Eeva Kuoppala

Collaboration between higher education and working life has probably never been as highlighted as it is today. From perspective of education, the core of the collaboration is in learning and developing students’ working-life competences. Work-based learning has widened this perspective from students’ learning to all collaboration participants’ learning, including teachers and working-life partners. The benefits of work-based learning relate to unifying the theoretical knowledge with practice, deep learning and developing working-life competences. Still, there are also some challenges concerning this kind of learning, which often happens in multidisciplinary networks. This presentation is based on my dissertation study (in press) and to its third research question which cast light on the functionality of the work-based pedagogy model and its pedagogical elements seen from the perspective of the key participants. The research question was formulated: How did the cultural event test an...

The intent of this paper is to expose activity theoretical perspectives to work-based pedagogy through the pedagogical model of the Degree Programme of Cultural Management at Mikkeli University of Applied Sciences (MUAS) and the case study Mikkeli Meets Russia –event. The paper brings up the key differences between traditional learning and work-based pedagogy. It presents the strategic partnership between MUAS and Mikkeli Theatre as one form of collaboration in work-based pedagogy. As a conclusion it can be said that requirements of working-life and the main tasks of the University of Applied Sciences put a great deal of pressure onto professional education. In response to these demands new pedagogical models must be developed and researched. Compared to traditional classroom teaching, work-based pedagogy has changed the context of assignments, evaluation and the schedule of the studies. It has also laid more emphasis on the collaborational relationships between students, teachers a...

Ammattikorkeakouluissa pedagogiikka kiinnittyy tiiviisti työelämään. Työelämäpedagogiikka merkitsee mm. verkostoissa toimimista ja erilaisia tiedonhankinnan ja julkaisemisen käytäntöjä. Kirjaston tarjoamat palvelut ovat työelämäyhteyksissä yksi monista palvelumahdollisuuksista. Digitalisaatio ja työelämäpedagogiikka luovat asetelman, jossa julkaisemisen kynnys alentuu. Kirjaston tehtävä “sisältä ulos” -toiminnassa näyttää tässä kehityksessä korostuvan.