exam in the EXAM facilities (either at TAMK or as an exam visit an another university).

Prerequisites:
Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers* or equivalent skills (engineering)

Level B2.

Learning materials

Material on Moodle

Student workload

The course runs for six/eight weeks and consists of a variety of scheduled oral and written assignments. The students will usually have one week to work on given assignments, with the exception of the final oral presentation. The teachers' support is available in the form of weekly instructions and reminders via Moodle.

Except for the oral presentation sessions, THERE WON'T BE ANY CONTACT LESSONS. Do reserve time, however, for three group work assignments (news assignment on the first and second week, instruction session on the third, and the oral presentation assignment on the last two weeks.) Apart from the abovementioned group activities your schedule is flexible (and you can work independently) as long as you comply with the weekly deadlines.

Content scheduling

The course lasts six or eight weeks.

The course starts in Moodle on 16 Sep 2024. The DL for the introductory video is 12 Sep 2024 at 12.00.

International connections

Also for exchange students

Further information

Teachers:
Anne Kopperoinen anne.kopperoinen@tuni.fi
Minna Metsäportti minna.metsaportti@tuni.fi
Petri Tuohimäki petri.tuohimaki@tuni.fi

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student
-can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help formulate what is being said.
-can write memos, reports, summaries and other texts related to their field such as manuals.
-can understand texts in their field with some help e.g. dictionaries.
-can follow standard speech in everyday conversation provided they can ask for repetition.
-pronounces mostly comprehensibly.
-can express themselves with somewhat clarity.
-uses basic grammatical structures
-has sufficient vocabulary to express themselves so that essential message is understandable.
-can find and understand relevant information in texts on familiar matters.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student
-can give a presentation fairly effectively and fluently.
-can write memos, reports, summaries and other texts connected to their field such as instructions and manuals.
-can understand texts on subjects related to their field.
-can discuss and interact with some confidence.
-can understand interlocutors who use different accents if the topic is familiar.
-pronunciation is fairly intelligible even if a foreign accent is somewhat evident and occasional mispronunciations occur.
-can express themselves fairly clearly and precisely in writing.
-shows a relatively high degree of grammatical control. If they make mistakes they can correct themselves if mistakes have led to misunderstanding.
-can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in their field of specialization.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student
-can give an effective and fluent presentation.
-can write clear, well-structured memos, reports, summaries as well as other texts on subjects related to their field such as instructions and manuals.
-can understand in detail texts related to their own area of specialty.
-can discuss fluently and spontaneously.
-can understand relatively effortlessly people who use different accents.
-has acquired a clear, natural pronunciation and intonation.
-can express themselves with clarity and precision in writing.
-has a good grammatical control and accuracy. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur.
-has a good command of a broad lexical repertoire.
-can understand in detail a wide range of lengthy, complex texts.

Objectives (course unit)

Students
-can communicate within multi-professional work communities in their own special field
-understand and can make use of articles related to their own professional field
-can develop language skills of their own professional field utilizing a variety of learning tools
-undestand the significance of communication as part of professional skills
-can instruct various clients/patients in field-specific situations

Content (course unit)

Key terminology of one’s own professional field
Research articles and videos

Prerequisites (course unit)

Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers or equivalent skills (engineering)

Location and time

The course starts in Moodle on 7 Oct 2024. The DL for the introductory video is 3 Oct 2024 at 12.00.
Altogether 6 or 8 weeks


Independent and collaborative studying on tuniMoodle platform.
There's a chance to study 5 ECTS credits as well. (Contact the teacher.)

Exam schedules

- Exam in the EXAM facilities (exam period: 11.11.2024.-24.11.2024)

-Oral presentations at TAMK (the students choose one of these times)
Mon 11.11. at 8.30-12
Tue 12.11. at 8.30-12
Wed 13.11. at 8.30-12

Assessment methods and criteria

3 credits:

- Introductory video (20%) This assignment determines whether you can take this course (4-5 needed).
- News assignment (pass/fail), submit the recording of the video
- Oral presentation (in classroom) (30%)
- Academic writing task (pass/fail)
- EXAM including two parts 1) Reporting the instruction session 2) Learning Diary (50%)

5 credits:

Introductory video (20%)
News assignment (pass/fail), submit the recording of the video
Oral presentation (in classroom) (30%)
Academic writing task (pass/fail)
EXAM including two parts 1) Reporting the instruction session 2) Learning Diary (50%)
Video assignment (pass/fail)
Written assignment (pass/fail)

Assessment scale

0-5

Teaching methods

For whom?
For an engineering / a health care/ BBA / forestry student who wants to study at an accelerated pace to complete their studies and who has the ability to study English of one’s special field both independently and with students from different professional fields.
To join this course, enroll via Pakki and join the Moodle area of the course. Film an introductory video according to the instructions in Moodle, and if you receive a grade 4-5, you are allowed to continue on the course. The DL for the introductory video is 3 Oct 2024 at 12.00.

On this course, it is often possible to study online, but it is mandatory to give the oral presentation at TAMK and make the exam in the EXAM facilities (either at TAMK or as an exam visit an another university).

Prerequisites:
Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers* or equivalent skills (engineering)

Level B2.

Learning materials

Material on Moodle

Student workload

The course runs for six/eight weeks and consists of a variety of scheduled oral and written assignments. The students will usually have one week to work on given assignments, with the exception of the final oral presentation. The teachers' support is available in the form of weekly instructions and reminders via Moodle.

Except for the oral presentation sessions, THERE WON'T BE ANY CONTACT LESSONS. Do reserve time, however, for three group work assignments (news assignment on the first and second week, instruction session on the third, and the oral presentation assignment on the last two weeks.) Apart from the abovementioned group activities your schedule is flexible (and you can work independently) as long as you comply with the weekly deadlines.

Content scheduling

The course lasts six or eight weeks.

International connections

Also for exchange students

Further information

Teachers:
Anne Kopperoinen anne.kopperoinen@tuni.fi
Minna Metsäportti minna.metsaportti@tuni.fi
Petri Tuohimäki petri.tuohimaki@tuni.fi

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student
-can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help formulate what is being said.
-can write memos, reports, summaries and other texts related to their field such as manuals.
-can understand texts in their field with some help e.g. dictionaries.
-can follow standard speech in everyday conversation provided they can ask for repetition.
-pronounces mostly comprehensibly.
-can express themselves with somewhat clarity.
-uses basic grammatical structures
-has sufficient vocabulary to express themselves so that essential message is understandable.
-can find and understand relevant information in texts on familiar matters.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student
-can give a presentation fairly effectively and fluently.
-can write memos, reports, summaries and other texts connected to their field such as instructions and manuals.
-can understand texts on subjects related to their field.
-can discuss and interact with some confidence.
-can understand interlocutors who use different accents if the topic is familiar.
-pronunciation is fairly intelligible even if a foreign accent is somewhat evident and occasional mispronunciations occur.
-can express themselves fairly clearly and precisely in writing.
-shows a relatively high degree of grammatical control. If they make mistakes they can correct themselves if mistakes have led to misunderstanding.
-can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in their field of specialization.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student
-can give an effective and fluent presentation.
-can write clear, well-structured memos, reports, summaries as well as other texts on subjects related to their field such as instructions and manuals.
-can understand in detail texts related to their own area of specialty.
-can discuss fluently and spontaneously.
-can understand relatively effortlessly people who use different accents.
-has acquired a clear, natural pronunciation and intonation.
-can express themselves with clarity and precision in writing.
-has a good grammatical control and accuracy. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur.
-has a good command of a broad lexical repertoire.
-can understand in detail a wide range of lengthy, complex texts.

Objectives (course unit)

Students
-can communicate within multi-professional work communities in their own special field
-understand and can make use of articles related to their own professional field
-can develop language skills of their own professional field utilizing a variety of learning tools
-undestand the significance of communication as part of professional skills
-can instruct various clients/patients in field-specific situations

Content (course unit)

Key terminology of one’s own professional field
Research articles and videos

Prerequisites (course unit)

Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers or equivalent skills (engineering)

Location and time

The course starts in Moodle on 17 Feb 2025. The DL for the introductory video is 13 Feb 2025 at 12.00.
Altogether 6 or 8 weeks


Independent and collaborative studying on tuniMoodle platform.
There's a chance to study 5 ECTS credits as well. (Contact the teacher.)

Exam schedules

https://sites.tuni.fi/exam-en/instructions/students/

- Exam in the EXAM facilities (exam period: 24.3.-6.4.2025)

-Oral presentations at TAMK (the students choose one of these times)
Mon 31.3. at 9.00-13.00
Tue 1.4. at 9.00-13.00
Wed 2.4. at 12.00-16.00

Assessment methods and criteria

3 credits:

- Introductory video (20%) This assignment determines whether you can take this course (4-5 needed).
- News assignment (pass/fail), submit the recording of the video
- Oral presentation (in classroom) (30%)
- Academic writing task (pass/fail)
- EXAM including two parts 1) Reporting the instruction session 2) Learning Diary (50%)

5 credits:

Introductory video (20%)
News assignment (pass/fail), submit the recording of the video
Oral presentation (in classroom) (30%)
Academic writing task (pass/fail)
EXAM including two parts 1) Reporting the instruction session 2) Learning Diary (50%)
Video assignment (pass/fail)
Written assignment (pass/fail)

Overall Moodle activity, pass/fail assignments included, affect the final grade.

Assessment scale

0-5

Teaching methods

For whom?
For an engineering / a health care/ BBA / forestry student who wants to study at an accelerated pace to complete their studies and who has the ability to study English of one’s special field both independently and with students from different professional fields.
To join this course, enroll via Pakki and join the Moodle area of the course. Film an introductory video according to the instructions in Moodle, and if you receive a grade 4-5, you are allowed to continue on the course. The DL for the introductory video is 13 Feb 2025 at 12.00.

On this course, it is often possible to study online, but it is mandatory to give the oral presentation at TAMK and make the exam in the EXAM facilities (either at TAMK or as an exam visit an another university).

Prerequisites:
Upper secondary school courses (A-level) or an equivalent level (health care and other fields)
Working English for Engineers* or equivalent skills (engineering)

Level B2.

Guidelines for using AI in this implementation
If a student uses AI tools to assist with their learning tasks, they must cite the AI tools used and provide the prompts they used alongside their task responses. If a student presents AI-generated results as their own without citations, sources, and/or prompts, the teacher may reject the work or require it to be redone. The teacher has the right to ask the student if they have used AI in their learning task.

Learning materials

Material on Moodle

Student workload

The course runs for six/eight weeks and consists of a variety of scheduled oral and written assignments. The students will usually have one week to work on given assignments, with the exception of the final oral presentation. The teachers' support is available in the form of weekly instructions and reminders via Moodle.

Except for the oral presentation sessions, THERE WON'T BE ANY CONTACT LESSONS. Do reserve time, however, for three group work assignments (news assignment on the first and second week, instruction session on the third, and the oral presentation assignment on the last two weeks.) Apart from the abovementioned group activities your schedule is flexible (and you can work independently) as long as you comply with the weekly deadlines.

Content scheduling

The course lasts six or eight weeks.

International connections

Also for exchange students

Further information

Teachers:
Anne Kopperoinen anne.kopperoinen@tuni.fi
Minna Metsäportti minna.metsaportti@tuni.fi
Petri Tuohimäki petri.tuohimaki@tuni.fi

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student
-can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help formulate what is being said.
-can write memos, reports, summaries and other texts related to their field such as manuals.
-can understand texts in their field with some help e.g. dictionaries.
-can follow standard speech in everyday conversation provided they can ask for repetition.
-pronounces mostly comprehensibly.
-can express themselves with somewhat clarity.
-uses basic grammatical structures
-has sufficient vocabulary to express themselves so that essential message is understandable.
-can find and understand relevant information in texts on familiar matters.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student
-can give a presentation fairly effectively and fluently.
-can write memos, reports, summaries and other texts connected to their field such as instructions and manuals.
-can understand texts on subjects related to their field.
-can discuss and interact with some confidence.
-can understand interlocutors who use different accents if the topic is familiar.
-pronunciation is fairly intelligible even if a foreign accent is somewhat evident and occasional mispronunciations occur.
-can express themselves fairly clearly and precisely in writing.
-shows a relatively high degree of grammatical control. If they make mistakes they can correct themselves if mistakes have led to misunderstanding.
-can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in their field of specialization.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student
-can give an effective and fluent presentation.
-can write clear, well-structured memos, reports, summaries as well as other texts on subjects related to their field such as instructions and manuals.
-can understand in detail texts related to their own area of specialty.
-can discuss fluently and spontaneously.
-can understand relatively effortlessly people who use different accents.
-has acquired a clear, natural pronunciation and intonation.
-can express themselves with clarity and precision in writing.
-has a good grammatical control and accuracy. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur.
-has a good command of a broad lexical repertoire.
-can understand in detail a wide range of lengthy, complex texts.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

After completing the course successfully, the student
- is able to develop his or her thinking in order to be more successful in his or her own daily life, studies, and work
- knows what critical thinking is and is able to develop his or her critical thinking skills.
- is able to develop himself as a co-thinker and is able to build successful situations for thinking together with others
- recognizes different ways of thinking and is able to apply their own thinking to promote success in different situations
- understands the importance of systems thinking in the success of complex entities and is able to interact in a systems intelligent way.

Content (course unit)

Thinking is a completely free and unlimited resource. It is an exceptional resource worth taking advantage of. By developing your own thinking, you can significantly affect your own quality of life in all its aspects. It is often worth thinking about how you think. By focusing on your own thinking in different situations, you will see how it leads to improved action and thereby better progress towards your own goals. The importance of leadership as a working life skill is growing all the time in working life and conscious thinking is central to the development of leadership skills.

Part 1
My own independent thinking: How do I think? How could I think better? What is critical thinking and how do I develop critical thinking skills. How can I unleash my own potential by developing my own thinking? How do I develop self-management skills through conscious thinking?

Part 2
Thinking together: Why is thinking together (co-thinking) important when you want to move forward? How does thinking together multiply our chances of success? How do I develop myself as a co-thinker? What is the importance of thinking together in working life?

Part 3
Systems thinking: How do I develop my thinking in complex situations that are difficult to understand. What kind of thinking helps me and, at the same time, helps us succeed together in situations where the end result is influenced by the quality of thinking and actions of many people? What kind of thinking is needed to facilitate the success of the whole? What is systemic leadership and what kind of thinking does it require?

Assessment criteria, pass/fail (course unit)

The course is assessed with the mark PASS (S). Successful completion of the course requires evidence of a critical examination of one's own thinking, exhibiting competence in the development of thinking in group assignments, in writing essays based on the three books, reflecting the development of one's own thinking, and in creating a personal handbook for developing one's own thinking. The format of the handbook is free.

Assessment scale

Pass/Fail

Objectives (course unit)

A student
- knows how to work in the restaurant's operating environment, taking into account the alcohol-serving legistlation
- identifies the groups of alcoholic beverages and their most important products, connecting those to the requirements of the alcohol legislation
-understands the importance of beverage products in the company's operating environment and from the perspectives of customer service and profitability
-can get a certificate showing knowledge of the alcohol law (Alcohol serving license) after proving his knowledge in an exam

Content (course unit)

What does a professional need to know about alcoholic beverages and serving legislation in a restaurant environment?
WHY is knowledge of alcoholic beverages and alcohol-serving legislation essential in the restaurant business?
HOW does knowledge of alcoholic beverages and serving alcohol promote the restaurant's business operations from the perspective of the customer and the public authorities?

Assessment criteria, pass/fail (course unit)

The student can use their alcohol product knowledge in customer service and handle sales situations. The student knows the legislation and knows mostly flawlessly how to apply the serving legislation in various restaurant serving cases.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

The student can examine the event from the perspective of the event attendee and commercial aspects and develop the event.

The student can gather information and feedback from event attendees and utilize the accumulated material in the planning of the event and its marketing and communication.

The student can describe the attendee's experience during the various stages of the event and define the service promise for the event.

The student can create engaging content for marketing and communication, thus enhancing the event's attractiveness.

Content (course unit)

The implementation includes inspirational lectures, case examples, as well as group and individual tasks related to one's own production or event project. The content supports event production development from three perspectives: understanding and empathy for the event attendee, enhancing the visitor experience, and planning marketing and communication.

Further information (course unit)

The course content is so extensive that the subject areas of the course are planned to be deepened in practical exercises.

Assessment criteria, pass/fail (course unit)

Pass:

The student demonstrates in writing or in a performance test that he is able to:
*examine an event from the perspective of the event attendee and commercial aspects and develop the event at a basic level.
*collect information and feedback from event attendees and utilize the accumulated material at a basic level in the planning of the event and its marketing and communication.
*substantially describe the event attendee's experience in various stages of the event and define a service promise for the event.
*create content for marketing and communication at a basic level, thus improving the event's appeal.

Fail:
The student is unable to demonstrate all the competencies required for an approved performance.

Assessment scale

0-5

Objectives (course unit)

Student
- can critically put them into practice in his own development project
- can commit customers and interest groups to development activities
- knows customer-oriented innovation

Content (course unit)

- stages of research process
- methods of service- and user-centered design
- customer and interest group engagement
- innovation

Assessment scale

0-5

Objectives (course unit)

This course is an introduction to personal branding in digital platforms. You get to build or refresh your own professional brand by filling in pages on a personal branding book template.

After completing the course student:
• will have a basic overview on digital self branding
• know how to build and strengthen your professional network
• know the basics of professional online communication
• will have knowledge on content marketing and different digital platforms

Content (course unit)

This course covers the following six topics:

Introduction to personal branding
How to get started with self branding?
How to build your professional network?
How to plan goal-oriented communication online?
How to use content marketing strategies?
How to use different digital platforms?

Assessment criteria, pass/fail (course unit)

The course is approved when the student demonstrates knowledge of the fundamentals of digital personal branding and can utilize this knowledge to build their own network and createin content marketing.

Location and time

1.8.2024-31.8.2025, independet, self-paced studying in Moodle

Exam schedules

No spesific dates, exams or re-takes. The course needs to be completed on 31.8.2025 at the latest.

Assessment methods and criteria

The course is approved when you have studied the given material and successfully completed the learning assignments on the Moodle platform, using the course materials.

The course is failed when you have not studied the given material and completed the assignments on the Moodle platform, using the course materials

Assessment scale

Pass/Fail

Teaching methods

Videos, reading materials and online materials

Learning materials

Online materials are listed in the course Moodle.

Student workload

It should take around 24h to complete te course

Content scheduling

Content is divided into four different sections

Completion alternatives

No alternative ways to complete the course

Practical training and working life cooperation

No special working life co-operation

International connections

You can choose to do the course in English or in Finnish. You can choose the language in Moodle. We encourage international students with some Finnish skills that you can also do the course in Finnish.

Further information

Course Moodle: https://moodle.tuni.fi/course/view.php?id=43923

Objectives (course unit)

You will develop your own study skills and deepen your professionalism. You also take responsibility for your team.

Student

- can take responsibility for their own studies                        
 - identify their own strengths and areas for development        
- can work as a member of a team                                     
 - is aware of the many opportunities in the field
- be able to combine training with continuous learning and employment   
- identify the direction of their own career path               
- can critically search for professional information

Content (course unit)

WHAT skills do I need as a professional?
WHAT skills does the changing industry require from a restaurateur?
WHY is continuous learning important?

Assessment criteria, pass/fail (course unit)

Approved by
The student successfully completes the given individual and team assignments during the 1st semester. Students take responsibility for their own learning and planning of their studies.

Students will work in a responsible and committed way, developing their interpersonal skills. He/she will actively interact in teaching situations.
Students will reflect on and evaluate their own learning.

Rejected
The student has not completed the assigned individual and team tasks during the 1st semester. The student has not taken responsibility for his/her own learning and planning.

Assessment scale

0-5

Objectives (course unit)

This course provides students with some insights on how to describe own knowledge, skills and competences. Students will explore videos, articles, canvases, dialogue and and reflection as tools to get to the bottom of your own ways to build your future.

After completing the course student
• will understand the key elements of identifying and describing your knowledge, skills and competences
• will know how to take your expertise into practice as entrepreneur or employee
• will know how to apply your possibilities in your future working life

Content (course unit)

1. Identifying your competence
2. Articulating your expertise
3. Putting your know-how into practice

Assessment criteria, pass/fail (course unit)

Approved when student has demonstrated successful work towards the learning outcomes: understands the main aspects of identifying and describing own knowledge, skills and competences. Can assess his/ her skills and connect them to career plans.

Location and time

1.8.24-31.8.25
TUNI Moodle, https://moodle.tuni.fi

Exam schedules

No specific dates. The course needs to be completed on 31.8.2025 at the latest.

Assessment methods and criteria

Passed, when you have demonstrated successful work towards the learning outcomes: you understand the main aspects of identifying and describing your knowledge, skills and competencies. You can assess your own skills and connect them to your career plans. You have completed the learning assignments in Moodle, based on the course materials.

Failed if you have not succeeded in understanding the phenomena of identifying and describing your knowledge, skills and competencies. You have not mastered the learning outcomes so that you can tell the required skills and assess your capabilities. Not completing all learning assignments in Moodle.

Assessment scale

Pass/Fail

Teaching methods

Self learning. This course is done completely online (Moodle) and independently. You can complete it at your own pace, at a time that suits you. The course needs to be completed on 31.8.2025 at the latest.

See enrollment and Moodle instructions at HUBS https://hubs.fi/en/

Learning materials

Available in TUNI Moodle, https://moodle.tuni.fi

Student workload

27 hours of independent work.

Completion alternatives

No alternative ways

Further information

This course is done completely online and independently in Moodle, and you can complete it at your own pace, at a time that suits you. You can start the course right away on Moodle. You don’t have to wait to be accepted on the course, you can start studying when you want.

In order to get the credits, you also have to sign up officially in Pakki (TAMK Students) / Cross-Institutional Service (TAU Students). Please note that during the holiday seasons there are delays in the awarding of credits.

Kurssi Moodlessa: https://moodle.tuni.fi/course/view.php?id=43924
Ilmoittautumisen avain on: Expert25

This Moodle is open 1.8.2024 - 31.8.2025.

TAMK students
Pakki + course code NN00HD35-3001

TAU students
Cross-institutional service + course code NN00HD35-3001

! TAU-student: Cross-Institutional Service will be closed on 31st of May – 31st of July. During that period, you can already start and do the course on Moodle. In August you have to sign up officially in Cross-Institutional Service and after that coach will register you and you will get your credits.

Objectives (course unit)

In the course, the student familiarises themselves with the basics of copyrights and their application in their own projects.

After completing the course, the student
- understands the significance of copyrights in audiovisual production.
- knows the concepts and principles related to copyrights.
- has basic knowledge of contracts related to audiovisual production.
- can conduct research on copyright and contracts and understands the ethical principles involved.
- can apply their knowledge of copyright and contracts in small-scale projects.

Content (course unit)

Copyright in audiovisual productions.
Contract law and AV industry productions.
Information retrieval related to contracts and copyrights.
Application of copyrights and contracts in small-scale AV productions.

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

The student knows concepts and principles related to copyright. They understand the role of contracts in negotiating copyright. The student recognises their copyrights. However, their information retrieval and application related to copyrights and contracts are somewhat limited or superficial.

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

The student knows concepts and principles related to copyright. They understand the role of contracts in negotiating copyrights and can seek additional information about copyrights and contracts. The student recognizes their copyrights and can apply their copyright and contract knowledge in small-scale AV production.

Assessment criteria, excellent (5) (course unit)

The student analyses concepts and principles related to copyrights. They can evaluate contracts that determine copyright and extensively seek additional information about copyrights and contracts. The student recognises the copyrights that arise for themselves and team members, and can draft copyright agreements in small-scale AV production.

Assessment scale

0-5

Objectives (course unit)

Students can describe the toolset and can use 3D modelling and texturing for creating 3D models for games. They can explain how to work as an 3D artist in a game project. They know the basic theory and language for 3D modelling, render engines and shaders, allowing them to communicate with programmers in a game project. They can justify the importance of a portfolio for an artist.

Content (course unit)

Basics of theory and terminology on 3D modeling, texturing and lighting. Different tools and techniques and basics of using the given tools. Different modelling techniques and how to utilize them in different scenarios. Basic topology principles and differences in real time and rendered graphics. UV mapping and texturing models. Exporting models to game engines.

Prerequisites (course unit)

None

Further information (course unit)

For Games Academy students

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

The student can describe the essential theory and terminology around 3D-modeling.
The student can describe the variety of used tools and pipelines for 3D modeling.
The student can describe the importance of a Portfolio.

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

The student can create 3D models based on 2D-reference images and artwork.
The student can use common 3D-modeling techniques.
The student can create 3D models with UV coordinates and textures.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills for creating optimized models for game engines.
The student can justify the importance of good topology in models.
The student can describe shaders and render techniques.

Location and time

Mediapolis & Zoom

Assessment methods and criteria

Exam + independent task

Assessment scale

0-5

Teaching methods

Online lectures and independent exercises

Learning materials

Digital resources

Student workload

5 x 27 h

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)
2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

The student knows the history of the lean philosophy and the key lean principles.
The student knows the key tools and their suitability for various development needs .
Students can identify development targets in their own operations from a lean perspective and choose the appropriate tool for the development target from the lean tools they know.
The student knows how to observe daily processes from a lean perspective and identify development opportunities in processes.
The student is ready to start life-long learning in lean thinking.

Content (course unit)

The basics of lean thinking is a self-study, illustrative course. The goal of the study course is to awaken the student's lean thinking in their daily activities, both at work and in their free time.

The content of the course includes the history of lean, key lean principles and tools.

The course contains interactive videos, teaching material, recordings, self-study assignments, midterm exams and a final exam.

Prerequisites (course unit)

None

Assessment criteria, pass/fail (course unit)

PASS
Student will pass the course after finishing all the tasks in Moodle.
For passing the course, the student should have understanding of
-History of Lean
-Basic terminology of Lean
-How to look activites and entities through 'Lean glasses'
-How to begin lean journey in enterprise using Lean principles
-Most commont tools used analysing and developing Lean enterprise
This is verified by interim exams, assignments.and final exam.

FAIL
Student does not have understanding of the five fields mentioned above. The student has not verified his competence in the required interim exams, assignements.and final exam.

Location and time

Course is open until 2024 December

Exam schedules

Exams will be re-opened on request.

Assessment methods and criteria

Student is passing course after finishing all tasks in Moodle.
After passing student will have understanding of
-History of lean
-Basic terminology of lean
-How to look activites and entities through 'lean glasses'
-How to begin lean journey in enterprise using lean principles
-Most commont tools used analysing and developing lean enterprise
This is verified by interim exams, assignements.and final exam.

Assessment scale

Pass/Fail

Teaching methods

Online course, with materials and tasks in Moodle learning environment.
Course consists of video presentations, videobased excercises, excercises in daily life, online interim exams and final exam.
Student is able to perform this course independently, fully online.
Support as needed is available on request. (eg.Teams meeting or dicussion area)

Learning materials

Lean thinking, James P. Womack, Daniel T. Jones,
Materials available in Moodle area.

Student workload

One credit is 27 hour of students work. Evaluated time consumtion is 81hours in total

Content scheduling

Course is intended to progress step-by-step, creating lean thinking mindset for student.
Student can freely choose studying times until course is closed, see exception below.

Each step needs to be completed before moving to next step. Otherwise it is not limited when student will learn modules.

Completion alternatives

None

Practical training and working life cooperation

None

Further information

Pay attention to lean principle 'Right first time'. Exams are possible to try once. Then you need to send request for re-opening exam. Send possible requests to: mika.moisio@tuni.fi. After three trials of the same exam you will be rejected from course.

Don't worry: If you seriously pay attention and follow instructions there should be no problem to pass exams and whole course.

Objectives (course unit)

The student knows the history of the lean philosophy and the key lean principles.
The student knows the key tools and their suitability for various development needs .
Students can identify development targets in their own operations from a lean perspective and choose the appropriate tool for the development target from the lean tools they know.
The student knows how to observe daily processes from a lean perspective and identify development opportunities in processes.
The student is ready to start life-long learning in lean thinking.

Content (course unit)

The basics of lean thinking is a self-study, illustrative course. The goal of the study course is to awaken the student's lean thinking in their daily activities, both at work and in their free time.

The content of the course includes the history of lean, key lean principles and tools.

The course contains interactive videos, teaching material, recordings, self-study assignments, midterm exams and a final exam.

Prerequisites (course unit)

None

Assessment criteria, pass/fail (course unit)

PASS
Student will pass the course after finishing all the tasks in Moodle.
For passing the course, the student should have understanding of
-History of Lean
-Basic terminology of Lean
-How to look activites and entities through 'Lean glasses'
-How to begin lean journey in enterprise using Lean principles
-Most commont tools used analysing and developing Lean enterprise
This is verified by interim exams, assignments.and final exam.

FAIL
Student does not have understanding of the five fields mentioned above. The student has not verified his competence in the required interim exams, assignements.and final exam.

Location and time

Course is open until 2024 December

Exam schedules

Exams will be re-opened on request.

Assessment methods and criteria

Student is passing course after finishing all tasks in Moodle.
After passing student will have understanding of
-History of lean
-Basic terminology of lean
-How to look activites and entities through 'lean glasses'
-How to begin lean journey in enterprise using lean principles
-Most commont tools used analysing and developing lean enterprise
This is verified by interim exams, assignements.and final exam.

Assessment scale

Pass/Fail

Teaching methods

Online course, with materials and tasks in Moodle learning environment.
Course consists of video presentations, videobased excercises, excercises in daily life, online interim exams and final exam.
Student is able to perform this course independently, fully online.
Support as needed is available on request. (eg.Teams meeting or dicussion area)

Learning materials

Lean thinking, James P. Womack, Daniel T. Jones,
Materials available in Moodle area.

Student workload

One credit is 27 hour of students work. Evaluated time consumtion is 81hours in total

Content scheduling

Course is intended to progress step-by-step, creating lean thinking mindset for student.
Student can freely choose studying times until course is closed, see exception below.

Each step needs to be completed before moving to next step. Otherwise it is not limited when student will learn modules.

Completion alternatives

None

Practical training and working life cooperation

None

Further information

Pay attention to lean principle 'Right first time'. Exams are possible to try once. Then you need to send request for re-opening exam. Send possible requests to: mika.moisio@tuni.fi. After three trials of the same exam you will be rejected from course.

Don't worry: If you seriously pay attention and follow instructions there should be no problem to pass exams and whole course.

Objectives (course unit)

The course aims to provide students with knowledge and skills to evaluate various learning and working environments and how they support learning. The course will challenge students to consider inclusive and ethical assessment for learning as part of the learning process where feedback and feedforward play an important role.

After completing the course, the student will be able to:

- describe and evaluate various learning and working environments and how they support learning
- demonstrate a knowledge of learning theories and how they apply in practice
- reflect on and analyse their own practical theory for teaching
- explain how assessment can be inclusive, ethical and a meaningful learning experience
- use peer and self-assessment efficiently and effectively

Content (course unit)

Learning environments and working culture.
Contemporary learning theories
Practical theory of teaching and learning
Assessment for, of and as learning
SOLO and Bloom’s taxonomies

Prerequisites (course unit)

None

Further information (course unit)

None

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

The students describe learning and working environments applying one or two key concepts. The students reflect on their practical theories for teaching with reference to one or two theories. The students can explain some key concepts of assessment but describe their assessment methods without theoretical justifications. The students make use of appropriate learning and assessment literature but mainly paraphrases the authors’ ideas. The students participate actively in collaborative learning by giving and receiving feedback.

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

The students describe and evaluate multiple aspects of learning and working environments and how they support learning applying concepts from contemporary learning theories. The students reflect on and analyse their practical theories for teaching and make some connections between different learning theories. The students are acquainted with the key concepts of assessment and use them in self-assessment and to justify their own argumentations. The students show evidence of engaging with the course literature and some sources researched by themselves. The students take responsibility for their own learning and contribute to collaborative learning process and use feedback systematically to improve own work as well as the work of others using different media.

Assessment criteria, excellent (5) (course unit)

The students connect aspects and viewpoints of contemporary learning theories in their evaluation of learning and working environments in novel ways. The students critically reflect on and analyse their practical theories for teaching with references to course literature and sources searched by themselves. The students approach assessment with innovative thinking drawing on their own experiences and relevant literature. The students show evidence of wide reading and reflective approach in their demonstration of learning. The students participate actively in collaborative knowledge building by sharing expertise, using feedback and feedforward systematically and applying different media.

Location and time

Online

Exam schedules

Assessment is not in the form of exams.

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups creating an online learning community.
One intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, and orally

Learning materials

Learning materials and recommended literature:
Set book:
Illeris, K. (ed.) 2018. Contemporary theories of learning: learning theorists...in their own words
Routledge, Taylor & Francis Group 2018. Second edition
More materials will be recommended and provided online in the Tabula LMS and are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

Student's use of time and work load: 5 cr = 133 hours of student work. Out of that approximately 20 h of synchronous contact with the facilitator and 113 hours of independent study in small groups.

Content scheduling

Contemporary learning theories
Learning Environments & Operating cultures
Assessment

Practical training and working life cooperation

Practice and cooperation with working life: all tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

International connections: participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort

Objectives (course unit)

Students know the essentials of copyright and contract issues in the creative field, for example, in Music, AV production and Fine Arts.

Content (course unit)

Essentials of copyright and contract issues in the creative field, for example, in Music, AV-production and Fine Arts. Essential is understanding the principles of Copyright and Contract legislation and the need for them. Simultaneously important is to understand the environment of the creative field, including organisations and entrepreneurship.

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

The student is able to tell essential principles in one’s own creative field and is capable of explaining where they are needed for. The student is able to participate in the workshop as a representative of one’s own field of art. However, activity and searching sources are mostly lacking. The student can name a few copyright organisations.

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

The student is able to tell essential principles in one’s own creative fields and is capable of explaining where they are needed for. The student is able to participate in the workshop as a representative of one’s own field of art and is able to take into account other students from different fields with their own copyrights. The student participates constructively to a conversation about copyrights and can argue their opinions. The student can name copyright organisations, tell their functions and search information and ask for advice.

Assessment criteria, excellent (5) (course unit)

The student is able to tell essential principles in one’s own creative fields and is capable of explaining where they are needed from different perspectives (author, performer, financer). The student is able to take into account these principles in one’s own professional life. The student is able to be an expert in the workshop and thus can enhance and emphasize the meaning of copyrights in cooperation. The student participates in the conversation professionally, openly and interactively. The student knows inclusively copyright organisations. The student can look for information and ask for advice when needed from suitable actors in the creative field.

Assessment criteria, pass/fail (course unit)

The student has not returned the tasks and has not participated in the workshop according to the instructions.

Location and time

10 weeks

Exam schedules

Workshop is obligatory, replaces exam

Assessment scale

0-5

Teaching methods

kick-off, Indenpendent work, personal guidance, group work, workshop

Learning materials

all material in Moodle site

Student workload

2 h kick-off and personal meeting with teacher or general meeting with all students and teachers, approximately 130 h self study with tasks, 5 h workshop

Content scheduling

1. Kick-off meeting, presentation of the content of the course and timetable, week 1
2. independent studying in Moodle site/basics of copyrights, week 2-3
3. Personal meeting with teacher, week 4
4. independent studying in Moodle site/ advanced studies of copyrights, week 5-7
5. workshop of copyrights, week 8

Completion alternatives

n/a

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student has not returned the tasks and has not participated in the workshop according to the instructions.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student is able to tell essential principles in one’s own creative field and is capable of explaining where they are needed for. The student is able to participate in the workshop as a representative of one’s own field of art. However, activity and searching sources are mostly lacking. The student can name a few copyright organisations.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student is able to tell essential principles in one’s own creative fields and is capable of explaining where they are needed for. The student is able to participate in the workshop as a representative of one’s own field of art and is able to take into account other students from different fields with their own copyrights. The student participates constructively to a conversation about copyrights and can argue their opinions. The student can name copyright organizations, tell their functions and search information and ask for advice.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

he student is able to tell essential principles in one’s own creative fields and is capable of explaining where they are needed from different perspectives (author, performer, financer). The student is able to take into account these principles in one’s own professional life. The student is able to be an expert in the workshop and thus can enhance and emphasize the meaning of copyrights in cooperation. The student participates in the conversation professionally, openly and interactively. The student knows inclusively copyright organizations. The student can look for information and ask for advice when needed from suitable actors in the creative field.

Objectives (course unit)

-Students are able to create simple html5-based video games.
-Students are able to do game graphics, level design and game logic without the need to learn code syntax.
-The students are able to collaborate online in an international student team in order to create a working video game as the course work project.

Content (course unit)

During this online course, the students create a simple video game. The tools used during the course are free and no prior knowledge of coding is required. The games created as a result of this course will be playable with any web browser. The course is built in a way that allows it to be customized to individual learning preferences of each student. As a student, you can choose if you want to use a lecture based structured approach or a more flexible problem based learning approach during this course.

Location and time

This course is done fully online. Here is the Zoom link: https://tuni.zoom.us/j/65682046041

Assessment methods and criteria

-The course is evaluated based on a course work task and graded as a pass/fail.

Assessment scale

Pass/Fail

Teaching methods

-Online lectures
-Learning by doing
-Problem based learning

Learning materials

-Free digital resources

Student workload

3 x 27h = 81h

Objectives (course unit)

The student knows the basics of data analysis and the most important methods. The student knows how to process, analyze and visualize data. The student knows the basics of artificial intelligence, the most important concepts and is able to interpret the results and know the limitations and possibilities of the methods.

Content (course unit)

The basics of data analysis and the main methods. Processing, analyzing and visualizing data. Basics of Artificial Intelligence, key concepts and methodology evaluation.

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

The student is able to process data, analyze and make visualizations. The student knows the basics of artificial intelligence and the most important concepts.

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

The student is able to process data, analyze and make visualizations. The student knows the basics of artificial intelligence, the most important concepts and knows the limitations and possibilities of methods.

Assessment criteria, excellent (5) (course unit)

The student is able to handle data in a versatile way, analyze and visualize. Students are familiar with the basics of artificial intelligence, the most important concepts and are able to interpret the results and know the limitations and possibilities of the methods.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to develop the student's basic knowledge of digital marketing and sales.

On completion of the course, the student will
- understand the importance of digital marketing strategy as part of a company's successful business operations
- knows how to implement a digital marketing strategy and how to measure and analyse its results
- identify different ways in which an organisation can communicate and influence its customers through digital channels
- know how to use different digital tools and platforms to deliver digital marketing and sales

Content (course unit)

Digital marketing strategy
Digital marketing models
Digital marketing tools and channels
Platform solutions and other technologies supporting digital marketing and sales
Measurement and analytics

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

Students will understand the importance of a digital marketing strategy and identify some ways to put it into practice. The student will know the most common ways in which an organisation can communicate and influence its customers through digital channels. They will be able to identify the most common digital tools and platforms for marketing and sales.

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

Students will understand the importance of digital marketing strategy and how to put it into practice. They know how to measure and analyse its results. They will be able to articulate the most common ways in which an organisation can communicate and influence its customers through digital channels and select the appropriate digital tools and platform solutions. Understand how different digital tools and platforms can be used to implement digital marketing and sales.

Assessment criteria, excellent (5) (course unit)

The student understands the importance of digital marketing strategy and can advise on how to put it into practice. They will understand how to measure and analyse its results. The student will be able to choose the most appropriate way for an organisation to communicate and influence its customers through digital channels and will be able to recommend appropriate digital tools and platform solutions. The student will be able to analyse how different digital tools and platforms can be used to implement digital marketing and sales.

Assessment scale

0-5

Objectives (course unit)

During the course the students learn about digital marketing and creating content to various digital platforms.

After completing the course the students
- know how to choose the right channels when planning digital marketing
- know how to plan and implement various content marketing campaigns
- are able to make the most of digital tools when implementing a sales process.

Content (course unit)

How to choose the best channels for digital marketing?
How to create engaging content?
How to succeed in digital marketing?
What are the characteristics of digital sales?
How to use analytics for segmentation?

Prerequisites (course unit)

1st year courses or equivalent knowledge.

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

The student knows different digital platforms and can identify and name content types. They know what to take into consideration when planning a digital marketing campaign. The student knows the basics of digital marketing terminology.

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

The student knows how to use the most common digital platforms and is able to create basic content to them. They can plan a modest digital marketing campaign to fixed segments and measure it. The student knows digital marketing terminology widely.

Assessment criteria, excellent (5) (course unit)

The student knows how to use the most common digital platforms independently and is able to learn new ones quickly. The have mastered the art of content creation and know how to set goals and plan ahead. The student can plan, implement and measure digital marketing for fixed segments and also define new segments. They have mastered the digital marketing terminology.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence in the manner indicated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

-understands the image of the work of the local director of the social services sector and is able to reflect on one's own ability to act as a foreman in managing employees, work organization and customer work

-is able to review and evaluate the structure, content and pedagogy of digital learning material from the perspective of meaningful learning

Content (course unit)

-A total of 32 digital learning content on the topics of personnel management, self-management, coaching management, work community management. These are suitable for all students, depending on the field.

-A total of 8 learning contents on self-monitoring of elderly work and customer orientation management. These can also be assessed by all students in the field of social services and health care.

-It takes about 15-30 minutes to go through one section. A written assessment is given for each section at the end of the section.

Assessment criteria, pass/fail (course unit)

ADMITTED:
- student completes all 40 sections and gives written constructive feedback and assessment (= 5 cr)
- student completes 32 sections and gives written constructive feedback and assessment (= 4 cr)


FAIL:
-the student does not complete at least 32 sections and does not provide written constructive feedback and assessment of the learning content to the system

Assessment methods and criteria

Admitted/Fail


ADMITTED:
- student completes all 40 sections and gives written constructive feedback and assessment (= 5 cr)


FAIL:
-the student does not complete at least 32 sections and does not provide written constructive feedback and assessment of the learning content to the system

Assessment scale

Pass/Fail

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

Student
• is able to perform the learning tasks of the course
• demonstrate that they are in control of the core content of the course
• is able to apply the lessons learned in working life situations, but there is much to improve in sharing knowledge

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

Student
• performs the course as a whole fairly well
• An active learner and as an individual and in a team can demonstrate the applicability of knowledge and practices acquired from literature, lectures, and other sources to tasks analyzing and developing working life

Assessment criteria, excellent (5) (course unit)

Student
• is able to perform all the parts of the course commendably
• she has shown interest and motivation to learn as an individual and in a team and is able to share her knowledge with others
• master the curriculum and apply the skills learned from literature, lectures, and other sources in analyzing and developing work-life skills

Assessment scale

0-5

Objectives (course unit)

The objective of the course is to provide a general understanding of digital tools and online environments used in higher education, as well as to guide students to the appropriate services for acquiring additional information.

After completing the course, the student knows
• basics of data storaging and appropriate use
• office software available (MS Office)
• basic use of Pakki and Moodle environments
• how to get support for digital issues at TAMK

Content (course unit)

• TAMK Intra
• Pakki study register
• Moodle learning environment
• Email: Application (Outlook) and webmail: outlook.com/tuni.fi
Electronic calendar
• Office 365: Word, PowerPoint, Excel (desktop and online)
• Teams and Zoom
• Information security, data protection, GDPR
• Artificial intelligence - support intelligence

Assessment criteria, pass/fail (course unit)

Passed: The student has sufficient skills with digital tools so that progress in studies is successful.

Rejected: The student does not have sufficient skills with digital tools to progress successfully in the studies.

Location and time

Online in your own initiative

Exam schedules

No exam

Assessment scale

Pass/Fail

Teaching methods

Self-paced studies online; excercises, end query

English Moodle platform - enrollment key: DTools

Learning materials

Material that needed is on Moodle platform.

Student workload

1 cr (ects) = ca. 27 h student's work

Content scheduling

Themes; by topic boxes
Student studies the themes and answers the final questionnaire

- TUNI information systems: Intra, Pakki, e-mail, Moodle, remote connection applications Teams and Zoom
- M365: Word, PowerPoint, Excel
- Information security, ethical behavior online, ethical use of artificial intelligence

Completion alternatives

N/A

Practical training and working life cooperation

N/A

International connections

N/A

Objectives (course unit)

The students learn how to
1. use prepositions correctly
2. use verbs in their correct tenses in various situations
3. use adjectives and adverbs correctly
4. create grammatically correct sentences and questions in English.

Content (course unit)

- verbs
- prepositions
- adjectives
- sentence structures

Further information (course unit)

The students study independently on-line in Moodle learning environment and return the assignments according to the instructions given in Moodle. There are no contact lessons except for the exam, which is done on paper at TAMK.

To pass the course, the student must pass the exam and complete all tasks given in Moodle by their dead-lines. The course is aimed at students who wish to improve their basic grammar skills, so there are no prerequisites.

The teaching language is Finnish.

Assessment scale

0-5

Objectives (course unit)

The students learn how to
1. use prepositions correctly
2. use verbs in their correct tenses in various situations
3. use adjectives and adverbs correctly
4. create grammatically correct sentences and questions in English.

Content (course unit)

- verbs
- prepositions
- adjectives
- sentence structures

Further information (course unit)

The students study independently on-line in Moodle learning environment and return the assignments according to the instructions given in Moodle. There are no contact lessons except for the exam, which is done on paper at TAMK.

To pass the course, the student must pass the exam and complete all tasks given in Moodle by their dead-lines. The course is aimed at students who wish to improve their basic grammar skills, so there are no prerequisites.

The teaching language is Finnish.

Assessment scale

Pass/Fail

Objectives (course unit)

The students learn how to
1. use prepositions correctly
2. use verbs in their correct tenses in various situations
3. use adjectives and adverbs correctly
4. create grammatically correct sentences and questions in English.

Content (course unit)

- verbs
- prepositions
- adjectives
- sentence structures

Further information (course unit)

The students study independently on-line in Moodle learning environment and return the assignments according to the instructions given in Moodle. There are no contact lessons except for the exam, which is done on paper at TAMK.

To pass the course, the student must pass the exam and complete all tasks given in Moodle by their dead-lines. The course is aimed at students who wish to improve their basic grammar skills, so there are no prerequisites.

The teaching language is Finnish.

Assessment scale

0-5

Objectives (course unit)

The students learn how to
1. use prepositions correctly
2. use verbs in their correct tenses in various situations
3. use adjectives and adverbs correctly
4. create grammatically correct sentences and questions in English.

Content (course unit)

- verbs
- prepositions
- adjectives
- sentence structures

Further information (course unit)

The students study independently on-line in Moodle learning environment and return the assignments according to the instructions given in Moodle. There are no contact lessons except for the exam, which is done on paper at TAMK.

To pass the course, the student must pass the exam and complete all tasks given in Moodle by their dead-lines. The course is aimed at students who wish to improve their basic grammar skills, so there are no prerequisites.

The teaching language is Finnish.

Assessment scale

0-5

Objectives (course unit)

Learning outcomes of the course unit:
After completing the course, the students

- are familiar with various listening and speaking theories
- are fluent in communicating orally in a fully on-line environment
- are more aware of various cultural issues which may arise in multi-cultural work groups
- are able to create a video presentation in groups
- know how to use different on-line communication tools


Level: European Framework of Reference: B2-C1

Content (course unit)

Course contents


Speaking theory
Listening theory
Pronounciation exercises
Cultural aspects


The course consists of theory material which the students are required to study independently, individual assignments which are submitted to the teacher as well as a small group project. In the group project the students create a short video in small groups.

Prerequisites (course unit)

Prerequisites and co-requisites
Prerequisites: upper secondary school English or equivalent. This is an advanced course on English.

Further information (course unit)

The English course in speaking and listening is aimed at students who wish to improve their pronunciation in English, learn to listen to and comprehend spoken English better and who want to improve their skills in on-line collaboration and the use of contemporary on-line discussion tools.

The course is also suitable for all students from all degree programmes. It is also suitable for exchange students as the teaching language of the course is English.

This is a fully on-line course with no classroom meetings. The course consists of both independent work as well as a small final project which will be done in groups. Even though the course has a schedule with set deadlines, the students need to be able to also work independently.

Assessment methods and criteria

The students will be assessed both individually and in groups. Individual assignment consists of learning diaries and podcasts and the group assessment on the final product of the project the students will be doing in groups. The assessment methods will include assessment by the teacher, self-assessment as well as peer assessment.

Assessment scale

0-5

Teaching methods

The course takes place in an on-line learning environment with no actual classroom meetings, and half of the students in the course will be from Masaryk University, Czechia. There will be on-line meetings with the other students and the teacher through various on-line communication tools. The students will also be working on video project together in small groups. Other learning activities include producing audio and video recordings.

Learning materials

All the course materials are submitted through the learning environment and the students have no need to buy any materials.

Student workload

The course is divided into 3 sections, which each take approximately 3 weeks to complete, and 1 week at the end for feedback. The students need to plan their schedules individually and with their group members.
Note: There are no weekly classes!

Content scheduling

The course will begin in March.

Further information

The participants need to have access to a computer with speakers/headphones and a microphone. Laptop quality equipment is sufficient. They also need to have video recording equipment, but smartphone quality is quite enough (the students do not need to own a video camera).

Guidelines for using AI in this implementation
If a student uses AI tools in an allowed manner to assist with their learning tasks, they must cite the AI tools used and provide the prompts they used alongside their task responses. If a student presents AI-generated results as their own without citations, sources, and/or prompts, the teacher may reject the work or require it to be redone. The teacher has the right to ask the student if they have used AI in their learning task.

Objectives (course unit)

Students are able to:
- achieve results in work related communication situations (e.g. presentations, negotiations, various customer service situations)
- write documents for job applications and manage job interviews
work in multicultural environment
- communicate with professional terminology

Content (course unit)

- Work related communication situations (e.g. product/machine/equipment/process presentations, conferences and negotiations, trade shows)
- Job applications
- Professional terminology
- Internet studies with a foreign student group (e.g. Hannover University of Applied Sciences)

Prerequisites (course unit)

Recommended Working English for Engineers or similar knowledge

Location and time

TAMK campus and Zoom meetings according to the timetable.

Exam schedules

Three written homework assignments
Course assignment (seminaarityö)
Oral presentation
80% attendance requirement must be met to obtain a grade for the course.
Failure to complete the tasks or meet the attendance requirement may result in a lower or failed grade.

Assessment methods and criteria

The assessment is based on successful completion of the following tasks and activities:
• Written tasks throughout the course (e.g. CV, job application letter, technical report)
• Mandatory oral activities (job interview, pair presentation)
• Active participation (participation in class activities, contribution to discussions, home assignments).

Assessment scale

0-5

Teaching methods

Contact teaching, presentations, discussions, pair and group work, individual and collaborative online activities, self-study.

Learning materials

Materials in Moodle

Student workload

Classes at the campus and on Zoom
Independent work and self-study

Content scheduling

Contact teaching in period 1.

Completion alternatives

If the student has completed corresponding studies at another university or university of applied sciences or has extensive work experience where the working language is English, the student may apply for credit transfer or recognition of competence through HyväHot-system.

Such cases have to be discussed with the teacher at the start of the course, and the student may be required to complete additional assignments to demonstrate their knowledge and skills.

If your level of English is around 4-5, you can sign up for the intensive course ”A Fast Track to Professional English".

Practical training and working life cooperation

none

International connections

none

Further information

Please inform the teacher if you have a proposal for individual study arrangements.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student failed to complete the required tasks and activities.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student:
• speaks understandably but somewhat inaccurately
• expresses himself/herself using satisfactory vocabulary and basic grammatical structures
• can communicate essential messages using basic professional terminology appropriate to the situation
• understands main points of professional materials in his/her technical field and is able to obtain basic information from these materials

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student:
• speaks clearly and understandably, with occasional mistakes
• expresses himself/herself clearly, using sufficient vocabulary and a range of grammatical structures
• can communicate messages coherently, using a variety of professional terms appropriate to the situation; can distinguish between different speaking and writing styles
• understands most points of professional materials in his/her technical field, is able to obtain the required information and convey it in an understandable manner

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student:
• speaks fluently, with only minor mistakes
• expresses himself/herself articulately, using extensive vocabulary and complex grammatical structures
• can communicate messages professionally and effectively; demonstrates good understanding of different speaking and writing styles and is able to tailor messages accordingly, depending on the situation
• understands most points of demanding professional materials in his/her technical field, is able to convey the obtained information professionally, and apply the acquired knowledge

Objectives (course unit)

Student:
• recognises contemporary social phenomena and discussions regarding special education pedagogy and can observe them critically
• is aware of the significance of background, values, and attitudes as well as social differences when it comes to defining diversity and who is considered a person with special educational needs
• understands how international, national, and local values and ideologies are reflected in the structures, operational environments, and encountering diversity in various service systems
• understands how society creates and defines inclusion or exclusion
• looks at the paths leading to marginalisation from the society’s viewpoint

Content (course unit)

The course looks at how international, national, and local ideologies regarding diversity, special educational needs, and disabilities have developed over the decades and what impact have the various ideologies and values had on the development of the service system during different eras. The course also focuses on the paths of inclusion but also exclusion and marginalisation from the societal viewpoint, and what is the role of the service system in either preventing or even causing marginalisation, especially during various stages of transition. The course also makes the students think about how their own personal values and attitudes impact their definition of diversity, encountering students with special educational needs, and planning support activities as experts.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarize students with the basics of supervisory work and to give them an idea of what supervisory work is.

After completing the course the students:
- know the most important elements of supervisory work and understand their significance
- are able to work in daily supervisory situations
- know how to design and develop the supervisory work in practice
- are able to work as part of an organization.

Content (course unit)

What is the supervisor work?
How are the orientation and recruiting work done in practice?
How to act in the most common supervisory situations?
What is the significance of the development discussions?
How is organizational competence developed?
What do the performance management and change management mean? What is quality management?
How are the organization and individual motivated?
Why is the communication an important part of supervisory work?
How do the organizational structures support the supervisory work and management / lead-ership?

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

The student knows the duties related to the supervisory work and is able to name the differ-ent parts of the work. They know different practices of the supervisory work.

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

The student is able to work according to the instructions in the situations related to the basic supervisory work. They can choose different ways of working and know how to apply the learning outcomes in HR and supervisory work in practice

Assessment criteria, excellent (5) (course unit)

The student understands the complexity of supervisory work and is able to apply the issues they have learned about the leadership in practice. They are able to develop the supervisory work and to combine the issues of the various areas to form a coherent entity.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarize students with the basics of supervisory work and to give them an idea of what supervisory work is.

After completing the course the students:
- know the most important elements of supervisory work and understand their significance
- are able to work in daily supervisory situations
- know how to design and develop the supervisory work in practice
- are able to work as part of an organization.

Content (course unit)

What is the supervisor work?
How are the orientation and recruiting work done in practice?
How to act in the most common supervisory situations?
What is the significance of the development discussions?
How is organizational competence developed?
What do the performance management and change management mean? What is quality management?
How are the organization and individual motivated?
Why is the communication an important part of supervisory work?
How do the organizational structures support the supervisory work and management / lead-ership?

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

The student knows the duties related to the supervisory work and is able to name the differ-ent parts of the work. They know different practices of the supervisory work.

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

The student is able to work according to the instructions in the situations related to the basic supervisory work. They can choose different ways of working and know how to apply the learning outcomes in HR and supervisory work in practice

Assessment criteria, excellent (5) (course unit)

The student understands the complexity of supervisory work and is able to apply the issues they have learned about the leadership in practice. They are able to develop the supervisory work and to combine the issues of the various areas to form a coherent entity.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarize students with the basics of supervisory work and to give them an idea of what supervisory work is.

After completing the course the students:
- know the most important elements of supervisory work and understand their significance
- are able to work in daily supervisory situations
- know how to design and develop the supervisory work in practice
- are able to work as part of an organization.

Content (course unit)

What is the supervisor work?
How are the orientation and recruiting work done in practice?
How to act in the most common supervisory situations?
What is the significance of the development discussions?
How is organizational competence developed?
What do the performance management and change management mean? What is quality management?
How are the organization and individual motivated?
Why is the communication an important part of supervisory work?
How do the organizational structures support the supervisory work and management / lead-ership?

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

The student knows the duties related to the supervisory work and is able to name the differ-ent parts of the work. They know different practices of the supervisory work.

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

The student is able to work according to the instructions in the situations related to the basic supervisory work. They can choose different ways of working and know how to apply the learning outcomes in HR and supervisory work in practice

Assessment criteria, excellent (5) (course unit)

The student understands the complexity of supervisory work and is able to apply the issues they have learned about the leadership in practice. They are able to develop the supervisory work and to combine the issues of the various areas to form a coherent entity.

Assessment scale

0-5

Objectives (course unit)

Student:
- Is able to define the concept of quality and its dimensions
- knows the principles and process of quality management
- is able to define the concept of effectivity
- is able to independently design quality assurance process and analyze it critically
- knows and identifies the possibilities and limitations for measuring effectivity

Content (course unit)

Contents
Definitions of quality
Quality management, process, and methods
The concept of effectivity and impact and related concepts
The impact evaluation process and its phases (objects, solution, output, result, impact)
Effectiveness evaluation as part of the decision-making process and quality evaluation process as part of the action

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

The student knows the principles of quality assurance. The student is able to design the effectiveness evaluation process and its phases and knows the key methods of evaluation in their own work field. The student recognizes the importance of quality assurance and effectiveness evaluation as part of the decision-making process and action.

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

The student is able to apply the principles of quality assurance. The student is independently able to design the effectiveness evaluation process and its phases and knows the key methods of evaluation in their own work field. The student is able to analyze the meaning of quality assurance and effectiveness evaluation as part of the decision-making process and action.

Assessment criteria, excellent (5) (course unit)

The student is able to apply and analyze the principles of quality assurance. The student is able to design and develop the effectiveness evaluation process and its phases and is able to apply and develop evaluation methods in their work in their own work field. The student is able to argue the use of quality assurance and effectiveness evaluation as part of the decision-making process and recognizes the importance of quality assurance and impact assessment as part of decision-making and can integrate evaluation into activities.

Assessment scale

0-5

Teaching methods

HOW TO STUDY (independent, online)

This course includes 5 parts, 1, 2, 3, 4. and 5. You're supposed to carry out these parts in order.

Part 1: Instructions and a pretask essey. (0,5 credits).

Part 2: Quality, reading scientific articles and passing the tests (0.5 credits)

Part 3: Quality assurance in the students own work field, studying quality standards and protocols, writing learning diaries and having discussions. (1 credit)

Part 4: Evaluation, reading scientific articles and passing the tests (0.5 credits)

Part 5: Evaluation of Effectiveness: Implementing a work-life based project (2,5 credits).

The course is in english and we use english in our tasks and conversations. However, if you are studing your Master´s degree in finnish, you can write the project report in part 5 in finnish.

You can study at your own pace. Notice that 1 credit means 27 hours of work.

Teachers check the tasks four times on this semester: 1.4.2025, 5.5.2025, 6.10.2025, 3.11.2025. (You get your evaluation and credits in 3 weeks)

Student workload

You can study at your own pace. Notice that 1 credit means 27 hours of work.

Objectives (course unit)

The student is able to
- define and use pharmacological terms
- define various dosage forms and explain different routes of drug administration
- explain the phases of drug metabolism and the effects of drugs to the body
- describe the main side effects and interactions with other drugs
- describe the classes of medicine, most common drugs and toxicants, whose use involves concentration measurements and intoxication studies
- perform calculations needed in pharmacotherapy

Content (course unit)

Pharmacological terms
The mechanisms of drug action, receptors
Dose and response
Dosage forms and routes of drug administration
Pharmacokinetics
Basics of toxicology
Side and adverse effects and drug interactions
The classes of medicine and drugs, which involve laboratory tests
Medical calculations

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

The student is able to describe the concepts of drug, pharmacokinetics and pharmacodynamics and knows the main principles of drug therapy. Student knows the main features of principles by which the pharmaceutical products and chemical substances affect the body and by which the body processes them. The student understands the concepts of adverse effects and drug interactions. The student knows the basics of drug analytics and is able to list drug groups, the most common drugs and poisonous substances, which are associated with concentration measurements in laboratory. The student is able to perform the required medical calculations.

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

The student is able to explain the main terminology of pharmacology and toxicology. The student knows the principles, by which the pharmaceutical products and chemical substances affect the body and by which the body processes them. The student can explain the main mechanisms of adverse effects and drug interactions. The student knows the basics of drug analytics and is able to list drug groups, the most common drugs and poisonous substances, which are associated with concentration measurements in laboratory. The student is able to perform the required medical calculations.

Assessment criteria, excellent (5) (course unit)

The student is able to fluently use the main terminology of pharmacology and toxicology and drug therapy. The student can explain how the pharmaceutical products and chemical substances affect the body and how the body processes them. The student can explain the most important adverse effects and drug interactions and knows their mechanisms. The student can explain the features and methodology of drug analytics and is able to list drug groups, the most common drugs and poisonous substances, which are associated with concentration measurements in laboratory. The student is able to apply his/her knowledge of pharmacology and toxicology in performing drug monitoring and toxicology measurements. The student is able to perform the required medical calculations.

Assessment scale

0-5

Teaching methods

Video lectures, group work, presentations, independent work, exams

Learning materials

Lecture material (in Moodle)
General literature on pharmacology and toxicology
Recommended Literature for medical calculations: Ernvall, Pulli, Salonen, Nurminen and Kaukkila. 2012. Calculation. 9-11. edition. SanomaPro Oy, Helsinki.

Objectives (course unit)

The course provides its students with a complete big picture of the current financial and management accounting fundamentals. Its main objective is to enable the students to relate both their basic and advanced financial knowledge and skills to their business development actions and projects in practice, and to utilize the studied approaches, methods, and frameworks of the course as part of that, especially in their educational contexts.
After completing the course, the student will be able to

• use the financial and management accounting terminology and information to support decision-making
• read, interpret, and analyze financial closing and statement information, and apply it also in budgeting and forecasting, in an educational context
• solve the values of typical profitability, liquidity, and solvency measures
• perform sensitivity analyses as part of profitability and cash planning
• take into consideration the effects of digital transformation and sustainability in business planning
• tentatively apply a strategic performance measurement and evaluation framework in an example educational context
• communicate financial information and analysis work outcomes efficiently.

Content (course unit)

• Accounting and decision-making: the role of financial management
• Financial and management accounting: definitions, terms, and concepts
• Financial closing, fundamentals of the income statement and the balance sheet
• Profitability, liquidity, and solvency measures, in an educational context
• Financial planning and control, annual budgeting, forecasting
• Sensitivity (i.e., “what-if”) analysis, e.g., ROI DuPont
• Cash and working capital management, e.g., The Cash Conversion Cycle
• Considerations of digital and sustainable finance
• The students’ applications of theory to practice, in the educational cases of theirs.

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

The students can explain the role of accounting in businesses understandably and identify and name most of the core concepts in the fields of financial and management accounting. The students can read and communicate basic-level financial accounting information. They can solve the values of basic accounting measures quite reliably and apply some of the more advanced frameworks and methods acceptably. They recognise the potential benefits of modern forecasting and analysis tools and methods, and are partly able to test them, e.g., in the context of assignments. They perform the main course assignment acceptably. The students give and receive feedback, take responsibility as an individual and as part of a team under supervision. They recognise and can analyse their own level of interaction.

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

The students can define the key financial and management accounting terms and concepts. They can identify needs for applicable accounting methods. They can utilise the financial statement and related performance measurement information, with the help of also the recognition of connections between the financial statements. They can solve the values of accounting measures correctly and prepare company-level main budgets and forecasts relevantly. They can apply even the most advanced forecasting and analysis tools and methods mainly correctly, e.g., in the context of assignments. They know strong commitment and contribution to the main course assignment. The students give and receive constructive feedback, act professionally, recognise relevant business development needs, and can further develop their interaction skills, adding value to the team.

Assessment criteria, excellent (5) (course unit)

The students master the key financial and management accounting terms and concepts. They can identify needs for accounting methods and make initiatives to apply them. They can analyse and utilise the financial statement and related performance measurement information skillfully, also considering the connections between the financial statements. They can solve the values of numerous accounting measures correctly and prepare company-level main budgets and forecasts case-specifically. They can apply even the most advanced forecasting and analysis tools and methods very skillfully, even in demanding contexts. They show excellent commitment and contribution to all the course assignments. The students give and receive constructive feedback, act professionally and creatively, recognise relevant business development needs, and can further develop their strong interaction skills, adding remarkable value to the team.

Location and time

From Aug 20 to October 10, 2024.

After the intense week class of Aug 2024, an 100 % online course, in the case of this autumn 2024 implementation.

Exam schedules

No written exam.

Assessment methods and criteria

Active participation in online classes, tasks and exercises 40-50 %.
Assignment 50-60 %.

Assessment scale

0-5

Teaching methods

Learning discussions, group work, literature, exercises, assignment.

Learning materials

Partly informed in the first two classes, partly gathered during the course, as part of the learning process.

Teaching material is mainly located in the course Moodle.

Student workload

The students' workload can vary a lot based on their earlier experiences of accounting and finance. As a maximum, it is, anyway, pre-defined to be 135 hours.

Content scheduling

1 Accounting Terms and Concepts ("The Language of Business")
- Financial vs. Management Accounting; Financial Management
- Accrual vs. Cash-Based Accounting
- Financial Closing Information (The Income Statement, The Balance Sheet)
- Budgeting, Reporting and Forecasting
- Cost accounting: Variable and Fixed vs. Direct and Indirect Cost(s)

2 Performance Measurement and Evaluation
- Profitability, Liquidity, and Solidity
- Financial and Non-Financial Measurement
- Performance Management Frameworks (The Balanced Scorecard; KPI; OKR; LEAN accounting,...)

3 Financial Management
- Cash and Working Capital Management
- Considerations of Digital Finance, Sustainable Finance, The Platform Economy
- Sources of Financing

4 Assignment
- Choice of the target organization, research problem & financial objective(s)
- Data collection and analysis for business development
- Reporting and presenting the outcomes to the class
- Weight in the overall course evaluation: 50 % or 60 % (to student's favor in overall course evaluation).

Completion alternatives

No, there is not.

Practical training and working life cooperation

Business cases for the assignments are based on the students' own organizations and workplaces.

If necessary, also some other applicable institutions' business development interests and needs can act as a starting point for an assignment.

International connections

Both the extremely international student group and their own organizations and workplaces form a truly international platform for new learning experiences in financial management. In addition to already existing connections, there is a real chance to create new connections locally and internationally.

Further information

Pasi Kuusijärvi, M.Sc. (Econ. & Bus. Adm.), AmO, HHJ PJ
Senior Lecturer, Accounting and Financial Management

Tampere University of Applied Sciences (TAMK)
School of Business and Media

pasi.kuusijarvi@tuni.fi
Tel. +358 40 846 3052
www.tuni.fi

Objectives (course unit)

Student

- knows the Finnish social and health care service system and its relations to authority and community activities

- knows the approaches and structures of community work

- can develop the social and health care service system by considering both the possibilities of community work and the authorities’ activities, combining the best aspects of these

Content (course unit)

- The history and status of the Finnish social and health care system

- Reform of the Finnish social and health care system

- Basis for community work and functional orientations

- Understanding of the cultural backgrounds and social and health care structures of different societies.

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

Satisfactory (1-2)

The student can define the basis and structures of the Finnish social and health care service system and community work.

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

Good (3-4)

The student can construct the Finnish social and health care service system and its relations to authority and community activities.

Assessment criteria, excellent (5) (course unit)

Commendable (5)

The student understands the basis and principles of both the Finnish social and health care system and community work. Based on these, he/she demonstrates a strong ability to participate in the reform of social, health and educational organizations in society.

Assessment criteria, pass/fail (course unit)

Approved / Rejected

The objectives of the course have not been achieved; all aspects of the course have not been passed.

Location and time

Pre-assignment by 24.03.2025
Online learning sessions:
Mon 24.3.2025 at 15.00-17.30
Mon 31.3.2025 at 15.00-17.30
Thu 3.4.2025 at 15.00-17.30
Thu 10.4.2025 Online Lecture by Minna Salami (time will be determined later)
Tue 15.4.2025 at 15.00-17.30
Mon 28.4.2025 at 15.00-17.30
Tue 13.5.2025 at15.00-17.30

Exam schedules

-

Assessment methods and criteria

The assessment focuses on the following:
- participation in contact teaching and group work. Evaluation scale: pass/fail
- Completing pre-assignment and intermediate assignments. Evaluation scale: pass/fail
- Completing presentation about specific field of community work or health and social service. Evaluation scale: 1–5
The evaluation is based on the criteria of this course and TAMKS's joint assessment framework. Compliance with task instructions and schedules is also taken into account in the assessment.

Assessment scale

0-5

Teaching methods

- flipped learning videos
- pre-assignment and intermediate assignments
- remote learning lessons
- examples of Finnish health & social services and community work
- individual main assignment with support of team members

Learning materials

See the Moodle platform of the course

Student workload

This is the 5 credits course = 135 study hours all together.
- Remote learning lessons =20 hours.
- Independent and group working = 115 hours.

Content scheduling

Pre-assignment by 24.03.2025
Online learning session Mon 24.3.2025 at 15.00-17.30
• 1. Intermediate assignment by 31.03.2025
Online learning session Mon 31.3.2025 at 15.00-17.30
• 2. Intermediate assignment by 3.4.2025
Online learning session Thu 3.4.2025 at 15.00-17.30
• 3. Intermediate assignment by 15.4.2025
Online learning session Thu 10.4.2025
Online learning session Tue 15.4.2025 at 15.00-17.30
• 4. Intermediate assignment by 28.4.2025
Online learning session Mon 28.4.2025 at 15.00-17.30
• Documented presentation about specific field of community work or health and social service by 9.5.2023
Online learning session Tue 13.5.2025 at 15.00-17.30

Completion alternatives

None

Practical training and working life cooperation

- Visitors from social and health care services and community work organizations
- Examples of specific social and health care services or community work activities studied and presented by students

International connections

The professor of community work from Virginia (USA) will join the course. The students with international background will share their knowledge with each other too.

Objectives (course unit)

Students are able
- to evaluate different kind of functional facility designs
- to choose suitable surface materials for different kind of facilities
- to choose the right maintenance for surface materials
- to evaluate cleaning contracts

Content (course unit)

WHAT is functional facility design?
HOW to choose and maintenance surface materials?
WHY do I have to understand cleaning contracts?

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

There are some holes in the assignments and satisfactory treatment of the subject with no own opinions and only few sources and fails in the use of them. Presentations done.

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

The assignments has been done well and there was good treatment of the subject, good sources and some mistakes in the use of them. Only a few own opinions. Good presentations.

Assessment criteria, excellent (5) (course unit)

The assignments has been done excellently with clear and full treatment of the subject. Excellent sources and handling of them lots of own opinions. Excellent presentations.

Assessment criteria, pass/fail (course unit)

Assignments not fulfilled.

Location and time

Virtual course

Exam schedules

No exam

Assessment methods and criteria

Functional facility design 50%
* Own design (renovation or spatial plan) project

Surface materials 20%
* Choosing right surface materials for facilities

Maintenance for surface materials 30%
* Choosing right equipment, machines and cleaning agents for maintenance of the surfaces

There are some small assignmets just pass/fail

Those assignments can be done in pairs or groups.

Assessment scale

0-5

Teaching methods

Assignments

Learning materials

In TUNI Moodle learning environment: https://moodle.tuni.fi

Student workload

The scope of the course is 5 ECTS credits
The credit corresponds to an average of 27 hours of the student's work, which mainly consists of completing the course assignments, familiarizing yourself with other assignments and familiarizing yourself with the materials

Practical training and working life cooperation

-

Further information

This course is a hop in- hop off course so you can join in and make your own timetable

Students will see functional facility design from Hospitality Management point of view in every day working life as well as one choice to promote wellbeing and sustainability in premises.

Students are able to evaluate different kind of functional facility designs in international context.

During the course, students will choose a place to implement functional facility design in practice. The place can be an office space, public place e.g. a small hotel, restaurant, café, community center, etc. The aim is to focus on functionality in their design. Students will make their own design (renovation or spatial plan) to the chosen premises in order to help them find different aspects of functionality, wellbeing and sustainability. During the project, students will decide on appropriate choices about right and suitable surface materials for the facilities based on literature and study materials. In addition, students will reflect on cost-efficiency of the suitable materials from the maintenance point of view during the life cycle of the premises.

By attending the course, students are able to see the international discrepancies in premises, construction and material choices as well as maintenance methods. Geographical and climate differences adds challenges that students need to take into concern.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Assignments not fulfilled.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

There are some shortcoming in the assignments and satisfactory understanding of the topic with no students' own opinions. Very few literature references / sources have been used and there is some level of the failure in the use of them. Presentations are given.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The assignments are well executed and there is good understanding of the topic, good literature references / sources but some shortcomings in the use of them.
Limited number of own opinions expressed about the topic. Good presentations.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The assignments have been carried out in an excellent manner with clear and full understanding of the subject. Excellent utilisation of literature references / sources and handling of them.
Lots of own opinions expressed. Excellent presentations.

Objectives (course unit)

Student is able to:
- understand basic terminology of geometry
- calculate areas and volumes of two- and three-dimensional objects
- apply vectors to technical problems
- perform calculations with complex numbers

Content (course unit)

Terminology of Geometry, Solving a Scalene Triangle, Areas and Volumes, Center of Mass of a Plane Region, Similarity, Scale, Vectors and Applications, Complex Numbers.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the problems solved during the course. Student is familiar to different forms of complex numbers and is able to perform calculations with them. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve basic geometrical problems and knows how to apply vectors to technical problems. Student can also explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

Student

- masters the culturally sensitive approach in local and global contexts

- identifies global challenges and dimensions of well-being

- can work independently in multicultural specialist and management positions

- can critically analyze social and global problems and their social impacts

Content (course unit)

- Culture-sensitive work approach

- Different kind of specialist and management positions in multicultural communities

- includes Academic English Studies (2 credits of this 5 credits course)

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

Satisfactory (1-2)

The student recognizes global challenges and a culture-sensitive approach and can work in multicultural specialist positions.

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

Good (3-4)

The student can apply a culture-sensitive approach and construct global challenges and dimensions of well-being. He/she can lead independently multicultural specialist tasks.

Assessment criteria, excellent (5) (course unit)

Commendable (5)

The student has adopted a culture-sensitive approach. The student can work as a specialist or manager in international and multicultural work communities and operating environments in his/her field. He/she is able to critically analyze global problems and their social effects.

Assessment criteria, pass/fail (course unit)

Approved / Rejected

The objectives of the course have not been achieved; all aspects of the course have not been passed

Location and time

7.1.2025-30.3.2025

Exam schedules

No exam

Assessment methods and criteria

-Oral group presentation 17.3.2025 (0-5) (sisältö) englannin kielestä palaute
-Active participation in compulsory online sessions
-Academic English Assignment by 2.3.2025 (0-5)
-Participation to international Seminar of Conference
-Self Reflection and Evaluation (0-5)

Assessment scale

0-5

Teaching methods

Independent study
Contact sessions, including live seminar or online webinar
Group sessions with your own team
Presentations at a seminar
Written assignments

Learning materials

Available in Moodle

Student workload

5 ECTS = 135 hours
Contact sessions: 24 hours
Independent study: 43 hours
Group work: 54 hours

Content scheduling

6-13.1.2025 Pre-assignment for session I
Tue 14.1.2025 at 15.00 – 17.30 Session I : Orientation to Global challenges and wellbeing - Towards glocal understanding in social work /EM
15.1-27.1.2025 Pre-assignment for session II
Tue 28.1 at 13.00-17.30 Session II: Academic English, Presentation/Negotiation skills /JH
29.1-12.2.2025 Pre-assignment for session III-IV
Thu 13.2 at 15.30 – 18.00 Session III: Empathy, time for group work
Fri 14.2 at 13.45 – 15.30 Session IV: Visiting lecture (joint session with 24YESO)
2.3. due date for essay
11.3-13.3 Eye on TAMK (choose live event at TAMK, other suitable conference/webinar or article selection, 4 sessions in total)
Mon 17.3 at 15.00 – 18.00 Session V: Seminar Presentations
(Tue 18.3. at 8.30-16 Global Social work day seminar at TAMK – optional for Eye on TAMK event)
Wed 19.3 15.00 – 17.30 Session VI: Feedback – Closing EM & JH

Practical training and working life cooperation

Collaboration in preparing seminar presentations possible
Guest lectures

International connections

The themes and content of the course are primarily international, and guest lectures by international visitors will be conducted during the course.

Further information

The course involves collaboration with students from the 24YESO group
The course involves participation in seminar or webinar, different options possible.

Objectives (course unit)

The aim of the course is to develop basic skills in the application of public administration and administrative procedure regulations.

Student
- identify and present the main features of the legislation on administrative procedure, public access to public authorities, the system of administrative legal protection and control of legality
- apply administrative law standards in practice and justify their decisions
- take account of ethics, responsibility and professional cooperation in their work.

Content (course unit)

Functions and structure of public administration.
The legal relationship between the public authority and the client.
The right to good administration.
Administrative procedure.
Publicity of public authority activities.
The system of legal protection for the administration.

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

Students will identify the main principles and general doctrines of administrative law and apply what they have learned in practical situations. Students will identify administrative law problems, obtain information from different sources and solve administrative law issues. The student will describe the importance of taking into account ethics and responsibility in his/her work. He/she will participate in group work and reporting.

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

The student identifies and understands the main principles and general doctrines of administrative law and is able to evaluate them critically. The student will be able to structure an administrative case into relevant sub-issues, argue for their resolution in the light of key legal rules and present a reasoned decision. Students will act ethically and responsibly in their work. The student is an active member of a team and reports well on his/her work.

Assessment criteria, excellent (5) (course unit)

The student will critically analyse and evaluate key principles and general doctrines of administrative law. The student will identify problems in administrative law, obtain and analyse information from different sources and solve administrative law problems analytically, critically and comprehensively. The student will promote ethics and accountability at both individual and group level. Students will be highly motivated and committed to taking responsibility for their own and group performance and reporting.

Assessment scale

0-5

Objectives (course unit)

Student recognizes his strengths in leadership situations. He
understands the importance of strategy in competence management.
He is familiar with modern human resources management practices and
is able to develop human resource management at individual, team and organizational levels

Content (course unit)

Module 1. Self-management and motivation
Module 2. Competence Management and HRM
Module 3. Coaching and Competence Development
Module 4. Lead teams to the top

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

The student has a incipient understanding of human resource management. The participant is able to list key areas of human resources but is not able to apply them to his/her own work or reflect to past work experience, or to solve challenging managerial situations.

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

The student has a clear understanding of human resource management. The participant is able to list key areas of human resources, to somehow apply them to their own work or past work experience, and to solve challenging managerial situations.

Assessment criteria, excellent (5) (course unit)

The student has an excellent understanding of human resource management. The participant will be able to apply and further develop key areas of human resources, both in their own work and in solving challenging managerial situations with others. The participant is able to reflect on his / her own activities and knowledge in a versatile way and to develop his / her own actions.

Location and time

Koko kurssi toteutetaan etänä Zoomissa.

Läsnäkerrat:

- to 5.9.2024. klo 16.00 – 20.00
- pe 6.9.2024 klo 16.00 – 20.00
- to 19.9.2024 klo 16.00 – 20.00
- pe 20.9.2024 klo 16.00 – 20.00
- to 3.10..2024 klo 16.00 – 20.00

Exam schedules

- Viimeisellä lähikerralla on ryhmätentti , joka arvioidaan asteikolla 0-5, ja joka muodostaa 50 % kurssin arvosanasta
- Henkilöstövoimavarojen Johtamisen Käsikirja, joka arvioidaan asteikolla 0-5, ja joka muodostaa 50 % kurssin arvosanasta
TAI
"Puolenvaihto" - Viikon havainnointi- ja työparityöskentelyjakso siten, että kumpikin opiskelijoista pääsee tutustumaan itselleen vieraaseen toimialaan, yritykseen tai tehtävän. Ideaalikesto; 1 viikko joustavasti kurssin aikana. Tästä lyhyt raportti tai esitys.Tämän osan hyväksytty suorittaminen korottaa henkilön saaman ryhmätentin arvosanaa yhdellä.

Assessment methods and criteria

Ryhmätentin suorittaminen, 50 %, arviointi 0-5

Henkilöstövoimavarojen johtamisen käsikirjan laatiminen, 50 %, arviointi 0-5
TAI "Puolenvaihto" - Viikon havainnointi- ja työparityöskentelyjakso siten, että kumpikin opiskelijoista pääsee tutustumaan itselleen vieraaseen toimialaan, yritykseen tai tehtävän. Ideaalikesto; 1 viikko joustavasti kurssin aikana. Tästä lyhyt raportti tai esitys.Tämän osan hyväksytty suorittaminen korottaa henkilön saaman ryhmätenti arvosanaa yhdellä.

Assessment scale

0-5

Teaching methods

- johdantoluennot
- interaktiiviset "läsnäkerrat"
- osaamisen jakaminen
- ryhmäkeskustelut
- tiimityöskentely
- yksilöllinen lukeminen ja kirjoittaminen
- havainnointi ja työparityöskentely
- ryhmätentti

Student workload

5 opintopistettä vastaa noin 135 tunnin työtä

Koko kurssi toteutetaan etänä Zoomissa.

Koko kurssi toteutetaan etänä Zoomissa.

Läsnäkerrat:

- to 5.9.2024. klo 16.00 – 20.00
- pe 6.9.2024 klo 16.00 – 20.00
- to 19.9.2024 klo 16.00 – 20.00
- pe 20.9.2024 klo 16.00 – 20.00
- to 3.10..2024 klo 16.00 – 20.00

Content scheduling

Sisältö jaksottuu lähikertojen teemojen mukaan.
1) Itsensä johtaminen ja motivaatio
2) Yksilöiden ja tiimien johtaminen
3) Osaamisen johtaminen
4) Valmentava johtaminen
5) Haastavat johtamistilanteet -ryhmätentti

Lähikertojen välillä työstetään johtamiskäsikirjaa, ja se viimeistellään viimeisen lähikerran jälkeen.
"Puolenvaihto" - Viikon havainnointi- ja työparityöskentelyjakso siten, että kumpikin opiskelijoista pääsee tutustumaan itselleen vieraaseen toimialaan, yritykseen tai tehtävän. Ideaalikesto; 1 viikko joustavasti kurssin aikana. Tästä lyhyt raportti tai esitys.Tämän osan hyväksytty suorittaminen korottaa henkilön saaman ryhmätentin arvosanaa yhdellä.

Practical training and working life cooperation

Opiskelija laatii työelämän tarpeiden mukaan räätälöidyn Henkilöstövoimavarojen Johtamisen Käsikirjan esihenkilönä toimimisen apuvälineeksi ja oman organisaationsa hyödyksi.

Vaihtoehtoisesti opiskelijan on mahdollista sopia toisella toimialalla tai toisenlaisessa organisaatiossa työskentelevän opiskelijan kanssa viikon mittaisesta havainnoinnista ja työparityöskentelystä toistensa organisaatioissa ("Puolenvaihto"). Lisätietoja ensimmäisellä kurssikerralla. Tästä laaditaan lyhyt raportti tai esitys muille.

Further information

Tämä kurssi perustuu vahvasti osallistujien läsnäoloon jokaisella kerralla, toisilta oppimiseen ja osaamisen jakamiseen. Kurssin sisällöt rikastuvat kurssilaisten vuorovaikutuksessa. Arvo tulee siitä työkokemuksesta, jota te kaikki tuotte mukananne kurssille. Kurssin alussa tiimit sopivat pelisäännöt, mm. siihen, miten mahdollisiin poissaoloihin suhteudutaan.Lähtökohtaisesti on tärkeää, että jokainen voi osallistua jokaiselle "läsnäkerralle".

Kurssi toteutetaan etänä Zoomissa.

Läsnäkerrat:

- to 5.9.2024. klo 16.00 – 20.00
- pe 6.9.2024 klo 16.00 – 20.00
- to 19.9.2024 klo 16.00 – 20.00
- pe 20.9.2024 klo 16.00 – 20.00
- to 3.10.2024 klo 16.00 – 20.00

HUOM! Kurssille otettavat opiskelijat valitaan siinä prioriteettijärjestyksessä, että tämän kurssin suorittaminen nyt on välttämätöntä valmistumisen näkökulmasta ja/tai opiskelija on YAMK-opintojen loppuvaiheessa. Kurssista on neljä toteutusta vuodessa.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Johtamisen käsikirja on vaillinainen tai puuttuu TAI "Puolenvaihtoa" ei ole tehty ja raportoitu
Ryhmätenttiin ei ole osallistuttu

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Johtamisen käsikirjassa on hyödynnetty vähempää kuin kolmea lähdettä. Omat esimerkit ja pohdinta puuttuvat tai on hyvin heikkoa. Käsikirja ei ole selkeä eikä ymmärrettävä.
Ryhmätentin arvosana on 1-2.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Johtamisen käsikirjassa on hyödynnetty vähintään 4-9 lähdettä. Omat esimerkit ja pohdinta ovat kohtalaiset. Käsikirja ei ole selkeä eikä kovin ymmärrettävä.
Ryhmätentin arvosana on 3-4.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Johtamisen käsikirjassa on erinomaisesti hyödynnetty vähintään 10 lähdettä. Omat esimerkit ja pohdinta ovat hyvät ja perustellut. Käsikirja on selkeä ja ymmärrettävä.
Ryhmätentin arvosana on 4-5.

Objectives (course unit)

Student recognizes his strengths in leadership situations. He
understands the importance of strategy in competence management.
He is familiar with modern human resources management practices and
is able to develop human resource management at individual, team and organizational levels

Content (course unit)

Module 1. Self-management and motivation
Module 2. Competence Management and HRM
Module 3. Coaching and Competence Development
Module 4. Lead teams to the top

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

The student has a incipient understanding of human resource management. The participant is able to list key areas of human resources but is not able to apply them to his/her own work or reflect to past work experience, or to solve challenging managerial situations.

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

The student has a clear understanding of human resource management. The participant is able to list key areas of human resources, to somehow apply them to their own work or past work experience, and to solve challenging managerial situations.

Assessment criteria, excellent (5) (course unit)

The student has an excellent understanding of human resource management. The participant will be able to apply and further develop key areas of human resources, both in their own work and in solving challenging managerial situations with others. The participant is able to reflect on his / her own activities and knowledge in a versatile way and to develop his / her own actions.

Location and time

Koko kurssi toteutetaan etänä Zoomissa ja Moodlea hyödyntäen. Kurssilla tehdään ryhmätöitä ja käydään ryhmäkeskusteluja ainostaan etukäteen suunnitelluilla "läsnäkerroilla", muu opiskelu on itsenäistä materiaalin hyödyntämistä ja omaan työhön soveltavaa kirjoittamista. Lisäksi lopussa on avoin kirja ryhmätentti, johon osallistuminen edellyttää läsnäkerroilla olemista. Jos annetut läsnäkerrat eivät sovi sinulle, älä ilmoittaudu tälle toteutukselle.

Läsnäkerrat etänä Zoomissa:

- Pe 24.1.2025 kello 17-20
- To 6.2.2025 kello 17-20
- Pe 21.2.2025 kello 17-20
- To 6.3.2025 kello 17-20
- To 20.3.2025 kello 17-20

Exam schedules

- Viimeisellä lähikerralla on ryhmätentti , joka arvioidaan asteikolla 0-5, ja joka muodostaa 50 % kurssin arvosanasta

- Henkilöstövoimavarojen Johtamisen Käsikirja, joka arvioidaan asteikolla 0-5, ja joka muodostaa 50 % kurssin arvosanasta

TAI
"Puolenvaihto" - Viikon havainnointi- ja työparityöskentelyjakso siten, että kumpikin opiskelijoista pääsee tutustumaan itselleen vieraaseen toimialaan, yritykseen tai tehtävän. Ideaalikesto; 1 viikko joustavasti kurssin aikana. Tästä lyhyt raportti tai esitys.Tämän osan hyväksytty suorittaminen korottaa henkilön saaman ryhmätentin arvosanaa yhdellä.

Assessment methods and criteria

Ryhmätentin suorittaminen, 50 %, arviointi 0-5

Henkilöstövoimavarojen johtamisen käsikirjan laatiminen, 50 %, arviointi 0-5

TAI "Puolenvaihto" - Viikon havainnointi- ja työparityöskentelyjakso siten, että kumpikin opiskelijoista pääsee tutustumaan itselleen vieraaseen toimialaan, yritykseen tai tehtävän. Ideaalikesto; 1 viikko joustavasti kurssin aikana. Tästä lyhyt raportti tai esitys.Tämän osan hyväksytty suorittaminen korottaa henkilön saaman ryhmätentin arvosanaa yhdellä.

Assessment scale

0-5

Teaching methods

- johdantoluennot
- interaktiiviset "läsnäkerrat"
- osaamisen jakaminen
- ryhmäkeskustelut
- yksilöllinen lukeminen ja kirjoittaminen
- ryhmätentti

Student workload

5 opintopistettä vastaa noin 135 tunnin työtä

Koko kurssi toteutetaan etänä Zoomissa ja Moodlea hyödyntäen. Kurssilla tehdään ryhmätöitä ja käydään ryhmäkeskusteluja ainostaan etukäteen suunnitelluilla "läsnäkerroilla", muu opiskelu on itsenäistä materiaalin hyödyntämistä ja omaan työhön soveltavaa kirjoittamista. Lisäksi lopussa on avoin kirja ryhmätentti, johon osallistuminen edellyttää läsnäkerroilla olemista. Jos annetut läsnäkerrat eivät sovi sinulle, älä ilmoittaudu tälle toteutukselle.

Läsnäkerrat etänä Zoomissa:

- Pe 24.1.2025 kello 17-20
- To 6.2.2025 kello 17-20
- Pe 21.2.2025 kello 17-20
- To 6.3.2025 kello 17-20
- To 20.3.2025 kello 17-20

Content scheduling

Sisältö jaksottuu lähikertojen teemojen mukaan.
1) Itsensä johtaminen ja motivaatio
2) Yksilöiden ja tiimien johtaminen
3) Osaamisen johtaminen
4) Valmentava johtaminen
5) Haastavat johtamistilanteet -ryhmätentti

Lähikertojen välillä työstetään johtamiskäsikirjaa, ja se viimeistellään viimeisen lähikerran jälkeen.
TAI
"Puolenvaihto" - Viikon havainnointi- ja työparityöskentelyjakso siten, että kumpikin opiskelijoista pääsee tutustumaan itselleen vieraaseen toimialaan, yritykseen tai tehtävän. Ideaalikesto; 1 viikko joustavasti kurssin aikana. Tästä lyhyt raportti tai esitys.Tämän osan hyväksytty suorittaminen korottaa henkilön saaman ryhmätentin arvosanaa yhdellä.

Practical training and working life cooperation

Opiskelija laatii työelämän tarpeiden mukaan räätälöidyn Henkilöstövoimavarojen Johtamisen Käsikirjan esihenkilönä toimimisen apuvälineeksi ja oman organisaationsa hyödyksi.

Vaihtoehtoisesti opiskelijan on mahdollista sopia toisella toimialalla tai toisenlaisessa organisaatiossa työskentelevän opiskelijan kanssa viikon mittaisesta havainnoinnista ja työparityöskentelystä toistensa organisaatioissa ("Puolenvaihto"). Lisätietoja ensimmäisellä kurssikerralla. Tästä laaditaan lyhyt raportti tai esitys muille.

Further information

Tämä kurssi perustuu vahvasti osallistujien läsnäoloon jokaisella kerralla, toisilta oppimiseen ja osaamisen jakamiseen. Kurssin sisällöt rikastuvat kurssilaisten vuorovaikutuksessa. Arvo tulee siitä työkokemuksesta, jota te kaikki tuotte mukananne kurssille. Kurssin alussa tiimit sopivat pelisäännöt, mm. siihen, miten mahdollisiin poissaoloihin suhteudutaan.Lähtökohtaisesti on tärkeää, että jokainen voi osallistua jokaiselle "läsnäkerralle".

Kurssi toteutetaan etänä Zoomissa.

Läsnäkerrat:

Läsnäkerrat etänä Zoomissa:

- Pe 24.1.2025 kello 17-20
- To 6.2.2025 kello 17-20
- Pe 21.2.2025 kello 17-20
- To 6.3.2025 kello 17-20
- To 20.3.2025 kello 17-20

HUOM! Kurssille otettavat opiskelijat valitaan siinä prioriteettijärjestyksessä, että tämän kurssin suorittaminen nyt on välttämätöntä valmistumisen näkökulmasta ja/tai opiskelija on YAMK-opintojen loppuvaiheessa. Kurssista on kolme toteutusta vuodessa.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Johtamisen käsikirja on vaillinainen tai puuttuu TAI "Puolenvaihtoa" ei ole tehty ja raportoitu
Ryhmätenttiin ei ole osallistuttu

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Johtamisen käsikirjassa on hyödynnetty vähempää kuin kolmea lähdettä. Omat esimerkit ja pohdinta puuttuvat tai on hyvin heikkoa. Käsikirja ei ole selkeä eikä ymmärrettävä.
Ryhmätentin arvosana on 1-2.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Johtamisen käsikirjassa on hyödynnetty vähintään 4-9 lähdettä. Omat esimerkit ja pohdinta ovat kohtalaiset. Käsikirja ei ole selkeä eikä kovin ymmärrettävä.
Ryhmätentin arvosana on 3-4.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Johtamisen käsikirjassa on erinomaisesti hyödynnetty vähintään 10 lähdettä. Omat esimerkit ja pohdinta ovat hyvät ja perustellut. Käsikirja on selkeä ja ymmärrettävä.
Ryhmätentin arvosana on 4-5.

Objectives (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- knows the key work community skills and understands their importance
- is able to analyze one's own working life skills

Content (course unit)

- strategic planning, implementation and evaluation
- key processes in Human Resource Management
- quality and Safety in organizational activities
- work community skills and culture of work society
- critical thinking

Prerequisites (course unit)

Supervised Clinical Training 1-4 completed.

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

The student:
- knows basic concepts of the entirety of management
- recognizes the importance of quality and safety in organizational activities
- recognizes some key work community skills
- recognizes his/her own working life skills

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

The student
- knows and is able to describe basic concepts of the entirety of management
- knows the importance of quality and safety in organizational activities
- knows some key work community skills
- can describe his / her own working life skills

Assessment criteria, excellent (5) (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- can analyze and discuss the importance and consequences of the key work community skills
- can analyze his / her own working life skills

Assessment scale

0-5

Objectives (course unit)

The Student
- is able to describe the scientific research process in nursing research
- is able to distinguish between quantitative and qualitative research approaches
- is able to choose suitable data collection and analysis methods for the research approach
- be able to evaluate the ethical principles of scientific research
- knows the basic concepts of statistics

Content (course unit)

- recent nursing research
- research ethics
- the stages of the research process
- empirical research: quantitative and qualitative
- theoretical research
- the reliability of the study
- basics of statistics

Prerequisites (course unit)

Completed Structured Data Search

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

The Student
- can describe superficially the stages of the research process
- be able to look at the reliability of research and research ethics issues in a limited way
- is able to describe the theoretical, quantitative and qualitative research approach in a limited way

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

The Student
- can describe well the stages of the research process
- is able to describe the reliability of research and research ethics issues
- is familiar with the principles of theoretical, quantitative and qualitative research approach as a rule

Assessment criteria, excellent (5) (course unit)

Student
- is able to describe the research process with various justifications and examples
- is able to describe issues related to research reliability and research ethics in a variety of ways
- clearly knows the principles of quantitative and qualitative research approach
- is able to consider and evaluate research methods suitable for different situations

Assessment scale

0-5

Objectives (course unit)

As a student
• you know what an ICF rating is and know how to justify its use
• you know the importance of ICF as part of clinical reasoning
• you know the structure of the ICF classification
• you can classify data according to the ICF structure
• you know what the GAS method is and know how to justify its use
• you know how to set GAS goals and evaluate their achievement
• you know how to use the GAS method to support rehabilitation

Content (course unit)

Contents
• ICF in general (objectives and use)
• ICF model, structure and classification
• Using ICF with examples
• Use of the GAS method
• Setting GAS goals
• Evaluation of GAS targets (T-score table)
• Challenges of the GAS method
• Examples of GAS objectives
• Use of ICF classification in setting GAS objectives

Further information (course unit)

The course is aimed especially at students in the social and health field and experts working in this field.

Assessment criteria, pass/fail (course unit)

Pass: The student passes all mid-term exams of the course and answers the reflection task of the course.

Location and time

The course is conducted independently as an online course. The learning environment is operated by Moodle.
Please note that some midterm exams can only be done on a computer.
In Moodle, the course opens on January 1, 2025. The performance must be completed by 31 December 2025.

Assessment methods and criteria

The course is evaluated on a approved-fail basis.

In the approved performance, the student
-knows the basics of the ICF classification and its importance as part of clinical reasoning
-knows the structure of the ICF classification and knows how to classify information according to the ICF classification
-knows the GAS method and knows how to prepare GAS goals
-knows how the ICF classification and the GAS method can be used to support the evaluation of the patient's functional capacity
-can reflect on their own learning in relation to the use of the ICF classification and the GAS method

Assessment scale

Pass/Fail

Teaching methods

The implementation is an online course that contains theoretical information, practical examples, videos, midterm exams and assignments. The student completes the course independently according to student's own schedule. The course does not include contact teaching online.

Student workload

The course is a total of 3 credits.

Further information

ICF (International classification of Functioning, Disability and Health) is a reference framework, a model that can be used to describe, document and measure functional capacity and functional limitations. It can be used, for example, to describe how the effects of illness and disability are visible in an individual's life. ICF was created by WHO, World Health Organization. It provides an international standardized language and concepts for describing and measuring health and functional limitations.

GAS (Goal Attainment Scaling) is a method for setting goals and evaluating goal achievement. With the help of the GAS method, individual and meaningful, measurable and achievable goals and changes in the life of the patient are described. GAS is a customer-oriented and multidisciplinary method.

Objectives (course unit)

Students are able
- to seek the knowledge they need to start a company
- to formulate a business plan and to sell it to others

Content (course unit)

WHICH attributes are needed for entrepreneurship?
WHY to become an entrepreneur?
HOW is it possible to build an innovative, hospitable and profitable company from an idea?

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

Student knows the basics of business establishing. The business plan is limited. The report is partly done according to academic writing standards. The other assignments are passed satisfactory.

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

Student has a command of the basics of business establishing. The business plan is proper, detailed and realistic. The report is mainly written according to academic writing standards. The other assignments have been done by using the resource material.

Assessment criteria, excellent (5) (course unit)

Student is able to found a business. The business plan is realistic, comprehensive and innovative. The report is written according to academic writing standards. The other assignments have been done by using widely the resource material.

Assessment criteria, pass/fail (course unit)

Student does not understand the basics of the business establishing. The business plan is unrealistic. The report is not written according to academic writing standards. The assignments are not done or are failed.

Assessment scale

0-5

Objectives (course unit)

The student knows the innovation methods and can develop his/her ideas to innovations.
He/she knows the legislation of innovations.

Content (course unit)

Brainstorming methods
Developing an idea to an innovation
Tools needed in innovation process
Legislation concerning innovation

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

The student has participated in the team innovation event and completed the assigned tasks. The student knows the basic concepts related to innovation and related legislation.

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

The student has participated in the team innovation event and completed the assigned tasks. The student has a good command of the basic concepts and key procedures related to innovation and related legislation. The student will be able to solve practical problems related to the subject area and justify his/her solutions. The student will be able to apply what he/she has learned to practical situations.

Assessment criteria, excellent (5) (course unit)

The student has participated in the team innovation event and completed the assigned tasks. The student knows the basic concepts and key procedures related to innovation and related legislation. The student understands the innovation process as a whole. The student will be able to solve and analyse practical problems related to the subject. The student will be able to justify his/her solutions in a comprehensive manner. The student will be able to apply his/her innovation skills in a broad range of areas.

Assessment scale

0-5

Objectives (course unit)

In this Course, you will learn the calculation and mathematical modeling skills you need in the engineering profession. The sub-area is differential and integral calculus

At the end of the course, you
• recognize exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• you know the basic calculations of matrices and know some applications
• can use the concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• know how to solve application tasks, the modeling of which requires the use of a derivative or an integral
• are able to present and justify logically chosen solutions
• you know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• exponential and logarithmic function
• exponential equation, logarithmic equation
• basic matrix concepts and calculations (sum, multiplication by a number, product, determinant, inverse matrix)
• solving a group of linear equations with matrices
• some matrix applications
• the concept of limit value in brief
• derivative of the graph
• derivative numerically
• calculating the derivative using the rules of derivation
• higher derivatives (used at the entry level)
• some applications of the derivative (e.g. differential and total differential, error estimation and extreme values)
• the definite integral graphically
• definite integral numerically
• calculating the integral function using integration rules
• basic theorem of analysis, definite integral symbolically
• some applications of the integral (e.g. distance, work, area, center of gravity, average, mean square)

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

Student

• recognizes exponential and logarithmic functions
• can solve simple exponential and logarithmic equations
• knows basic calculations of matrices
• knows how to use some concepts and notations related to derivatives and integrals
• knows the principle of the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically, similar to the simple examples used in class
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student

• recognizes exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• knows the basic calculations of matrices and knows some applications
• knows how to use concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• can solve application tasks, the modeling of which requires the use of a derivative or an integral
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

n addition to the previous, the student has a comprehensive understanding of the subjects of the course and knows how to apply them to more demanding problems. The student has the ability to present and justify logically chosen solutions. Solutions are presented clearly and mathematical concepts are used precisely. The student is highly motivated and takes full responsibility for their own and the group's performance.

Assessment scale

0-5

Objectives (course unit)

OBJECTIVES
• Providing inter-cultural experience to participants.
• Opportunity to use English in an authentic environment.
• Opportunity to learn business cultures: African business culture, American business culture, Asian business culture.
• Providing participants with different perspectives due to cultural differences.

Content (course unit)

• Negotiation
• Marketing
• E-commerce
• Business Etiquette
• Communication
• Cultural Dimensions
• Sustainability
• Effect of Globalization
• Company structure and culture
• English as a Lingua Franca

Further information (course unit)

Methos and grounds for evaluation:
- Executive summary 50 points (based on content) (2-4 pages)
- Group tasks: 5 tasks, 10 points each, 50 points total (based on completion, not content)
See Moodle for details.

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

The student has completed all the assignments with a minimum grade.
The student has:
- based the arguments on research or life experience.
- written the assignments using the required template and referencing style.
The language is readable and comprehensible.

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

The student has completed all the assignments and contributed to the forums.
The student has:
- based the arguments on research or life experience.
- written the assignments using the required template and referencing style.
The language is readable and comprehensible.

Assessment criteria, excellent (5) (course unit)

The student has completed all the assignments and contributed to the forums.
The student has:
-based the arguments on research, materials provided on Moodle or life experience.
- written the assignments using the required template and referencing style.
- scored the maximum points for each assignment.
The language of the assignments is readable and comprehensible

Location and time

The course is an online course. The course starts in the spring term of 2025, please check later the date and time for the kick-off lesson). The times for the Zoom lectures are 16.00.-17.30 on Thursdays. You can find the link in Moodle.

Exam schedules

There will be no written exams. The grades are based on the executive summary in an academic style and group tasks (submitted on time).

Assessment methods and criteria

- Executive summary 50 points (based on content) (2-4 pages)

- Group tasks: 5 tasks, 10 points each, 50 points total (based on completion, not content)

See Moodle for details.

Assessment scale

0-5

Teaching methods

Lectures, self-driven studies, group work, group discussions and collaborative work

Learning materials

Materials for the course will be provided to the Moodle platform. Students will also need to gather relevant materials for their projects (executive summary).

Student workload

The course is mainly based on self-study and collaborative work. The kick-off lecture and subsequent lectures are recommended.

Content scheduling

COURSE CONTENT

Negotiation
Marketing
E commerce
Business Etiquette
Communication
Cultural Dimensions
Sustainability
Effect of Globalization
Company structure and culture
English as a Lingua Franca

Practical training and working life cooperation

The course focuses mainly on the application of the theories in real-life situations.

International connections

This is a virtual exchange course between the following institutions: Tampere University of Applied Sciences (Finland) University of Applied Sciences, Munich (Germany), and Takoradi Technical University (Ghana).

Further information

The first lecture is very important for all participants of this course. Please, make time to attend the first lesson to get the overview of the course and to meet your group members.

Guidelines for using AI in this implementation
If a student uses AI tools in an allowed manner to assist with their learning tasks, they must cite the AI tools used and provide the prompts they used alongside their task responses. If a student presents AI-generated results as their own without citations, sources, and/or prompts, the teacher may reject the work or require it to be redone. The teacher has the right to ask the student if they have used AI in their learning task.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student has not submitted any assignments and has not contributed to the forum discussions.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student has completed all the assignments with a minimum grade.
The student has:
- based the arguments on research or life experience.
- written the assignments using the required template and referencing style.
The language is readable and comprehensible.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student has completed all the assignments and contributed to the forums.
The student has:
- based the arguments on research or life experience.
- written the assignments using the required template and referencing style.
The language is readable and comprehensible.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student has completed all the assignments and contributed to the forums.
The student has:
-based the arguments on research, materials provided on Moodle or life experience.
- written the assignments using the required template and referencing style.
The language of the assignments is readable and comprehensible.
- scored the maximum points for each assignment.

Objectives (course unit)

This online course introduces the practical issues involved in the final thesis process. The course concentrates on giving the students necessary information and competences to begin the final thesis process. This free-choice course should be completed before the student starts the writing process under the guidance of an assigned supervisor.


After completing the course, the student will be able to:
Describe the different forms of final thesis as well as the principles of thesis assessment in TAMK.
Use the guides and instructions helping and regulating the final thesis process.
Apply the basic research approaches applicable in BBA theses.
Write a topic analysis with an appropriate form of thesis, literature review and frame of reference.
Manage his/her final thesis process.

Content (course unit)

What does the concept of applied research mean?
What are the main research methods for applied research?
How does the final thesis process go in practice?

Assessment criteria, pass/fail (course unit)

Pass:
The student can explain the concept of applied research, understands the objectivity of a research and is able to justify the basic principles of a good research. He/she can apply a suitable quantitative or qualitative approach, including a variation of data collection methods, in his/her own thesis process. The student can give constructive feedback.

Fail:
The student fails to recognize the principles of an applied research and cannot define any valid research question nor research objectives on his/her own field. He/she cannot manage the assigned tasks even under supervision and his/her interaction skills are not satisfactory.

Location and time

Enrolling December 2024 - Spring and Autumn semester 2025.

Exam schedules

No exam

Assessment methods and criteria

Essay writing
Assessment is passed/failed

Assessment scale

Pass/Fail

Teaching methods

Online course with essay tasks (3 essays)

Learning materials

See Moodle course

Student workload

Spring semester 2025 and Autumn 2025 (Check tasks in Moodle course!) Student is able to proceed with tasks in his/her own pace within a year. Check dead lines for submitting tasks in Moodle course!

Content scheduling

Spring semester 2025 and Autumn 2025 (Check tasks in Moodle course!) Student is able to proceed with tasks in his/her own pace within a year. Check dead lines for submitting tasks in Moodle course!

Completion alternatives

None

Practical training and working life cooperation

-

International connections

-

Further information

This course must be conducted before starting the thesis process.
Assessment is passed/failed
Student is able to proceed with tasks in his/her own pace within a year. Check dead lines for submitting tasks in Moodle course!

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

Approved essays according to task descriptions applying academic writing with references. See Tamk report Guide for writing.

Objectives (course unit)

This course provides some insights on how to organize your work more efficiently, how study-engagement affects you and the people around you and how do you transform your learnings into value for yourself and others.

After the course student
• will understand the key elements of leading own work and studies
• have learned to manage time and set objectives
• can evaluate ways of working and find the first steps to improvement

Content (course unit)

• Introdution to self-leadership
• Time management and setting objectives
• Motivation and values

Assessment criteria, pass/fail (course unit)

This course is approved when the student demonstrates knowledge of the basic concepts related to leading one's own work, is able to evaluate their own working methods, and takes measures to develop them.

Location and time

1.8.2024-31.8.2025, independet, self-paced studying in Moodle

Exam schedules

No spesific dates, exams or re-takes. The course needs to be completed on 31.8.2025 at the latest.

Assessment methods and criteria

The course is approved when you have studied the given material and successfully completed the learning assignments on the Moodle platform, using the course materials.

The course is failed when you have not studied the given material and completed the assignments on the Moodle platform, using the course materials

Assessment scale

Pass/Fail

Teaching methods

Videos, podcasts, reading materials and online materials

Learning materials

Online materials are listed in the course Moodle.

Student workload

It should take around 24h to complete te course

Content scheduling

Content is divided into six different sections

Completion alternatives

No alternative ways to complete the course

Practical training and working life cooperation

No special working life co-operation

International connections

You can choose to do the course in English or in Finnish. You can choose the language in Moodle. We encourage international students with some Finnish skills that you can also do the course in Finnish.

Further information

This course is done completely online and independently in Moodle, and you can complete it at your own pace, at a time that suits you. You can start the course right away on Moodle. You don’t have to wait to be accepted on the course, you can start studying when you want.

In order to get the credits, you also have to sign up officially in Pakki (TAMK Students) / Cross-Institutional Service (TAU Students). Please note that during the holiday seasons there are delays in the awarding of credits.

Kurssi Moodlessa: https://moodle.tuni.fi/course/view.php?id=43997
Ilmoittautumisen avain on: Student25

This Moodle is open 1.8.2024 - 31.8.2025.

TAMK students
Pakki + course code NN00HD36-3001

TAU students
Cross-institutional service + course code NN00HD36-3001

! TAU-student: Cross-Institutional Service will be closed on 31st of May – 31st of July. During that period, you can already start and do the course on Moodle. In August you have to sign up officially in Cross-Institutional Service and after that coach will register you and you will get your credits.

Objectives (course unit)

The objective of the course is to familiarise oneself with the key functionalities of the JAMIX kitchen system, including tools related to recipe management, menu planning, and inventory control in a professional kitchen setting. Additionally, the course covers the monitoring of carbon footprint and waste in the JAMIX system.

After completion of the course, the student
- knows the components and benefits of production control in a professional kitchen environment.
- knows the key functionalities of the JAMIX kitchen system, including recipe management, menu planning, inventory control, as well as carbon footprint and waste calculation.
- can use the basic functions of JAMIX and develop skills in utilizing the system

Content (course unit)

HOW does the production control system support the operations of a professional kitchen?
WHAT functionalities does the JAMIX kitchen system have?
HOW can JAMIX be used effectively while promoting sustainability?

Assessment criteria, pass/fail (course unit)

The student knows the areas and benefits of production control in a professional kitchen. They know the key functionalities of the JAMIX kitchen system, including recipe management, menu planning, inventory control, as well as carbon footprint and waste calculation. They can use the basic functions of JAMIX and develop their skills in using the system.

Assessment scale

Pass/Fail

Assessment scale

Pass/Fail

Assessment scale

Pass/Fail

Objectives (course unit)

This course gives an overview on modern digital marketing. During this course you will learn basics about digital marketing strategy, marketing automation and using different digital platforms for marketing purposes.

After completing the course student
• will have a basic overview on different areas of digital marketing
• is able to describe what kind of topics to cover in digital marketing strategy
• know how to set goals in digital marketing
• have introductory level knowledge on digital platforms and automation
• will know about measuring digital marketing

Content (course unit)

• Introduction to digital marketing
• How to make a digital marketing strategy?
• How to set goals in digital marketing?
• How to use different digital channels and platforms for digital marketing purposes?
• How can you benefit from marketing automation and scheduling posts?
• How do you measure digital marketing?

Assessment criteria, pass/fail (course unit)

The course is completed when you demonstrate an understanding of the basics of various aspects of digital marketing. You should be able to describe the contents of a digital marketing strategy, set marketing goals, be familiar with digital marketing platforms, and understand the principles of automation and performance measurement.

Location and time

1.8.2024-31.8.2025, independet, self-paced studying in Moodle

Exam schedules

No spesific dates, exams or re-takes. The course needs to be completed on 31.8.2025 at the latest.

Assessment methods and criteria

The course is approved when you have studied the given material and successfully completed the learning assignments on the Moodle platform, using the course materials.

The course is failed when you have not studied the given material and completed the assignments on the Moodle platform, using the course materials

Assessment scale

Pass/Fail

Teaching methods

Videos, reading materials and online materials

Learning materials

Online materials are listed in the course Moodle.

Student workload

It should take around 24h to complete te course

Content scheduling

Content is divided into four different sections

Completion alternatives

No alternative ways to complete the course

Practical training and working life cooperation

No special working life co-operation

International connections

You can choose to do the course in English or in Finnish. You can choose the language in Moodle. We encourage international students with some Finnish skills that you can also do the course in Finnish.

Further information

Course Moodle: https://moodle.tuni.fi/course/view.php?id=43928

Objectives (course unit)

This course provides an introduction into digital sales. During this online course student will get an overview of different areas of digital selling including social selling, using buyer personas and organizing online sales meetings.

After completing the course student
• will have a basic understanding what digital sales consists of
• know how to set and measure goals in digital sales
• know how to use buyer personas
• understand how to create value in online world
• describe the basic steps on customer journey
• know how to organize an online sales meeting

Content (course unit)

This course will cover the next six topics:
• Introduction to digital selling
• How to you set goals and track process in digital sales?
• How can you use buyer personas in digital sales?
• How do you help and create value to customers instead of pushing?
• How do you convert leads into customers?
• How do you do selling 100% online?

Assessment criteria, pass/fail (course unit)

The course is completed when you demonstrate an understanding of the basics of digital sales. You should be able to set and measure goals in digital sales, create value, and utilize the digital sales tools introduced during the course.

Location and time

1.8.2024-31.8.2025, independet, self-paced studying in Moodle

Exam schedules

No spesific dates, exams or re-takes. The course needs to be completed on 31.8.2025 at the latest.

Assessment methods and criteria

The course is approved when you have studied the given material and successfully completed the learning assignments on the Moodle platform, using the course materials.

The course is failed when you have not studied the given material and completed the assignments on the Moodle platform, using the course materials

Assessment scale

Pass/Fail

Teaching methods

Videos, reading materials and online materials

Learning materials

Online materials are listed in the course Moodle.

Student workload

It should take around 24h to complete the course

Content scheduling

Content is divided into four different sections

Completion alternatives

No alternative ways to complete the course

Practical training and working life cooperation

No special working life co-operation

International connections

You can choose to do the course in English or in Finnish. You can choose the language in Moodle. We encourage international students with some Finnish skills that you can also do the course in Finnish.

Further information

Course Moodle: https://moodle.tuni.fi/course/view.php?id=43929

Objectives (course unit)

The purpose and goal of this course is to raise awareness about board work and lower the threshold for becoming familiar with it.

After completing the course, the student
- Understands why an organization has a board
- Is familiar with the duties and responsibilities of the board
- Recognizes the importance of strategy in the context of board work

Content (course unit)

1. Why an organization has a board
2. Organization of the board and board work
3. Strategy work
4. Board work practices

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

The course is considered complete when you demonstrate an understanding of the basics of corporate board work. You should know the duties, responsibilities, and role of the board of directors. Additionally, you should be able to describe the importance of strategic work in the context of board activities.

Location and time

Moodle

Exam schedules

No distinct exam

Assessment methods and criteria

Passed: if all required learning tasks in Moodle are submitted as pass.
Failed: if required learning tasks in Moodle are not submitted as pass.

Assessment scale

Pass/Fail

Teaching methods

The course is completely self-study, so you can complete it at your own pace. The course consists of four sections, each of which contains a video lecture of about 20 minutes and related exam.

We strongly recommend completing this online course before participating in Future Board Practices course (available only in Finnish)

Learning materials

Material in Moodle

Student workload

The course consists of self-paced online study. With the help of short videos and learning tasks, you will be guided to achieve the learning outcomes. The course is completely self-study, so you can complete it at your own pace.

Content scheduling

The course consists of four (4) sections, each of which has a subtitled video lecture of about 20 minutes. You can also find the slides of the video lecture as pdf files. You can test what you learned in the lecture in multiple-choice exam found in each section.

Completion alternatives

No optional methods

Objectives (course unit)

The course deepens the students’ know-how in e.g. the area of supervisor-related indicators and systems.

After completing the course the students:
- understand and are able to interpret research data related to supervisory work
- understand the importance of measurement in leadership
- are able to interpret and understand the benefits and significance of the new systems
- are able to take advantage of the latest management tools in their own work communities.

Content (course unit)

How to find topical research data on leadership and how to apply it in one’s own work?
What are the current indicators for supervisory work?
How do information systems help management?
How do leadership systems help management: Lean, standards, etc.?
How do the artificial intelligence, robotics, trends, and social media affect leadership?

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

The student knows the importance of measurement in supervisory work, different leadership tools and is able to name the most commonly used management systems.

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

The student is familiar with the most common leadership indicators and is able to compare their suitability in different situations. They can choose management tools and systems that are suitable for their work environment from the options provided.

Assessment criteria, excellent (5) (course unit)

The student is able to find extensively research data on leadership and measurement and to apply the information they find in practice. The student knows widely modern systems of leadership and is able to use the latest tools in their own work community.

Assessment scale

0-5

Objectives (course unit)

The course deepens the students’ know-how in e.g. the area of supervisor-related indicators and systems.

After completing the course the students:
- understand and are able to interpret research data related to supervisory work
- understand the importance of measurement in leadership
- are able to interpret and understand the benefits and significance of the new systems
- are able to take advantage of the latest management tools in their own work communities.

Content (course unit)

How to find topical research data on leadership and how to apply it in one’s own work?
What are the current indicators for supervisory work?
How do information systems help management?
How do leadership systems help management: Lean, standards, etc.?
How do the artificial intelligence, robotics, trends, and social media affect leadership?

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

The student knows the importance of measurement in supervisory work, different leadership tools and is able to name the most commonly used management systems.

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

The student is familiar with the most common leadership indicators and is able to compare their suitability in different situations. They can choose management tools and systems that are suitable for their work environment from the options provided.

Assessment criteria, excellent (5) (course unit)

The student is able to find extensively research data on leadership and measurement and to apply the information they find in practice. The student knows widely modern systems of leadership and is able to use the latest tools in their own work community.

Assessment scale

0-5

Objectives (course unit)

Verification of leadership skills acquired outside TAMK.

Content (course unit)

Required for this course: verification of previously acquired leadership competence by presenting a valid certificate.

Competence can be verified by presenting one of the following certificates:
- Leadership training for the Finnish Defense Forces (AUK/RUK)
- professional degree in leadership or specialized professional degree in leadership.

Prerequisites (course unit)

Leadership training for the Finnish Defense Forces (AUK/RUK) or professional degree in leadership or specialized professional degree in leadership.

Further information (course unit)

The student uploads the appropriate certificate/certificates to the Moodle area of this course in TUNI Moodle.
Student receives a decision for his application in Moodle. If the verification is approved in Moodle, the Pass grade for this course will be recorded in the study management system Pakki within three weeks from the date the student uploaded his valid certificate.

Assessment criteria, pass/fail (course unit)

Pass:
A completed leadership training for the Finnish Defense Forces (AUK/RUK) or professional degree in leadership or specialized professional degree in leadership has been verified.

Fail:
The student has not presented a document that verifies completion of the required previous leadership training.

Assessment scale

Pass/Fail

Teaching methods

Certificate-based evidence of previous competence.

Objectives (course unit)

The aim of the course is to develop basic skills in the application of public law, in particular from the perspective of a civil servant.

Student
- identify and present the main features of the regulation of public power, fundamental and human rights, local self-government and action
- identify and present the main features of the rules governing administrative procedure, the publicity of public authority activities, the system of administrative legal protection and legality control
- apply public law standards in practice and justify their decisions
- take account of ethics and responsibility in their work

Content (course unit)

Legal order, constitution, constitution.
Fundamental and human rights.
Functions and structure of public administration.
The legal relationship between the public authority and its clients.
The right to good administration.
Administrative procedure.
Publicity of public authority activities.
The system of administrative legal protection.
Local self-government, municipal law.

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

Students will identify the main principles and general doctrines of public law and apply what they have learned in practical situations. Students will identify problems in public law, obtain information from different legal sources and solve public law problems. The student will describe the importance of taking ethics and responsibility into account in his/her work.

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

The student will identify and understand the main principles and general doctrines of public law and be able to evaluate them critically. Students will be able to structure a public law case into relevant sub-issues, argue for their resolution in the light of the main legal rules of public law and present a reasoned solution. Students will act ethically and responsibly in their work.

Assessment criteria, excellent (5) (course unit)

The student will critically analyse and evaluate key principles and general doctrines of public law. The student will identify problems in public law, acquire and analyse information from different legal sources and solve legal questions analytically, critically and comprehensively. Students will promote ethics and responsibility at both individual and group level.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to develop basic skills in the application of public law.

Student
- identify and present the main features of the regulation of public power, international relations, fundamental and human rights, local self-government and action
- apply public law standards in practice and justify their decisions
- taking account of ethics, responsibility and professional cooperation in their work

Content (course unit)

Legal order, constitution.
International relations.
Fundamental and human rights.
Functions and competences of supreme governmental bodies.
Administrative law. Municipal autonomy, municipal law.

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

Students will identify the main principles and general doctrines of public law and apply what they have learned in practical situations. Students will identify problems in public law, obtain information from different legal sources and solve public law problems. The student will describe the importance of taking ethics and responsibility into account in his/her work. They will participate in group work and reporting.

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

Students will identify and understand the key principles and general doctrines of public law and be able to critically evaluate them. The student will be able to structure a public law case into relevant sub-issues, argues for their resolution in the light of the main rules of public law and presents a reasoned solution. Students will act ethically and responsibly in their work. The student is an active member of a team and reports well on his/her work.

Assessment criteria, excellent (5) (course unit)

The student will critically analyse and evaluate key principles and general doctrines of public law. Students will identify problems in public law, acquire and analyse information from different sources and solve legal problems analytically, critically and comprehensively. Students will promote ethics and responsibility at both individual and group level. Students will be highly motivated and committed to taking responsibility for their own and group performance and reporting.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to develop basic skills in legal reasoning and the application of legal regulation.

Student
- identify and present the main features of public and private law regulation - identify and obtain legal information from different legal sources
- apply legal rules in practice and justify their decisions
- taking ethics and responsibility into account in their work

Content (course unit)

Legal order, branches of law, public law, private law, legal reasoning, legal sources, seeking legal information, legal decision.

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

Students will identify the main principles and general doctrines of private and public law and apply what they have learned in practical situations. Students will identify problems in civil and public law, seek information from different legal sources and solve legal problems. The student will describe the importance of taking ethics and responsibility into account in his/her work.

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

The student will identify and understand the main principles and general doctrines of private and public law and be able to evaluate them critically. The student will be able to structure a civil and public law case into relevant sub-issues, argue for their resolution in the light of key legal rules in the field of law and present a reasoned solution. Students will act ethically and responsibly in their work.

Assessment criteria, excellent (5) (course unit)

The student will critically analyse and evaluate key principles and general doctrines of private and public law. The student will identify legal problems, acquire and analyse information from different legal sources and solve legal problems analytically, critically and comprehensively. Students will promote ethics and responsibility at both individual and group level.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student has the ability to identify and take into account the legal starting points related to the business.

Student
- knows legal entities and the key rules and principles concerning the conclusion, binding, invalidity and breach of contract of the contract
- understands the legal aspects and challenges associated with key business contract types and consumer contracts
- know the reasons for debt relationships and debt recovery processes. is able to apply the thematic provisions to practice and make reasoned proposals for solutions in practical situations.

Content (course unit)

- the grounds for contract law, including the conditions for the conclusion of the contract and the contractuality of the contract
- key business contracts and their terms, including contract models and standard contracts and terms of delivery
- specificities of consumer contracts;
- key principles for debt ratios and debt recovery processes

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

The students know the basic concepts and regulations of the topics of the course and are able to apply them satisfactorily to practice.

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

The student is familiar with and is able to define the basic concepts of the topics of the course. The students are familiar with the key provisions of the topic and have the basic capacity to apply them to practice.

Assessment criteria, excellent (5) (course unit)

The student is familiar with and is able to define comprehensively the basic concepts of the topics of the course. The student is familiar with the key provisions of the topic and is able to analyse and apply the regulations to practice as well. If necessary, the student is able to search for information and present justifications for practical problems. The student is able to justify his/her decision comprehensively.

Assessment criteria, pass/fail (course unit)

The student has not demonstrated his/her competence in the manner indicated by the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

The core competence fields of teachers’ work are assessment competence, cultural competence, teaching and facilitation competence, partnership competence and wellbeing competence. They form a framework for all competence objectives.

Teacher students
- know basic concepts and phenomena of educational science and educational research and can explain learning based on them
- conceptualise learning, know different learning conceptions and can use them as development tools and apply them in their field and in building their teaching/supervision knowledge
- can explain the meaning of human growth and life cycle in teaching and education
- assess philosophical and historical background viewpoints of education and consider their importance and topicality in developing their educational thinking and operating environment
- analyse social tasks of the educational system and expand their understanding of social impact possibilities as teachers and facilitators.

Content (course unit)

The basic starting point for teachers’ work is an extensive understanding of learning and education. Teachers’ work reflects on the historical period and its views. The course examines different fields of educational science. The course is a part of the educational science studies.

Key questions:
What are the basic concepts and phenomena of educational science and educational research?
What learning conceptions are there and how do they explain learning? How can they be applied in teachers’ work?
What viewpoints do educational and developmental psychology bring into teachers’ work? What is life cycle thinking?
How has teachers’ work changed and what historical changes and ideologies have there been? How has the conception of teacherhood and learning changed as a part of the social change?
What viewpoints does educational philosophy bring into teacherhood and teachers’ work?
What viewpoints does educational sociology bring into teacherhood and teachers’ work?
What is the Finnish education system like and what are its social tasks?

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• define the basic concepts and phenomena of pedagogy and pedagogical research, and explain learning based on these
• describe various concepts of learning and use related information as a basis for education, teaching and guidance activities
• explain the significance of a person’s growth and course of life in the learning and education of students of various ages
• assess the philosophical and historical background of pedagogy and the significance and topicality thereof in the changes in their own ideas about education and in their operating environment
• analyse the pedagogical purposes of the education system, and assess their own influencing opportunities in society as an educator.

Content (course unit)

During the course, we will seek to answer the following questions:
• What is pedagogy, and how is it structured in pedagogical literature and research?
• How are different conceptions of learning related to pedagogy?
• How are growth, development and learning formed in various stages of age and life?
• How have views of pedagogy and learning changed?
• How are pedagogy and education connected to society?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Knows the basic concepts of education and pedagogy
* Describes human development and life span
* Knows the philosophical and historical backgrounds of education
* Knows the responsibilities and goals of education in society

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies different conceptions of learning in teaching and learning in their own field
* Evaluates the philosophical and historical approaches of education from a contemporary teacher’s viewpoint
* Makes visible their own possibilities as a teacher for influencing society and individuals

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
* Reflects on their own role as an educator based on the ethical principles of teachers
* Evaluates their own actions and possibilities as an educator to influence society.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• define the basic concepts and phenomena of pedagogy and pedagogical research, and explain learning based on these
• describe various concepts of learning and use related information as a basis for education, teaching and guidance activities
• explain the significance of a person’s growth and course of life in the learning and education of students of various ages
• assess the philosophical and historical background of pedagogy and the significance and topicality thereof in the changes in their own ideas about education and in their operating environment
• analyse the pedagogical purposes of the education system, and assess their own influencing opportunities in society as an educator.

Content (course unit)

During the course, we will seek to answer the following questions:
• What is pedagogy, and how is it structured in pedagogical literature and research?
• How are different conceptions of learning related to pedagogy?
• How are growth, development and learning formed in various stages of age and life?
• How have views of pedagogy and learning changed?
• How are pedagogy and education connected to society?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Knows the basic concepts of education and pedagogy
* Describes human development and life span
* Knows the philosophical and historical backgrounds of education
* Knows the responsibilities and goals of education in society

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies different conceptions of learning in teaching and learning in their own field
* Evaluates the philosophical and historical approaches of education from a contemporary teacher’s viewpoint
* Makes visible their own possibilities as a teacher for influencing society and individuals

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
* Reflects on their own role as an educator based on the ethical principles of teachers
* Evaluates their own actions and possibilities as an educator to influence society.

Location and time

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning).

Learning environment (Moodle) of this course will be available by 16th December, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 8th January, 2025 from 6 pm to 7:30 pm. The zoom link will be informed in Moodle. After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

NOTICE! Do all the study activities according to your own timetable by 20th February 2025. Notice that this Moodle LMS will be closed by 3rd March 2025.

Exam schedules

There are no exams for this course.

Assessment methods and criteria

Teacher, self and peer assessment of activities completed. Assessment according to the criteria given in the Moodle LMS for assessed tasks.

Assessment scale

Pass/Fail

Teaching methods

Target Group: For students of Professional Teacher Education, who are in the English Programme of TAOK.

Individual and collaborative tasks, including readings, video lectures, assignments, reflection etc. online using synchronous and asynchronous technologies. Students are expected to reflect upon their learning and be active participants in their own learning.

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning). After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Learning environment (Moodle) of this course will be available by 16th December, 2024. Notice the pre-task in Moodle.
Kick-off webinar: 8th January, 2025 from 6 pm to 7:30 pm. The zoom link will be informed in Moodle. After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

NOTICE! Do all the study activities according to your own timetable by 20th February 2025. Notice that this Moodle LMS will be closed by 3rd March 2025

Learning materials

Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and enquiry based learning.

Student workload

This is a 5 ECTS course. 5x27 hours = approx 135 hours.

Content scheduling

The contents are divided into 5 themes (see Moodle LMS).

Completion alternatives

Not applicable.

Practical training and working life cooperation

Students will link theory with practice for use in authentic learning environments. The development of an individual professional identity is a core component of the program. This identity and the beliefs formed and identified about teaching and learning shape the practice of the developing educator.

International connections

Theories and practice examined will take account of a wide range of international perspectives, including those brought to the cohort by the participants themselves.

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

Pass: Teacher student
- combines theoretical data with their own experiences and observations
- reflects their observations, actions and experiences and evaluates their significance to their own competences and knowledge
- participates actively in the group learning process by sharing expertise, searching for information and collaboratively creating knowledge at online and at face to face meetings
- analyzes and evaluates their learning results and choices made
Fail: Teacher student
- describes theoretical knowledge and experiential knowledge and observations separately, discussion is shallow
- presents disconnected facts and/or paraphrases literature
- does not participate in the group processes actively

Objectives (course unit)

After completing the course, the teacher student is able to
• define the basic concepts and phenomena of pedagogy and pedagogical research, and explain learning based on these
• describe various concepts of learning and use related information as a basis for education, teaching and guidance activities
• explain the significance of a person’s growth and course of life in the learning and education of students of various ages
• assess the philosophical and historical background of pedagogy and the significance and topicality thereof in the changes in their own ideas about education and in their operating environment
• analyse the pedagogical purposes of the education system, and assess their own influencing opportunities in society as an educator.

Content (course unit)

During the course, we will seek to answer the following questions:
• What is pedagogy, and how is it structured in pedagogical literature and research?
• How are different conceptions of learning related to pedagogy?
• How are growth, development and learning formed in various stages of age and life?
• How have views of pedagogy and learning changed?
• How are pedagogy and education connected to society?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Knows the basic concepts of education and pedagogy
* Describes human development and life span
* Knows the philosophical and historical backgrounds of education
* Knows the responsibilities and goals of education in society

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies different conceptions of learning in teaching and learning in their own field
* Evaluates the philosophical and historical approaches of education from a contemporary teacher’s viewpoint
* Makes visible their own possibilities as a teacher for influencing society and individuals

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
* Reflects on their own role as an educator based on the ethical principles of teachers
* Evaluates their own actions and possibilities as an educator to influence society.

Assessment scale

Pass/Fail

Objectives (course unit)

The core competence fields of teachers’ work are assessment competence, cultural competence, teaching and facilitation competence, partnership competence and wellbeing competence. They form a framework for all competence objectives.

Students
- know Finnish adult and professional education environments and their pedagogical foundations (eg competence-based, individual and ubiquitous learning)
- identify human growth and development phases in childhood and adulthood and their role in education and career development
- use workplace learning in a diverse manner as a key part of continuous learning and participate in discussions to map field-specific competence needs in working life
- identify development phases of professional identity and support/facilitate building of professional identity according to their job description
- use research and development information in their work.

Content (course unit)

In teachers’ work it is important to understand how education and teaching are connected to working life, continuous learning and diverse identities. Teachers work as individuals, members of the work community, researchers, developers and social actors. The course is a part of the educational science studies.

Key questions:
What are adult and professional education and learning in different operating environments? What kind of learning environment is work/workplace?
How does education policy affect the education system and working life?
What does competence mean and what is competence-based learning? What are competence-based practices at the interface of work and learning?
How are adolescents and adults considered individually in teaching and supervision?
What are different identities and how do they develop? How is professional identity development supported in different operating environments? How is continuous learning supported?
What viewpoints do educational science research and different development projects give to teaching and facilitation?

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• describe the operating environments and pedagogical bases of adult and vocational education in Finland
• specify the stages of growth and development related to youth and adulthood and explain their significance for professional development and the formation of a career path
• combine learning in the workplace and continuous learning with the professional growth of students
• identity the development stages of their own specialist identity, and support and guide the formation of students’ professional identity
• use topical data from research and development to support their work as an educator.

Content (course unit)

During the course, we will seek answers to the following questions:
• How does adult and vocational education in Finland support and promote growth and learning?
• What are the special qualities of youth and adulthood in terms of growth, learning and guidance?
• How can working life and the work community support the growth, development and learning of an individual?
• How is professional identity built in various sectors, and how can it be supported?
• What is the best way of following and applying the new trends in your own field and the teaching and pedagogy sector?

Assessment criteria, pass/fail (course unit)

Knowing:
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher Student:
* Describes adult and vocational education of their own field in the Finnish education system from the viewpoint of continuous learning
* Recognises the significance of growth and development at workplaces

Doing:
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher Student:
* Applies knowledge of growth and development when guiding and teaching their own future target group (e.g. the youth or adults)
* Analyses the possibilities and challenges of workplace learning
* Comes up with methods to support the growth of a professional identity of their own students.

Developing as a teacher:
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions
Teacher Student:
* Creates a development plan for their work as a teacher, utilising up-to-date development and research data
* Reflects and constructs their own identity as a teacher

Location and time

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning). After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Learning environment (Moodle) of this course will be available by 16th February, 2025. Notice the pre-task in Moodle.
Kick-off webinar: 5th March 2025 from 6:00 pm to 7:30 pm. The zoom link will be informed in Moodle.

NOTICE! Do all the study activities according to your own timetable by 23rd April, 2025. Notice that this Moodle LMS will be closed by 30th April, 2025.

Exam schedules

There are no exams for this course.

Assessment methods and criteria

Teacher, self and peer assessment of activities completed. Assessment according to the criteria given in the Moodle LMS for assessed tasks.

Assessment scale

Pass/Fail

Teaching methods

Target Group: For students of Professional Teacher Education, who are in the English Programme of TAOK.

Individual and collaborative tasks, including readings, video lectures, assignments, reflection etc. online using synchronous and asynchronous technologies. Students are expected to reflect upon their learning and be active participants in their own learning.

Virtual course (e.g. these asynchronized studies take place entirely online, mainly by studying independently, only kick-off webinar is online in the beginning). After Kick-off webinar the course includes independent and online work with other students which is not tied to a specific time.

Learning environment (Moodle) of this course will be available by 16th February, 2025. Notice the pre-task in Moodle.
Kick-off webinar: 5th March 2025 from 6:00 pm to 7:30 pm. The zoom link will be informed in Moodle.

NOTICE! Do all the study activities according to your own timetable by 23rd April, 2025. Notice that this Moodle LMS will be closed by 30th April, 2025.

Learning materials

Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and enquiry based learning.

Student workload

This is a 5 ECTS course. 5x27 hours = approx 135 hours.

Content scheduling

The contents are divided into 5 themes (see Moodle LMS).

Completion alternatives

Not applicable.

Practical training and working life cooperation

Students will link theory with practice for use in authentic learning environments. The development of an individual professional identity is a core component of the program. This identity and the beliefs formed and identified about teaching and learning shape the practice of the developing educator.

International connections

Theories and practice examined will take account of a wide range of international perspectives, including those brought to the cohort by the participants themselves.

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

Pass: Teacher student
- combines theoretical data with their own experiences and observations
- reflects their observations, actions and experiences and evaluates their significance to their own competences and knowledge
- participates actively in the group learning process by sharing expertise, searching for information and collaboratively creating knowledge at online and at face to face meetings
- analyzes and evaluates their learning results and choices made
Fail: Teacher student
- describes theoretical knowledge and experiential knowledge and observations separately, discussion is shallow
- presents disconnected facts and/or paraphrases literature
- does not participate in the group processes actively

Objectives (course unit)

Trade and entrepreneurship studies are a study module organized by The K-Retailers’ Association. These e-learning studies cover retail sector and retailer entrepreneurship in Finland. The course Retail Trade Environment and Competitive Tools is one of three courses in this module, dealing with retail in-dustry, customers, distribution channels and competitive tools in retail sector.

The students
- can form a general view on retail trade and its importance in Finland
- can describe the different fields of business in retail trade and the target groups’ behavior and spending
- know the role and duties of supply chain in retail trade
- understand competition tools of retail trade
- can define the role of a retail entrepreneur in a chain store business.

Content (course unit)

What are the basic concepts of retail trade in Finland?
What special characteristic des the customers of retail sector have?
What is the role of a store as part of supply chain?
What is K-retailer entrepreneurship?
What are the competitive tools of a store?

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

The student is able to prove they have the command of the most essential basic concepts of
retail trade.

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

The student is able to prove they have the command of basic concepts of retail trade and they
recognize the basic principles of retail trade.

Assessment criteria, excellent (5) (course unit)

The student is able to prove they have the command of basic concepts of retail trade and understand the basic principles of retail trade.

Assessment scale

0-5

Objectives (course unit)

This course explores strategies to achieve sustainability within a start-up or business model. Using theoretical models, case-studies and reflection exercises, you will be guided through different parts of the organizational model and learn how to incorporate sustainable-thinking across each part. At the end of the course you will be able to provide an advice on how a business model can execute more sustainable strategies.

After completion the course, student
• will understand the key concepts of a sustainable business model strategy
• have developed a personal toolkit of canvasses and tools to advise on sustainable business modelling
• will be able to apply sustainable business modeling strategies to an existing case.

Other courses in this set include:
- Part 1: Being a sustainable entrepreneur
- Part 3: Measuring the impact of your actions

Note: it is not required to join all courses in this series. You can also enroll for just one course.

Content (course unit)

The course consists of self-paced online learning. You will be guided through a series of short videos and learning exercises to achieve the learning outcomes. During the course you will need to apply learnings to an existing business model or to a startup model.

Further information (course unit)

This course is delivered by Titus van der Spek. Titus is a lecturer based in the Netherlands at the Hague University of Applied Sciences. He specializes in social entrepreneurship and innovation.

Assessment criteria, pass/fail (course unit)

Approved when student has demonstrated successful work towards the learning outcomes: you understand the main aspects in sustainable business modelling. You can apply learnings to develop an advice for a real case.

Assessment methods and criteria

The course is approved when you have studied the given material and successfully completed the learning assignments on the Moodle platform, using the course materials.

The course is failed when you have not studied the given material and completed the assignments on the Moodle platform, using the course materials

Assessment scale

Pass/Fail

Further information

This course is done completely online and independently in Moodle, and you can complete it at your own pace, at a time that suits you. You can start the course right away on Moodle. You don’t have to wait to be accepted on the course, you can start studying when you want.

In order to get the credits, you also have to sign up officially in Pakki (TAMK Students) / Cross-Institutional Service (TAU Students). Please note that during the holiday seasons there are delays in the awarding of credits.

The course on Moodle: https://moodle.tuni.fi/course/view.php?id=43999
Key to sign up is: Sustain25

This Moodle is open 1.8.2024 - 31.8.2025.

TAMK students
Pakki + course code NN00HD42-3001

TAU students
Cross-institutional service + course code NN00HD42-3001

! TAU-student: Cross-Institutional Service will be closed on 31st of May – 31st of July. During that period, you can already start and do the course on Moodle. In August you have to sign up officially in Cross-Institutional Service and after that coach will register you and you will get your credits.

Objectives (course unit)

This course provides an introductory look into sustainable entrepreneurship and its key concepts. You will learn what it means to be(come) a sustainable entrepreneur using theoretical models, case-studies and reflection exercises. At the end of the course you will have developed an understanding of sustainable entrepreneurship and what this means for your own life, profession and/or your start-up.

After completion of the course, student
• will understand the key elements of sustainability in a start-up setting
• will have learnt from at least one sustainable entrepreneur in Finland
• can evaluate your own affinity toward sustainable entrepreneurship

Other courses in this set include:
- Part 2: Sustainable business modelling
- Part 3: Measuring the impact of your actions

Note: it is not required to join all courses in this series. You can also enroll for just one course.

Content (course unit)

This course will take place online. The course consists of self-paced online learning using a series of short videos and learning exercises to achieve the learning outcomes. During the course you will need to find, interview and reflect on the case of one ‘real’ sustainable entrepreneur of your choosing.

Further information (course unit)

This course is delivered by Titus van der Spek. Titus is a lecturer based in the Netherlands at the Hague University of Applied Sciences. He specializes in social entrepreneurship and innovation.

Assessment criteria, pass/fail (course unit)