personalized study path

Individual study path

Edu.fi/ammattipedaSirpa Pursiainen, M.Soc.sc

Tampere Vocational College Tredu

Pedagogical approaches

This material are specially for developers and heads of the schools

Sirpa Pursiainen, M.Soc.scTampere Vocational College Tredu

Developing new pedagogical approaches

Developing new pedagogical approaches

Fellowship in community Learning partnership

Renewable teacherhood

The flow of information

Knowing the job descriptions

RESPECTPedagogical leadership

Sirpa Pursiainen, M.Soc.sc

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


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?


Strategies

Education &

training

Blended

learning

Modeling approaches

Gathering approaches

Results

Descriptions

Goals

PEDAGOGICAL APPROACHES

Experiences

FeedbackMeasures

Pedagogical approaches

Education

policy

guidelines

Pilot projects

Failed

experiments

Pedagogical

supportReso

urces

Technica

l

support

Learning

environments

Pedagogical

leadership

Personalized study paths

INTERACTIO

N

Current a

nd future

professionals

Collage

s

Working lif

e

Evaluation

Heino Aki, Kajander Jussi, Laine Kati, Pursiainen Sirpa, Taivassalo-Salkosuo Minna, Vesterinen Toni 2012


Modelling new pedagogical approaches

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

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?


Process:


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?

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?


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?

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?


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

Benefits and challenges of approach


Strength Weakness Opportunity Threat

Student

Teacher

Support services

Leadership

Finance

Structure

Employer

Workplace supervisor

Society

Network

Social media

Something else?



Devoloping individual study paths

Social and cultural competence

ELECTIVE MODULEELECTIVE MODULES

QUALIFICATION MODULE


or

tai

GUIDANCE

Example of new qualification criteria (2015)

Proc

ess

of w

ork

Proc

ess

of w

ork

Proc

ess

of w

ork

Proc

ess

of w

ork

Elec

tive

mod

ules

Q

ualifi

catio

n m

odul

esCo

mm

on

mod

ules



Degree = 180 skill points

Proc

ess

of

wor

k

Competence of Society and working lifeCompetence of communication and interaction

Competence of mathematics and natural science

Sirpa Pursiainen, Terhi Puntila

Cooperation in education

Ensuring availability of model and learning environment

Testing of arpproach

Pedagogical support


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

Fello

ship

& d

evel

opin

g w

ith

equa

ls

Stu

dent

s st

udy

path

s

Solution of structures

Tools, devices

Resources

Pedagogical guidelines

Heino Aki Pursiainen Sirpa

12.12.12

Cooperation in area

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

CompaniesOrganizations

Projects

Customer projects

Interactive learning materials

International Exchange

INDIVIDUAL STUDY PATHSINDIVIDUAL STUDY PATHS

Resources Organizational structures Pedagogical leadership

SHOULD BE TAKEN INTO ACCOUNT

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.


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


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?


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


STUDENT

Competence

Needs

Dreams

Background


Individual study paths with student-centered pedagogy

FELLOWSHIP

Learning together

STUDYING LEARNING COMPETENCEStudent´s network

RENEWABLE TEACHER

LEARNING ENVIRONMENTS

TUTORIALEvaluation of learning

Peer tutoring

SHOWING THE COMPETENCE

EVALUATIONEvaluation of competence

STUDENT-CENTERED PEDAGOGY

PERSONALIZED STUDENT PATH

CUSTOMIZING

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


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 pathwaysplanning, implementation

and controlInterpretation of

qualification criteria

The wide use of the learning environment

Updating skills

Awareness

In Action

GuidanceSteeringDirection

Navigation FellowshipBeing part of

Sharing results

Renewable




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

”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


Different learning environments

StudiesWhat?

Where?How controlled/guided?

Proofing competenceWhere?

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

studies Interaktive 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?


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?




Working life partners

Benefits for students:Working life skills

Workplace networkEmployment 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



What we cannot study in real working life?


COOPERATION PHYSICAL DISTANCE

CollegesThe different forms of education and

training organization

WHAT FACTORS AFFECT TO SOLUTIONS?

Cooperation with local government

Partneships of companiesPedagogical 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


What kind of study paths are needed?

Average

STARTING POINT

Fast

Depth

Slow, supportedSCHEDULEhow the different points of view are

taken into account?

CONTENTSPart 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


Learning style


Developing extended on the job learning


National coordination project

Projects of vocational colleges/

Information

Tutoring and modeling groups

Mod

elin

g

Dev

elop

ing

with

co

mpe

ers

Policies of national board of education

Finance from Finnish national board of

education

Seminars, camps

Teams

Networking


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

Dev

elop

ing

with

com

peer

s

Tuto

ring

and

mod

elin

g at

th

e gr

oups



Examples of new pedagogical approaches

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


Pedagogical and strategical leadership

Pedagogical alignment

Fast

pat

hs

Slow

, sup

port

ed

path

s

Busi

ness

pa

rtne

rshi

p pa

ths

Gro

up p

aths

Appr

entic

ensh

ips

Additional modules on the job learning

Personalized study paths

Sturctures, resources, organizationSirpa Pursiainen, M.Soc.sc

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

FASTER

Social media

STAFF

PEDAGOGICAL LEADERSHIP

Proof

Work

Optional

CompetenceCurriculum

HOPS

Grammar schoolHigh schoolWorking life

Vocational qualification etc.

Homeport

Workplace

KV

Working

life

Follow

up study

Penetration

On the job learning

Standard dinghy

Standard dinghy

Complementary

studies

Recobnision of know-how & competence

Resources

ApproachesStructures

STRATEGY

WORKPLACElearning

Kivelä Hillevi, Lithén Annika, Pursiainen Sirpa, Suotunen Päivi, Vesterinen Eija

FAST PATH

On

the

job

Personalized extended on the job learning: Slower, supported path

Spedial needs

Returning studies

Studying on your own schedule Other needs?

Com

pete

nce

& kn

ow-h

ow

Back

grou

nd &

nee

ds

Wor

kpla

ce sk

ills

Drea

ms

Lear

ning

style

s

Group curriculum

Guidance

Per

son

aliz

ing

stu

dy

pat

hs

Guidance

WORKPLACE

Learning


OrientationTutorial/guidanceCooperation with parentsInterpretation of qualification criteriaGiven the support needed

Employment

Esko-Asikainen Pirkko, Miettinen Pekka, Pursiainen Sirpa, Raivio Susanna 2013

Apprenticeships for young people – last year at work

COLLAGENamed 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


How to have different labor intensive

studypaths in use?

QUALIFICATION CRITERIAStudy plan

MAPPING:• Learning

capability• Know-how &

competence• Workplace

skills• Needs• Dreams

Prep

arin

g pe

riod

Indvidual

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

Need

Internet based learning

Wor

kpro

cess

1

Wor

kpro

cess

2

Wor

kpro

cess

4

Wor

kpro

cess

3

Tutorial groups

Other learning environments

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

CLASSLESS

Teaching one groupe.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 workplaces

Interpretation 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 SKILLSEvaluation of skills

SCHOOL WORK

INDIVIDUAL STUDYPATH

ON THE JOB LEARNING

Qualification criteria within workprocesses

GUIDANCE

What can I take to be the part of our own

activities/approaches?

Sirpa Pursiainen, M.Soc.scDevelopmentProject 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 TreduÅkerlundinkatu 8, 33100 Tamperep. +358 50 576 [email protected] www.tredu.fi

mailto:[email protected]