- Hämeenlinna, Southern Finland, Finland
Research Interests:
Research Interests:
PBL suggests that the teaching and learning process is student-centered. The project "Characterization of honey by phenolic profile and antioxidant evaluation, focusing on PBL" (two Finnish floral honeys, one Portuguese, and one... more
PBL suggests that the teaching and learning process is student-centered. The project "Characterization of honey by phenolic profile and antioxidant evaluation, focusing on PBL" (two Finnish floral honeys, one Portuguese, and one Finnish honeydew) was applied in the "Organic Chemistry", to 2nd year students of Vocational Course in Chemistry at the Federal Institute of the Southeast of Minas Gerais - Barbacena Campus. The content was worked throughout the project. The groups were mixed, seeking teamwork. Dialogically, individuality was valued. In the first period UV-spectrophotometric analysis were performed. The groups taught each other, characterizing the role of the student as an advisor. They were the authors of the cooperative learning process, relating honey to organic compounds. They studied the carbon atom, and started functions. Molecular models aimed at the knowledge discussed (single/double/triple bonds, σ/π, hybridization/geometry, structures). For the ...
Research Interests:
PBL suggests that the teaching and learning process is student-centered. The project "Characterization of honey by phenolic profile and antioxidant evaluation, focusing on PBL" (two Finnish floral honeys, one Portuguese, and one... more
PBL suggests that the teaching and learning process is student-centered. The project "Characterization of honey by phenolic profile and antioxidant evaluation, focusing on PBL" (two Finnish floral honeys, one Portuguese, and one Finnish honeydew) was applied in the "Organic Chemistry", to 2 nd year students of Vocational Course in Chemistry at the Federal Institute of the Southeast of Minas Gerais - Barbacena Campus. The content was worked throughout the project. The groups were mixed, seeking teamwork. Dialogically, individuality was valued. In the first period UV-spectrophotometric analysis were performed. The groups taught each other, characterizing the role of the student as an advisor. They were the authors of the cooperative learning process, relating honey to organic compounds. They studied the carbon atom, and started functions. Molecular models aimed at the knowledge discussed (single/double/triple bonds, σ/π, hybridization/geometry, structures). For the...
The goal of this article is to describe and reflect on Brazilian teachers, participating in a Finnish-Brazilian teacher training programme, and the strategies and intentions to transfer their learning experiences in their own learning and... more
The goal of this article is to describe and reflect on Brazilian teachers, participating in a Finnish-Brazilian teacher training programme, and the strategies and intentions to transfer their learning experiences in their own learning and working environments in Brazil. The focus of interest is on teachers' strategies of pedagogical change. The teachers study in the VET Teachers for the Future® – Professional Development Certificate programme, which is training for vocational and higher education teachers (VET) designed to meet the strategic goals of the Ministry of Education in Brazil and the needs of Brazilian Federal Institutes. The study, which is a part of the research and development process of the training, reveals that the narratives of participants can be described by the development from an individual teacher participant towards a group of networked, collaborative strategic champions (Mantere, 2003). The teachers positioned themselves as strategic actors at the level o...
Research Interests:
Project-based Learning (PBL) is a learning approach where students are in the centre of the learning process as actors and owners. In a project-based learning process the students organise themselves into teams, supported by teacher... more
Project-based Learning (PBL) is a learning approach where students are in the centre of the learning process as actors and owners. In a project-based learning process the students organise themselves into teams, supported by teacher guidance and have the opportunity of work collaboratively to aim learning goals. Since late 2015 PBL has been adopted as an innovative method for an entrepreneurship classroom in a management undergraduate course in Rio de Janeiro state, Brazil. PBL methodology has been adopted as an experimental implementation of learning models from a Finnish-Brazilian training program experienced in 2014-2015. The Teacher Education Programme “VET Teachers for The Future” (30 ECTS) training program has been happening in Häme University of Applied Sciences (HAMK), Finland. The process of the learning paradigm changes from more traditional, teacher-centred approach to student-centred which was demanded in the Brazilian learning context. The reported experiment has requir...
Research Interests:
This paper reports an analysis of computer conference structures set up for a distance education course in which major components of the teaching and learning involve group discussions and collaboration via asynchronous text-based... more
This paper reports an analysis of computer conference structures set up for a distance education course in which major components of the teaching and learning involve group discussions and collaboration via asynchronous text-based conferencing. As well as adopting traditional e-moderator roles, tutors were required to design appropriate online spaces and navigation routes for students. Tutors’ views concerning conference structures focussed on tensions between enabling easy access to conference areas, facilitating the successful running of activities, and addressing students’ subsequent needs for retrieval of conference material for assessment tasks. The geographically dispersed course tutors initially explored these issues in reflective online conversations. Comparisons were made between structures that were set up differently but all used for essentially the same tasks and purposes. Evidence from conference messages, from student feedback given in questionnaire and interview respo...
Research Interests:
The innovative assessment method for an entrepreneurship class under Project-based Learning (PBL) approach has been functioning since 2015’s second semester at a Business Administration undergraduate course of a private university in the... more
The innovative assessment method for an entrepreneurship class under Project-based Learning (PBL) approach has been
functioning since 2015’s second semester at a Business Administration undergraduate course of a private university in the
municipality of Campos dos Goytacazes in Rio de Janeiro state, Brazil.
This PBL methodology was implemented in the Brazilian college as an experimental adaptation of a learning model usually
adopted in Finland. The process required substantial changes in the teaching/learning methods and methodologies and
had a significant impact on students ́ learning and motivation.
In this first edition of an entrepreneurial class under the PBL methodology as an innovative experience, it was aimed to
verify the results about the student's PBL experience. The final student's assessment method from this learning experience
was made in two ways: firstly, in the traditional way using a business plan quality analysis and secondly, through an peer
assessment learning perception.
The paper presents the overview concepts of PBL applied to entrepreneurship in managerial undergraduate classes. In
addition, the adopted assessment methodology is presented. Finally, the merits of the new assessment method learned in
Finland are discussed from surveys results and workshops organised as part of class assessment.
The results indicated that the PBL approach applied to college entrepreneurship classes were profitable, as well as the
effectiveness of the peer assessment method.
functioning since 2015’s second semester at a Business Administration undergraduate course of a private university in the
municipality of Campos dos Goytacazes in Rio de Janeiro state, Brazil.
This PBL methodology was implemented in the Brazilian college as an experimental adaptation of a learning model usually
adopted in Finland. The process required substantial changes in the teaching/learning methods and methodologies and
had a significant impact on students ́ learning and motivation.
In this first edition of an entrepreneurial class under the PBL methodology as an innovative experience, it was aimed to
verify the results about the student's PBL experience. The final student's assessment method from this learning experience
was made in two ways: firstly, in the traditional way using a business plan quality analysis and secondly, through an peer
assessment learning perception.
The paper presents the overview concepts of PBL applied to entrepreneurship in managerial undergraduate classes. In
addition, the adopted assessment methodology is presented. Finally, the merits of the new assessment method learned in
Finland are discussed from surveys results and workshops organised as part of class assessment.
The results indicated that the PBL approach applied to college entrepreneurship classes were profitable, as well as the
effectiveness of the peer assessment method.