Personalized study path

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Personalized study path, Extended on the job learning, apprenticeships, pedagogical approaches, pedagogical leadership, modeling approaches

Personalized study path, Extended on the job learning, apprenticeships, pedagogical approaches, pedagogical leadership, modeling approaches

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  • 1. Individual study path Sirpa Pursiainen, Tampere Vocational College Tredu Pedagogical approaches This material are specially for developers and heads of the schools
  • 2. Sirpa Pursiainen, Tampere Vocational College Tredu Developing new pedagogical approaches
  • 3. Developing new pedagogical approaches Fellowship in community Learning partnership Renewable teacherhood The flow of information Knowing the job descriptions RESPECT Pedagogical leadership Sirpa Pursiainen,
  • 4. 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 Sirpa Pursiainen,
  • 5. 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? Sirpa Pursiainen,
  • 6. Modeling approaches Gathering approaches Results Descriptions Goals PEDAGOGICAL APPROACHES Experiences Feedback Measures Pedagogical approaches Pilot projects Personalized study paths Evaluation Heino Aki, Kajander Jussi, Laine Kati, Pursiainen Sirpa, Taivassalo-Salkosuo Minna, Vesterinen Toni 2012
  • 7. Sirpa Pursiainen, Tampere Vocational College Tredu Modelling new pedagogical approaches
  • 8. 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
  • 9. 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? Modeling pedagogical approaches
  • 10. Process: Modeling pedagogical approaches 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?
  • 11. 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? Modeling pedagogical approaches 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?
  • 12. 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? Modeling pedagogical approaches 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
  • 13. Benefits and challenges of approach Modeling pedagogical approaches Strength Weakness Opportunity Threat Student Teacher Support services Leadership Finance Structure Employer Workplace supervisor Society Network Social media Something else? Sirpa Pursiainen,
  • 14. Sirpa Pursiainen, Tampere Vocational College Tredu Devoloping individual study paths
  • 15. Social and cultural competence ELECTIVE MODULEELECTIVE MODULES QUALIFICATION MODULE QUALIFICATION MODULE or tai GUIDANCE Example of new qualification criteria (2015) Processofwork Processofwork Processofwork Processofwork Elective modules QualificationmodulesCommon modules QUALIFICATION MODULE QUALIFICATION MODULE Degree = 180 skill points Processofwork Competence of Society and working life Competence of communication and interaction Competence of mathematics and natural science Sirpa Pursiainen, Terhi Puntila
  • 16. Cooperation in education Ensuring availability of model and learning environment Testing of arpproach Pedagogical support Renewable teacherhood 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 Solution of structures Tools, devices Resources Pedagogical guidelines Heino Aki Pursiainen Sirpa 12.12.12 Cooperation in area
  • 17. 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 Companies Organizations Projects Customer projects Interactive learning materials International Exchange
  • 18. INDIVIDUAL STUDY PATHS Resources Organizational structures Pedagogical leadership SHOULD BE TAKEN INTO ACCOUNT
  • 19. 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. Sirpa Pursiainen,
  • 20. 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 Sirpa Pursiainen,
  • 21. 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? Sirpa Pursiainen,
  • 22. 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 Sirpa Pursiainen,
  • 23. STUDENT Competence Needs Dreams Background Sirpa Pursiainen, Individual study paths with student- centered pedagogy
  • 24. FELLOWSHIP Learning together STUDYING LEARNING COMPETENCEStudent s network RENEWABLE TEACHER LEARNING ENVIRONMENTS TUTORIAL Evaluation of learning Peer tutoring SHOWING THE COMPETENCE EVALUATION Evaluation of competence STUDENT-CENTERED PEDAGOGY PERSONALIZED STUDENT PATH 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 Sirpa Pursiainen,
  • 25. Sirpa Pursiainen, Tampere Vocational College Tredu Renewable teacherhood
  • 26. 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 pathways planning, implementation and control Interpretation of qualification criteria The wide use of the learning environment Updating skills Awareness In Action Guidance Steering Direction Navigation Fellowship Being part of Sharing results Renewable Sirpa Pursiainen,
  • 27. Sirpa Pursiainen, 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
  • 28. ”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 Sirpa Pursiainen,
  • 29. Different learning environments Studies What? Where? How controlled/guided? Proofing competence Where? 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 studiesInteraktive 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? Sirpa Pursiainen,
  • 30. 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? HOW INDIVIDUAL STUDY PATHS ARE POSSIBLE TO IMPLEMENT? Different learning environments Sirpa Pursiainen,
  • 31. Working life partners Benefits for students: Working life skills Workplace network Employment 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 Sirpa Pursiainen, HOW INDIVIDUAL STUDY PATHS ARE POSSIBLE TO IMPLEMENT? What we cannot study in real working life? Different learning environments
  • 32. COOPERATION PHYSICAL DISTANCE Colleges The different forms of education and training organization WHAT FACTORS AFFECT TO SOLUTIONS? Cooperation with local government Partneships of companies Pedagogical 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 Sirpa Pursiainen,
  • 33. What kind of study paths are needed? Average STARTING POINT Fast Depth Slow, supportedSCHEDULE how the different points of view are taken into account? CONTENTS Part 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 Sirpa Pursiainen, Learning style
  • 34. Sirpa Pursiainen, Tampere Vocational College Tredu Developing extended on the job learning
  • 35. Extended on the job learning National coordination project Projects of vocational colleges/ Information Tutoring and modeling groups Modeling Developingwith compeers Policies of national board of education Finance from Finnish national board of education Seminars, camps Teams Networking Sirpa Pursiainen,
  • 36. 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 Developingwithcompeers Tutoringandmodelingat thegroups Sirpa Pursiainen,
  • 37. Sirpa Pursiainen, Tampere Vocational College Tredu Examples of new pedagogical approaches
  • 38. 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
  • 39. Extended on the job learning Pedagogical and strategical leadership Pedagogical alignment Fastpaths Slow,supported paths Business partnershippaths Grouppaths Apprenticenships Additional modules on the job learning Personalized study paths Sturctures, resources, organization Sirpa Pursiainen,
  • 40. 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
  • 41. Social media PEDAGOGICAL LEADERSHIP Proof Work Optional HOPS Grammar school High school Working life Vocational qualification etc. KV Penetration On the job learning Recobnision of know-how & competence STRATEGY WORKPLACE learning Kivelä Hillevi, Lithén Annika, Pursiainen Sirpa, Suotunen Päivi, Vesterinen Eija FAST PATH Onthejob
  • 42. Personalized extended on the job learning: Slower, supported path Group curriculum Guidance Personalizing studypaths WORKPLACE Extended on the job learning Orientation Tutorial/guidance Cooperation with parents Interpretation of qualification criteria Given the support needed Employment Esko-Asikainen Pirkko, Miettinen Pekka, Pursiainen Sirpa, Raivio Susanna 2013
  • 43. Apprenticeships for young people – last year at work COLLAGE Named 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
  • 44. Sirpa Pursiainen, Tampere Vocational College Tredu How to have different labor intensive studypaths in use?
  • 45. QUALIFICATION CRITERIA Study plan MAPPING: • Learning capability • Know-how & competence • Workplace skills • Needs • Dreams Preparingperiod I n d v i d u a l 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 Internet based learning Workprocess1 Workprocess2 Workprocess4 Workprocess3 Tutorial groups Other learning environments
  • 46. 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 C L A S S L E S S Teaching one group e.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 workplacesInterpretation 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 SKILLS Evaluation of skills SCHOOL WORK I N D I V I D U A L S T U D Y P A T H ON THE JOB LEARNING Qualification criteria within workprocesses GUIDANCE
  • 47. What can I take to be the part of our own activities/approaches?
  • 48. Sirpa Pursiainen, Development Project Manager • 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 Tredu Åkerlundinkatu 8, 33100 Tampere p. +358 50 576 1363