Session Information
15 SES 03, Paper Session
Paper Session
Contribution
The purpose of this paper is to describe how practical training improves during development process. The project carries out in degree program Beauty and Cosmetics in Laurea University of Applied Sciences.
Laurea University of Applied Sciences is a multidisciplinary University of Applied Sciences operating in Uusimaa. There are approximately 8000 students and 500 staff members at Laurea. Degree program Beauty and Cosmetics is one on the smallest program in Laurea. There are approximately 150 students and 6 staff members at Beauty and Cosmetics. In the curriculum there are two practical training periods 15 ects each.
Research question are:
How to improve cooperation between degree program and practical training places?
How students can learn more during their practical training?
The theoretical background consists of a culture-historical activity theory. According to the theory, an activity consists of different kinds of activity systems. Expansive learning arises inside those systems (Engeström 1987, 2001). Activity system is an established convention according to which one acts in a community, which shares tools, rules and division of labor in their acting. There is also an object for the activity. (Virkkunen ym. 2001, 19-21.) In this project we try to have two different kind of activity system working together. There are always boundaries between activity systems and those boundaries are usually obstacles to improving cooperation. Interesting is how to run over boundaries.
In degree program Beauty and Cosmetics students get training places by themselves and they tailored goals to their specific needs. Teachers have no possibility to visit practical training places. Problem was that teachers and supervisors in training places had usually no communication with each other. Student was the only link between two activity systems (degree program and practical training place). We had an idea, that we need to improve goal tailoring, cooperation, evaluation and get students learn something new, not just practice old skills and commands. With help of Optima online learning environment teachers can now communicate better with student during practical training. Hopefully also supervisors will join online learning environment in near future.
Method
Expected Outcomes
References
Engeström, Y.1987. Learning by Expanding – an activity-theoretical approach to developmental research. Helsinki: Orienta konsultit. Engeströn, Y. 2005. Developmental Work Research. Expanding Activity Theory In Practice. Berlin: Lehmanns Media. Konkola, R. 2002. Harjoittelun kehittämisprosessi ammattikorkeakoulussa ja rajavyöhyketoiminta uudenlaisena toimintamallina. Teoksessa Tuomi-Gröhn, T. & Egeström, Y. (toim.) 2002. Koulun ja työn rajavyöhykkeellä. Uusia työssä oppimisen mahdollisuuksia. Helsinki: Yliopistopaino. Korhonen, V. 2005. Kehittävää työelämäorientaatiota tukeva ohjaus. Teoksessa Nummenmaa, A.R., Lairio, M., Korhonen, V & Eerola, S. (toim.) Ohjaus yliopiston oppimisympäristöissä. Tampere University Press: tampere. Nummenmaa, A. R. & Lautamatti, L. 2004. Opiskelun työprosessien ohjaus korkea-asteella. Teoksessa Onnismaa, J., Pasanen, H. & Spangar, T. (toim.) Ohjaus ammattina ja tieteenalana 3. PS-Kustannus: Jyväskylä. Raij, K. 2007. Learning by Developing. Laurea publications A 58. Helsinki: Edita Prima Oy. Sannino, A., Daniels, H. & Gutiérrez, K.D. (edit.) 2009. Learning and expanding with activity theory. New York.: Cambridge University Press. Tuomi-Gröhn, T. 2002. Kehittävä siirtovaikutus koulun ja työpaikan yhteistyön tavoitteena – tapaustutkimus lähihoitajien lisäkoulutuksesta. Teoksessa Tuomi-Gröhn, T. & Egeström, Y. (toim.) 2002. Koulun ja työn rajavyöhykkeellä. Uusia työssä oppimisen mahdollisuuksia. Helsinki: Yliopistopaino. Virkkunen, J., Engeström, Y., Pihlaja, J. & Helle, M. 2001. Muutoslaboratorio. Uusi tapa oppia ja kehittää työtä. [Change Laboratory. The New Way to Learn and Develop Work] Helsinki: Edita. Laurea has created Learning by Developing (LbD) model - an innovative operating model based on authenticity, partnership, experiential learning, creativity and research. Learning is related to development projects that are genuinely rooted in the world of work. (Raij 2007.)
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