DITL Welcome to the course — Transcript

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1. 0:00Hello everyone and welcome to the Digital and Interactive Teaching and Learning -course.
2. 0:05My name is Julia Kuitunen and I work at the Centre for University Pedagogy and Research at the University of Turku.
3. 0:10In this recording we will go through the course learning objectives, completion methods, schedule and some other useful things to start the course.
4. 0:20Let's start with the learning objectives of the course.
5. 0:23The learning objectives are divided into four parts. The goal is that after completing this course,
6. 0:29You will be able to interpret and solve typical teaching and supervision situations and the issues that arise in them, and base your decisions on higher education pedagogy, research findings and theories.
7. 0:39The second objective is to ensure that you understand the importance of interaction in learning and are able to take this into account when planning and implementing your own teaching.
8. 0:48The third objective of the course is to enable you to discuss pedagogical issues in higher education
9. 0:52and consider different perspectives, theories, disciplinary specificities and then the environment and the different situations of its actors.
10. 1:00The fourth objective of the course is to enable you to pay attention to the well-being of your students and, of course, to your own well-being and the well-being of other members of your work community.
11. 1:11These four objectives should be kept in mind throughout the various tasks of this course.
12. 1:16Let's now move on to the implementation methods of the course.
13. 1:20This course is three credits, equivalent to approximately 81 hours of student work.
14. 1:27In this next section, I have divided the course completion methods into sections and put after them an indicative number of hours that one might think would go into each section.
15. 1:39These are of course indicative, so some may spend a little more time than others on these and some less.
16. 1:46The course includes independent viewing of lecture recordings and reading of the literature to be covered in the course.
17. 1:53In addition, the course includes an assignment called My day as a university teacher -reflection assignment.
18. 2:01This is by far the task that takes up the most time in the course.
19. 2:04This reflection task also involves reading peer assignments and giving peer feedback, for which time is also allocated.
20. 2:13This will be followed by a small group meeting via Zoom.
21. 2:17For the small group meeting, a pre-assignment will be made and returned to Moodle before this particular meeting.
22. 2:27In addition, the course will include the completion of a questionnaire at the beginning and end of the course.
23. 2:32The course is graded on a pass/fail scale. Passing the course requires the successful completion of all components 1-4.
24. 2:42Let's now move on to the course structure. Here is now a diagram of the sub-assignments that make up the course.
25. 2:49So here are the sub-assignments that you will have to do during the course.
26. 2:54The very first thing you'll be able to do is to answer that introductory survey for the course. After that, you'll get into the reflection assignment and then you'll get to read and give feedback to your peers assignments.
27. 3:05In the third part, you will get to prepare for the small group meeting and do a short pre-assignment in preparation for the meeting.
28. 3:13In the fourth part, you will have the opportunity to answer the final query of the course.
29. 3:16Once you have successfully completed these sections, you have completed your part of the course.
30. 3:21Course timetable: for this reflection assignment, you can choose from the course timetable when you wish to return your reflection assignment.
31. 3:33Return dates for reflection assignments are always mid-month.
32. 3:37This task can be done in either English or Finnish. Peer feedback is given in the same language as the language in which you returned your own assignment.
33. 3:47About peer feedback: you have about two weeks to provide peer feedback.
34. 3:54During these two weeks, you will have the opportunity to read the assignments of your peers and provide brief feedback on the assignments as instructed in the Moodle area.
35. 4:02Once you have successfully completed the peer feedback phase, you can choose a small group meeting from the schedule to attend in Zoom.
36. 4:08You can then complete the pre-assignment for the small group meeting and return it to Moodle.
37. 4:12You do not need to register for a small group meeting in advance, just do the pre-assignment and return it to the designated folder in Moodle.
38. 4:21Small group meetings are designed to discuss in small groups of 3-4 people. Active participation during the discussions is highly encouraged.
39. 4:30The use of a web camera is required for small group meetings.
40. 4:35If you have any questions regarding the use of the camera, please send me an email ([email protected]).
41. 4:42An issue that came up several times in the last academic year in the form of questions is the use of artificial intelligence:
42. 4:53In this course, the focus is on reflecting on the course assignments through your personal experiences.
43. 5:01Therefore, all assignments in the course must be conceived and written by you.
44. 5:08Reflective assignments will help you to reflect on your own teaching in relation to the main theories of learning research.
45. 5:16Therefore, generative AI or various AI applications are not meaningful for brainstorming in this course.
46. 5:26Generative AI can be used for language check of the text you write if you wish, but keep in mind that this is a university pedagogy course, not a language course.
47. 5:40The text does not have to be grammatically perfect, but of course understandable to the other students in the course and to our teachers.
48. 5:47If, during this course, we teachers become suspicious that AI has been used inappropriately, we proceed as follows (1 or 2):
49. 6:061) We will discuss with the student and possibly ask the student to summarize this particular writing assignment and its content verbally at the meeting.
50. 6:172) Alternatively, the writing assignment may be rewritten and returned at the next possible return date.
51. 6:25If a student repeatedly fails to follow the course guidelines for the use of AI, the University of Turku's guideline for misconduct will be followed.
52. 6:36But then let's go to the next point.
53. 6:41This is actually the point in which we will see eachother at Zoom for the first time.
54. 6:50Before this third section, all the course work will be done asynchronously in the Moodle area of the course.
55. 6:55So it is only in the third section that we get to meet each other (via Zoom) in small group meetings.
56. 7:02I would also like to mention this, that these studies are part of our 60-credit university pedagogy studies.
57. 7:10And here is a diagram of the studies, so that it is easier to see where these studies fall.
58. 7:16After this period of study, you will be able to continue your studies.
59. 7:20At the moment, the University Pedagogy 1 -module is available bilingually (in Finnish and English) through the Open University, also for staff,
60. 7:28as well as to other interested students and doctoral candidates.
61. 7:35University pedagogy 2 and university pedagogy 3 -modules you need to apply separately.
62. 7:41So there are certain admission criteria and you can find more information about them on the Peppi and the Intranet of the University of Turku.
63. 7:51But that's all I wanted to go over in this introductory info session, so if you have any questions at any point, please check the contact information from the course area.
64. 8:03Otherwise, see you at the small group meetings there after the reflection assignment.
65. 8:06Bye bye!