3. Developing new pedagogical approaches
Fellowship in
community
Learning partnership
Renewable
teacherhood
The flow of
information
Knowing the job
descriptions
RESPECT
Pedagogical
leadership
Sirpa Pursiainen, M.Soc.sc
4. Who could do
tutoring?
With who we
develop?
Developing with compeers
Developing pedagogical
approaches
Ensuring the use
of pedagogical
approaches
Distribution of
pedagogical
approaches
Cooperation
Needs
Sirpa Pursiainen, M.Soc.sc
5. Developing with compeers
Planning
Whom I want to learn?
Why this party/direction?
Does the compeer has
enough resources?
WIN - WIN?
Timetable?
What I want to learn?
Systematic use of
learning?
What can I give?
Sirpa Pursiainen, M.Soc.sc
8. Person looking the modeling should get the answers:
- What are the approaches, who are parties of the process?
- In what kind of pedagogical thinking the approach is based on?
- Tutorial and guidance (how it is taken care of and implemented?)
- Evaluation (How approach is evaluatedd OR how evalion is
implemented and how criteria of curriculum is ensured in
approach?)
- Pedagogical leadership and ensuring the use on pedagogical
approach (Structure, resources, finance, devices, job descriptions,
skills and knowledge, personnel…)
- How approach is going to be distributed?
Modeling pedagogical approaches
9. Short script of model:
Pedagogy
- In what kind of pedagogical thinking the approach is based on?
- How pedagogy shows?
- How the approach improves learning?
Effectiveness of approach
- How approach affects in area?
- How approach prevents youths social exclusion?
Personalized study paths and learning networks
- When and how students personalized study paths are in use?
- What kind of personal learning environments and networks are
used in practice?
- How personal networks supports personalized study paths?
- How the approach differs from standard practice?
Modeling pedagogical approaches
10. Process:
Modeling pedagogical approaches
Student Teacher Support
services
Collage
(leadership,
structure)
Network Employer Workplace
supervisor
Social
media
What
else?
Need for
approach
Planning
At the beginning
of approach
In the middle of
approach
In the end of
approach
After approach
• Who start the process and why?
• Who will take part in the process?
• What kind of process it is?
11. Tutorial and guidance:
- Who gives tutorial and guidance?
- When student will be given tutorial and guidance?
- How guidance is given?
- What tools and devices are used as guidance is given?
Modeling pedagogical approaches
Evaluation
- How evaluation is taken care of?
- Who evaluates learning?
- Who evaluetes skills and competence?
- How criteria of qualification is ensured in studies?
- How student own evaluation is ensured and taken care of?
Criteria of qualification
- How criteria of qualification is ensured when studing at
workplace?
- How the goals of on the job learning are placed on?
- What are the basis as learning environments and studypaths
are selected?
12. Recruitments and condisions of use of model:
- What resources are needed? What has to be made on structures?
- What pedagogical leadership has to do?
- How the approach/model is taken to be part of standard way of
practice
- How the needed know-how is ensured?
Modeling pedagogical approaches
Structure Resources Pedagogical leadership
- Division of labor
- Timetable
- Modulation
- Job descriptions
- Time
- Number of
employees
- Devices and tools
- Competence
- Strategical leadership
and guidlines
- Staff skills
- Leading of process
- Change management
13. Benefits and challenges of approach
Modeling pedagogical approaches
Strength Weakness Opportunity Threat
Student
Teacher
Support services
Leadership
Finance
Structure
Employer
Workplace supervisor
Society
Network
Social media
Something else?
Sirpa Pursiainen, M.Soc.sc
15. Social and cultural
competence
ELECTIVE MODULEELECTIVE MODULES
QUALIFICATION
MODULE
QUALIFICATION
MODULE
or
tai
GUIDANCE
Example of new qualification criteria (2015)
Processofwork
Processofwork
Processofwork
Processofwork
Elective
modules
QualificationmodulesCommon
modules
QUALIFICATION
MODULE
QUALIFICATION
MODULE
Degree = 180 skill points
Processofwork
Competence of Society and working life
Competence of communication and interaction
Competence of mathematics and natural science
Sirpa Pursiainen, Terhi Puntila
16. Cooperation in
education
Ensuring availability of model and
learning environment
Testing of arpproach
Pedagogical support
Renewable teacherhood
Training
Change in control
Individual learning pathways and related
pedagogical practice dissemination
Experience of
students
Experience of
workplaces
Pedagogical
leadership
Feedback &
evaluation
StrategyFeedback system
New pedagogical
approach
International
cooperation
The effectiveness of
the employment
Solution of
structures
Tools, devices
Resources
Pedagogical
guidelines
Heino Aki
Pursiainen Sirpa
12.12.12
Cooperation in
area
17. DIFFERENT LEARNING ENVIRONMENTS
Individual study path
Voluntary work
Training companies
Social media
Sirpa Pursiainen,
Students of Keikkailu
Holidays
Free time
Students own
networks
Working life
Business life
Companies
Organizations
Projects
Customer projects
Interactive learning
materials
International
Exchange
19. Students to the center of action
Individual study path will not be possible if we don´t
recognise that studets are our most important
customers
Tutorial, guidance, evaluation and safety issues has to plan
and ensure in all study environments.
Sirpa Pursiainen, M.Soc.sc
20. Pedagogical leadership is needed
Strategical planning should start of genuine attention of
students needs and wishes.
• What are the solutions which promots of learning?
• What is meaningful and makes sense of students point
of view?
• How we ensure professional skills for students?
Pedagogical leadership is needed to get organizational structures and
funktioning of collages to enable to study in different learning environments
Sirpa Pursiainen, M.Soc.sc
21. Knowing of qualification criteria and curriculum
Teachers has to to know qualification criteria when they are
planning personalized studypath.
Collages own curriculum has to base in genuine way to
qualification criteria.
• What qualification criteria is know-how what is studied
in classroom?
• Is the method and the way of studying best choice for
studying this criteria?
• Is it the best one for all the students?
• How students joins studied criteria for real working
processes?
Sirpa Pursiainen, M.Soc.sc
22. Design form for individual study paths
What is sought? Why pursue? How to
implement?
(Design and
Implementation)
How to
implement?
(resources and
tasks)
How to
implement?
(functioning of an
organization and
the organizational
structures)
How to
implement?
(leadership)
Individual study path
(Needs, wishes,
background, know-how)
Renewable Teacher
Pedagogical leadership in
whole organization
Fellowship in community
Curriculum based on
qualification criteria
Different learning
environments which are:
Tutorial/Guidance
Evaluation
Support services (inside and
outside the collage)
Networks of sudents
personalized study paths
point of view
Information
Ensuring quality
Sirpa Pursiainen, M.Soc.sc
24. FELLOWSHIP
Learning together
STUDYING LEARNING COMPETENCEStudent s
network
RENEWABLE
TEACHER
LEARNING
ENVIRONMENTS
TUTORIAL
Evaluation of learning
Peer tutoring
SHOWING THE
COMPETENCE
EVALUATION
Evaluation of
competence
STUDENT-CENTERED
PEDAGOGY
PERSONALIZED
STUDENT PATH
Competence
Needs
Identifying the competence&
recognition of skills
Qualification
criteria
Professional
skills
Content of
degree
Spended time to
do degree
DreamsBackground TO WORKING LIFE THOUGH THE LABOR-INTENSIVE LEARNING
Life skills
Professional skills
Key competences for
lifelong learning
Workplace skills
Feel of inclusion increases + To grow an active member of society
Professional
network
Individual study paths with
student-centered pedagogy
Sirpa Pursiainen, M.Soc.sc
26. CHARACTERISTICS OF RENEWABLE
TEACHERHOOD
Student life are taken
into account
comprehensively
Role model of
adulhood
Recognition of
skills and
competence
Why do I teach what I teach?
• Needs of working life
• Needs of students
Empowerment
Sharing of know-how
and competence
Genuine
individual learning pathways
planning, implementation
and control
Interpretation of
qualification
criteria
The wide use of the
learning environment
Updating skills
Awareness
In Action
Guidance
Steering
Direction
Navigation Fellowship
Being part of
Sharing results
Renewable
Sirpa Pursiainen, M.Soc.sc
27. Sirpa Pursiainen,
M.Soc.sc
TUTORIAL
I need a lot of tutorial
= 15 h
I hardly need tutorial
= 6 h
Sharing tutorial/guidance recourses conserning time
for the real needs.
Recourses for tutorial 2 x 10,5 h = 21 h.
= 15 + 6 =21
28. ”LIVING” PLAN FOR INDIVIDUAL STUDY PATH
USING NETBASED PLANNING
It could include:
• The qualification requiments set out learning outcomes
• Different learning environments
• Evaluation of learning
• Evaluation of competence
• Time and place for prooging the competence
UPDATING THE PLAN THOUGHT THE STUDIES
Sirpa Pursiainen, M.Soc.sc
29. Different learning
environments
Studies
What?
Where?
How controlled/guided?
Proofing competence
Where?
How proofing is enabled?
How the assessment of the
situation of knowledge is held?
e.g. Enabling
independet stydying
Reconciliation of
work and studies
Reconciliation of
childcare and studies
Reconciliation of
rehabilitation and
studiesInteraktive study materials
How learning is followed up?
Social media, blogs, videos...
A different
combination of
expertise in the degree
HOW INDIVIDUAL STUDY PATHS ARE POSSIBLE TO IMPLEMENT?
What we cannot
study outside the
classroom?
Sirpa Pursiainen, M.Soc.sc
30. On the job learning
What we cannot
study in real
working life?
Extended on the job learning
Working life as study environment
Education provider must
ensure:
Overall guidance of the student's learning process
Content and implementation of the design
Control/guidance and evalution skills at work place
Apprenticeships (Youth degree)
Identification of occupational safety and compliance
Ensuring quality
Methods?
Tools?
Knowing the
criteria of
degree?
Desingn skills for
persolized study
paths?
Pedagogical
tutorial/guidance?
HOW INDIVIDUAL STUDY PATHS ARE POSSIBLE TO IMPLEMENT?
Different learning
environments
Sirpa Pursiainen, M.Soc.sc
31. Working life partners
Benefits for students:
Working life skills
Workplace network
Employment opportunities
Benefits for companies:
Emplayment needs and wishes into account
Benefits for provider of education:
Increasing the knowledge of working life
Possibilities to sell education and services
increases
Sirpa Pursiainen, M.Soc.sc
HOW INDIVIDUAL STUDY PATHS ARE POSSIBLE TO IMPLEMENT?
What we cannot
study in real
working life?
Different learning
environments
32. COOPERATION PHYSICAL DISTANCE
Colleges
The different forms of education and
training organization
WHAT FACTORS AFFECT TO SOLUTIONS?
Cooperation with local
government
Partneships of companies
Pedagogical and strategical choices
SIZE OF THE PROVIDER OF
EDUCATION
Used learning
environments
Methods, tools, devices
Stuctures,
resources
Pedagogical leadership
CompetenceEducation / counseling
resource allocation
does not decrease the
need when studying
more work in working
life
Sirpa Pursiainen, M.Soc.sc
33. What kind of study paths are needed?
Average
STARTING POINT
Fast
Depth
Slow, supportedSCHEDULE
how the different
points of view are
taken into account?
CONTENTS
Part of the degree
”Basic”degree
Extended degree
Extent
Optionality=
Talent
Special needs
Life management
Motivation
Know-how +
competence
Learning to learn
Workplace skills
How the education and
training will be held?
Recognition of
skills and
competence
Sirpa Pursiainen, M.Soc.sc
Learning style
35. Extended on the job learning
National coordination
project
Projects of vocational colleges/
Information
Tutoring and modeling groups
Modeling
Developingwith
compeers
Policies of national
board of education
Finance from Finnish
national board of
education
Seminars, camps
Teams
Networking
Sirpa Pursiainen, M.Soc.sc
36. Tutoring- and modeling process
Developing
own
approaches
Testing own
approaches
Modeling own
approaches
Creating meta-
models
Sparring meta-
models
Developing day
with compeers
about meta-
models
Developingwithcompeers
Tutoringandmodelingat
thegroups
Sirpa Pursiainen, M.Soc.sc
38. Learning by doing
Along with teaching in
working equipment for
workshop (english and
professional studies) at
the same time
Piece of cake cafe
integrating studies
Kaija Mattila
Studying
Reflection
Commitment Motivation
Emotion
SocialAct
Cognition
Physical
39. Extended on the job learning
Pedagogical and strategical
leadership
Pedagogical alignment
Fastpaths
Slow,supported
paths
Business
partnershippaths
Grouppaths
Apprenticenships
Additional modules on the job learning
Personalized study paths
Sturctures, resources, organization
Sirpa Pursiainen, M.Soc.sc
40. Personalized extended on the job learning:
Fast path
For whom?
• Motivated student
• Talented, fast student
• Student who has matriculation
examination
• Student who has vocational
qualification
• Students with work experience
• Students returning studies
42. Personalized extended on the job
learning: Slower, supported path
Group
curriculum
Guidance
Personalizing
studypaths
WORKPLACE
Extended on the
job learning
Orientation
Tutorial/guidance
Cooperation with parents
Interpretation of qualification criteria
Given the support needed
Employment
Esko-Asikainen Pirkko,
Miettinen Pekka, Pursiainen
Sirpa, Raivio Susanna 2013
43. Apprenticeships for young people – last year at
work
COLLAGE
Named resrponsible teacher:
- Orientation
- Tutorial & Guidance
- Evaluation
- Teaching
- Personalizing study path
Support services
CRITERIA:
- Resources
- Structure & approaches
at school
- Pedagogical leadership
STUDENT
- Paid employment as fixed-term
employment
- Theoretical studies at collage
- Graduates from collage
CRITERIA:
- Complementary studies
performed
- Autonomy and responsibility
- Manages the professional
kowledge and skills
CRITERIA:
- Wide range of tasks at
work
- Trained job trainer
WORKPLACE
Job trainer:
- Orientation for safety issues and tasks at work
- Guides, support and evaluates the learning of
work
- Evaluates displays of work
CENTER OF APPRENTICESHIP
Education inspector:
- Taking care of Agreement of apprenticeships
- Evaluates workplace
- Follows how apprenticeships proceeds
- Takeds care of examination certificate together
with collage
If apprenticeship is done without the agreement,
collage takes care of whole process, including the
examination cerificate
Liisa Uusitalo, Tampere Vocational College
45. QUALIFICATION CRITERIA
Study plan
MAPPING:
• Learning
capability
• Know-how &
competence
• Workplace
skills
• Needs
• Dreams
Preparingperiod
I
n
d
v
i
d
u
a
l
Schools
Workplaces
Sirpa Pursiainen & Minna Taivassalo-Salkosuo 2013
Learning within workprocesses (open collage)
GUIDANCE & SPECIAL SUPPORT
Start group
A
Start group
B
Start group
C
Internet based learning
Workprocess1
Workprocess2
Workprocess4
Workprocess3
Tutorial
groups
Other learning environments
46. LABOR-INTENSIVE STUDY GROUP
Register of jobs:
What can be studied/
Qualification criteria
WHEN STUDYING AT WORKPLACE
HAS TO ENSURE:
- Plan about guiding and control
- Dokumentation of learning
- Taking care of guiding prosess
- Evaluation of studies
C
L
A
S
S
L
E
S
S
Teaching one group
e.g. 1 day at collage +
4 days at workplace
+
Longer intensive study
periods at collage
Qualification criteria within workprocesses
Along with teaching
Named person who is
responsible to plan
personalized study paths Mapping
workplacesInterpretation of
qualification criteria
13 students +
apprenticesship students
Mitä ei voida opiskella
työelämässä
+ Ryhmäyttäminen
+ Vertaistuen tarjoaminen
Support for workplace
supervisor (guidance &
evaluation)
INDIVIDUAL LABOR-INTENSIVE LEARNING IN GROUP
Sirpa Pursiainen, Terhi Puntila, Sirpa Saari , Minna Taivassalo-Salkosuo 2013
QUALIFICATION CRITERIA
DEMOSTRATION OF SKILLS
Evaluation of skills
SCHOOL WORK
I
N
D
I
V
I
D
U
A
L
S
T
U
D
Y
P
A
T
H
ON THE JOB LEARNING
Qualification criteria within
workprocesses
GUIDANCE
47. What can I take to be the
part of our own
activities/approaches?
48. Sirpa Pursiainen, M.Soc.sc
Development
Project Manager
• Edu.fi pedagogical approaches ”Personalized paths"
• Nappiparisto – compeer power to develompent of
learning environments
• Nationwide coordination of the project extended on
the job learning
• Writing the nationwide guide about learning at
workplaces
Tampere Vocational College Tredu
Åkerlundinkatu 8, 33100 Tampere
p. +358 50 576 1363
sirpa.pursiainen@tampere.fi www.tredu.fi