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

Foreign Language Learning with Flipped Classroom Method in Higher Education in Finland

This paper discusses flipped classroom method in teaching and learning professional Swedish in higher education in Finland. A team of language teachers in higher educational institutes has been developing the method in a national development project for second language learning in higher education. The project is financed by the Finnish Ministry of education as a strategic priority project. The team consists of members from four institutions: Laurea University of Applied Sciences, Turku University of Applied Sciences, Jyväskylä University of Applied Sciences and University of Eastern Finland. The objective of this paper is to present flipped classroom method in language teaching and studies and to introduce the possibilities of the method as an alternative to traditional language teaching. The aim of the flipped classroom project was to find out if learning would be more efficient using flipped classroom method and if the method could be used effectively in heterogenic student groups. During the project the teachers created a model course in Google Sites environment containing flipped classroom study modules which they have tested and used in their own pilot student groups. The main focus in the modules is on the oral and written work life related, professional language skills. The created Google Sites material, Common European Frame of Reference level B1, is intended for the use of Swedish language teachers in higher educational institutes and the method can easily be used in any language studies. The collected student feedback from the flipped classroom courses shows that the students found it useful to in advance study the material by themselves and then in flipped classroom use the theory in practice in various work life related oral and written communication situations. As an alternative to the tradition of studying the theory in the class, the students were now able to concentrate on practicing and deepening their skills in central course contents in classroom communication and at the same time get teacher guidance and stimulating feedback. The created Google Sites environment benefits digitalization and technology. All the study material is available for the students in advance including a study plan for the next contact lesson. This way the students know what material to study prior the lesson and what kind of situations will be practiced in the flipped classroom peer communication