{"id":2526,"date":"2024-09-06T15:27:24","date_gmt":"2024-09-06T12:27:24","guid":{"rendered":"https:\/\/blog.hamk.fi\/hamk-beat\/?p=2526"},"modified":"2024-08-06T15:28:16","modified_gmt":"2024-08-06T12:28:16","slug":"i-learned-a-new-way-breaking-the-cycle","status":"publish","type":"post","link":"https:\/\/blog.hamk.fi\/hamk-beat\/i-learned-a-new-way-breaking-the-cycle\/","title":{"rendered":"\u201cI learned a new way\u201d \u2013 Breaking the cycle"},"content":{"rendered":"

Teachers tend to teach the way they have been taught themselves. This is especially the case when the teachers lack proper pedagogical background and training. The outcome of this \u201ccycle\u201d is usually sole lecturing, which according to the newest pedagogical knowledge is not an efficient way to deliver knowledge or skills. Breaking this cycle may be difficult, but it is by no means impossible. We at HAMK have noticed that the majority of teachers, irrespective of their pedagogical knowledge and background, thrive for their students and are more than willing to learn and implement new teaching methods. They just need the opportunity and guidance to do this.<\/span>\u00a0<\/span><\/p>\n

As part of its various <\/span>projects around the world<\/span><\/a>, HAMK aims to provide teachers the much requested opportunities and assistance to become \u201c21st-century teachers\u201d, utilising modern pedagogical methods and delivering transformative, world of work-relevant competencies to students. Zambia 21st-Century Forestry Education<\/a> is one of these projects. It\u2019s a project funded by the <\/span>Finnish National Agency of Education<\/span><\/a>, with the aim to develop 21st-century skills through world of work-relevant curricula planning and implementation. The project focuses on forestry education and partners with two Zambian educational institutions: the University of Zambia (UNZA) and Zambia Forestry College (ZFC).<\/span>\u00a0<\/span><\/p>\n

Seeing is believing\u00a0<\/span><\/h3>\n

We at HAMK Africa believe that \u201c<\/span>seeing is believing<\/span><\/i>\u201d, and we operate accordingly. Thus, as part of the Zambia 21<\/span>st<\/span>-Century Forestry Education project, in May 2024, we invited staff members from UNZA and ZFC to visit HAMK\u2019s Visam\u00e4ki Campus to immerse themselves in benchmarking, practical learning and participatory observations.<\/span>\u00a0<\/span><\/p>\n

The approach bore fruit. At the end of the workshop, we had smiling, content, visitors, full of enthusiasm and new ideas to utilise in their work and to improve their institutions. We together reflected the learnings and the overall workshop experience. The following themes emerged from the discussions and feedback survey.<\/span><\/p>\n

Taking learning outside. <\/span><\/b>During the workshop, one of HAMK\u2019s experts took the participants outside, holding an outdoor session on problem-based and student-centered learning utilising a gamification software, <\/span>Seppo.io<\/span><\/a>. This activity inspired the participants. They are used to holding practical teaching outside, but it was the first time they experienced content or theory-focused teaching outside of classroom. \u201c<\/span>We should implement that too<\/span><\/i>\u201d expressed one of the participants. Others agreed that learning outside has its benefits. Indeed, many <\/span>studies conclude<\/span><\/a> that learning in nature increases attention, reduces stress and enhances enjoyment of learning.<\/span><\/p>\n

Online education. <\/span><\/b>Not only did the learning outdoors, but also the gamification software and other online tools used during the workshop aroused participants’ interest. Having licenses for tools and software is rare in the Zambian educational institutions, but during the workshop, it was acknowledged that there are various cost-free tools and apps that can be used in contact and\/or remote teaching. We hope to delve into these potential tools, apps and software in later parts of the project.<\/span><\/p>\n

Interactive, participatory learning. <\/span><\/b>\u201cThe workshop demonstrated how we ought to train students in a participatory way\u201d<\/span><\/i> summarized one of the participants. One of the main eye-openers of the workshop and a clear difference in the traditional teaching practices in the participants\u2019 respective institutions was the delivery of teaching through discussions and sharing, not just lecturing. The interactive way of learning impressed the visitors, and they also managed to see the outcome of this type of teaching. [One of the students we met] <\/span>seemed like a staff member. It proved that this, student-centered method works. Students were able to explain things like teachers<\/span><\/i>!\u201d<\/span><\/p>\n

Believing leads to action<\/h3>\n

\u201c<\/span>I learned a new way I can deliver my lessons<\/span><\/i>\u201d concluded one of the participants in the workshop feedback. \u201c<\/span>I realized that we need an updated curriculum that would answer the issues of the 21st century<\/span><\/i>\u201d wrote another. It was not only the workshop participants that were immersed to new things and examples. The workshop was also an eye-opener for the hosts. The participants\u2019 enthusiasm, willingness to learn and readiness to change one’s habits were palpable during the workshop and impressed the organisers. It was more than we even dared to hope. We are sure that these individuals will become change makers, spreading their learnings and best practices among their colleagues and to their institutions. We at HAMK Africa are proud of having the opportunity to work together with so inspiring persons, and we hope that this cooperation will last for long.<\/span><\/p>\n

\n

Author<\/h3>\n

Satu M\u00e4\u00e4tt\u00e4nen,\u202f<\/span>Project expert<\/span> in\u202fthe\u202fHAMK Bio\u202fResearch Unit. HAMK Africa Team member.<\/span><\/p>\n

Photo: Adobe Stock<\/p>\n","protected":false},"excerpt":{"rendered":"

Teachers tend to teach the way they have been taught themselves. This is especially the case when the teachers lack proper pedagogical background and training. The outcome of this \u201ccycle\u201d is usually sole lecturing, which according to the newest pedagogical knowledge is not an efficient way to deliver knowledge or skills. 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