30.09.2016

BASIC STUDIES IN UNIVERSITY PEDAGOGY (25 ECTS credits)

Basic Studies in University Pedagogy (YPPPER, 25 ECTS credits) are intended for the staff of the University of Jyväskylä. They offer the teaching and guidance staff of the University an opportunity to deepen their understanding of university education as well as of their roles as university teachers. This will also help them to develop in their teaching and guidance work. The purpose of the studies is to develop a personal, reflective and analytical relationship to teaching and guidance. A further aim is to develop university teaching in general. The studies utilise participants’ existing experiences through mutual sharing and a deeper analysis of concepts.

Basic Studies in University Pedagogy consist of two modules:

  • University Pedagogy I (10 ECTS credits) and
  • University Pedagogy II (15 ECTS credits).

 

University Pedagogy I (10 ECTS credits, YPE10)

  • YPPP110    Theoretical Foundations of University Teaching and Learning (5 ECTS credits)
  • YPPP121    Planning, Practice and Evaluation of Teaching I (5 ECTS credits)

University Pedagogy II (15 ECTS credits, YPE15)

  • YPPP135    Curriculum Work (5 ECTS credits)
  • YPPP140   Guidance in University (5 ECTS credits)
  • YPPP122    Planning, Practice and Evaluation of Teaching II (5 ECTS credits)

According to the Rector’s decision of 10 December 2010, the study module of 10 ECTS credits or corresponding studies in university pedagogy serve as the university pedagogy studies that, according to the University of Jyväskylä Regulations, are required of persons who are employed as professors, senior lecturers, senior researchers and university teachers, and whose employment relationship has started on 1 August 2012 or later. The studies must be completed within two years from the start of employment, at the latest.

 

TARGET AND PRINCIPLES OF THE STUDIES

 

The target of the studies is that students become conscious of and able to recognise their own ideas and working methods related to learning and university education. They learn to critically evaluate their teaching and its relations to students’ studying and learning. Students also become familiar with teaching in their departments/subjects and evaluate their own teaching in relation to teaching in the department/subject. They acquire readiness to participate in teaching as well as in developing the pedagogical working culture in the department. 

The aim is to realise the targets through the following three principles: subjectivity, an investigative approach and dialogue.

Subjectivity

The most central principle is the idea of understanding learning through subjective experience. The background of this principle lies in the theory of learning and epistemology, namely the idea that one’s development as a university teacher is based on one’s own work and the analysis of the resulting subjective experiences. These experiences are compared more broadly to the experiences of others and to the theoretical literature. The starting point is the student’s own life history and work routines, as well as his/her working methods and mindset. These are all used for creating a personal study plan. The target of subjective learning is to disengage from a performance-oriented approach to studies. The targets of subjective learning are to decrease the need for external control and to trust in the mature autonomy of the student. Students are offered significant responsibility for their learning, thus enabling them to develop working methods that best suit their approach.

Investigative approach

An investigative approach focuses on students’ own experiences in the field of teaching and learning as well as on theoretical analysis of the field. The principle of subjectivity requires that theory is intertwined with students’ own actions. The aim is that all shared experience and theoretical knowledge are processed through personal reflection. A conscious vision built through critical thinking helps to deviate from routines and opens up new perspectives on working as a university teacher. In terms of developing as a university teacher, analysis increases awareness that is directed to the person and his/her working methods, values and beliefs, as well as to the nature of surrounding society, its educational institutions, values and habits. The target is to increasingly free oneself from the practice of blindly following old habits. Through awareness, it is possible to work in a well-founded way.

Studying is primarily implemented in study groups. A special characteristic of university teaching is its close bond to science and research. Therefore, the study groups aim to work in a way that is similar to a proper research community in order to promote dialogue and critical thinking. 

Dialogue

Dialogue means open, attentive and respectful relationships between people. These relationships enable learning, thinking and sharing of experiences together. It is central for the planning and realisation of studies to overlap each individual learning process with collaborative learning. The principle of dialogue is essential, especially when working in study groups. The sphere of a student’s experience and thinking expands in discussions about other students’ experiences and through theoretical literature. An investigative approach is realised in cooperation with others.

Subjectivity, an investigative approach and communal dialogue belong together. None of them alone is sufficient to achieve the targets set for the studies. They are the guiding principles during the studies, but they are also deliberately selected for all students as the target values and learning outcomes of university teachers.

 

University Pedagogy I (10 ECTS credits, YPE10)

  • YPPP110    Theoretical Foundations of University Teaching and Learning (5 ECTS credits)
  • YPPP121    Planning, Practice and Evaluation of Teaching I (5 ECTS credits)

YPPP110 THEORETICAL FOUNDATIONS OF UNIVERSITY TEACHING AND LEARNING

Extent:

5 ECTS credits

Learning outcomes:

 

After completing the study unit, each participant is

  • familiar with the basic concepts and theories of university teaching and learning and is able to relate them to his/her ideas about university teaching and learning academic expertise
  • able to acknowledge and describe his/her own idea of humans, knowledge and learning
  • able to assess the special quality of university pedagogy that focuses on the questions of scientific education and learning academic thinking
  • able to assess the challenges of university teaching when developing teaching that is interactive and that encourages students to participate
  • able to see the importance of the pedagogical relationship as a foundation for learning and teaching
  • able to distinguish the phases of the learning process and the role of the teacher/mentor in different phases

Contents:

  • The university as a learning and teaching environment: special characteristics, traditions and limitations of university pedagogy 
  • Relationship between research and teaching
  • Learning and teaching scientific thinking and knowledge
  • Teaching and guiding toward an investigative approach
  • The idea of humans and knowledge as a framework for the idea of learning
  • Learning theories and their philosophical starting points
  • Teaching and guidance as a pedagogical relationship

 

Modes of study:

Interactive lectures and workshops, small-group study

Completion modes:

Learning assignments, reading groups

Learning materials:

HAKKARAINEN, K., LONKA, K. & LIPPONEN, L. 2005. Tutkiva oppiminen. Järki, tunteet ja kulttuuri oppimisen sytyttäjinä. Helsinki: WSOY.

HAKKARAINEN, K., BOLLSTRÖM-HUTTUNEN, M., PYYSALO, R. & LONKA, K. 2005. Tutkiva oppiminen käytännössä. Matkaopas opettajille. Helsinki: WSOY.

LINDBLOM-YLÄNNE, S. & NEVGI, A. (toim.) 2009. Yliopisto-opettajan käsikirja. Helsinki: WSOY.

Burbules, N. 1993. Dialogue in teaching. Theory and Practice. NY: Teachers College Press.

Poikela-Öystilä (toim.) 2003. Yliopistopedagogiikkaa kehittämässä. Tampere: Tampere University Press.

JARVIS, P. 2006. Towards a comprehensive theory of human learning. Lifelong Learning and The Learning Society, volume 1. New York: Routledge.

JARVIS, P. & PARKER, S. (toim.) 2007. Human learning. An holistic approach. New York: Routledge.

Other learning material (articles and e-books) specified in the teaching schedule

Assessment:

Pass - Fail

 
YPPP121         PLANNING, PRACTICE AND EVALUATION OF TEACHING I

Extent:

5 ECTS credits

Learning outcomes:

 

After completing the study unit, each participant is able to  

  • critically assess his/her actions as a university teacher and define his/her personal pedagogical development needs and targets  
  • set the targets of a course, limit its central contents, select appropriate working and assessment methods and use the concepts of learning theories to justify the selections
  • create assessment criteria and apply them in the assessment of learning
  • adapt one’s own actions to comply with the needs of different learners
  • apply different working and teaching methods appropriately in one’s own teaching/guidance

Contents:

  • Personal study plan as a script for one’s personal learning process
  • Basic questions for the planning of university teaching
  • Setting of learning outcomes and assessment criteria
  • A subject’s internal structure, core content analysis and content to be taught
  • Development of individual, group and mass teaching
  • Interactive working and teaching methods that encourage participation
  • The dimensions and different forms of assessment: Guidance-oriented assessment, self-assessment, peer assessment, feedback

Modes of study:

Interactive lecture and workshops, small-group study

Completion modes:

Personal study plan, teaching experiment (4 h), peer observation (4 h), teaching experiment report, reading groups

Learning materials:

BROOKFIELD, S. 1995. Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

GLASERSFELD, E. 2002. Radical constructivism. A way of knowing and learning.  Studies in Mathematics Education Series. Lontoo: RoutledgeFalmer.

JARVIS, P. 2006. The theory and practice of teaching. London: Routledge.

LINDBLOM-YLÄNNE, S. & NEVGI, A. (toim.) 2009. Yliopisto-opettajan käsikirja. Helsinki: WSOY.

SAHLBERG, P. & SHARAN, S. (toim.) 2002. Yhteistoiminnallisen oppimisen käsikirja. Helsinki: WSOY.

Other learning material (articles and e-books) specified in the teaching schedule

Assessment:

Pass - Fail

 

University Pedagogy II (15 ECTS credits, YPE15)

  • YPPP135    Curriculum Work (5 ECTS credits)
  • YPPP140   Guidance in University (5 ECTS credits)
  • YPPP122    Planning, Practice and Evaluation of Teaching II (5 ECTS credits)

 

YPPP135      CURRICULUM WORK

Extent:

5 ECTS credits

Learning outcomes:

 

After completing the study unit, each participant is able to

  • understand theoretical and philosophical foundations of curriculum work and its different implementations at the University
  • grasp curriculum theories and their applicability to the university context
  • analyse his/her teaching in relation to the curricula of the department/subject and apply his/her learning when planning and developing teaching at the department/in the subject
  • recognise a curriculum’s connections to the value targets of the University and the nature of society, its institutions, values and habits
  • evaluate connections between the subject’s internal structure, societal expectations and the learning needs of students, as well as their significance for curriculum work
  • engage in curriculum work at a communal level and thus promote the development of the whole department’s/subject’s pedagogical culture

Contents:

  • The theoretical and philosophical starting points of curriculum work
  • Curriculum theories and their connection to learning theories
  • Competence-based curricula at universities
  • Phenomena-based curricula at universities
  • Connecting curricula to the business world

Modes of study:

Interactive lecture and workshops, small-group study

Completion modes:

Learning assignments and reading groups 

Learning materials:

BARNETT, R. & COATE, K. 2010. Engaging the curriculum in higher education. Berkshire, GBR: McGRaw-Hill Education.

BIGGS, J. & TANG, C. 2007. Teaching for quality learning at university: What the student does. Maidenhead: Society for Research into Higher Education & Open University Press.

 hooks, bell 1994: Teaching to Transgress – Education as the Practice of Freedom. New York and London; Routledge."

KORHONEN, V. & MÄKINEN, M. 2012.Opiskelijat korkeakoulutuksen näyttämöllä. Tampere: Tampere University Press.

MÄKINEN, M., ANNALA, J., KORHONEN, V., VEHVILÄINEN, S., NORRGRAN, A.-M., KALLI, P. & SVÄRD, P. (toim.) 2012. Osallistava korkeakoulutus. Tampere: Tampere University Press.

NYGAARD, C., COURTNEY, N. & HOLTHAM, C. (toim.) 2010. Teaching creativity – creativity in teaching. The learning in higher education series. Oxfordshire: Libri Publishing.

Other learning material (articles and e-books) specified in the teaching schedule

Assessment:

Pass - Fail

 

 YPPP140      GUIDANCE AT THE UNIVERSITY

Extent:

 5 ECTS credits

Learning outcomes:

 

After completing the study unit, each student is able to

  • understand the central concepts, models and theories of guidance and their connection to learning theories
  • see the interdependencies and common dynamics of guidance and learning processes
  • interpret different needs of students and support the growth of their academic expertise
  • recognise ethical questions occurring in guidance and act in an ethically sound, deliberate and justified manner in such situations
  • apply theoretical knowledge of guidance in one’s work in an appropriate manner

Contents:

  • Guidance systems at the University
  • Processes of academic guidance
  • Guidance models and theories
  • Guidance in the personal study plan process
  • Guidance of theses and academic writing
  • Multiculturalism as a challenge for guidance
  • Learning and reading difficulties as a challenge for guidance
  • Ethics of guidance

Modes of study:

Interactive lecture and workshops, small-group study

Completion modes:

Learning assignments, reading groups

Learning materials:

ISAACS, W. 2001. Dialogi ja yhdessä ajattelemisen taito. Helsinki: Kauppakaari.

KUKKONEN, H. 2007. Ohjauskeskustelu pelitilana. Erialaisuus ammatillisen opettajaopiskelijan ohjaamisessa. Tampere: Tampere University Press.

NUMMENMAA, A.R. & LAUTAMATTI, L. 2004. Ohjaajana opinnäytetöiden työprosesseissa. Tampere: Tampere University Press.

NUMMENMAA, A.R., PYHÄLTÖ, K. & SOINI, T. (toim.) 2008. Hyvä tohtori! Tohtorikoulutuksen rakenteita ja prosesseja. Tampere: Tampere University Press.  

ONNISMAA, J. 2007. Ohjaus- ja neuvontatyö. Aikaa, huomiota ja kunnioitusta. Helsinki: Gaudeamus.

VEHVILÄINEN, S. 2001. Ohjaus vuorovaikutuksena. Helsinki: Gaudeamus.

Other learning material (articles and e-books) specified in the teaching schedule

Assessment:

Pass - Fail

 

YPPP122      PLANNING, PRACTICE AND EVALUATION OF TEACHING II

Extent:

 5 ECTS credits

Learning outcomes:

 

After completing the study unit, a participant is able to

  • see the interdependencies and common dynamics of individual and communal dimensions in learning
  • apply the approaches of learning theories to different learning, guidance and teaching situations
  • critically assess his/her development as a university teacher
  • deepen his/her ability to plan and realise teaching in accordance with the principles of university pedagogy
  • develop his/her overall view of teaching and guidance and related working ability through the analysis of experiences

Contents:

  • Individual dimensions of learning: The layered, multidimensional and experiential nature of learning
  • Communal dimensions of learning: Pedagogical relationships, peer groups, group phenomena

Modes of study:

Interactive lecture and workshops, small-group study

Completion modes:

Teaching experiments (8 h), peer observation (8 h), teaching experiment report, reading group work

Learning materials:

BROOKFIELD, S. 2006. The skillful teacher: on technique, trust, and responsiveness in the classroom. San Francisco: Jossey-Bass.

DRISCOLL, M. 1994/2004/2013. Psychology of learning for instruction. Boston: Allyn and Bacon.

ILLERIS, K. 2009. Contemporary theories of learning. Learning theories…in their own words. London: Routledge.

JARVIS, P. 2006. The theory and practice of teaching. London: Routledge.

REPO-KAARENTO, S. 2007. Innostu ryhmästä. Helsinki: Kansanvalistusseura.

Other learning material (articles and e-books) specified in the teaching schedule

Assessment:

Pass - Fail