1. 4.5.2015 anne.havukainen@mamk.fi Work-based pedagogy in Degree programme of Cultural Management in Mikkeli University of Applied Sciences 1.What are the basis of work-based pedagogy? 2.What are the benefits of work-based pedagogy? 3.What are the developmental assignments as a pedagogical tool? 4.What does work-based pedagogy mean on the level of syllabus? 5.What kind of study environments we use in work-based learning?

2. 4.5.2015 anne.havukainen@mamk.fi What are the basis of work-based pedagogy?  Learning is mainly based on working life developmental challenges or need.  To developmental challenges are responded to the co- operation with the degree programme of cultural management and working life partners (companies), so called learning partnership. Dance performance named Talk Talk at Mikkeli City Library in December 2011 during Danceproduction Tanssimanteli. Dancers Pia Lindy ja Titta Court.

3.  The learning is aimed at new information was presented or a new operations model were applied to practice in the fields of event management.  Goals of a work-based pedagogy form from the objectives of the study module, the objectives arising from need of working life, the objectives of the development project and the students' personal goals. 4.5.2015 anne.havukainen@mamk.fi The male students are performing at the ceremony of prize-giving of J.H.Erkko literature competition. They had rehearsed a play on the study module of performing art. The play was directed by senior lecturer Jari Tuononen.

4.  The themes of the developmental assignments arise from the real working life (a production plan or a marketing plan or informing plan for an event or different event management).  A close collaboration of different study modules around the theme of the developmental assignment will help to create a deeper academic understanding and give the new points of view to the connection between different factors of the matter. 4.5.2015 anne.havukainen@mamk.fi Danceproduction Tanssimanteli in December at The shopping center Akseli. Dancer Jukka Ristolainen

5.  For example we integrated ten different study modules at danceproduction Tanssimanteli. Marketing (one student) Speech Communication ( seven students) Copyrights and contracts (2 students) Leadership and Management (one student) Networking (ten students) Mangement Accountancy in Cultural Institutions (one student) The Projects of Cultural Management (eight students)  Event management (one student)  Event Academy (thirteen students)  Drama (Students of Degree programme of Youth and Civic Work) - Flashmobs 4.5.2015 anne.havukainen@mamk.fi Flashmob at Shopping center during Tanssimaneli: Subject was immigrants and climate change. ”Ice bears try to find where is their home”

6. Theoretical framework of Work-based pedagogy  The core of education is to exploit the learned skills in practice. (Engeström 2004)  Expertises consist of highly evolved problem-solving, good know-how, advanced inner knowledge of the organization, ability to put one’s knowledge to use, creativity, automated procedures and capability for practicality. (Tynjälä 1999)  In addition to handling the field of work, employer also demand social, communicational and co-operational skills from their workers. Also the ability to work in diverse contexts with workers from other fields of work is needed. (Tynjälä 1999) 4.5.2015 anne.havukainen@mamk.f i

7. The Objectives of the study module The goals of the developmental project The goals arising from the need of working life partners The Objectives of the Work-based learning To create a learning environment where all, the objectives of the student, the study module, the developmental project and the need of the working life partner are reached, we must create a common learning environment. We attain communal learning act, where all the participants gain their goals in the developmental assignment. Plan of Personal learning objectives Develop- mental assign- ment 4.5.2015

8. What are the benefits of work-based pedagogy? 1. Students have a chance for the close encounter with the working life networks already during their studies. 2. Through the themes of their developmental assignments theory and practice can be integrated in a natural way. 3. Students can put their competence in use way before their graduation. 4.5.2015 anne.havukainen@mamk.fi LiveSavo Consert at the Kampus- festival

9. 4. The working life gains new insight to issues close to them by research and development done by the educational system. And employers will find a workforce, which is capable and skilful => ”Personalized workers” 5. Increased dialog or conversation between the working life and the school’s faculty will create accurate and up to date material for teaching and provide representatives of the working life with the newest research and development particulars. 4.5.2015 anne.havukainen@mamk.fi Benefits of work-based pedagogy

10. anne.havukainen@mamk.fi What are the developmental assignments as a pedagogical tool? Students must partisipate in all of the phases in various developmental assignments during their studies. Every study module may include developmental assignment in various phases. Analysis and estimation of event Actualization of the project Preliminary survey 4.5.2015

11. anne.havukainen@mamk.f i Developmental assignments as a pedagogical tool  The goal of preliminary survey as a developmental assignment is to advance student knowledge of the subject through information capture  The goal of actualization of the project as a developmental assignment is developing student´s competence through involvement and working.  The goal of analysis and estimation as a developmental assignment is developing student´s competence through research and developmental working, critical thinking and communality information construction. Preliminary survey Actualization of the project Analysis and Estimation of Event

12.  The output of the preliminary survey might be for example written reports, different plans, essay, estimation or calculation, which have to present some times orally.  The output of the actualization of the project is the realization of the plan and written report of the realization.  The output of the analysis and estimation of event are different written analyses and estimations, which included theoretical framework and developmental proposals. 4.5.2015 anne.havukainen@mamk.fi

13. The students’ different roles of Work-based Projects  Project leader  Responsible producer  Project coordinator  Informer  Marketing officer  Visualizer  Director  Scriptwriter  Researcher  Analyser  Artistic producer  Sound engineer  Light engineer  Logistic produceer  Performer Students act in differrent assignments in projects and productions. The responsibilities gain as the abilities and competence deepens. 4.5.2015 Analysis and estimation of event Actualization of the project Preliminary survey

14. What does work-based pedagogy mean on the level of syllabus?  Timetable  One study period takes 7-9 weeks.  During one period there are 3 study modules, 5 credits each (15 cr)  Every class have 2-4 days contact teaching in week and counsel workshop and the rest of the days in study week independent working on one’s developmental assignment  Study modules  Courses happening during the same term can be integrated into larger modules (10-15 credits) if possible. 4.5.2015 anne.havukainen@mamk.fi

15.  Counseling  Counseling workshops are included in every week agenda  ”Guiding clinics” as we say are used as instruments of study counseling. The guiding clinic can be carried out by the methods of individual-, team- or a group work.  Supervisory and evaluation  Learning is supervised, the developmental assignments are being documented and evaluated with a special “Know-How Passport”. The student evaluates his/her competence in commensurate with the objectives of the course and the annual themes of the degree program. The Know-How Passport is a tool for both self-evaluation and carrying out the PLO-discussions (Plan of Personal learning objectives).  Monitoring and evaluation  Learning is monitored, the developmental assignments are being documented and evaluated with a special “Know-How Passport”. The student evaluates his/her competence in commensurate with the objectives of the course and the annual themes of the degree program. The Know-How Passport is a tool for both self evaluation and carrying out the PLO-discussions (Personal Learning Objectives). 4.5.2015 anne.havukainen@mamk.fi

16. What kind of study environments we use in work-based learning?  Different actors in the Field of Culture and other fields  The South-Savo province’s actors in the field of Culture form a very diverse network of collaborators. Some of them are co-operated on one- off bases with a small student group while others can be operated with more frequently and with larger student groups.  Mikkeli City Library  Cultural services of Mikkeli City  Event House Naisvuoritalo  Shopping Centers: Akseli and Stella  Savcor Ballet  Different restaurants  Rock festival - Jurassic Rock  Bookshops: Suomalainen and Info 4.5.2015 anne.havukainen@mamk.fi

17.  Study Environments in Mikkeli University of Applied Sciences (MUAS)  The University itself offers many different study environments for the students of Cultural Management.  The City Festival (Kampusfestari)  Restaurants Dexi and Talli (run as an educational restaurant by MUAS)  Marketing tours or roadshows and event marketing of MUAS  Strategic partners  Long-span collaborations, such as expert exchange, project work, research and improvements of the study environment are done with strategic partners. Collaboration is based on written contract. There are 1- 2 strategic partners at the time. The first contract was made with Theatre of Mikkeli City. 4.5.2015 anne.havukainen@mamk.fi The students rode a bicycle from Hanko to Rovaniemi and marketing Muas as a good place to study.

18. What can we offer to exchange students?  Interesting and close working life study environments at The Department of Culture, Youth and Social Work  At least 30 credits professional studies:  Event management, 5 cr  Leadership and management, 5 cr  International Competence, 5 cr  The Projects of Cultural Management, 5 cr  The Laws Concerning the Field of Culture, 5 cr  Experience production Management, 5 cr ( Event Academy, 5 cr)  Dance Theatre and Visual Expression, 5 cr ( Intesive studies the end of August)  Language studies 4.5.2015 anne.havukainen@mamk.fi

19. 4.5.2015 anne.havukainen@mamk.f i Thank You!