- Type of Course
- Language of Instruction
- R&D Studies
- Virtual Studies
- Download Template
- Copy Implementation Plan
- Assessment Scale
- Assessment Methods and Criteria
- Planned Learning Activities and Teaching Methods
- Recommended or Required Reading
- Further Information
- Completion Alternatives
- Work Placement and Working Life Connections
- Examination Schedule
- International Connections
- Student’s Time Use and Workload
- Learning Progress
- Publication of the Realization
Type of Course
The field is mandatory.
Enter here the course type; compulsory, optional or free-choice.
Language of Instruction
The field is mandatory.
Select here the language of instruction for the course.
R&D Studies
The field is mandatory.
Enter here the share of R&D studies as credit points.
R&D credits points can be earned in an initiative or project or as a part of an individual course, when:
1.) at least part of the funding is provided by an outside party or the assignment comes from the sphere of working life with a written commitment on the nature of the assignment or
2.) the studies involve problem-solving and the party that has presented the problem (outside party/uas) requires a report on the results.
Virtual Studies
The field is mandatory.
Enter here the estimated share of virtual studies as credit points. Virtual studies refer to studies that are not confined to time or place and are provided via an information network. Adobe Connect recordings are considered virtual studies. Virtual studies may include various guidance and counselling sessions and examinations, which are not necessarily virtual.
Download Template
With the ”download template” function you can use the template that you have created earlier in the section ”Teaching and assessment”. The templates that have been created earlier are available in the pulldown menu.
The data fields in the template will be saved into the corresponding fields in the implementation as soon as you start using the template. You can further edit the data in the implementation if you wish.
To create a new template, click the ”puzzle icon” in the Peppi main menu. It is not obligatory to use a template, but it may save time if the teacher administers the data of many implementations.
Copy Implementation Plan
You can also copy the data from an earlier implementation plan to form the basis for the one you are currently working on. Press the “copy implementation plan” button to view a list of earlier implementations of the same course. With the “copy” command the data from the earlier implementation plan are copied to the current one.
Assessment Scale
The field is mandatory.
Enter here the assessment scale: 0-5 or pass-fail.
Assessment Methods and Criteria
The field is mandatory.
Enter here what assessable proficiency outcomes the student produces and the different/alternative ways in which the student displays his/her proficiency. Enter also whether self-assessment or peer assessment are used in addition to assessment by the teacher and how they affect the grading.
According to the ECTS criteria the implementations must demonstrate the learning actions with which the learner can show that he/she has achieved the learning objectives. In practice this means that all the learning actions on which the student is assessed and their weight in the final grade must be recorded in the implementations.
Record for example:
1 x participation in instruction 40 %
10 x learning assignment 10 %
1 x examination 50 %
(total 100 %)
Examples of assessment methods/bases for assessment:
– course material test/ material examination
– continuous assessment
– literature examination/examination
– oral examination
– test/mid-course test
– demonstration test
– learning diary
– learning assignment
– acting as an opponent
– participation/required attendance
– portfolio/demonstration of skill
– working life feedback
– peer assessment
Planned Learning Activities and Teaching Methods
The field is mandatory.
Enter here what methods that support learning are used during the course (planned by the teacher, planned by the teacher in cooperation with the students). Advancing the student’s motivation and activity in achieving the learning outcomes is the starting point for selecting suitable teaching and learning methods. Learning is not passive reception of knowledge, but rather active effort by the student where he/she is continuously building a view of the world and of him/herself. The teacher acts as an adviser in the student’s learning by activating, encouraging, motivating and ensuring progress along the learning path. Involving the students in the planning of their studies also advances the planning of their personal objectives and their commitment to them, as well as their responsibility in recognizing the development of their proficiency. It is essential to learning how information is available and how the student understands the information. The key skill for lifelong learning is human capacity for learning, which refers to the ability to study in a determined and goal-oriented manner both as an individual and in a group. Motivation and confidence are learning skills that facilitate the learning of new skills and knowledge, the processing and assimilation of knowledge, as well as the seeking of guidance and taking advantage of it. Learning skills also include the students’ ability to utilise both what they have learned earlier and their life experience to form the basis for learning, and the skill to apply their skills and knowledge in different situations both at home and work and in their studies.
In a student-oriented learning process the student works actively and seeks solution alternatives to the phenomena he/she is learning. In the teaching it is important to take into account how the student’s prior experiences, knowledge and ideas are connected to the topics being studied. The teacher’s duty is to help the student make the connection between prior knowledge and the new context by means of diversified teaching methods. To benefit learning, the learning environments should be diverse, varied and contextually connected to actual situational and operational environments.
Teaching and learning methods can be grouped for example by social form (group work, pair work, independent work), by use of the senses (methods that utilise talking, writing, listening), by use of images and music, by methods utilising functional activity and by virtual learning environments utilising media and technology. Among group work methods are for example chat groups, reflective groups, think tank, debate, role play, exhibition walk, cumulative group and case teaching. Some of the individual work methods are learning diary, learning by writing and different independent learning assignments. The lecture is the most commonly known teacher-oriented teaching method. (Helakorpi 2010. Käsityksemme maailmasta, ihmisestä ja oppimisesta.In Helakorpi, S. & Aarnio, H. & Majuri, M. (eds.): Ammattipedagogiikkaa uuteen oppimiskulttuuriin; Mykrä, T. & Hätönen, H. (eds.) 2010: Opas opetusmenetelmistä. Educa – Instituutti Oy. Helsinki; Rytkönen, M. & Hätönen, H. 2008: Näkökulmia oppimiseen. Educa – Instituutti Oy. Helsinki; Hätönen, H. 2011: Osaamiskartoituksesta kehittämiseen II. Edica – Instituutti Oy. Helsinki.)
Examples of teaching methods:
– activating lecture
– initial examination/test
– demonstrations
– drama
– lecture
– essay
– distant teaching
– project
– exercises
– field work
– writing clinic
– clinic
– laborations
– laboratory assignment
– laboratory work
– contact teaching
– guided exercises
– teacher training
– teaching discussion
– study visit/excursion
– participatory/action methods
– feedback discussion
– project
– process writing
– diary work
– summary
– reflection
– role play
– group guidance
– group examination
– seminar
– simulation
– examination/test
– research clinic
– research project
– tutoring
– work placement
– workshop
– online studies, guided
– peer learning
– cooperative learning
– individual guidance
Recommended or Required Reading
The field is mandatory.
Use the teaching material field to list the books, articles and possible other material (e.g. online material) used in the course, specifying whether the material is recommended or required.
N.B. If you add links to online material, make sure that the links work properly. It is advisable that you first open the link in your browser and copy it from the address field: Select the address in the address field, press Ctrl+A (in this way the http:// or https:// at the beginning of the address which is required in order for the link to function properly is also selected). After this press Ctrl+C to copy the link and then paste it into the “Teaching material” field by pressing Ctrl+V, with the cursor in the spot where you wish to insert the link. Once you have saved the implementation plan, check that all the links you have added work properly.
In an English description the book titles are not translated into English.
Example:
Mäkinen, Ilkka. 1999. Tiedon tie: johdatus informaatiotutkimukseen. pp. 7-72. Helsinki : BTJ-Kirjastopalvelu.
Further Information
Enter here for example information about the practical arrangements of the implementation etc.
Completion Alternatives
The field is mandatory.
Enter here what kinds of alternative work and realization methods can be used and how they are agreed upon.
The teacher’s most important task is to provide guidance to the students and advance and support their learning. As regards learning, people differ from one another for example in how they process and receive information. Students’ different learning habits set challenges for teachers in how they guide students along their individual learning paths and ensure suitable learning outcomes. To benefit learning, the learning environments should be diverse, varied and contextually connected to actual situational and operational environments. It is essential to the achievement of the learning outcomes that the student’s motivation and activity are maintained through student-oriented work methods.
The learning outcomes are achieved via many different and individual learning paths.
A student-oriented approach in a teacher’s pedagogical activity manifests itself in an appreciation and respect for the student’s individual learning habits and objectives. Seeking and finding alternative pedagogical solutions in the implementation of teaching and guidance help the students to advance their learning and complete their degree. (e.g.: Aarnio, H. 2010: Oppijakeskeiset oppimisprosessit. In: Helakorpi, S. & Aarnio, H. & Majuri, M. (eds.): Ammattipedagogiikkaa uuteen oppimiskulttuuriin. HAMK. Hämeenlinna).
Work Placement and Working Life Connections
The field is mandatory.
Use this field to give details of the work placement and working life connections included in the course. Write a description of the working life connections in this implementation, such as proposed outside experts, visits and projects.
A course may include both theoretical studies and practical training. The training may also be a separate course/courses. If a theoretical course is connected with a certain practical training course, it must be noted in this field. Example: The course is connected with practical training course O3524FT Neurotherapy training 9 cp. If the course in question is a practical training course, the field can be used to give further information for example about work placement employers and locations.
The students are guided to face working life development challenges already at the beginning of their studies. They learn to reflect on working life practices and seek development issues and alternative solutions to them. It is the teacher’s responsibility to maintain interaction with the working life and present to the students practical problems originating in the working life in cooperation with working life actors.
The working life assignment may be integrated with an individual course, practical training or thesis. It involves practice-oriented activity that seeks solutions to practical problems, where students are able to experience genuine learning environment that reflects the working life. The working life connection may also be for example an excursion, i.e. a company or workplace visit, or a field trip during which the students acquaint themselves with a practical work environment or the substance of working life.
Examination Schedule
Enter here the dates and times of examinations.
International Connections
International connections is an area of expertise at Oulu UAS that is included in every degree programme. Use this field to describe how the students can make international competence visible and what kind of implementations there are in this course to advanced and make international competence visible
For example, a student may complete the course in an international student exchange programme, the content of the exercises may be internationally oriented, the course requirements may include literature in English or some other foreign language, the instruction may be in English or the students may take the course in English, international students and/or guest lecturers may be involved in the implementation of the course, the contents of the course may also be completed as part of a dual degree that is taken abroad, the course may be completed as international project studies, as part of an international intensive course or as an international demonstration.
Student’s Time Use and Workload
The field is mandatory.
The amount of both contact teaching and independent studying in hours. Direct Adobe Connect lectures are considered to be contact teaching (teacher and students are present at the same time).
For example:
Contact teaching 16h
Independent studying 65h
Total 81h
The total number of hours must equal the scope of the course (1cp = 27h, 3cp = 81h).
Learning Progress
The field is mandatory.
Enter here the structure of the course and the logical progression of the contents (what is done and when, dates).
This field can also be used to describe how the student should act in learning situations in order to achieve the learning objectives, for example by bringing up compulsory attendance, taking notes, preparation and familiarization with study materials.
Describe how and at which stages the student’s learning is guided and at which stages the teacher gives feedback on the student’s learning. You may also mention at which stages and how peer feedback is given, whether it is given individually or in a group, and whether the feedback is written or oral.
Publication of the Realization
Once the realization is finished, the teacher publishes it by clicking the ”Publish” button in the top right corner, and its status changes to ”Published”. The realization is transferred to the online study guide incorporated with the course description in question, to the Oiva study guide and the Oiva course workspace. There is a few hours’ delay before the transfer is complete. After the publication the teacher can still further revise the realization and the data are updated in the study guide/Oiva. The teacher can also cancel the publication by clicking the “Cancel publication” button in the top right corner. A cancelled publication can later be republished.