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Teaching CE at TUAS

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Circular economy teaching and project learning environments at TUAS, Virta 21.3.2019

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Teaching CE at TUAS

  1. 1. Turku University of Applied Sciences Marketta Virta marketta.virta@turkuamk.fi Circular Economy Teaching at TUAS
  2. 2. We educate practical top professionals. Turku University of Applied Sciences is a community of 10 000 experts a technological university of the future and a developer of well-being.
  3. 3. Education Services for business Research, development and innovation Three core activities Services for business offer a diverse range of expert and training services for the development of organizations and individuals. Our students are a great resource and we encourage companies to take advantage of students’ knowledge, fresh ideas and enthusiasm. Studies at TUAS are working life-oriented, combining theoretical studies with professional skills. Our RDI projects are executed in collaboration with working life, and they can be anything from short development projects designed for individual organizations to international projects spanning several years, and involving a wide network of partners.
  4. 4. CE in TUAS: Strategy2015-2025 The competence spearheads are: • A Multitechnological Marine Cluster • Circular Economy • Sales • Digitalization
  5. 5. Circular Business Models Research Group Key numbers in 2019: • Turnover: appr.700.000€ • 10+ projects • Staff: 10+ and also work by students • ECTS: about 3000 a year Main focus areas Circular economy in companies Circular business models Development of circular economy teaching Student-Company co-operation
  6. 6. Problem-solving project work Assignments from companies Circular Economy 2.0 Project Learning Environment Multidisciplinary student teams www.kiertotalous2.fi
  7. 7. The working life of the future requires strong professionalism, responsiveness, active participation, multiprofessional collaboration and continuous learning from professionals. Turku University of Applied Sciences supports the build-up of these skills through the Innopeda operational model. Innopeda emphasizes the learner’s own responsibility and the significance of continuous collaboration with working life as a foundation of learning. tuas.fi/innopeda MINNA SCHEININ, Head of Future Learning Design: Innopeda is learning to become an expert of tomorrow.It’s the courage to try out new things with new people,with an eye firmly on the future.”
  8. 8. A multidisciplinary group of students working together to reach a goal. Real-life assignments from companies related to CE. Optional course (3-10 ECTS): contains both independent work and weeklymeetings. Aim is to develop: Professional and project skills, group work, communality, networking, presentation skills. a cradle for innovations Research Hatchery
  9. 9. Research Hatchery
  10. 10. Research Hatchery • Developed since 2004 at TUAS • Concept for combining learning, innovation and research • Functional learning environment, collective learning • Diversified teams • Students, student assistants, RDI experts, teacher Further reading Methods for circular economy teaching – a method guide and a tool kit Inka Mäkiö & Marketta Virta (eds.) Research hatchery as a cradle for new innovators – Handbook for implementation Meiju Räsänen & Annariikka Kyllönen (eds.)
  11. 11. Planning phase • Client with a real need (survey, study, development, innovation…) • Define the subject • Build a team • Book spaces and equipment if necessary Student from research hatchery: Compared to non-research hatchery studying, this is such a nice way to learn skills for working life. Räsänen & Kyllönen 2013
  12. 12. Working phase • Use teamwork exercises • Agree on rules and roles • Arrange meetings together with students • Monitor how the timeline, planned actions and goals are going Lead by example! Trust the students and the process! Teacher from research hatchery: If you compare this kind of working with our traditional classroom teaching, you have to be much more flexible as a teacher and as a student, because when you’re doing this kind of project, all things come up that are not foreseeable. Räsänen & Kyllönen 2013
  13. 13. Closing phase • Presentations of findings: seminar presentation, written report, video report • Feedback discussions Teacher from research hatchery: Some people with a lot of experience may think they know a lot and some people may think they know nothing – both are wrong because nobody knows everything and nobody knows nothing.They have to adjust. Räsänen & Kyllönen 2013
  14. 14. Thank you! Grazie! Tack! Shukran! Merci! Danke! Dank U! Paldies! Takk! Gracias! Efharisto! спасибо! Hvala! Dziękuję! Obrigado! Aitäh! Tak! Köszönöm! Sağol! хвала! Ačiū! Děkuji! Mulțumesc!谢谢! благодаря! Cảm ơn bạn! 고맙습니다! Kiitos!

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