|General programme, activity sheet|
||Thursday 24 October, 2013 17:55 to 18:15
Porvoo Campus: Implementing Inquiry LearningSpeaker: Jarmo Ritalahti, HAAGA-HELIA University of Applied Sciences
Authors: Jarmo Ritalahti & Monika Birkle
Societies today are undergoing constant transformation fuelled by discussion, co-operation, collaboration and communications. Innovative businesses need employees who are good networkers, problem solvers and who tolerate uncertainty. Furthermore, they need to have the courage to look for new solutions and to be open to diverse viewpoints. Technology, work life and job descriptions change faster than ever before. Because of this, boundaries between the different lines of business are becoming blurred, as are the tasks of different personnel groups.
The aim of Porvoo Campus 2010 curriculum and pedagogical development project was to guarantee learning in the future, fulfil the expectations from the stakeholders on the new campus, and most importantly to get the academic staff involved in the development and engaged in something new. The curriculum development was closely liaised with the construction of the campus building itself. Accordingly, the contents and the walls on the campus must match. It was not possible to move to a new and well-planned building designed for learning in the future with a baggage of old ways of working. This might have been very tempting naturally however this was not what the space has initially been designed for. Furthermore, the development project of HAAGA-HELIA Porvoo unit was also a common base for six curricula for six existing programmes and tools to promote learning on the new Campus in Porvoo. In this paper the focus lies on the three tourism programmes. The curricula development task at the unit level is parallel as written above to the construction project of the Campus and development project of the Art Factory area in the town of Porvoo.
The scientific approach in this project could be described as constructive; a procedure for producing innovative models intended to solve real-life problems. The constructive approach allows a wide range of data collection as well as participation of a larger group of people in the development work. The methods employed have included trend analysis, weak signals, learning cafés, and industry interviews.
The point of departure for the development project was represented by HAAGA-HELIA’s basic values, pedagogical approach (Inquiry Learning), and the common perception of knowledge, man and learning as well as the strategies of the university. In order to solve the development task and reach the settled objectives, there was a need for a deeper insight especially in future trends, learning in the future and work life competences.
As a result of the development project, the new pedagogical approach at the Campus manifests itself in meaningful learning tasks that are carried out in conjunction with companies, teacher teams and students. These tasks will enhance the meta-skills needed in the job market: project management, research and development, coaching, creative problem solving and innovation.
All modules are tied to suitable projects planned by the teaching staff and implemented in cooperation with students and work life representatives. Learning takes place in large projects where learning is facilitated in many different ways: reading literature, participating in lectures, seminars and various workshops, as well as by looking for solutions individually or through joint efforts.
Session 4 – Institutional development and change
Place: Room SB04