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TYYLI – working life skills and co-operation at Aalto University

During a university pedagogical course Working life skills and co-operation in university teaching, working life skills and co-operation with companies were integrated into courses to support and facilitate the development of students’ working life skills and competencies.

The course was a pilot course, and it was targeted for Aalto’s academic staff with teaching tasks. The course was organized by Aalto University, and it was based on a pedagogical training organized as part of a national level development project TYYLI.

The Working life skills and co-operation in university teaching -course included starting and ending meetings, mentor group meetings, working life visits, and web-based activities in MyCourses learning environment. The course was three credits and it lasted for three months. 

Working life visits created co-operation

During the course, each of the participants generated an idea of a development task related to working life skills and co-operation in their own courses, and drew up a course plan. The Working life skills and co-operation in university teaching -course emphasized web-based activities and independent working. In addition, the participants had mentor group meetings led by TYYLI-mentors, and they visited companies selected according to their own interests.

Working life visits enabled the participants to get acquainted with the companies in their own subject field, and the discussions with the company representatives offered fresh views on working life skills needed by the students when graduating and transferring to working life. Furthermore, the working life visits generated co-operation with different companies, for example, students were able to get acquainted with some high technology equipment.

University pedagogical course offers ideas and peer feedback to facilitate and support the development of one’s own teaching

During the training, the participants both gave and received peer feedback about their development ideas, and course plans. In addition, the participants received feedback from the facilitator of the course. The development ideas and course plans were also discussed in mentor group meetings. Peer feedback was experienced to be very useful, and peers offered ideas, support for planning, and developing one’s course. Peer feedback and shared, social reflection with one’s colleagues is one of the key elements in Aalto University’s pedagogical training.  

Additional information:

Virve Pekkarinen, Specialist in University pedagogy
Aalto University, Learning Services
[email protected]
www.tyylihanke.wordpress.com
www.tyylikoulutus.wordpress.com

Photos: Virve Pekkarinen.

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