OJU02200 Learning environments enhancing student-involving interaction (5 cr)

Study level:
Intermediate studies
Grading scale:
0-5
Language:
English
Responsible organisation:
Department of Teacher Education
Curriculum periods:
2020-2021, 2021-2022, 2022-2023

Description

Content

The course is organized around relevant phenomena and activities that are linked to all of the six skills mentioned above. The students learn about and practice these skills in various courses during their studies, but in this particular course they are invited to build a spatial and social understanding of learning.
The scope and sequential order of activities is the following:

Basics
1. Cultural skills: how to “read” the schoolscape? What does it “tell” to us about the organizational culture, the languages, the various cultural groups in the school? Intro lecture and guided reflection on student teachers’ previous experiences.
2. Intellectual skills: building an understanding of schoolscapes through research. Basic methods in schoolscape research. Planning an own mini schoolscape project (e.g. observing the schoolscape of the school in which their teaching practice takes place; conducting a self-ethnographic study on their own learning environments at the university; asking students/parents/teachers about their experiences with schoolscape; comparing in- and out-of-school learning, etc.). Lecture and group work. Students can develop projects that they carry out individually or in pairs.

Focusing on phenomena
3. Communication and interaction skills: how interaction takes place in various schoolscape settings. Communication and interaction in and out of the school (cf. ‘learning in the wild’). Schoolscapes enhancing mono-/bi-/multilingual communication. Lecture and the analysis of research materials in small groups (prepared videos and transcripts with translation if needed). Collecting ideas for enhancing students’ involvement in interaction through schoolscape design.
4. The ethics of schoolscapes: agency, participation, belonging, authorship vis-à-vis schoolscapes. Community planning and negotiation/contestation of schoolscapes. Narrating local histories through schoolscapes: constructing and erasing identities. Lecture about participatory ethnographical methods. Group work on research materials from ethnographical projects (images, interview excerpts, texts from media, etc.)
5. The aesthetics of schoolscapes: physical learning environments shape the visual literacy of students. Schoolscapes are evaluated and classified by school community members. Trends in schoolscape design: institutional aesthetics through history (a brief overview). School community members’ evaluation of schoolscapes: practicality, approachability, coziness, human-scale design. Students prepare and share materials from their own (already running) mini projects and analyze them in groups.
Towards innovation
6. Schoolscape-aware pedagogy: summarizing the results of students’ own projects. Student conference as a closing event of the course: students prepare presentations/posters to share and discuss their results with others. Doing so, they especially focus on how the project/course helped them in understanding and perhaps redefining their role as a teacher, and what strategies/methods they built for their (next) teaching practice period.

Completion methods

Contact teaching, assignments and/or exam.

Assessment details

active participation in the course activities;
reading the assignments;
carrying out a mini schoolscape project, present it in the closing conference, and report it in a short essay/video/vlog/blog post…;
writing the learning diary.

Learning outcomes

The goal of the course is to give a general understanding of physical learning environments (i.e., schoolscapes). The course raises awareness to the role schoolscapes play in institutional interaction of various kinds (classroom interaction, organizational cultures of communication, and narrated local/national/global history). Addressing the ethics of schoolscape design, agency relations in creating and using social spaces are discussed in detail. The course helps the students to build strategies for the conscious design and development of physical learning environments.

Study materials

(list to be compiled): 1-2 open access papers for each topic, altogether 6-12 papers. This year our Special Issue on schoolscape research will be published in Linguistics and Education (eds. Laihonen & Szabó). The SI papers cover most of the topics. If the SI won’t be available in this semester, we can use it next year (or I can ask the authors’ permission to use parts of their final drafts which is of course tricky). I can also add some of my papers/finalized manuscripts. Not only academic texts but also newspaper articles, blog posts, etc. can be included to show how schoolscape as a topic appears in wider societal discourses.

Completion methods

Method 1

Description:
Participation in contact teaching and/or independent study, learning assignments and/or exam. Mode of completion to be specified in the Study Programme.
Evaluation criteria:
Active participation in teaching and completing and passing learning assignments/exam.
Select all marked parts
Parts of the completion methods
x

Teaching (5 cr)

Type:
Participation in teaching
Grading scale:
0-5
Language:
English
No published teaching