Digital Transformation in Pedagogy: TAMK's Principles for Advancing Learning, Teaching, and Competence Development

Hanna Ilola, Director, Professional Teacher Education, Tampere University of Applied Sciences

At Tampere University of Applied Sciences, digitalisation has been identified as a significant area for development in pedagogy, course delivery, and learning support services. Digitalisation was already advanced before the era of the coronavirus, but the pandemic accelerated its progress. Teachers had to quickly adopt new technologies. Nevertheless, we aimed to preserve the characteristic interactive relationship between students and teachers at TAMK and the fundamental approach of the university, which emphasises real-world relevance. Teachers were supported in incorporating interactive elements into virtual teaching, and these were learned together, for instance, with the assistance of digital mentors.

Based on these experiences, we wanted to develop common pedagogical principles for TAMK that would be followed in all curricula, teaching, and guidance.

The principles are learning orientation, participatory learning communities, expertise in working life development and a sustainable future. The cross-cutting theme of the principles is digitalisation. It can be seen in practical competencies, activities, and operating environments.

Pedagogical principles​ in TAMK UAS

Learning orientation​

In accordance with a learning orientation, we use flexible and diverse learning, teaching, and competence development possibilities.​ In education, we use working life-oriented and international learning environments in a competence-based manner and work in cooperation with working life.​ We enable diverse studentification methods with flexible and multidisciplinary learning processes and curricula. We support students’ inclusivity and participation in learning processes. ​ 

Participatory learning communities​

Participatory learning communities mean that learning takes place by being and doing together. We use and promote multidisciplinary and multicultural methods.​ Our focus is on the support of learning communities’ collective and intellectual work.​ We produce considered and ethically sustainable teaching and learning solutions. Our work and learning environments support diversity and accessibility.​

Sustainable future​

Sustainable development in future higher education means learning that changes the basis for existence, our understanding of mutual dependence between humans and nature, humanity, well-being factors, and the role of the economy in the global society and community.​

 Expertise in Working Life Development​

As active members of a working life-oriented higher education institution, we respond to changing and developing competence needs of future working life in a multidisciplinary and innovative manner.​ Our students participate in working life ecosystems.​ Our working life-oriented higher education institution considers current future phenomena using national and international networks and research.​Our learning possibilities are varied and easily available.​

“As active members of a working life-oriented higher education institution, we respond to changing and developing competence needs of future working life in a multidisciplinary and innovative manner.”

To ensure the competence of teachers, we have developed a digital badge constellation for assessing digital competencies. Digital open badges are a new method for recognising and accrediting competencies. An open badge is an electronic, visual proof of competence, and it can be used to make your competencies evident to others as well. Badges are used to

• Develop new ways for recognising and making competences visible

• Highlight competencies not visible in a diploma

• Recognise and highlight competencies built flexibly through work, self-studies or formal studies

• Make the individual and organisation level competencies apparent

• Develop and aim the competencies in an organisation based on future needs.

The themes of TAMK´s digital open badges are derived from the four pedagogical principles. For example, learning orientation currently covers six micro badges, the themes related to competency-based education, assessment, accessibility, and teaching methods. 

For example, when demonstrating competence in the pedagogical principle of 'Learning Orientation,' teachers earn a digital badge encompassing the following themes: Work-life-oriented teaching, competency-based education in higher education, accessible teaching and learning, competency-based assessment, learning-centered teaching methods, design and implementation of online teaching, pedagogical application of artificial intelligence and pedagogical applicator of artificial intelligence. Teachers can apply for badges based on their previously acquired competencies or through learning and developing. 

The badges are assessed at the Teaching and Learning Centre in TAMK UAS, and a pedagogical expert conducts the evaluation. Badges are a crucial component of pedagogical quality assurance.

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