AMK- ja ammatillisen koulutuksen tutkimuspäivät 2017

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Maarit Virolainen, Päivi Tynjälä, Anne Virtanen,
Hannu Heikkinen & Sirpa Laitinen-Väänänen
AMK- ja ammatillisen koulutuksen tutkimuspäivät

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Aim and approach
 To provide conceptual tools for universities and
universities of applied sciences for identifying,
recognizing, and developing their own practices
 To explore models for 1) collaboration between HE
and work, 2) pedagogy of WPL in HE contexts
 Method: a review study on national and international
research literature
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Context and purpose
 Participation in eAMK and Toteemi – network
projects with Universities of Applied Sciences
 Projects funded by Ministry of Education and Culture
to enhance work-HE collaboration
 Support exchange of best practicies
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Context and purpose
 http://www.eamk.fi/fi/etusivu/
 Flexible cross-studies between different educational
institutions utilising digital media,
 Studies through-out year
 New ways to combine work & study
 Versatile study paths, shortened study times
 23 Universities of Applied Sciences, Arene,
FIER/University of Jyväskylä
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Toteemi
 http://www.amktoteemi.fi/
 Students work during their studies: How could
workplaces make use of their studies in workplace
development? How could HE institutions utilise
students’ competence as part of the studies and
enhance their graduation?
 E.g. methods for accreditation of (prior) learning on-
the-job
 16 UAS, 2 universities (Helsinki and Jyväskylä)
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Generic skills, 21st century skills
• career and life management skills
• critical thinking,
• problem-solving,
• communication,
• collaboration,
• creativity,
• innovation,
• initiative and self-direction
• as well as digital literacy:
• information, media and ICT literacy
(Trilling & Fadel 2009, Badcock et al.
2010).
Shift from individual to
contextual conceptions of
skills (Guile 2002)
Demand for transversal skills;
• planning,
• communicating,
• coordinating,
• controlling and
• evaluating
(Winch 2013, 2015).
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Work-related learning and WBL
28.11.2017 adopted from Hills, Robertson, Nixon & Adey, 2003

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Guile and Griffiths 2001
 findings of the EU project “Work experience as an
education and training strategy: New approaches for
the 21st century” were presented in Helsinki in 2001
 Connective model: multiplicity of the contexts of
learning
 horizontal (learning through moves from one context
to another) and vertical development (progress
through a hierarchy of knowledge and skills toward
higher levels of abstraction)
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Guile and Griffiths 2001
 (i) The traditional model : learning from work
experience rather unproblematic sending of students
to the world of work (Griffiths et al., 2001). At work
students adapt to work tasks and assimilate new
information.
 (ii) The experiential model of learning draws on
Kolb’s ideas of the experiential learning cycle
emphasized students’ interpersonal and social
development as well as reflection on action
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Guile and Griffiths 2001
 (iii) The generic model emphasises learner
autonomy and learner-centred organisation of
learning: students design personal learning plans for
wpl. Both the planning and process of learning are
verified by evidence such as portfolios which
teachers assist with.
 (iv) The work process model: to develop the formal
elements of study programmes as well as the work
experience, understanding individual tasks in the
broader context of the production process
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The model of integrative pedagogy, the
IP model
28.11.2017, modified from Heikkinen et al. 2011; 2012, Tynjälä, 2008; Tynjälä & Gijbels, 2012;
adopted from Tynjälä, P., Häkkinen, P. & Hämäläinen, R. (2014)

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Four models for the development of
generic skills (Jääskelä et al. 2016)
 (1) Specialist Model, research emphasized, co-op
dependent on individuals, decentralized management
 (2) Science-based Renewal Model, HE institutions as
producers of new knowledge, academic &
multiprofessional networks
 (3) Project-based Integrative Model, authentic learning
environements, projects, management supports
 (4) Model of Networked Culture, workplace relations a
starting point for curriculum, collaborative planning
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Examples: Specialist Model vs. Model of
Networked Culture (Jääskelä et al. 2016)
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Examples: Specialist Model vs. Model of
Networked Culture (Jääskelä et al. 2016)
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Examples: Specialist Model vs. Model of
Networked Culture (Jääskelä et al. 2016)
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Education Ecosystem
 is used as a metaphor for the educational system
 education ecosystem is “a compilation of supportive
and complementing education institutions which
feature different approaches such as the numbers of
student enlisting, nationality, cultural surrounding,
types of activity, level of academy, subjects and/or
disciplines of the study, interests for the research
and values; connectivity within the institutions will
elevate education standards, create more choice for
students and enrich the overall student experience”
cited from Dewanti (2016), see also: (Heikkinen & Kemmis 2012;
Kemmis & Heikkinen 2012; Kemmis, Heikkinen, Aspfors & Hansén
2011)
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28.11.2017 Nonaka, I., Toyama, R. & Konno, N. 2000. SECI, Ba and Leadership: a Unified Model of
Dynamic Knowledge Creation. Long Range Planning (33), 5-34.

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References
 Badcock, P.B.T., Pattison, P.E. & Harris, KL. High Educ (2010) Developing generic skills through university study: a study of arts, science
and engineering in Australia60: 441. https://doi.org/10.1007/s10734-010-9308-8
 Canning, R. 2013. Rethinking generic skills. European Journal for Research on the Education and learning of Adults 4 (2), 129-138.
 Dewanti, P. 2016. Linking national standards of distance education with the e-learning ecosystem. Journal of Theoretical & Applied
Information Technology, 86 (3 ), p382-393.
 Guile, D. (2002) Skill and Work Experience in the European Knowledge Economy. Journal of Education and Work 15 (3), 251-276.
 Guile, D., & Griffiths, T. (2001). Learning through work experience. Journal of Education and Work, 14(1), 113–131.
 Heikkinen, H. & Kemmis, S. 2012. Vermen arkkitehtuuria ja ekologiaa. In: H. Heikkinen, H. Jokinen, I. Markkanen & P. Tynjälä: Osaaminen
jakoon.
 Heikkinen, H., Tynjälä, P. & Kiviniemi, U. (2011). Integrative pedagogy in practicum. In M. Mattsson, T. V. Eilertsen and D. Rorrison (Eds.),
2011. A Practicum turn in teacher education (91-112). Rotterdam: Sense Publishers.
 Heikkinen, H., Jokinen, H., & Tynjälä, P. (Eds.). (2012). Peer-group mentoring for teacher development. London: Routledge.
 Hills, J. M., Robertson, G., Walker, R., Adey, M. A., & Nixon, I. (2003). Bridging the gap between degree programme curricula and
employability through implementation of work-related learning. Teaching in Higher Education, 8(2), 211–231.
 Kemmis, S. & Heikkinen, H. 2012. Future perspectives: Peer-Group Mentoring and international practices for teacher development. In: H.
 Heikkinen, H. Jokinen & P. Tynjälä (Eds.) Peer-Group Mentoring for Teacher Development. Milton Park: Routledge, 144-170.
 Kemmis, S., Heikkinen, H., Aspfors, J. & Hansén, S.-E. 2011. Gruppmentorskapets arkitektur och ekologi. In: J. Aspfors & S.-E. Hansén
(Eds.)
 Gruppmentorskap stöd för lärares professionella utveckling. Helsinki: Söderströms, 54-78.
 Jääskelä, P. Nykänen, S. & Tynjälä, P. (2016): Models for the development of generic skills in Finnish higher education, Journal of Further
and Higher Education, DOI: 10.1080/0309877X.2016.1206858
 Nonaka, I., Toyama, R. & Konno, N. 2000. SECI, Ba and Leadership: a Unified Model of Dynamic Knowledge Creation. Long Range
Planning (33), 5-34.
 Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review 3, 130-154.
 Tynjälä, P., & Gijbels, D. (2012). Changing world - changing pedagogy. In P. Tynjälä, M-L.Stenström, & . Saarnivaara (Eds.). Transitions and
transformations in education (205-222). Dordrecht: Springer.
 Tynjälä, P., Häkkinen, P. & Hämäläinen, R. (2014). TEL@work – Towards integration of theory and practice. British Journal of Educational
Technology. British Journal of Educational Technology 45(6), 990-1000.
 Winch, C. (2013). Three different conceptions of know-how and their relevance to professional and vocational education. Journal of
Philosophy of Education, 47(2), 281-298.
 Winch, C. (2015) Towards a framework for professional curriculum design, Journal of Education and Work, 28:2, 165-186.
 Virolainen, M. (2007). Workplace learning and higher education in Finland: Reflections on current practice. Education + Training, 49(4), 290–
309.
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20. JYVÄSKYLÄN YLIOPISTO JYVÄSKYLÄN YLIOPISTO
28.11.2017
Thank you for your attention!
Please do not hesitate to keep in touch.
Contact information:
 www.jyu.fi
 https://ktl.jyu.fi/en
 paivi.tynjala@jyu.fi, hannu.l.t.heikkinen@jyu.fi,
maarit.ha.virolainen@jyu.fi; anne.virtanen@jyu.fi