Research Publication 2014
Editoija
Seija Aalto, Tuija Vänttinen
Kymenlaakso University of Applied Sciences
2014
Julkaisun pysyvä osoite on
https://urn.fi/URN:ISBN:978-952-306-040-1
https://urn.fi/URN:ISBN:978-952-306-040-1
Tiivistelmä
Kymenlaakso University of Applied Sciences (Kyamk) and Mikkeli University of Applied Sciences (Mamk) have extended their cooperation over the years. This joint publication is one result of the cooperation and provides a window into the research and development activities at these two higher education organizations. Learning and teaching at the universities of applied sciences has been changing in recent years. There has been more focus on learning instead of teaching.
Mamk and Kyamk have invested significant resources in curriculum development in 2009 and 2013/2014. Both universities focus on competence-based curricula. Kyamk has developed a Learning and Competence Creative Ecosystem (LCCE®) in which external organizations, learning/teaching, and the university work together to create new knowledge, both for students and for workforces. Mamk’s aim is to integrate teaching and working life more closely with real-life cases in varying environments. A further aim has been towards innovative and cooperative learning.
This book contains different theoretical views, research, and practical experiments with teaching and learning that Kyamk and Mamk have completed in recent years. Part 1 offers some theoretical aspects on pedagogy at the universities of applied sciences. Director of Education Tuija Vänttinen (Mamk) and Head of Department Matti Kilpiäinen (Mamk) build a preliminary model for Mamk’s pedagogically managed learning environments. Principal Lecturer Natalia Kushcheva (Mamk) compares European and Russian Master-level double degree programs in the Bologna process framework. Evidence-based practice and clinical decision-making using simulation pedagogy in nursing is the focus in the article written by Principal Lecturers Paula Mäkeläinen (Mamk) and Leena Uosukainen (Mamk).
Part 2 focuses on pedagogical research at Mamk and Kyamk. Team Leader, Senior Lecturer Heidi Wass (Kyamk) points out how a team organization can promote an innovative learning community at Kyamk. The use of simulation in paramedical education and patient safety is the theme in Senior Lecturer Hannu Salonen’s (Kyamk) text. Senior Lecturer Kati Vapalahti (Mamk) reports from her study concerning argumentative problem solving through online and face-to-face role-play discussions in a social work degree program. Team Leader Ari Lindeman (Kyamk) and Principal Lecturer Minna Veistilä (Kyamk) have studied Master’s theses written in 2011 and 2012 at Mamk and Kyamk. Their focus is on interdisciplinarity in thesis-writing.
Part 3 includes examples of pedagogical experiments at Mamk and Kyamk. Project Manager Kari Dufva (Mamk) writes on pedagogical aspects, using Moodle, and laboratories in a solar challenge racing team. Mirva Pilli-Sihvola (Kyamk), Coordinator of Online Teaching, claims that by promoting teachers’ competence, it is possible to develop the quality of online learning. Principal Lecturer Merja Mäkelä’s (Kyamk) article focuses on developing engineering competences using web-based learning methods.
Universities of applied sciences need to create new pedagogical practices for learning and teaching. This change in teaching requires a new attitude from teachers at universities of applied sciences and society as a whole. We believe that this publication is useful to all who are interested in developing learning and teaching at universities of applied sciences.
Mamk and Kyamk have invested significant resources in curriculum development in 2009 and 2013/2014. Both universities focus on competence-based curricula. Kyamk has developed a Learning and Competence Creative Ecosystem (LCCE®) in which external organizations, learning/teaching, and the university work together to create new knowledge, both for students and for workforces. Mamk’s aim is to integrate teaching and working life more closely with real-life cases in varying environments. A further aim has been towards innovative and cooperative learning.
This book contains different theoretical views, research, and practical experiments with teaching and learning that Kyamk and Mamk have completed in recent years. Part 1 offers some theoretical aspects on pedagogy at the universities of applied sciences. Director of Education Tuija Vänttinen (Mamk) and Head of Department Matti Kilpiäinen (Mamk) build a preliminary model for Mamk’s pedagogically managed learning environments. Principal Lecturer Natalia Kushcheva (Mamk) compares European and Russian Master-level double degree programs in the Bologna process framework. Evidence-based practice and clinical decision-making using simulation pedagogy in nursing is the focus in the article written by Principal Lecturers Paula Mäkeläinen (Mamk) and Leena Uosukainen (Mamk).
Part 2 focuses on pedagogical research at Mamk and Kyamk. Team Leader, Senior Lecturer Heidi Wass (Kyamk) points out how a team organization can promote an innovative learning community at Kyamk. The use of simulation in paramedical education and patient safety is the theme in Senior Lecturer Hannu Salonen’s (Kyamk) text. Senior Lecturer Kati Vapalahti (Mamk) reports from her study concerning argumentative problem solving through online and face-to-face role-play discussions in a social work degree program. Team Leader Ari Lindeman (Kyamk) and Principal Lecturer Minna Veistilä (Kyamk) have studied Master’s theses written in 2011 and 2012 at Mamk and Kyamk. Their focus is on interdisciplinarity in thesis-writing.
Part 3 includes examples of pedagogical experiments at Mamk and Kyamk. Project Manager Kari Dufva (Mamk) writes on pedagogical aspects, using Moodle, and laboratories in a solar challenge racing team. Mirva Pilli-Sihvola (Kyamk), Coordinator of Online Teaching, claims that by promoting teachers’ competence, it is possible to develop the quality of online learning. Principal Lecturer Merja Mäkelä’s (Kyamk) article focuses on developing engineering competences using web-based learning methods.
Universities of applied sciences need to create new pedagogical practices for learning and teaching. This change in teaching requires a new attitude from teachers at universities of applied sciences and society as a whole. We believe that this publication is useful to all who are interested in developing learning and teaching at universities of applied sciences.