Laurea Julkaisut I Laurea Publications Katariina Raij (ed.) Learning by DeveLoping action MoDeL Laurea Julkaisut I Laurea Publications I 36 Katariina Raij (ed.) Learning by DeveLoping action MoDeL All manuscipts submitted to this publication undergone double blind peer review. The article ”Learning by Developing in Higher Education” by Raij, K. was originally published in the ”Journal of Education Sciences”, Issue II, 6-21. Eötvös Loránd University, Faculty of Education and Psychology. Copyright © Authors and Laurea University of Applied Sciences 2014 Cover photo: Unto Kotilainen ISSN 2242-5225 (online) ISBN 978-951-799-394-4 (print) Grano Oy, Espoo 2014 content Foreword / Jouni Koski 6 introduction / Katariina raij 7 articles Learning by Developing in Higher Education Katariina raij 10 Producting Mode 2 Knowledge in the LbD Action Model Processes outi Kallioinen 23 Leadership in Learning by Developing pentti rauhala 36 Some Experience-based Considerations on the LbD Action Model vesa taatila 50 Real-world Pedagogical Approach to the Career Planning of Students at Universities of Applied Sciences and Support for Professional Identity 59 Jouni Koski & Seija Mahlamäki-Kultanen Project as a Patchwork Quilt - from Study Units to Regional Development outi ahonen, tarja Meristö, Liisa ranta & Hanna tuohimaa 67 Experiencing within a Development Project for Substance Abuse Rehabilitation teemu rantanen, eeva Soikkeli & elska Kolu 85 Entrepreneurship Education in the LbD Action Model - Review 93 Katariina raij Foreword lthough Finland is considered to be one of the Laurea has been nominated five times by the Finnish Hig- countries with a centralised decision-making sys- her Education Evaluation Council (FINHEEC) as a Centre A tem for education, the individual characteristics, of Excellence in regional development and Centre of Excel- specific to each university of applied sciences, must be iden- lence in education. The reason for these distinctions is Lau- tified. Universities of applied sciences have a great deal of rea’s proprietary and evolving university of applied sciences autonomy in determining the content and provision of edu- pedagogical application, LbD, which is still being ambi- cation as well as co-operating with working life. The running tiously developed. When students are placed at the centre theme throughout the entire establishment of the universi- of workplace co-operation under LbD, networks with the ty of applied sciences institution was working-life orienta- surrounding workplace and business sector are established tion and close co-operation with the workplace, which is during studies, thus promoting their eventual employment. common to all universities of applied sciences. The indivi- The percentage of graduates from Finnish universities of dual developmental characteristics of universities of app- applied sciences gainfully employed in the workforce has lied sciences are informed both by their geographical area been the highest at Laurea for several years. As a pedagogi- and educational fields and the educational institutions from cal action model, LbD has also supported the development of which they were formed through consolidation. In a univer- R&D and innovation as well as regional development toget- sity of applied sciences context, a specific trait of Laurea can her with businesses and organisations, thus strengthening be found in its pedagogical action model, which combines Laurea’s role as a joint Uusimaa university of applied scien- the three main tasks of a university of applied sciences, i.e. ces that serves the entire Greater Helsinki metropolitan area. education, research and development and regional develop- ment. Learning by Developing (LbD) does not only integrate The development of university of applied sciences pedagogy the main tasks of a university of applied sciences it places is a key common goal and, for us here at Laurea, a point of students at the centre of working life co-operation and all pride, which we want to promote together for the good of university operations. LbD was a strategic choice for Laurea students, at both the national and international levels. that has provided considerable support for the development of a multidisciplinary university of applied sciences. This is Wishing all success in our co-operative endeavours, the reason that the LbD process was also chosen to be a uni- versity of applied sciences core process. Laurea University of Applied Sciences Implementation of the common university of applied scien- Jouni Koski ces pedagogical action model - Learning by Developing- can President be described as a successful solution. Over a ten-year period, 6 Learning by Developing Action Model Introduction he idea of the present book is to introduce the Lear- understanding, doing and situation management), as well ning by Developing (LbD) action model and its as the integration of different types of knowledge (knowled- T ongoing development at Laurea University of App- ge in theories and models, embedded in skills and abilities, lied Sciences (UAS) in different phases, since the year 2003, moral knowledge and experiential knowledge) (Raij 2000; when the UAS Law (Finnish Law, Act 351/2003) was given. 2003) gave the basis for Laurea’s first pedagogical strategy The three tasks, given by the law, were seen to imply the need (Laurea 2002). (Figure 1.) The holistic competence model to reconcile research and development, regional develop- was meant to direct building learning environments, where ment and pedagogy as an integrated whole. all the types of knowledge are to be found for enhancing the development of professional ways of action, which are seen Before that, the holistic model of professional competence as an integration of the identified components. in the form of the integration of the components (knowing, Knowledge in Moral knowledge theories and models Knowing Understanding Doing Situation Experiential management Knowledge embedded knowledge in skills and abilities Figure 1. the holistic model of professional competence The three different phases leading to the recognition of lear- have an important role (Skinner 1954). In cognitivism, lear- ning by developing were described in the first LbD research ning is assumed to be basically an information processing report (Raij 2007) as 1) the project based instruction - pha- process, addressing the distinction between surface and se, 2) the integrative environments development - phase (c.f. deep approaches (e.g. Marton and Säljö 1976). Humanism Fränti & Pirinen 2005) and 3) the recognition of the charac- emphasises self-directed learning, in which a learning teristics and stages of LbD - phase (Raij 2007), which led to goal is to become self-actualised with intrinsic motivation identifying a pragmatic learning concept as a basis of LbD. towards accomplishment (e.g. Patterson 1976). In construc- tionism (e.g. Phillips 1995), the emphasis is on a learner’s The development chains of learning theories, in the eighties own knowledge construction and the active role of a learner; and the nineties, open different approaches to look at lear- whereas in social constructionism, the importance of social ning: how it used to be compared to how it is now, and we interaction and the sociocultural context of learning are used to learn compared to how we do it today. Learning in emphasised as they are in the activity theory (Vygotsky 1978; behaviourism is seen as the acquisition of new behaviour Engeström 1978). In pragmatism (e.g. Dewey (1929), acting through conditioning, in which rewards and reinforcements together, leading to the development of new ways of action, Learning by Developing Action Model 7 as well as the meaning of an interaction between an indivi- Outi Kallioinen’s article ‘Producing Mode 2 knowledge in dual and an environment, are emphasised. the LbD action model processes’ reflects on the principles and the production of Mode 2 knowledge in the LbD action LbD emphasises acting together in projects, which are con- model. Her theoretical examination focuses on scientific nected to real–life situations. The resulting outcomes are publications related to Mode 2 knowledge, as well as the individual learning, community learning and produced pedagogical foundations of LbD, referring to the above-men- innovations. Learning is seen as a tool for enabling the tioned articles (Raij 2013; Taatila et Raij 2012). The article con- achievements of new competences needed in working life. siders all five principles of Mode 2 knowledge production Students learn by participating in authentic projects that to be demonstrated in LbD but emphasises that it does not requires the integration of different types of knowledge, as allow the overall generalisations on the links between Mode well as the different component of learning in a professional 2 knowledge production and the LbD processes. The article is context. meant to give an interesting perspective on the Mode 2 pro- duction knowledge in LbD. LbD became Laurea’s trademark and strategic value based on success and achievements with applying the model. Pentti Rauhala’s article ’Leadership in Learning by Deve- The measures used consist of the following: the high rates loping’ aims to ascertain the validation of the theories of of employment, annual start-ups, positive national and management and leadership in higher education in the peda- international evaluations and rewards, increasing external gogical activities of LbD. This article is based on a meta-ana- research and development