Teija Lehto

Teija Lehto

I am MA (lang.) and BSc (computing). I work as a senior adviser in digital education at Tampere University of Applied Sciences (TAMK). I maintain digma.fi LMS, and develop the EXAM system in Finland.

Location Tampere, Finland


  • Indeed, when taking courses outside your own institution, even from institutions located in other countries, the challenge of flexibility increases exponentially. Even the time zones have to be considered in syncronous online education.

  • The element of national regulation is to some extent present also in the TAMK case.

  • Yes indeed. The coherence in this TAMK program has required lots of discussions and online meetings - in other words - communication.

  • Yes, and I suppose that as some of the courses in your institution are blended, and others are face-to-face, some teachers must be more prepared to do blended learning than others. Very much depends on the teachers.

  • I think that is a good idea. Even in "normal" times many students find blended or hybrid learning more flexible than face-to-face teaching.

  • An excellent idea to contact the course author. Maybe you can send her/him the Maturity Model document in advance.

  • A good practice indeed. It can be applied in many cases when the intentention is not to test the student, but to help them learning. To help them deepen their learning.

  • In my country, Finland, polarization in education seems to take place increasingly, when we shifted working (almost) fully online from May 2020. Finland has traditionally given equal opportunities in education for everyone, so this is something we have to find solutions for. Probably the polarization is also related to lack of resources in some families....

  • I am eager to hear your reflections and experiences about Programme Coherence.

  • I personally think that the model as such is just a tool to develop your education, so it is ok to use it creatively. Using any model is not and objective - the objective is to enhance your education.

  • Yes, exactly, each module and each course generally is implemented in blended mode.

  • Does this help any? TAMK Professional teacher education curriculum 2020.

    There is a lot of variation in what elements are done F2F and which ones online. There are groups where it is to a large extent online. In the other end there are groups where it is - I would say - more F2F...

  • @MatthewOakes, no need to be sorry at all. I agree, I really do. I think that the students' feedback and desires can't be *the only basis* on which to build an educational program. There has to be more to it. Making students move out of their comfort zone does not always bring the best feedback, but an experienced educator/teacher knows that it has to be done...

  • That is correct, programmes should be designed differently for multi-national audiences, although in them it is possible to utilize much of the resources used in the national programmes.

  • I think you got it right. Finland has a long tradition of teaching as an fairly autonomous profession. I would like to continue the discussion a little bit. Autonomous does not mean that teachers are working alone. On the contrary, a lot of team work and collegial support is needed to empower a teacher in his/her autonomous position. The autonomy rather refers...

  • Glad to hear this.

  • Changing to blended mode in primary education must be challenging. I must say I am personally more familiar with higher education, dealing with young adults, which naturally makes the shift easier.

  • Indeed, it might be a good option to proceed step by step, changing one piece at a time when redesigning a program. You certainly know best the situation in your educational institution.

  • You are not alone wondering what might be the best ratio of flexibility. What is enough and can there actually be too much flexibility? We will elaborate this further in this course in one of the videos from Tampere University of applied sciences.

  • @JeffreyVernon, your reflection on the programme coherence and flexibility feels very mature. In case you can continue this discussion with a colleague, or maybe a few of your colleagues, it might lead up to improvements.

  • An excellent choice to use this lockdown time usefully and join this course, @GeorginaOwen! Let's hope the lockdowns won't last long any more.

  • @SandyKwong, in steps 3.5 to 3.8 you will find them

  • @PaulaLAlbuquerqueLenz-Cesar I love and appreciate the educational collaboration Brazil and Finland are doing at the moment. There is a lot to learn from each other. TAMK is also involved in it.

  • A great idea: a coherence chart + the bigger picture!

  • Oops, I should have replied to all of you: in the Professional Teacher Education Program at TAMK all the modules and courses are blended.

  • @Dr.NeepaOza I only became conscious of this after you formulated it: "Vertical alignment is the ultimate goal which could be achieved through horizontal alignments."

  • Good to hear your comparison between US and Europe, @ElaineStern

  • @KellyHuybers, all the modules and courses are blended.

  • I hope this video gives you some clues how to proceed with it.

  • In Finland higher educational institutions (universities and universities of applied sciences) are autonomous. At least we are supposed to be autonomous, but it actually slightly varies from one government to another.
    The secondary and primary education in schools financed by the Ministry of education needs to follow the curriculum basics defined by the...

  • @Dr.NeepaOza, your reflection shows that you have a deep and professional insight to it, and you have viewed the video carefully. Indeed, in case a student needs more than one or 1,5 years, they will need to jump to new peer groups, as most of their original peer groups already graduated.

    I also appreciate your question concerning the study groups - if...

  • Your remarks about structural flexibility are to the point. From your message I recognized at least these aspects we have indeed incorporated at TAMK: multiple teams, digital learning support, programme administrators, registry.

  • This link might be helpful to you: Professional Teacher Eduction curriculum 2019: https://www.tuni.fi/sites/default/files/2019-08/taok_eng_ops_2019.pdf

  • The reason why our students are doing reflection not only between the teacher and students - but also between the peers, the fellow students - is that many of our students have several years of experience in teaching behind them. And our students come from various fields of science, so the reflection between peers can be quite empowering.

  • YES: "participatory pedagogy a fundamental piece for successful experiences"

  • I guess your daily teaching challenges are then quite different from those of TAMK. I wish you loads of strength in your day-to-day work in these challenging times.

  • You can find more details for instance in this Professional Teacher Eduction curriculum 2019: https://www.tuni.fi/sites/default/files/2019-08/taok_eng_ops_2019.pdf

  • I agree. Also in TAMK the programs for students aged 19-20, for students studying their first degree, are ususally designed differently.

  • Elaine, I think you have found the very core of it. We are indeed dealing with further education, as the students in this program already have their first degrees.