Study Guide

Objective

Student
- is able to participate in societal influencing with clients and other collaboration partners
- is able to network and cooperate in multidisciplinary and multicultural settings
- understands cultural differences and is able to cooperate in multicultural settings
- is able to counsel groups professionally

Competence objectives of study unit
Students
- are able to network and cooperate in multidisciplinary and multicultural settings
- understand cultural differences and take them into account in client work
- are able to participate in international communication and interaction
- are able to support participation of citizens and to take part in societal influencing together with clients and other social partners.

Content

Content
- sociocultural work
- regional work
- networking
- gender sensitivity
- counselling of groups
- societal influencing
- immigrant work
- employment services

Materials

Materials are available on the Itslearning platform. Independent information search, too.

Teaching methods

Individual working.
Groupworking.
Assignment based.

Exam schedules

-

International connections

Investigative learning.

Completion alternatives

-

Student workload

Nakamura COIL -project 2 ECTS
Assignment 1 Community work methods 1 ECTS
Assignment 2 Advocacy work 1 ECTS
Learning diary 1 ECTS

Content scheduling

TUAS and NGU COIL Project (Collaborative Online International Learning)
Institutions: Turku University of Applied Science and Nakamura Gakuen University (Faculty of Education, Faculty of Child care and Education)
Students: 10 students from each institution (Including 2 NGU exchange students)
Aims: For students from each country to share the ideas with their partners regarding the topics they choose. In the COIL project, Japanese and Finnish students learn together about culture: different aspects of culture, cultural features and differences. Eventual topics: addressing families, childhood, education, culture and social challenges.
Steps:
A) Taking the BEVI test before
B) Ice Breaking
-Introducing yourself and a short presentation about your institution and hometown (*students need to get a presentation ready before 10/9)
-Target setting
-Grouping students into 5 teams (a team is comprised of 2 Finnish students and 2 Japanese students)
-Choose topics with other team members
C) Sharing information
-Both TUAS and NGU students create a Padlet together to share the information of their topic using images, pictures, YouTube videos and so on.
-Share the problems that students come up with.
D) Think solutions
-Students work on the assignment as a team (each team sets up an online meeting and discuss separately)
E) Presentation
-Each team gives a presentation on their topic to all participants
F) Reflection (submit the questionnaire and take the BEVI test again after the course)
Tools Used: Some number of different tools are used for each section of the project.
1. Questionnaire: BEVI and Microsoft Forms
2. Ice Breaking, Presentation and Discussion: Zoom
3. Socializing: WhatsApp/Padlet
4. Research: Any kinds of tools students want to use.

Timetable:
Before the first meeting with Nakamura students and staff, TuAS students and teachers meet on 15.9.21 9-10 o´clock: Introduction of the course + preparations for the first international meeting (2 groups for the Turku presentations; BEVI test; choose your topic among 5 topics).

6.10.21 klo 8.15-9.45 Kick-off meeting with Nakamura students and staff.
13.10.21 klo 8.15-9.45
20.10.21 klo 8.15-9.45
27.10.21 klo 8.15-9.45
3.11.21 klo 8.15-9.45 Presentations 1.
10.11.21 klo 8.15-9.45 Presentations 2.

Further information

-

Evaluation scale

H-5

Assessment methods and criteria

Nakamura COIL -project 2 ECTS (approved/to be conplemented)
Assignment 1 Community work methods 1 ECTS (approved/to be complemented)
Assignment 2 Advocacy work 1 ECTS (approved/ to be complemented)
Learning diary 1 ECTS (failed/1-5)

Assessment criteria, fail (0)

A students cannot describe and define concepts:
- multicultural work
- community work
- networking
She/he cannot analyse the importance of a neighborhood to well-being of residents. She/he don´t understand the meaning of community work or consequences of areal segregation.

Assessment criteria, satisfactory (1-2)

A students can describe and define some of the concepts:
- multicultural work
- community work
- networking
She/he has a narrow view on importance of a neighborhood to well-being of residents. She/he understands only partly the meaning of community work or consequences of areal segregation. She/he does not understand the importance of societal influencing and supporting citizens in participation. She/he recognizes cultural differences and challenges, however.

Assessment criteria, good (3-4)

A students knows the concepts, as well as some related concepts, and is able to reflect own experiences with them:
- multicultural work
- community work
- networking
She/he has a wide view on importance of a neighborhood to well-being of residents. She/he understands the meaning of community work and consequences of areal segregation. She/he understands the importance of societal influencing and supporting citizens in participation, as a part of the competences of a Bachelor of Social Services. She/ he also knows methods for influencing and supporting participation. She/he recognizes cultural differences and challenges and is able to tackle them.

Assessment criteria, excellent (5)

Englanniksi
A students knows the concepts, as well as some related concepts, and is able to apply and evaluate them in different settings, in social and heath care and education. She/he can reflect critically her/ his own experiences with them:
- multicultural work
- community work
- networking
She/he has a wide view on importance of a neighborhood to well-being of residents. She/he understands the meaning of community work and consequences of areal segregation. She/he understands the importance of societal influencing and supporting citizens in participation, as a part of the competences of a Bachelor of Social Services. She/ he also can use innovative methods for influencing and supporting participation and is able to evaluate them. She/he recognizes cultural differences and challenges and finds ways to tackle them.