Please select the curriculum by the start year of studies and competence track.
Vastuuopettajat:
• Timo Korhonen ja Vesa Kankaanpää (YMUSIS22-ryhmän ohjaus ja oppimistehtävien arviointi)
• Ilona Tanskanen (YTAUKS22-ryhmän ohjaus ja oppimistehtävien arviointi; kirjoittamisen ja viestinnän opetus)
Muut opettajat:
• Henni Syrjänen (projektinhallinnan työkalut opetus ja tehtävän arviointi)
• Pirita Juppi (tutkimusmenetelmät, tutkimusetiikka)
• Eija Suikkanen Kirjasto- ja tietopalvelut (Tiedonhankinnan perusteet -verkkokurssi, 1 op, joka sisältyy opintojaksoon) (not translated)
20% Face-to-face, 80% Distance learning
• Ammattikorkeakoulujen opinnäytetöiden eettiset suositukset (2018): http://www.arene.fi/fi/arene/uutisia/ammattikorkeakoulujen-opinnaytetoiden-eettiset-suositukset
• Kulttuurialan tiedonhankinnan opas: http://libguides.turkuamk.fi/kulttuuriala
• Salonen, K., Eloranta, S., Hautala, T. & Kinos, S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turku: Turun ammattikorkeakoulu. http://julkaisut.turkuamk.fi/isbn9789522166494.pdf
• Tutkimuseettinen neuvottelukunta (2012): Hyvä tieteellinen käytäntö http://www.tenk.fi/sites/tenk.fi/files/HTK_ohje_2012.pdf
• Tutkimuseettinen neuvottelukunta (2019): Tutkimuseettinen neuvottelukunta (2019): Ihmiseen kohdistuvan tutkimuksen eettiset periaatteet ja ihmistieteiden eettinen ennakkoarviointi Suomessa https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_ohje_2019.pdf
• Yhteiskuntatieteellinen tietoarkisto: Aineistonhallinnan käsikirja http://www.fsd.uta.fi/aineistonhallinta/fi/
• Turun AMK:n Tiedonhakijan oppaat soveltuvin osin http://libguides.turkuamk.fi/
• Lisäksi opettajien luentoalustukset sekä soveltuvin osin verkko-oppimisympäristössä (itslearning) listattua tutkimusetiikkaa käsittelevää ja tutkimusmenetelmäkirjallisuutta. (not translated)
• Kontaktipäivät lähiopetuksena kampuksella tai etäopetuksena Zoomissa: Opettajien luentoalustukset, pienryhmäkeskustelut ja muut toiminnalliset ja vuorovaikutteiset aktiviteetit.
• Itsenäinen etätyöskentely: Ohjeistetun kirjallisuuden lukeminen sekä oppimistehtävien tekeminen. Tiedonhankinnan perusteet -verkkokurssilla oppimateriaaliin perehtyminen ja tehtävien tekeminen. (not translated)
Arviointi kohdistuu opintojaksolla tehtäviin oppimistehtäviin. Tahtävät arvioidaan asteikolla hylätty - hyväksytty. (not translated)
Finnish
30.08.2022 - 16.01.2023
01.08.2022 - 31.10.2022
Kehittämistyön menetelmät ja suunnittelu -opintojakso pohjustaa opinnäytetyöhön kuuluvan tutkimus- ja kehittämishankkeen tekemistä. Opintojakson aikana opiskelija suunnittelee oppimistehtävien tukemana tutkimus- ja kehittämishankettaan ja siihen liittyvää tutkimuksellista tiedonhankintaa sekä kirjoittaa tutkimus- ja kehittämissuunnitelmansa.
Opetus toteutetaan yhteisesti Musiikkipedagogiikan (YMUSIS22) ja Taiteen uudet kontekstit (YTAUKS22) -opiskelijoille. (not translated)
Master of Contemporary Contexts of Arts, Kulttuurialan ylempi AMK, musiikkipedagogi (not translated)
Linnankatu Arts Campus
4 credits
Hyväksytty/Hylätty
Vaikka opiskelijoiden kehittämishankkeet toteutuisivat yksilötöinä, Kehittämistyön menetelmät ja suunnittelu -opintojaksolla työskennellään kontaktitapaamisissa eri kokoisissa ja eri kokoonpanoilla muodostettavissa pienryhmissä ja annetaan vertaispalautetta toisten opinnäyteideoista. Opintojaksolla hyödynnetään myös yhteisopettajuutta.
Tiedonhankinnan perusteet -verkkokurssilla työskennellään verkossa, tehtävät tehdään itsenäisesti yksilötehtävinä. (not translated)
Opintojakso on 5 opintopisteen laajuinen, eli se edellyttää noin 135 tuntia opiskelijan työtä. Lähitapaamisiin osallistuminen ja valmistautuminen vaatii noin 20 tunnin työpanoksen.
Opiskelijan työ koostuu suurimmaksi osaksi opiskelijan itsenäisestä työskentelystä kontaktijaksojen välissä:
• Tiedonhankinnan verkkokurssi 1 op = n. 27 tunnin työpanos
• Oppimistehtävä 1: Miellekartta omasta kehittämishankkeesta (syyskuussa, vaatii noin 16 tunnin työpanoksen)
• Oppimistehtävä 2: Kirjoittamisen ja viestinnän oppimistehtävä (lokakuussa, vaatii n. 20 tunnin työpanoksen)
• Oppimistehtävä 3: Projektinhallinnan työkalujen soveltaminen oman kehittämishankkeen suunnitteluun (marraskuussa, vaatii noin 25 tunnin työpanoksen)
• Oppimistehtävä 4: Aineistonhallinnan suunnitelma (joulukuussa, vaatii noin 25 tunnin työpanoksen)
Kokoavana tehtävänä opinnäytetyön suunnitelma, jota rakennetaan opintojakson edetessä ja joka palautetaan 7.1.2023. Suunnitelman palautus ja käsittely sijoittuu opintojaksoon Kehittämistyön menetelmät ja suunnittelu. (not translated)
• Opinnäyteprosessi ja siihen liittyvät keskeiset käytännöt yamk-opinnoissa; oman kehittämishankkeen kontekstit (syyskuun kontaktijakso ja oppimistehtävä)
• Tiedonhankinta kehittämishankkeessa (syyskuun kontaktijaksolla aloitustapaaminen, jota seuraa verkkokurssi, siten, että tehtävät suoritettuna 31.10.2022)
• Kirjoittaminen ja viestintä kehittämishankkeessa (lokakuun kontaktijakso ja oppimistehtävä)
• Projektinhallinnan työkalut (marraskuun kontaktijakso ja oppimistehtävä)
• Tutkimusmenetelmien hyödyntäminen & tutkimusetiikka ja tietosuoja kehittämishankkeessa (joulukuun kontaktijakso ja oppimistehtävä) (not translated)
Opintojakson hyväksytty suorittaminen edellyttää kaikien osatehtävien (1 - 4) hyväksyttyä suorittamista. Osatehtävien hyväksytty suorittaminen puolestaan edellyttää, että tehtävät sisältävät asianmukaisesti toteutettuina kaikki ne sisällöt, jotka tehtävänannoissa on esitetty. Arviointikriteerit voidaan määritellä tarkemmin kunkin osatehtävän tehtävänannossa. (not translated)
In addition to the activities for all Master School students in Turku University of Applied Sciences the tutor of the programme will facilitate studies. Tutors are: YMUSIS22 Timo Korhonen and YTAUKS22 Ilona Tanskanen.
Distance learning
In the itslearning course platform.
Keynote lectures and talks (live or by video) by TUAS specialists and visiting lectures; group work in multidisciplinary groups, reading and discussing in reading groups, individual written assignments.
Assessment will be based on the individual and group assignments submitted in the itslearning course platform and on the demonstrated contribution to the group work in contact days.
Tutor teacher evaluates the assignments (assignments 1–4). To pass the course, students are expected to participate in the contact days and to contribute to group work in them, as well as to complete and turn in all the assignments. Missing contact day participation will be compensated by an extra assignment. Tutor teachers will keep records of participation in group work in contact days and evaluate the compensatory assignments.
Finnish
29.08.2022 - 31.12.2022
01.08.2022 - 31.10.2022
0 - 35
Master of Contemporary Contexts of Arts, Kulttuurialan ylempi AMK, musiikkipedagogi (not translated)
Location-independent
5 credits
Hyväksytty/Hylätty
Does not exist
Next Future Operating Environments courses
Multiform learning
Contact days and lectures: 15 h
Online and virtual working individually and in groups: 120 h
Group work and assignments:
• Starting day 29.8.2022: multidisciplinary groups working with SITRA’s megatrend cards.
• Reading groups within each study programme: reading and discussing research articles/papers/reports, creating a visual presentation of the key ideas and publishing it in a discussion forum in the itslearning course platform (tutor teacher evaluates, pass/fail).
• Hackathon 28.11.2022 (a pre-meeting of the hackathon 16.11.2022): multidisciplinary groups work to solve real working-life problems.
Individual work and assignments:
• Orientation assignment: Futures consciousness and attitudes towards future (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Scenario assignment: imagining alternative professional futures (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Reflective report on utilizing futures thinking and anticipation methods in one’s own work (in the itslearning course platform; tutor teacher evaluates, pass/fail).
The course is compulsory for all Turku UAS Master Students. It will be implemented partly in groups comprised of students across the various study programmes, and partly as team and individual work within each study programme.
There are three contact days (29.8.2022, 16.11.2022 and 28.11.2022).) common to all students of the various study programmes, and further, there are common study materials and assignments in the itslearning course platform. In addition, the study programmes may add and cover discipline specific topics. This will be guided by the tutor teacher during the programme’s contact days.
***
THEME 1: CHANGING WORLD AND WORKING LIFE (calendar weeks 35-37)
• Common starting day 29.8. for all students of the various study programmes: orientation to the course, a keynote talk on the future working life and competence requirements, and group work with SITRA’s megatrend cards (tutor teachers will guide working of the groups).
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Orientation assignment: Futures consciousness and attitudes towards future (DL 18.9.)
• (Each study programme may arrange lectures by TUAS specialists on themes such as new technologies, circular economy etc. during the programme’s contact days.)
***
THEME 2: FUTURES STUDIES AND ANTICIPATION (calendar weeks 38-41)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Scenario assignment: imagining alternative professional futures (DL 16.10.)
***
THEME 3: CHANGING WORKING LIFE IN MY FIELD (calendar weeks 42-45)
• Reading groups: reading and discussing research articles in groups that meet virtually or face to face, and creating a visual presentation based on the key ideas of the discussion. Readings are related to the changing work, working environment and competence requirements in the field of the study programme. The visual presentation will be shared in the itslearning course platform (DL 13.11.).
• Tutor teacher organizes the reading groups and compiles the list of readings (or guides students to find relevant research articles and reports).
***
THEME 4: SHAPING MY OWN FUTURE (calendar weeks (viikot 46-49)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Common Hackathon day 28.11. (a pre-meeting of the hackathon 16.11.) for all students of the various study programmes: group working to solve real working-life problems related to sustainable future. Students will familiarize themselves with the Hackathon instructions and assignments before the Hackathon day in the itslearning platform and submit their team reports there after the Hackathon (DL 4.12.).
• Final assignment: a reflective report on utilizing futures thinking and anticipation methods in one’s own work (DL 11.12.).
The teachers of the course are Timo Korhonen and Vesa Kankaanpää.
80% Face-to-face, 20% Distance learning
Research and professional material relevant to the student's own development project and material in the e-learning environment.
Research development project, participation in group and individual guidance. The thesis-development project is possible as a multi-professional partner, co-operation between two students. In this case, the procedures and working methods will be agreed in detail so that the respective roles of both factors can be assessed.
Parts of the work:
• Preparation, implementation, documentation and reporting of the research and development project
• Presentation of your own development project, feedback and feedback on others’ work at different stages of the process • Participation in group guidance and individual guidance • Writing a mature sample when examining a completed development project
The thesis will be evaluated on a scale of 1 to 5 using the criteria for evaluating the Yamk thesis at Turku University of Applied Sciences.
The evaluation of the thesis focuses on student development activities, communication from the thesis orally and in written form (the presentations of the development project and reporting in the thesis text) and comprehensive project management in the thesis process. The maturity sample is assessed on a scale approved/rejected.
The actual summary assessment at the end of the process is the responsibility of Turku University of Applied Sciences teachers (two evaluators). In addition, the student receives peer feedback and feedback on working life at different stages of his or her work, depending on the design of the work and the potential client. The student receives a written statement on the evaluation of the thesis.
Finnish
02.01.2023 - 31.12.2023
01.08.2022 - 31.12.2022
0 - 12
Kulttuurialan ylempi AMK, musiikkipedagogi (not translated)
Linnankatu Arts Campus
5 credits
H-5
The student progresses independently and responsibly in the work, with the support of his/her instructor and other guidance. It is also possible to do the thesis together with a partner. The contents and approaches of the art in new contexts courses are utilised and applied in the thesis. If necessary, and in an agreed manner, it is possible to obtain mentoring provided by other Turku University of Applied Sciences instructors in addition to the actual instructors. The thesis process includes giving and receiving peer feedback. Working life partners participate in the thesis process as required or enabled by each thesis.
The scope of the development project is 25 credits, i.e. the amount of work (approx. 670 hours) equals full-time work for almost 17 weeks. The work includes the following steps and tasks:
• Preparation and presentation of the development project plan
• Finalisation of the research and development plan (project plan) on the basis of feedback (based on the first version of the development work methodology and planning study course)
• Implementation of the development project, related research data acquisition, documentation of work and reporting of these in the form of a thesis, article or portfolio
• Participation in group and individual guidance
• Presentation of the development project results after completion of the thesis (seminar)
• Making a maturity sample.
The thesis is a development project or commission related to the student's own work and/or networks. Depending on the student's competence, networks and situation, development can mean the development of a work, intervention, activity or service concept or the development of existing activities in the selected area. The development project is built on development activities in line with the development objectives, documentation and study of the work process and its results, and the publication and dissemination of the results of the development work.
The development project starts right at the beginning of the studies and passes through the entire study period. During the first semester (autumn 2022), the planning and preparation of the development project will be promoted through the Development Methods and Planning course and the course of the Information Procurement course included in it. The implementation of the development project and the reporting period are a direct continuum for it, including the activities of the project, documentation of their and results, research and developmental review and evaluation.
As part of the thesis, a mature sample of professional expertise will be written.
The thesis does not meet the criteria for a satisfactory thesis below.
Knowledge and skills in the field and ability to understand and evaluate them: The thesis has utilized the most important sources and concepts in the field of research and/or development, relevant and reliable sources of information, which are mainly properly expressed, albeit partially inadequately. The knowledge base of the work has only had the most significant impact on the choices made in the implementation process.
Research and development competence: The subject matter, research and/or development function and/or question has been asked, is in principle feasible and is linked to the knowledge base of the work. The topic, the research and/or development function and/or the question is justified from the viewpoint of the author's competence and/or work development. Working, development and/or research methods are appropriate and suitable for the task and objectives, although they are lacking.
Knowledge of self-development: The defined objectives are linked to the competence of their authors/factors and support development, although there are shortcomings. The work has included an evaluation and is also reflected in the thesis report, although it is scarce.
Organisational and co-operation competence: The thesis has been carried out in dialogue situations, has been listened to, asked forward questions and reasoned views, although there have been shortcomings. In the thesis, expert assistance has been acquired and used only in the most relevant stages of the development process, and more attention could have been paid to this. Communication in different phases of the thesis has been planned and the development project and its results have been communicated in guided ways, although some communication has been incomplete. In writing and speaking, communication has mainly been understandable, factual and clear.
Ethical competence: Sources have been used and labelled in accordance with the guidelines of the Turku University of Applied Sciences / the international method of marking their own field in accordance with their main features and in accordance with the method of implementation of the thesis, but in part inadequately. The reliability, completeness and applicability of development activities have been assessed, although they have been deficient. The thesis has followed professional ethical guidelines and good scientific practice in its own field, but only in the most relevant respects. The thesis takes into account the views of different actors, at least in some respects.
Knowledge and skills in the field and ability to understand and evaluate them: The thesis has applied the current domestic and international concepts of the field and the source material in a systematic, justified and critical way. The solutions and methodological choices made are based on the knowledge base.
Research and development competence: The research and/or development function is based on the need of the sponsor, (work) community or target group. The subject matter, the research and development task is limited, formulated and justified in a feasible and understandable way. The thesis has applied recent working, development and/or research methods in the field, which are linked to the objectives. Methodological choices are justified. The plan has been drawn up with the sponsor and/or other partners, taking into account their wishes, needs and contributions. The work has progressed responsibly, systematically and in a controlled manner; it has made sound solutions that take account of the needs and feedback that have emerged during the process.
The thesis presents ideas, solutions and/or a product that responds to the defined mission and target definition. The results and/or the product are presented in a precise, well-founded manner and highlighting the potential for recovery. Work, results and output have been assessed in a diverse way, taking into account the knowledge base.
Self-development competence: Authors/factors have set/set the objectives of professional development and have demonstrated/showed how the thesis serves their achievement. The development of knowledge and the achievement of objectives, activities and expertise have been re-examined, and observations and insights have been utilised in directing their own activities.
Organisational and co-operation competence: The thesis has been carried out with a network of partners formed from the needy partners. The (communication) plan of the thesis has been modified as necessary, as the situation requires, and has been addressed as the process progresses to the emerging communication needs and opportunities. The communication included in the thesis takes into account the guidelines and the different needs and policies of the target groups and individuals. Information and communication technology used in the thesis in meaningful ways when communicating development work.
Ethical competence: Sources have been used and labelled in accordance with Turku University of Applied Sciences' guidelines / international method of marking in their field. The thesis has solved ethical challenges related to development, documentation and communication in a professional and responsible way. The reliability, coverage and applicability of the development activities have been assessed on the basis of the criteria.
The ethical nature of one's own actions has been deflated during and at the end of the process
Knowledge and skills in the field and ability to understand and evaluate them: The thesis has been critically evaluated, applied and developed in the field of development, as well as the related domestic and international concepts of the field and research data. The thesis combines and utilises research data and professional competence in a way that supports the development of innovative solutions.
Research and development competence: The topic, research and/or development function, research issue and objectives are new creative in their own operating environment. The subject matter, the research and/or development function, the research issue and the objectives have been linked to the knowledge base, presented clearly, structuredly and on a diverse basis. Methodical solutions are new creative. Research and development is systematic, knowledge-based and critical. The plan is innovative, developing expertise and working life. The thesis is based on the current and relevant development challenge of its own field and responds responsibly, creatively and innovatively to the development task. The work has been goal-oriented, committed, independent and constructive throughout. The results have been presented in a clear, structured and diverse manner, and are linked to the knowledge base. The thesis has produced new content, knowledge and/or practices in the field that can be utilised. Reliability and innovation have also been demonstrated and justified. Work, results and output have been critically evaluated, showing new development targets.
Self-development competence: The author/factors of the thesis have/have worked/worked in a self-directed, goal-oriented, responsible and reflexive manner, leading and supporting their own work and working group. Expertise, critical development and development will be transmitted.
Organisational and co-operation competence: The thesis has been carried out in a systematic way, building and maintaining interaction between the industry and its partners. The thesis has utilised and applied domestic and international knowledge and expertise relevant to its own development project. The thesis has been carried out constructively in multidisciplinary, multicultural and/or international networks. The thesis and the thesis have been communicated in a guided and appropriate way to the Finnish networks in their field. The thesis has also included communication and communication in international networks.The communication and work included in the thesis take into account the communication situation, the type of text, the guidelines, the different needs and practices of the target groups and individuals. As the work progresses, the message has been spoken and written in an illustrative and expert manner.
Ethical competence: Sources have been used and labelled in accordance with Turku University of Applied Sciences' guidelines / international method of marking in their field. The thesis has solved ethical challenges related to development, documentation and communication in a professional and responsible way. The reliability, coverage and applicability of the development activities have been assessed on the basis of the criteria.
The ethical nature of one's own actions has been reflected during and at the end of the process.
20% Face-to-face, 80% Distance learning
In the itslearning course platform.
Keynote lectures and talks (live or by video) by TUAS specialists and visiting lectures; group work in multidisciplinary groups, reading and discussing in reading groups, individual written assignments.
Assessment will be based on the individual and group assignments submitted in the itslearning course platform and on the demonstrated contribution to the group work in contact days.
Tutor teacher evaluates the assignments (assignments 1–4). To pass the course, students are expected to participate in the contact days and to contribute to group work in them, as well as to complete and turn in all the assignments. Missing contact day participation will be compensated by an extra assignment. Tutor teachers will keep records of participation in group work in contact days and evaluate the compensatory assignments.
Finnish
30.08.2022 - 31.12.2022
31.07.2022 - 31.10.2022
0 - 12
Kulttuurialan ylempi AMK, musiikkipedagogi (not translated)
Linnankatu Arts Campus
4 credits
Hyväksytty/Hylätty
Contact days and lectures: 15 h
Online and virtual working individually and in groups: 120 h
Group work and assignments:
• Starting day 29.8.2022: multidisciplinary groups working with SITRA’s megatrend cards.
• Reading groups within each study programme: reading and discussing research articles/papers/reports, creating a visual presentation of the key ideas and publishing it in a discussion forum in the itslearning course platform (tutor teacher evaluates, pass/fail).
• Hackathon 28.11.2022 (a pre-meeting of the hackathon 16.11.2022): multidisciplinary groups work to solve real working-life problems.
Individual work and assignments:
• Orientation assignment: Futures consciousness and attitudes towards future (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Scenario assignment: imagining alternative professional futures (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Reflective report on utilizing futures thinking and anticipation methods in one’s own work (in the itslearning course platform; tutor teacher evaluates, pass/fail).
The course is compulsory for all Turku UAS Master Students. It will be implemented partly in groups comprised of students across the various study programmes, and partly as team and individual work within each study programme.
There are three contact days (29.8.2022, 16.11.2022 and 28.11.2022).) common to all students of the various study programmes, and further, there are common study materials and assignments in the itslearning course platform. In addition, the study programmes may add and cover discipline specific topics. This will be guided by the tutor teacher during the programme’s contact days.
***
THEME 1: CHANGING WORLD AND WORKING LIFE (calendar weeks 35-37)
• Common starting day 29.8. for all students of the various study programmes: orientation to the course, a keynote talk on the future working life and competence requirements, and group work with SITRA’s megatrend cards (tutor teachers will guide working of the groups).
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Orientation assignment: Futures consciousness and attitudes towards future (DL 18.9.)
• (Each study programme may arrange lectures by TUAS specialists on themes such as new technologies, circular economy etc. during the programme’s contact days.)
***
THEME 2: FUTURES STUDIES AND ANTICIPATION (calendar weeks 38-41)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Scenario assignment: imagining alternative professional futures (DL 16.10.)
***
THEME 3: CHANGING WORKING LIFE IN MY FIELD (calendar weeks 42-45)
• Reading groups: reading and discussing research articles in groups that meet virtually or face to face, and creating a visual presentation based on the key ideas of the discussion. Readings are related to the changing work, working environment and competence requirements in the field of the study programme. The visual presentation will be shared in the itslearning course platform (DL 13.11.).
• Tutor teacher organizes the reading groups and compiles the list of readings (or guides students to find relevant research articles and reports).
***
THEME 4: SHAPING MY OWN FUTURE (calendar weeks (viikot 46-49)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Common Hackathon day 28.11. (a pre-meeting of the hackathon 16.11.) for all students of the various study programmes: group working to solve real working-life problems related to sustainable future. Students will familiarize themselves with the Hackathon instructions and assignments before the Hackathon day in the itslearning platform and submit their team reports there after the Hackathon (DL 4.12.).
• Final assignment: a reflective report on utilizing futures thinking and anticipation methods in one’s own work (DL 11.12.).
Timo Korhonen and not yet confirmed guest lecturers.
20% Face-to-face, 80% Distance learning
Indicated on the ItsLearning platform. Some of the materials are in English. The scope of the course corresponds to approximately 135 hours of work.
Contact and distance teaching including thematic initializers, presentations, lectures, couple and small group work. Teaching is carried out as a contact teaching and/or online education. The work utilizes art-driven methods as well as the students' own specific skills.
- Advance tasks for the synchronous learning session
- Learning tasks
- Independent working.
The evaluation is focused on learning tasks and active participation at distance and contact learning sessions. The evaluation is continuous.
Finnish
30.08.2022 - 31.12.2022
31.07.2022 - 31.10.2022
0 - 12
Kulttuurialan ylempi AMK, musiikkipedagogi (not translated)
Linnankatu Arts Campus
4 credits
Hyväksytty/Hylätty
No exam.
Innovation pedagogy is at the centre of all training at Turku University of Applied Sciences. Students study theory, applying practice and working life.
Contact teaching introduces the theory and research knowledge central to the course and discuss and share experiences on the topics discussed. Small-group work emphasizes self-direction, peer learning, reflection skills, creativity, multiprofessionalism and dialogical interaction. Individual assignments include familiarization with the literature and source materials of the course, practice information acquisition and refining, and structured presentation of things. The tasks utilize methods suitable for the pedogical development task.
The learning tasks of the course are described in more detail on the ItsLearning platform.
After completing the course, the student will be able to
• identify and analyse key themes and development tasks in music pedagogy and various methods used in the field from the perspective of their own development task
• to perceive and select appropriate policies, methods and tools in different operating environments, contexts, processes and various actors
• leverage individual, group, community and network expertise in the content and practices of music pedagogy (innovation competencies)
• plan and implement the work of the music pedagogue according to their own profile, subscriber- and participant oriented.
• perceive and structured at an engaging level the concept of music pedagogue more broadly as a field of activity.
• identifies the core competencies of cross disciplinary professions, to see common goals and opportunities for cooperation, and is ready to develop new ways and forms of cooperation in a multiprofessional manner.
• identifies various cultural needs of individuals and communities and barriers to their fulfillment. Enables these needs to be heard in an inclusive and customer-oriented and operator-oriented manner.
Did not return all assignments and did not attend teaching or completed substitution tasks. Returned assignments are imprecise and/or do not respond to the main part of the tasks requested in the assessment.
Learning tasks are evaluated by the responsible instructors. Completion of the course acceptably requires completing all learning assignments as well as participating in the contact and distance learning sessions (or, in the case of a force-majeure absence, completing a substitute assignment approvingly). The tutor teacher records the attendance of contact sessions and evaluates the performance of absentee compensatory tasks.
Timo Korhonen
20% Face-to-face, 80% Distance learning
Contact and distance teaching including thematic initializers, presentations, lectures, couple and small group work. Teaching is carried out as a contact teaching and/or online education. The work utilizes art-driven methods as well as the students' own specific skills.
- Advance tasks for the synchronous learning session
- Learning tasks
- Independent working.
The evaluation is focused on learning tasks and active participation at distance and contact learning sessions. The evaluation is continuous.
Finnish
02.01.2023 - 31.07.2023
01.08.2022 - 01.01.2023
0 - 12
Kulttuurialan ylempi AMK, musiikkipedagogi (not translated)
Linnankatu Arts Campus
4 credits
Hyväksytty/Hylätty
No exams.
Innovation pedagogy is at the centre of all training at Turku University of Applied Sciences. Students study theory, applying practice and working life.
Contact teaching introduces the theory and research knowledge central to the course and discuss and share experiences on the topics discussed. Small-group work emphasizes self-direction, peer learning, reflection skills, creativity, multiprofessionalism and dialogical interaction. Individual assignments include familiarization with the literature and source materials of the course, practice information acquisition and refining, and structured presentation of things. The tasks utilize methods suitable for the pedogical development task.
The learning tasks of the course are described in more detail on the ItsLearning platform.
Development of music pedagogical practices in support of the student's development task. Let's get acquainted with multi-camera work, high-quality sound recording for teaching and recording. Let's get acquainted with the basic concepts of digital marketing. Other subjects will be paid attention as well according to the needs rising from the pedagogical development project needs.
After completing the course, the student will be able to
• identify and analyse key themes and development tasks in music pedagogy and various methods used in the field from the perspective of their own development task
• to perceive and select appropriate policies, methods and tools in different operating environments, contexts, processes and various actors
• leverage individual, group, community and network expertise in the content and practices of music pedagogy (innovation competencies)
• plan and implement the work of the music pedagogue according to their own profile, subscriber- and participant oriented.
• perceive and structured at an engaging level the concept of music pedagogue more broadly as a field of activity.
• identifies the core competencies of cross disciplinary professions, to see common goals and opportunities for cooperation, and is ready to develop new ways and forms of cooperation in a multiprofessional manner.
• identifies various cultural needs of individuals and communities and barriers to their fulfillment. Enables these needs to be heard in an inclusive and customer-oriented and operator-oriented manner.
Learning tasks are evaluated by the responsible instructors. Completion of the course acceptably requires completing all learning assignments as well as participating in the contact and distance learning sessions (or, in the case of a force-majeure absence, completing a substitute assignment approvingly). The tutor teacher records the attendance of contact sessions and evaluates the performance of absentee compensatory tasks.
There is no implementations attached to this degree programme.