Creeping Mandatory Arbitration: Is It Just?

This Article examines the phenomenon of mandatory binding arbitration, imposed on consumers and employees, and considers whether this type of dispute resolution serves or instead undermines justice. It is fairly easy to attack binding arbitration as unfair, for example pointing to the fact that it undermines rights to jury trial and to proceed in class actions. However, this Article seeks to examine the phenomenon of mandatory binding arbitration from a broader perspective, recognizing that it is inappropriate to assume that justice requires our existing system of litigation, with its class actions and jury trial. The Article concludes that while informal private processes such as arbitration are not inherently unjust, mandatory binding arbitration is problematic for two fundamental reasons. First it is highly problematic to permit the most powerful actors in a society to craft a dispute resolution system that is best for them but not necessarily their opponents or the public at large. Second, principles of justice require that disputants have access to a dispute resolution process that is transparent and open to public scrutiny. While disputants may, in particular situations, chose private processes, it would be improper for a society to establish entirely private dispute resolution processes

Oppimisen laatu ja opiskelun joustavuus: ohjauksellisen pedagogiikan ydin: monimuoto-opetuksesta kohti blended learning -toteutusta

Blended learning Jyväskylän yliopiston avoimessa yliopistossa kuvataan blended learningin ajatusta käsitteellä ohjauksellinen pedagogiikka. Se edustaa pedagogisia ratkaisuja, jotka tukevat opiskelijan aktiivista ja yksilöllistä oppimista sekä tarjoavat joustavia opiskelumahdollisuuksia. Toisaalta sillä ymmärretään opettajan pedagogista taitoa organisoida opetus siten, että opiskelijan oppimispolku olisi eheä, mielekäs ja tuottaisi hyviä oppimistuloksia

Oppimisen laatu ja opiskelun joustavuus: ohjauksellisen pedagogiikan ydin : monimuoto-opetuksesta kohti blended learning -toteutusta

Blended learning Jyväskylän yliopiston avoimessa yliopistossa kuvataan blended learningin ajatusta käsitteellä ohjauksellinen pedagogiikka. Se edustaa pedagogisia ratkaisuja, jotka tukevat opiskelijan aktiivista ja yksilöllistä oppimista sekä tarjoavat joustavia opiskelumahdollisuuksia. Toisaalta sillä ymmärretään opettajan pedagogista taitoa organisoida opetus siten, että opiskelijan oppimispolku olisi eheä, mielekäs ja tuottaisi hyviä oppimistuloksia

Oppimisen laatu ja opiskelun joustavuus: ohjauksellisen pedagogiikan ydin

Blended learning Jyväskylän yliopiston avoimessa yliopistossa kuvataan blended learningin ajatusta käsitteellä ohjauksellinen pedagogiikka. Se edustaa pedagogisia ratkaisuja, jotka tukevat opiskelijan aktiivista ja yksilöllistä oppimista sekä tarjoavat joustavia opiskelumahdollisuuksia. Toisaalta sillä ymmärretään opettajan pedagogista taitoa organisoida opetus siten, että opiskelijan oppimispolku olisi eheä, mielekäs ja tuottaisi hyviä oppimistuloksia.peerReviewe

Tutkimuksellisia työkaluja yliopisto-opetuksen arviointiin

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Opetussuunnitelmatyön 2018-2020 arviointi Jyväskylän yliopistossa

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How does university teachers’ pedagogical training meet topical challenges raised by educational research? : A case study from Finland

Through a literature review, this study identified research themes related to university pedagogy and examined how these themes appear in the curricula of university pedagogy courses and in the experiences of the participants and trainers of these courses at a Finnish research university. The literature review produced a multidimensional model of the relationships between identified themes, which can be used as an analytical tool for examining pedagogical training. Analysis of the courses revealed a need to broaden the understanding of the course contents and practices and their alignment to global, societal, and labour-market needs.peerReviewe

It takes the Entire University Community to Educate Students in Becoming Academics

Poster at The 8th Edition of The Future of Education International Conference. Florence, Italy, June 28-29, 2018.Development of scientific thinking is considered an essential but challenging aim of academic studies. In practice, this challenge becomes evident when students begin preparing their theses. Therefore, proper guidance combined with suitable guidance methods are needed. Based on students’ genuine necessities, a new collaborative model to implement guidance for students was developed at the Open Science Centre, Library at University of Jyväskylä, Finland. The model is constructed of three intertwined principles: 1) strengthening student agency, 2) producing diverse but explicit open access e-learning material and 3) cooperation across all academic guidance units