Study circle 8: Patrik Hettula, Alar Kaskikallio, Nanuli Silagadze, Anastasia Tsvetkova  WHAT IS VARIATION THEORY? Focusing on change and constancy “Variation theory (VT) is a theory of learning and experience that explains how a learner might come to see, understand, or experience a given phenomenon in a certain way” (Orgill, 2012, p. 3391). Variation theory … Continue reading Variation theory for teaching in higher education →

Our group (Greta Wistbacka, Inka-Maria Nyman, Nina Nyman, Alm Nyman) decided to work on pre-recorded digital lectures, click on the link below to view or download our poster. pre-recorded-lecture-posterDownload

Group 6. Nebojsa Dimic, Veda Fatmy, Shaghayegh Ghaffaripour, Ibukun Odubogun, Ahm Shamsuzzoha, Joel Songok Despite the rapid growth of technological aides in teaching, nuanced visualization is increasingly an underrepresented tool in the classroom, carrying with it the benefits of better conceptualization, more effective communication and long lasting retention. Of the four major visualization techniques used … Continue reading A Case for the Mind-Mapping Method of Learning →

Group 3: Päivi Borisov, Michaela Hissa, Janette Huttunen, Helka Kalliomäki, Anne Soronen What is peer review? More active student learning has emerged as a growing educational trend during the last few decades. These activities include peer learning, collaborative learning, group working, project working, and problem based learning (González de Sande & Godino-Llorente 2014). Nicol et … Continue reading Peer review as an assessment method →

Group 2: Christian Ahläng, Petra Grönholm Nyman, Sonja Hagelstam and Björn Vikström. Click the links below to see our poster on the flipped classroom method and our suggestion for the didactic conference! Click here to see the poster Click here to see the conference suggestion

Group 5: Freddy Suarez Rodriguez, Paula Kresanov, Zahra Gounani, Shahrokh Nikou, Marika Sjöqvist Formative assessment is not associated with any particular theory of learning (Wiliam, 2010). However, it is rooted in sociocultural constructivist view of learning (Heritage, 2010; Pellegrino et al., 2001; Shepard, 2000). Formative assessment is a process, not a particular task or instrument … Continue reading From summative assessment to formative assessment →

Group: Magdalena Kosová, Mercédesz Czimbalmos In Finland, immigrants’ right to basic information about Finland, Finnish society and assistance in the initial stages of integration (2-3 years after moving into Finland) is secured by the Act on the Promotion of Immigrant Integration (2011). One of the most popular forms of assistance to immigrants are integration labour … Continue reading Because one size doesn’t fit all. →