Hiki, ähky ja loikka - Osallistujien pedagogisia mietteitä ja ideoita hankkeen varrelta

DIGIJOUJOU-hankkeessa työskennelleet opettajat ovat hankkeen toimintavuosien 2017-2019 aikana pohtineet opetuksen ja oppimisen digitaalisuutta ja joustavuutta eri näkökulmista: mitä digitaalisuus ja joustavuus suomen ja ruotsin opiskelussa tarkoittaa, miten soveltaa, lisätä ja kehittää digitaalisuutta ja joustavuutta omassa opetuksessa ja opiskelijoiden oppimisessa. Hankelaisten blogikirjoituksissa näemme askeleita opettajien omasta ja yhdessä muiden kanssa oppimisesta hankkeen edetessä; epävarmuus muuttuu varmuudeksi, ajoittainen digiähky oman asiantuntijuuden kasvuksi ja joustavuus osaksi opettajan arkipedagogiikkaa. Antoisia ja inspiroivia lukuhetkiä! Lisätietoa: https://digijoujou.aalto.fi/Lärarna i DIGIJOUJOU-projektet har under projektets verksamhetsår 2017-2019 reflekterat över digitalisering och exibilitet från olika perspektiv; vad betyder digitalisering och exibilitet i lärandet av finska och svenska, hur ska man implementera, öka och utveckla dessa i den egna undervisningen och i hur studerande lär sig finska och svenska. I projektdeltagarnas bloginlägg får vi inblick i hur allas lärandeprocess i projektet framskrider; osäkerhet utvecklas till säkerhet, digikaoset får ordning och exibilitet blir en del av den egna sakkunnigheten och pedagogiken. Med önskan om givande och inspirerande läsning! Mer information: https://digijoujou.aalto.fi

DESIGN SPRINT IN HIGHER EDUCATION, GOING FROM FACE-TO-FACE TO REMOTE MODE

This paper discusses experiences of running intensive service design courses, namely Design Sprints, and the steps of moving from face-to-face to remote mode. The cases discussed are intensive courses in Finnish Bachelor education in multidisciplinary settings at Haaga-Helian University of Applied Sciences and an international intensive programme in a Nordplus programme offered to universities in the Nordic and Baltic region. Design Sprint is a service design model developed by Google Ventures (hereafter GV) is a five-day process to be used in business to find answers to and accelerate product development and solving of in-service business problems. The Design Sprint is a cost-effective way to develop and test ideas in a short time. Each sprint has a commissioner with real-life needs or problems to be solved. This customer centred method starts with gathering customer understanding, continues to generate and iterates ideas, creating prototypes, and testing them. The process combines best practices from business strategy, innovation, behaviour science and design thinking. The Design Sprint is used in business companies, public sector services and educational institutions around the world. The Design Sprint has been part of the curricula at the Porvoo campus of Haaga-Helia University of Applied Sciences since 2018. The sprint is arranged for third semester students of various disciplines with the objective of offering an intensive and hands-on insight into design thinking and product development with focus on customer understanding. Furthermore, commissioners are provided a swift experience of product and service development. The second experiences come from an international Nordplus project Eko Tek that offers students in the Nordic-Baltic area to experience and participate in an intensive programme of Design Spring offered by a network of universities and companies in the Nordic-Baltic region. The paper will discuss steps taken to move the Design Sprint intensive programme from face-to-face and international visits to remote sprints, the tools used to enable remote collaboration, student, and teacher experiences of the remote experience. In the end, the paper suggests how the experience might be used in similar intensive programmes in the future benefitting the student participants and enhancing collaboration

THE CHALLENGE OF ONLINE LANGUAGE LEARNING AND TEACHING: INCLUSIVE CONTENT AND MOTIVATION ENHANCEMENT

The pandemics of COVID-19 has reinforced online learning and teaching. Online learning and teaching are becoming even more common than contact learning and teaching. For many language teachers, it is becoming a challenge for the methodology they used to apply. The methods had to be converted from a teacher-centred approach to a studentcentred approach. Even more of the study content had to be reoriented to student autonomy in learning. The aim of the paper is to share good practice of four international projects and four online language teaching aids to contribute to an inclusive content and motivation enhancement of online language learning. The first example is the first portal is Smart svenska (Smart Swedish) developed as part of an Aalto Online Learning project (A!Ole) financed by Aalto University. The second portal is a multi-disciplinary and open-access digital language learning portal called Svenskstudier för högskolestuderande (Swedish for higher education), financed by the Finnish Ministry of Education. The third international project and platform of online activities is Erasmus KA2, "Interactive Digital Content Platform to Share, Reuse, and Innovative in the Classroom" (INDIE), financed by the EU. The fourth international project is Nordplus Nordinc Languages, "Multilingualism as a Key to Enhance Students' Employability", financed by the Nordic Council of Ministers. All the analysed learning environments have a common aim which is to encourage student autonomy when learning. The aim is to motivate students by giving them more responsibility and autonomy for their own learning, i.e. student empowerment

Online Platform for Digital Multi-Disciplinary Language Learning

Our paper discusses digitalization of language learning and the creation of an open language learning platform for learning professional Swedish. The platform is being developed in one of the teacher teams in DIGIJOUJOU project, a national development project for digitalizing second language learning in higher education in Finland financed by Ministry of Education. The team represents three institutions: Aalto University, Laurea University of Applied Sciences and Haaga-Helia University of Applied Sciences. The objective of the paper is to discuss and present possibilities developed for digital learning and a platform aimed at students and teachers. The platform caters multi-disciplinary learning with task-based activities for intermediate level students in higher education. It may be incorporated into institutional tuition and it offers a platform for students to select activities suitable for their personal learning plans and university curricula. The open platform comprises of various task-based activities within six topic areas and additional support pages for students and teachers. The underlying methods and theories are those of task-based learning, flipped learning and blended learning. The platform and its activities will be open source and participants use various digital learning and communication tools in implementation. Students are empowered to tailor the courses for their own needs, topics and tasks. They select tasks relevant for their future profession and search for branch related texts and readings. They work individually and in group, synchronously and asynchronously, on-line and face-to-face (blended learning). In the future the platform might be used by multi-disciplinary groups. The innovation of this platform is that it may benefit learners and instructors as it caters as an activity and instruction bank. It is noteworthy that the platform must be combined with a university course with an instructor and a learning environment. The learners may submit their work on the university platform and the instructors coach, teach and assess the learning tasks. Doing this they also sign in and participate on-line discussion groups, on-line meetings and discussions to present and discuss their own and other students’ work. Hence self and peer assessment are involved

Pedagogical Underpinnings of a Multi-Disciplinary Language Learning Portal - the Connection Between Theory and Practice

This paper discusses how pedagogical aspects have affected the technical choices in constructing the multi-disciplinary and open-access digital language learning portal called Svenskstudier i buffeformat. The portal is being developed in one of the teacher teams in DIGIJOUJOU project, a national development project for digitalizing second language learning in higher education in Finland financed by Ministry of Education. The developing team represents three higher education institutions: Aalto University, Haaga-Helia University of Applied Sciences and Laurea University of Applied Sciences. The aim of the portal is to empower and engage students to study Professional Swedish in higher education in the virtual environment within their own discipline by their own choices. The pedagogical underpinnings of the platform are task-based learning, content-based instruction, flipped learning, blended learning, communicative language learning as well as content and language integrated learning (CLIL). Other methodologies considered are constructivism and learning in task-based environment. All these pedagogical approaches support the higher education students’ personal curricula and language studies are thus strongly integrated in subject matters of the degree programs. Our work aims at combining language studies and degree study contents in a flexible and motivating way. The objective of the study portal is to motivate students and give them more responsibility and autonomy of their own learning i.e. student empowerment. Students are active content creators, not passive receivers of information. The activities on the portal encourage students to seek information, to process information in various ways to end up in an appropriate output. During the learning process students are encouraged to choose between a range of digital tools, i.e. open source tools, web conferencing software, video production and editing tools, games and quizzes and message applications, not to forget the more traditional ways of output. The connection of theory and practice, and methodological and technological choices are presented via concrete examples of individual activities on the portal. Various digital tools have been tested and used, and the aim is that each task requires the command of at least one digital tool, which supports the study process and learning outcome in a natural way. Furthermore, student/teacher feedback and experience will be discussed and considered as the portal will be further developed in 2019

Temporal and soil depth-related variation in soil enzyme activities and in root growth of red clover (Trifolium pratense) and timothy (Phleum pratense) in the field

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