Project Portfolio
Essi Ryymin
This portfolio presents a selected collection of my work projects related to
1) Transforming Work and Learning,
2) Global Education and Competence Development
and
3) Digital Pedagogy, Leadership and Learning Environment Design.
This portfolio presents a selected collection of my work projects related to
1) Transforming Work and Learning,
2) Global Education and Competence Development
and
3) Digital Pedagogy, Leadership and Learning Environment Design.
1) Transforming Work and Learning
CO-CARBON
(Individuals, communities, and municipalities mitigating climate change by carbon smart green space)
Period: 1.) 2020-2023 and 2. 2024-2026
Organisations: University of Helsinki (Coordinator), Aalto University, Finnish Meteorological Institute, Häme University of Applied Sciences (HAMK Bio and HAMK Edu), University of Copenhagen.
Funder: Strategic Research Council of the Academy of Finland
Summary of activities: CO-CARBON is a multidisciplinary research project aiming to quantify the carbon storage of green spaces at different urban scales using novel measurements and process-based models. A wide range of socio-ecological factors will be considered while evaluating the planning and management needs of carbon-smart green spaces. New solutions and knowledge for planning, implementation and maintenance of carbon smart urban green infrastructure are developed. This will be done in collaboration with project partners, citizens, businesses and city planners. The project aims to make carbon smart green spaces well-recognized as part of urban transition at different societal levels.
Role: HAMK Research Team Member. HAMK Edu contributes to the project by researching and facilitating knowledge building and learning on the boundaries of multidisciplinary teams of researchers, green industries and HEI teachers.
Another research interest of HAMK Edu is to investigate how the new scientific knowledge is adapted in higher education and professional practice of future green professionals.
Tahvonen, O., Rintala, H. & Ryymin, E. (2021, November 3-4). Promoting carbon-smart practices in domestic urban gardens - Multidisciplinary collaboration in socio-ecological systems. Paper presented at RUN-EU European University Innovation Hub Virtual Conference.
An abstract available at: run-eu.eu/files/2021/12/2021_RUN-EU_European_Innovation_Hubs-Virtual-Conference-Booklet.pdf (p. 39).
Ryymin, E. & Tahvonen, O. (2023). Hiiliviisaat
kaupungin hengittävät vihreillä keuhkoillaan
hyvinvointia kaikille. HAMK Beat, 1.2. 2023.
CO-CARBON WEBSITE (2020-2023 / 2024-2026)
Co-Carbon -projekti (suomeksi)
Merkittävä rahoitus Suomen Akatemialta kaupunkivihreän hiilensidontatutkimukseen (Tiedote 13.11. 2020)
Organisations: University of Helsinki (Coordinator), Aalto University, Finnish Meteorological Institute, Häme University of Applied Sciences (HAMK Bio and HAMK Edu), University of Copenhagen.
Funder: Strategic Research Council of the Academy of Finland
Summary of activities: CO-CARBON is a multidisciplinary research project aiming to quantify the carbon storage of green spaces at different urban scales using novel measurements and process-based models. A wide range of socio-ecological factors will be considered while evaluating the planning and management needs of carbon-smart green spaces. New solutions and knowledge for planning, implementation and maintenance of carbon smart urban green infrastructure are developed. This will be done in collaboration with project partners, citizens, businesses and city planners. The project aims to make carbon smart green spaces well-recognized as part of urban transition at different societal levels.
Role: HAMK Research Team Member. HAMK Edu contributes to the project by researching and facilitating knowledge building and learning on the boundaries of multidisciplinary teams of researchers, green industries and HEI teachers.
Another research interest of HAMK Edu is to investigate how the new scientific knowledge is adapted in higher education and professional practice of future green professionals.
Tahvonen, O., Rintala, H. & Ryymin, E. (2021, November 3-4). Promoting carbon-smart practices in domestic urban gardens - Multidisciplinary collaboration in socio-ecological systems. Paper presented at RUN-EU European University Innovation Hub Virtual Conference.
An abstract available at: run-eu.eu/files/2021/12/2021_RUN-EU_European_Innovation_Hubs-Virtual-Conference-Booklet.pdf (p. 39).
Ryymin, E. & Tahvonen, O. (2023). Hiiliviisaat
kaupungin hengittävät vihreillä keuhkoillaan
hyvinvointia kaikille. HAMK Beat, 1.2. 2023.
CO-CARBON WEBSITE (2020-2023 / 2024-2026)
Co-Carbon -projekti (suomeksi)
Merkittävä rahoitus Suomen Akatemialta kaupunkivihreän hiilensidontatutkimukseen (Tiedote 13.11. 2020)
Photo: Hiedanranta keskusaukio (city center) ©
City of Tampere 2018, Schauman & Nordgren Architects & Mandaworks, Arkkitehtitoimisto NOAN, Jolma Arkkitehdit, TUPA architecture
City of Tampere 2018, Schauman & Nordgren Architects & Mandaworks, Arkkitehtitoimisto NOAN, Jolma Arkkitehdit, TUPA architecture
StiLLLearning -
Innovative Training Solutions for Learning at Work in Disruptive Industries
Period: 2020-2022
Organisations: Häme University of Applied Sciences (Coordinator), Cometa Formazione (Italy), Bildungswerk der Niedersächsischen Wirtschaft gemeinn GmbH (Germany) and Swiss Federal Institute for Vocational Education and Training SFIVET (Switzerland). Network of large and SME companies from Finland, Germany, Switzerland and Italy from manufacturing industry, renewing energy and green technology, clothing, textile and design, and tourism.
Funder: European Union's Erasmus Plus -programme.
Summary of activities: The goal of the project is to research continuous learning and key competences in industries that are strongly experiencing digital disruption (and now also Covid-19) in Europe. In further, the goal is to co-create new training solutions for learning at work (WBL) together with partner companies including digital cMOOC for competence developers.
Role: Project Manager
Amenduni, F., Ryymin, E., Maetoloa, K. & Cattaneo, A. (2022). Facing Disruptive Changes With Informal Workplace Learning Strategies: The Experience of European Companies. Frontiers in Psychology, 13:889850. DOI: https://doi.org/10.3389/fpsyg.2022.889850
StiLLLearning-project (October, 2021). Learning at Work in Disruptive Industries - A Training Needs Analysis. Available at: https://www.hamk.fi/wp-content/uploads/2021/06/Final-Report-IO1-1.pdf
Cattaneo, A., Nardi, P., Ryymin, E., Rintala, H. & Maetoloa, K. (2021, September 1). Digital skills and training practices in disruptive industries: a European perspective. EDEN NAP (European Distance and E-learning Network) -webinar.
StiLLLearning Project Website and Outcomes (2020-2022)
StiLLLearning in Disruptive Industries of Europe (Blog post 7.1. 2021)
HAMK tutkii uutta osaamista ja kehittää innovatiivisia ratkaisuja jatkuvaan oppimiseen murrosaloilla (2.12.2020)
Organisations: Häme University of Applied Sciences (Coordinator), Cometa Formazione (Italy), Bildungswerk der Niedersächsischen Wirtschaft gemeinn GmbH (Germany) and Swiss Federal Institute for Vocational Education and Training SFIVET (Switzerland). Network of large and SME companies from Finland, Germany, Switzerland and Italy from manufacturing industry, renewing energy and green technology, clothing, textile and design, and tourism.
Funder: European Union's Erasmus Plus -programme.
Summary of activities: The goal of the project is to research continuous learning and key competences in industries that are strongly experiencing digital disruption (and now also Covid-19) in Europe. In further, the goal is to co-create new training solutions for learning at work (WBL) together with partner companies including digital cMOOC for competence developers.
Role: Project Manager
Amenduni, F., Ryymin, E., Maetoloa, K. & Cattaneo, A. (2022). Facing Disruptive Changes With Informal Workplace Learning Strategies: The Experience of European Companies. Frontiers in Psychology, 13:889850. DOI: https://doi.org/10.3389/fpsyg.2022.889850
StiLLLearning-project (October, 2021). Learning at Work in Disruptive Industries - A Training Needs Analysis. Available at: https://www.hamk.fi/wp-content/uploads/2021/06/Final-Report-IO1-1.pdf
Cattaneo, A., Nardi, P., Ryymin, E., Rintala, H. & Maetoloa, K. (2021, September 1). Digital skills and training practices in disruptive industries: a European perspective. EDEN NAP (European Distance and E-learning Network) -webinar.
StiLLLearning Project Website and Outcomes (2020-2022)
StiLLLearning in Disruptive Industries of Europe (Blog post 7.1. 2021)
HAMK tutkii uutta osaamista ja kehittää innovatiivisia ratkaisuja jatkuvaan oppimiseen murrosaloilla (2.12.2020)
Picture: CC 0
CoOL@Work
(Continuous Opportunities for Learning at Work)
Period: 2020-2022
Organisations: Häme University of Applied Sciences (Coordinator), Tampere University, The University of Turku, three large companies from transportation, manufacturing industry and social welfare from Finland.
Funder: The Finnish Work Environment Fund (Työsuojelurahasto)
Summary of activities: The project creates more knowledge and understanding of employees’ learning experiences and opportunities. The project adopts versatile data collection methods to obtain multifaceted information on learning, including a survey, interviews and a physiological measurement of electrodermal activity (EDA) and activation levels with a Moodmetric smart ring. The collected data is used to develop learning opportunities at the participating organisations.
Role: Researcher
Rintala, H., Postareff, L. & Ryymin, E. (2023).
Sitoudun, siis opin - Miten edistää
jatkuvaa oppimista työssä? Työelämän tutkimus, 21, 1, 33-57. doi: 10.37455/tt.107998
Rintala, H., Postareff, L. & Ryymin, E. (2022). Pedagogiikka työssä oppimisen tukena työelämässä. In Lemmetty, S. & Collin, K. (Eds.) Jatkuva oppiminen ja aikuispedagogiikka työssä (pp .218-239). Jyväskylän yliopisto: SoPhi. Saatavilla osoitteessa jyx.jyu.fi/handle/123456789/84074
CoOL@Work Project Web Site
Ryymin, E. & Postareff, L. (2022, February 16). CoOL@Work - Alustavia tutkimustuloksia ja keskustelua. [Blog post]. Retrieved from:
https://bit.ly/3BplsFW
Ryymin, E., Postareff, L. & Rintala, H. (2020). Uutta tutkimusta jatkuvasta oppimisesta työssä. HAMK Unlimited Professional 17.4.2020.
Organisations: Häme University of Applied Sciences (Coordinator), Tampere University, The University of Turku, three large companies from transportation, manufacturing industry and social welfare from Finland.
Funder: The Finnish Work Environment Fund (Työsuojelurahasto)
Summary of activities: The project creates more knowledge and understanding of employees’ learning experiences and opportunities. The project adopts versatile data collection methods to obtain multifaceted information on learning, including a survey, interviews and a physiological measurement of electrodermal activity (EDA) and activation levels with a Moodmetric smart ring. The collected data is used to develop learning opportunities at the participating organisations.
Role: Researcher
Rintala, H., Postareff, L. & Ryymin, E. (2023).
Sitoudun, siis opin - Miten edistää
jatkuvaa oppimista työssä? Työelämän tutkimus, 21, 1, 33-57. doi: 10.37455/tt.107998
Rintala, H., Postareff, L. & Ryymin, E. (2022). Pedagogiikka työssä oppimisen tukena työelämässä. In Lemmetty, S. & Collin, K. (Eds.) Jatkuva oppiminen ja aikuispedagogiikka työssä (pp .218-239). Jyväskylän yliopisto: SoPhi. Saatavilla osoitteessa jyx.jyu.fi/handle/123456789/84074
CoOL@Work Project Web Site
Ryymin, E. & Postareff, L. (2022, February 16). CoOL@Work - Alustavia tutkimustuloksia ja keskustelua. [Blog post]. Retrieved from:
https://bit.ly/3BplsFW
Ryymin, E., Postareff, L. & Rintala, H. (2020). Uutta tutkimusta jatkuvasta oppimisesta työssä. HAMK Unlimited Professional 17.4.2020.
Photo: Christina Morillo, CC 0
HAMK Edu Future Work Research & Development
Period: 2019-2022
Organisations: Häme University of Applied Sciences and partner networks from companies and educational institutions
Funder: Häme University of Applied Sciences, funds from several projects and education business
Summary of activities: Future Work Research and Development (Future Work R&D) was establoished in 2019 to contribute to HAMK Edu Research Unit with a specific focus and interest on exploring transforming work, future skills of professionals and continuous learning. Its goals are to 1) apply educational research and development in close collaboration and dialogue with companies, 2) foster dynamic public-private partnerships with the world of work, and 3) enable new and innovative continuous learning opportunities to professionals at work. My tasks include leading the the research teams and goals of the focus area, financing and partner and customer engagement.
Role: Founder, Team Lead
Future Work & Development Website
Organisations: Häme University of Applied Sciences and partner networks from companies and educational institutions
Funder: Häme University of Applied Sciences, funds from several projects and education business
Summary of activities: Future Work Research and Development (Future Work R&D) was establoished in 2019 to contribute to HAMK Edu Research Unit with a specific focus and interest on exploring transforming work, future skills of professionals and continuous learning. Its goals are to 1) apply educational research and development in close collaboration and dialogue with companies, 2) foster dynamic public-private partnerships with the world of work, and 3) enable new and innovative continuous learning opportunities to professionals at work. My tasks include leading the the research teams and goals of the focus area, financing and partner and customer engagement.
Role: Founder, Team Lead
Future Work & Development Website
Figure: The Research Interests of Future Work Research & Development (Ryymin et el., 2019).
Continuous Learning at Work
Period: 2020-2023
Organisations: Häme University of Applied Sciences, four large companies from Finland from metal industry, transportation and aviation, retail and health care.
Funder: The Central Organisation of Finnish Trade Unions (SAK ry),
Summary of activities: Research of the organization- , team- and individual-related factors that support or challenge continuous learning at work in transforming branches influenced by digitalisation and globalisation.
Role: Project Manager
Rintala, H., Postareff, L. & Ryymin, E. (2023).
Sitoudun, siis opin - Miten edistää
jatkuvaa oppimista työssä? Työelämän tutkimus, 21, 1, 33-57. doi: 10.37455/tt.107998
Rintala, H., Ryymin, E. & Postareff, L. (2020).
Jatkuva oppiminen ja oppimien työssä:
työntekijöiden näkemyksiä ja kokemuksia. Esitys Työelämän tutkimuspäivillä 10.12. 2020.
Organisations: Häme University of Applied Sciences, four large companies from Finland from metal industry, transportation and aviation, retail and health care.
Funder: The Central Organisation of Finnish Trade Unions (SAK ry),
Summary of activities: Research of the organization- , team- and individual-related factors that support or challenge continuous learning at work in transforming branches influenced by digitalisation and globalisation.
Role: Project Manager
Rintala, H., Postareff, L. & Ryymin, E. (2023).
Sitoudun, siis opin - Miten edistää
jatkuvaa oppimista työssä? Työelämän tutkimus, 21, 1, 33-57. doi: 10.37455/tt.107998
Rintala, H., Ryymin, E. & Postareff, L. (2020).
Jatkuva oppiminen ja oppimien työssä:
työntekijöiden näkemyksiä ja kokemuksia. Esitys Työelämän tutkimuspäivillä 10.12. 2020.
Photo: Anamul Rezwan, CC 0
Innovation Development in Multidisciplinary Teams of Digital Bioeconomy
Period: 2018-2021
Organisations: Häme University of Applied Sciences, Aalto University, University of Helsinki, University of Feevale Brazil, Network of large companies and SMEs of bioeconomy
Funder: Ministry of Education and Culture Finland
Summary of activities: The goal Bioeconomy 4.0 and Carbone 4.0 -projects of HAMK is to utilize possibilities of the fourth industrial revolution (digitalization, IoT, data analytics) in bio-processes and carbon sequestration. The initiative combines the efforts of all four research units HAMK Bio, HAMK Tech, HAMK Smart and HAMK Edu, to serve the same goal: developing digital and sustainable bioeconomy in co-operation with national and international research partners and industries including large companies and SMEs. The specific research interest of education scientists and practitioners is knowledge creation for innovation development in multidisciplinary teams. Our aim is to develop a methodological framework on how to follow complex projects in networks on multiple levels, where innovations are developed and implemented by diverse actors with the use of technology and various digital tools.
Role: HAMK Edu Project Manager
Ryymin, E. & Lamberg, L. (2021). Multilevel Boundary Crossing and Dialogical Learning Mechanisms in Interdisciplinary Research Teams. The Learning Organization, Vol. ahead-of-print, No. ahead-of-print. DOI: 10.1108/TLO-09-2020-0172
Ryymin, E., Lamberg, L., & Pakarinen, A. (2020). How to Digitally Enhance Bioeconomy Collaboration: Multidisciplinary Research Team Ideation for Technology Innovation. Technology Innovation Management Review, 10, 11, 31-39. DOI: 10.22215/timreview/1401
Ryymin, E & Lamberg, L. (2020). Tulevaisuus on monitieteinen. HAMK Unlimited Professional 11.9. 2020.
Lamberg, L., Kunttu, I., Pakarinen, A. & Ryymin, E. (2019). Biotalous 4.0 ja Carbon 4.0 – megatrendeistä ammentavaa tutkimusta. HAMK Unlimited Professional 11.12.2019.
See all articles of the project on Publications-page.
Organisations: Häme University of Applied Sciences, Aalto University, University of Helsinki, University of Feevale Brazil, Network of large companies and SMEs of bioeconomy
Funder: Ministry of Education and Culture Finland
Summary of activities: The goal Bioeconomy 4.0 and Carbone 4.0 -projects of HAMK is to utilize possibilities of the fourth industrial revolution (digitalization, IoT, data analytics) in bio-processes and carbon sequestration. The initiative combines the efforts of all four research units HAMK Bio, HAMK Tech, HAMK Smart and HAMK Edu, to serve the same goal: developing digital and sustainable bioeconomy in co-operation with national and international research partners and industries including large companies and SMEs. The specific research interest of education scientists and practitioners is knowledge creation for innovation development in multidisciplinary teams. Our aim is to develop a methodological framework on how to follow complex projects in networks on multiple levels, where innovations are developed and implemented by diverse actors with the use of technology and various digital tools.
Role: HAMK Edu Project Manager
Ryymin, E. & Lamberg, L. (2021). Multilevel Boundary Crossing and Dialogical Learning Mechanisms in Interdisciplinary Research Teams. The Learning Organization, Vol. ahead-of-print, No. ahead-of-print. DOI: 10.1108/TLO-09-2020-0172
Ryymin, E., Lamberg, L., & Pakarinen, A. (2020). How to Digitally Enhance Bioeconomy Collaboration: Multidisciplinary Research Team Ideation for Technology Innovation. Technology Innovation Management Review, 10, 11, 31-39. DOI: 10.22215/timreview/1401
Ryymin, E & Lamberg, L. (2020). Tulevaisuus on monitieteinen. HAMK Unlimited Professional 11.9. 2020.
Lamberg, L., Kunttu, I., Pakarinen, A. & Ryymin, E. (2019). Biotalous 4.0 ja Carbon 4.0 – megatrendeistä ammentavaa tutkimusta. HAMK Unlimited Professional 11.12.2019.
See all articles of the project on Publications-page.
Photo: Pixabay CC 0
Cobots Transforming Work and Learning
Period: 2018-2019, 2020-2021
Organisations: Häme University of Applied Sciences and network of steel and construction companies from Finland
Funder: Regional Council of Häme, European Regional Development Fund
Summary of activities: The RDI-projects examine the implementation and development of cobots (collaborative robots, Y-generation of the industrial robots) intended to physically interact with humans in a shared workspace. The goal is to find effective practices for production and work quality in cobot-human work processes. The aim is to create also solutions for work-based learning of on-demand skills of robotisation in companies and engineering education.
Role: Key Expert
Ryymin, E., Gautam, M., & Väisänen, T. (2019). Collaborative Robots Transforming Work and Learning. HAMK Unlimited Journal 23.9.2019.
Robotit tulevat ihmisten arkeen (in Finnish)
Ihminen ja kone insinöörien ja kasvatustieteilijöiden kiinnostuksen kohteena (in Finnish)
Organisations: Häme University of Applied Sciences and network of steel and construction companies from Finland
Funder: Regional Council of Häme, European Regional Development Fund
Summary of activities: The RDI-projects examine the implementation and development of cobots (collaborative robots, Y-generation of the industrial robots) intended to physically interact with humans in a shared workspace. The goal is to find effective practices for production and work quality in cobot-human work processes. The aim is to create also solutions for work-based learning of on-demand skills of robotisation in companies and engineering education.
Role: Key Expert
Ryymin, E., Gautam, M., & Väisänen, T. (2019). Collaborative Robots Transforming Work and Learning. HAMK Unlimited Journal 23.9.2019.
Robotit tulevat ihmisten arkeen (in Finnish)
Ihminen ja kone insinöörien ja kasvatustieteilijöiden kiinnostuksen kohteena (in Finnish)
Photo: Nea Saarinen, HAMK (c)
DC4WORK
(Learning at Work in a Digital Age - Promoting Digital Competences for Employability and Innovation)
Period: 2017-2019
Organisations: IHK-Projektgesellschaft mbH Frankfurt (Germany, coordinator), Häme University of Applied Sciences, School of Professional Teacher Education (Finland), Mentortec - Business consultant & VET provider (Portugal), BFI Tirol - VET provider (Austria), European Forum of Technical and Vocational Education and Training (EfVET) (Belgium), Network of European SMEs (small and medium-sized enterprises) in trade and tourism.
Funder: European Union's Erasmus Plus -programme
Summary of activities:
On the basis of the EU Framework DigComp 2.0 the project analyzes and documents the demand for employment-related digital competences in SMEs (especially in trade and tourism) and produces solutions for flexible training. The goal is to provide also the knowledge and instruments to raise awareness of digital disruption of work and to promote a better synchronization of technology, organization development and qualification of professional employees.
Role: Project Manager of Partner Organisation, Co-Founder
DC4WORK Toolbox 4.0
Digital Competence Facilitator mini-MOOC & Open Badge
Korhonen, A.-M. & Ryymin, E. (2020). Redesigning Learning at Work – Experiments of “Digital Competence Facilitator” MOOC. HAMK Unlimited Journal 21.4.2020.
Ryymin, E, Korhonen, A.-M., Maetoloa, K. & Lindroos, H. (2020). Digital Competence Development at Work. HAMK Unlimited Journal 6.4.2020.
Organisations: IHK-Projektgesellschaft mbH Frankfurt (Germany, coordinator), Häme University of Applied Sciences, School of Professional Teacher Education (Finland), Mentortec - Business consultant & VET provider (Portugal), BFI Tirol - VET provider (Austria), European Forum of Technical and Vocational Education and Training (EfVET) (Belgium), Network of European SMEs (small and medium-sized enterprises) in trade and tourism.
Funder: European Union's Erasmus Plus -programme
Summary of activities:
On the basis of the EU Framework DigComp 2.0 the project analyzes and documents the demand for employment-related digital competences in SMEs (especially in trade and tourism) and produces solutions for flexible training. The goal is to provide also the knowledge and instruments to raise awareness of digital disruption of work and to promote a better synchronization of technology, organization development and qualification of professional employees.
Role: Project Manager of Partner Organisation, Co-Founder
DC4WORK Toolbox 4.0
Digital Competence Facilitator mini-MOOC & Open Badge
Korhonen, A.-M. & Ryymin, E. (2020). Redesigning Learning at Work – Experiments of “Digital Competence Facilitator” MOOC. HAMK Unlimited Journal 21.4.2020.
Ryymin, E, Korhonen, A.-M., Maetoloa, K. & Lindroos, H. (2020). Digital Competence Development at Work. HAMK Unlimited Journal 6.4.2020.
Picture CC 0
New Business Opportunities, Sustainable Growth and Innovative Learning in Bio- and Circular Economy (LUO Next Step)
Period: 2017-2019
Organisations: Häme University of Applied Sciences (coordinator), Natural Resources Institute Finland (Luke), Lammi Biological Station (Helsinki University), Environmental School of Finland (Sykli), Network of Finnish SMEs (small and medium-sized enterprises) and large companies in bioeconomy business
Funder: European Regional Development Fund (Euroopan aluekehitysrahasto)
Summary of activities:
The goal of the project is to develop new business opportunities and accelerate new job creation in bio- and circular economy in Häme region of Finland. The goal is also to create networked expertise, education programmes and pedagogical material for university-business -projects in collaboration between higher education institutions, researchers and bioeconomy companies.
Role: Key Expert
Ryymin, E. & Vainio, L. (2019). Kestävää osaamista - Biotalouden opettajat työelämälähtöisen oppimisen rakentajina. HAMKin julkaisuja 4/2019. Hämeen kirjapaino Oy: Tampere. (in Finnish)
Ryymin, E. & Vainio, L. (2018). Successful Collaboration between Higher Education and Working Life requires Pedagogical Competence and Communication Skills from Teachers. Yliopistopedagogiikka 2/2018.
LUO-kehittäjäverkosto vauhdittaa bioalan innovaatioita Hämeessä (in Finnish)
Organisations: Häme University of Applied Sciences (coordinator), Natural Resources Institute Finland (Luke), Lammi Biological Station (Helsinki University), Environmental School of Finland (Sykli), Network of Finnish SMEs (small and medium-sized enterprises) and large companies in bioeconomy business
Funder: European Regional Development Fund (Euroopan aluekehitysrahasto)
Summary of activities:
The goal of the project is to develop new business opportunities and accelerate new job creation in bio- and circular economy in Häme region of Finland. The goal is also to create networked expertise, education programmes and pedagogical material for university-business -projects in collaboration between higher education institutions, researchers and bioeconomy companies.
Role: Key Expert
Ryymin, E. & Vainio, L. (2019). Kestävää osaamista - Biotalouden opettajat työelämälähtöisen oppimisen rakentajina. HAMKin julkaisuja 4/2019. Hämeen kirjapaino Oy: Tampere. (in Finnish)
Ryymin, E. & Vainio, L. (2018). Successful Collaboration between Higher Education and Working Life requires Pedagogical Competence and Communication Skills from Teachers. Yliopistopedagogiikka 2/2018.
LUO-kehittäjäverkosto vauhdittaa bioalan innovaatioita Hämeessä (in Finnish)
Photo: HAMK (c)
Uusimaa 5.0 Future Scenario for Helsinki-Uusimaa Region
Period: 2016-2017
Organisations: Helsinki-Uusimaa Regional Council
Summary of activities:
Helsinki-Uusimaa is situated on the south coast of Finland, and it is home to around 1.6 million inhabitants. It is one of the fastest growing areas in Europe and also a leading business hub in Finland. Uusimaa 5.0 Future Scenario for 2050 was a multidisciplinary forecasting and strategy process including technology, economy, society and education for supporting regional development, employment and digital disruption.
Role: Invited Expert of Higher Education
Uusimaa 5.0 – Jotakin parempaa -sivusto (in Finnish)
Uusimaa 2050 Video (in Finnish)
Ryymin, E. Koulutus, digitalisaatio ja hyvä elämä. Esitys Uudenmaan liiton koulutuksen asiantuntijaryhmässä. 3.2. 2017, Helsinki.
Organisations: Helsinki-Uusimaa Regional Council
Summary of activities:
Helsinki-Uusimaa is situated on the south coast of Finland, and it is home to around 1.6 million inhabitants. It is one of the fastest growing areas in Europe and also a leading business hub in Finland. Uusimaa 5.0 Future Scenario for 2050 was a multidisciplinary forecasting and strategy process including technology, economy, society and education for supporting regional development, employment and digital disruption.
Role: Invited Expert of Higher Education
Uusimaa 5.0 – Jotakin parempaa -sivusto (in Finnish)
Uusimaa 2050 Video (in Finnish)
Ryymin, E. Koulutus, digitalisaatio ja hyvä elämä. Esitys Uudenmaan liiton koulutuksen asiantuntijaryhmässä. 3.2. 2017, Helsinki.
Figure: Capful for Helsinki Uusimaa Regional Council (c)
2) Global Education & Competence Development
Assam Skill University Project
Period: 2024-2026
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), Network of universities from Assam, India.
Funder: Asian Development Bank (ADB)
Summary of activities: Leadership, curricula and faculty development in higher education modernisation
Role: Expert
Note: The publications are intended for the partners and the funder only.
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), Network of universities from Assam, India.
Funder: Asian Development Bank (ADB)
Summary of activities: Leadership, curricula and faculty development in higher education modernisation
Role: Expert
Note: The publications are intended for the partners and the funder only.
Photo: standret Freepik.co CC 0
Caribbean Teacher Training and Mentoring Programme
Period: 2023-2024
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), Network of universities and educational institutions from Guyana, Jamaica and Suriname.
Funder: Inter-America Development Bank (IDB)
Summary of activities: Teacher education programme on digital pedagogy and learner-centred teaching and learning.
Role: Key expert, Team Lead
Note: The publications are intended for the partners and the funder only.
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), Network of universities and educational institutions from Guyana, Jamaica and Suriname.
Funder: Inter-America Development Bank (IDB)
Summary of activities: Teacher education programme on digital pedagogy and learner-centred teaching and learning.
Role: Key expert, Team Lead
Note: The publications are intended for the partners and the funder only.
Photo: Katerina Holmes, Pexels CC 0
Education Modernization Brazil, Colombia, Europe - The New Era of Digital Higher Education Cooperation (EMBRACE)
Period: 2023-2026
Organisations: Häme University of Applied Sciences (HAMK), Network of universities from Portugal, Colombia and Brazil.
Funder: Erasmus+ Capacity Building in Higher Education
Summary of activities:
The aim of the project is to develop the digital and pedagogical competence of higher education teachers to plan, implement and evaluate learner-centred and competence-based online education.
The collaboration focuses on research and development of partner organisations based on online learning, especially in the following areas: teachers' digital and pedagogical competence, home-internalisation and language skills, collaboration of educational management and teachers, responsive work-life collaboration and inclusive community involvement.
Role: Key expert
Project Website:
https://www.hamk.fi/projektit/www-hamk-fi-embrace
Organisations: Häme University of Applied Sciences (HAMK), Network of universities from Portugal, Colombia and Brazil.
Funder: Erasmus+ Capacity Building in Higher Education
Summary of activities:
The aim of the project is to develop the digital and pedagogical competence of higher education teachers to plan, implement and evaluate learner-centred and competence-based online education.
The collaboration focuses on research and development of partner organisations based on online learning, especially in the following areas: teachers' digital and pedagogical competence, home-internalisation and language skills, collaboration of educational management and teachers, responsive work-life collaboration and inclusive community involvement.
Role: Key expert
Project Website:
https://www.hamk.fi/projektit/www-hamk-fi-embrace
Photo: Pixabay CC 0
The Reform of Initial Teacher Education System of Kazakhstan
Period: 1.) 2020-2023 and 2.) 2023-2024
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), The Ministry of Education and Science of Kazakhstan, Autonomous Organization of Education Nazarbayev University (AOE NU),
Funder: International Bank for Reconstruction and Development (IBRD, World Bank).
Summary of activities: The 26-month long project is part of Kazakhstan’s Education Modernization Project including stages starting from legislative review and analysis of current practices in initial teacher education, international benchmarking, co-desigining the content and form of initial teacher education, curricula revisioning, and faculty development, piloting and training in the beneficiary universities.
Role: Key Expert
Note: The publications are intended for the partners and the funder only.
HAMK Tutkimus / HAMK Research: Kazakstanin koulutusjärjestelmän uudistaminen (22.2. 2023)
HAMK and partners to support Kazakhstan’s reform of initial teacher education (2.2. 2021)
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), The Ministry of Education and Science of Kazakhstan, Autonomous Organization of Education Nazarbayev University (AOE NU),
Funder: International Bank for Reconstruction and Development (IBRD, World Bank).
Summary of activities: The 26-month long project is part of Kazakhstan’s Education Modernization Project including stages starting from legislative review and analysis of current practices in initial teacher education, international benchmarking, co-desigining the content and form of initial teacher education, curricula revisioning, and faculty development, piloting and training in the beneficiary universities.
Role: Key Expert
Note: The publications are intended for the partners and the funder only.
HAMK Tutkimus / HAMK Research: Kazakstanin koulutusjärjestelmän uudistaminen (22.2. 2023)
HAMK and partners to support Kazakhstan’s reform of initial teacher education (2.2. 2021)
Photo: Акимхан Бозтай Pixabay CC 0
Education Reform and Development Programme for TVET Managers from the Dominican Republic
Period: 2018-2021
Organisations: Häme University of Applied Sciences and its governmental customer organizations from Dominican Republic
Summary of activities: The programme aims to enhance educational managers’ and pedagogical developers' competence in nationwide vocational education reform. The programme includes 1) development of competence-based curriculum, 2) student assessment, 3) digital and physical learning environments, 4) co-operation between educational institutions and the world of work, 5) professional teacher education, 6) digital competence development of educators and students and 7) development of supervising and leadership model for INFOTEP. The project produces the renewed pedagogical model for INFOTEP and support research-based development of national teacher education system.
Role: Co-Founder, Project Manager and Key Expert
Ryymin, E., Lilja, t., Tuominen, P., Niskanen, N. Corporan, M. & Crousset, J. R. (2021, November 24-26). Finnish-Dominican Education Programme for Managers Developing Competences for Industry 4.0. Paper presented at EAPRIL 2021 Conference "Learning in the Age of Industry 4.0".
Ryymin, E., Lilja, t., Tuominen, P., Niskanen, N. Corporan, M. & Paredes Crousset, J. R. (2020). Co-Design of Transnational Education between the Dominican Republic and Finland. HAMK Unlimited Journal 29.10. 2020.
INFOTEP. (2020). Modelo Pedagógico para La Formación Technico Profesional. Basando En El Enfoque Finlandés. Santo Domingo: INFOTEP Publicación. ISBN: 978-9945-9216-0-1.
Ryymin, E. (2020, February 17). Celebration of Successful Collaboration in Santo Domingo. [Blog post]. Retrieved from: www.hamk.fi/2020/hamk-edu-and-global-education-celebrate-successful-co-operation-in-the-dominican-republic
The Showcase blog of the Dominican development projects in Spanish:
https://blog.hamk.fi/infotep
INFOTEP presenta su nuevo Modelo Pedagógico centrado en el participante (INFOTEP 5.2. 2020).
Infotep hará panel este viernes con expertos en ciencias de Finlandia (Diario Libre 28.11. 2018)
INFOTEP impulsa nuevos paradigmas en proceso enseñanza-aprendizaje para garantizar calidad de egresados (INFOTEP 30.11. 2018)
Organisations: Häme University of Applied Sciences and its governmental customer organizations from Dominican Republic
Summary of activities: The programme aims to enhance educational managers’ and pedagogical developers' competence in nationwide vocational education reform. The programme includes 1) development of competence-based curriculum, 2) student assessment, 3) digital and physical learning environments, 4) co-operation between educational institutions and the world of work, 5) professional teacher education, 6) digital competence development of educators and students and 7) development of supervising and leadership model for INFOTEP. The project produces the renewed pedagogical model for INFOTEP and support research-based development of national teacher education system.
Role: Co-Founder, Project Manager and Key Expert
Ryymin, E., Lilja, t., Tuominen, P., Niskanen, N. Corporan, M. & Crousset, J. R. (2021, November 24-26). Finnish-Dominican Education Programme for Managers Developing Competences for Industry 4.0. Paper presented at EAPRIL 2021 Conference "Learning in the Age of Industry 4.0".
Ryymin, E., Lilja, t., Tuominen, P., Niskanen, N. Corporan, M. & Paredes Crousset, J. R. (2020). Co-Design of Transnational Education between the Dominican Republic and Finland. HAMK Unlimited Journal 29.10. 2020.
INFOTEP. (2020). Modelo Pedagógico para La Formación Technico Profesional. Basando En El Enfoque Finlandés. Santo Domingo: INFOTEP Publicación. ISBN: 978-9945-9216-0-1.
Ryymin, E. (2020, February 17). Celebration of Successful Collaboration in Santo Domingo. [Blog post]. Retrieved from: www.hamk.fi/2020/hamk-edu-and-global-education-celebrate-successful-co-operation-in-the-dominican-republic
The Showcase blog of the Dominican development projects in Spanish:
https://blog.hamk.fi/infotep
INFOTEP presenta su nuevo Modelo Pedagógico centrado en el participante (INFOTEP 5.2. 2020).
Infotep hará panel este viernes con expertos en ciencias de Finlandia (Diario Libre 28.11. 2018)
INFOTEP impulsa nuevos paradigmas en proceso enseñanza-aprendizaje para garantizar calidad de egresados (INFOTEP 30.11. 2018)
Photo: INFOTEP for HAMK (c)
Gira Mundo Finlândia Paraíba - Professional Development Programme for Teachers from Brazil
Period: 2016-2020
Organisations: Häme University of Applied Sciences, Fundação de Apoio à Pesquisa (Fapesq) e a Secretaria de Estado da Educação (SEE), Paraíba, Brazil.
Summary of activities: The programme is a 8-months in-service training for Paraíban comprehensive, upper secondary, vocational and higher education institution teachers, organized both in Finland and in Brazil. The programme scores 12 ECTS and the themes of programme are e.g. innovative learning methods, competency-based education and digital pedagogy. The emphasis is on the regional educational development in Paraíba. There are six courses and altogether 200+ participants in the programme.
The programme activities included founding, design, implementation and assessment of the programme curriculum, the concept of pilot programmes and regional development facilitation in collaboration with Brazilian educational experts. The initiative included also social impact, effectiveness and quality indicators research, co-design of regional network as well as teacher education spinn-off programme of Paraíba.
Role: Co-Founder, Project Manager (2016-2017) and Key Expert (2018-2019).
The programme was recognized by "AFS Award for Innovation in Global Education for a Policymaker" in AFS Conference 11th of October 2018 in Budapest.
Ryymin, E. & D’Andrea, A. F. (2018). Pedagogical Goals and Practical Implementations within the Finnish-Brazilian Gira Mundo Finlândia Pilot Programme. HAMK Unlimited Scientific 14.12.2018.
Governo da Paraíba: Programa Gira Mundo Finlândia é divulgado para gestores da 1ª e 3ª GRE (in Portuguese)
Gira Mundo Finlândia Paraíba Course Blog 2016
Gira Mundo Finlândia Paraíba Open Instagram Portfolio 2016-2017
Organisations: Häme University of Applied Sciences, Fundação de Apoio à Pesquisa (Fapesq) e a Secretaria de Estado da Educação (SEE), Paraíba, Brazil.
Summary of activities: The programme is a 8-months in-service training for Paraíban comprehensive, upper secondary, vocational and higher education institution teachers, organized both in Finland and in Brazil. The programme scores 12 ECTS and the themes of programme are e.g. innovative learning methods, competency-based education and digital pedagogy. The emphasis is on the regional educational development in Paraíba. There are six courses and altogether 200+ participants in the programme.
The programme activities included founding, design, implementation and assessment of the programme curriculum, the concept of pilot programmes and regional development facilitation in collaboration with Brazilian educational experts. The initiative included also social impact, effectiveness and quality indicators research, co-design of regional network as well as teacher education spinn-off programme of Paraíba.
Role: Co-Founder, Project Manager (2016-2017) and Key Expert (2018-2019).
The programme was recognized by "AFS Award for Innovation in Global Education for a Policymaker" in AFS Conference 11th of October 2018 in Budapest.
Ryymin, E. & D’Andrea, A. F. (2018). Pedagogical Goals and Practical Implementations within the Finnish-Brazilian Gira Mundo Finlândia Pilot Programme. HAMK Unlimited Scientific 14.12.2018.
Governo da Paraíba: Programa Gira Mundo Finlândia é divulgado para gestores da 1ª e 3ª GRE (in Portuguese)
Gira Mundo Finlândia Paraíba Course Blog 2016
Gira Mundo Finlândia Paraíba Open Instagram Portfolio 2016-2017
Photo: Sara Kaloinen, HAMK (c)
The VET Teachers for the Future® -Professional Development Programme for Teachers from Brazil
Period: 2014-2017
Organisations: Häme University of Applied Sciences, Tampere University of Applied Sciences, The Brazilian National Council for Scientific and Technological Development (CNPq), Ministry of Education, Brazil
Summary of activities: The programme was a 8-months long teacher in-service training organized both in Finland and Brazil scoring 30 ECTS. Altogether 120 teachers from vocational and higher education institutions graduated from the programme. The contents of the training were, for example, competence-based education, student-centered learning, digitalisation, co-operation with the world of work and regional development in Brazil. The acitivities included research-based training concept development and planning, implementing and assessing the training in co-operation with Brazilian partners.
Role: Co-Founder, Project Manager and Key Expert
Ryymin, E., Kunnari, I., Joyce, B. & Laurikainen, M. (2016). Networked Expertise Empowering Brazilian Teachers’ Professional Development and Pedagogical Change. International Journal for Cross-Diciplinary subjects in Education, 7(2), 2755-2760. DOI: 10.20533/ijcdse.2042.6364.2016.0375
VET Teachers for the Future (video)
The Learning Moments Open Instagram Portfolio 2016
VET Teachers 2016 Course Blog
Agreement 11.8. 2016 upon educational priorities between Brazil and Finland; to enlarge "The VET Teachers for the Future” -programme into a long-standing joint venture. The Minister of Foreign Affairs of the Federative Republic of Brazil, Jose Serra, and the Minister for Foreign Affairs of Finland, Timo Soini.
Organisations: Häme University of Applied Sciences, Tampere University of Applied Sciences, The Brazilian National Council for Scientific and Technological Development (CNPq), Ministry of Education, Brazil
Summary of activities: The programme was a 8-months long teacher in-service training organized both in Finland and Brazil scoring 30 ECTS. Altogether 120 teachers from vocational and higher education institutions graduated from the programme. The contents of the training were, for example, competence-based education, student-centered learning, digitalisation, co-operation with the world of work and regional development in Brazil. The acitivities included research-based training concept development and planning, implementing and assessing the training in co-operation with Brazilian partners.
Role: Co-Founder, Project Manager and Key Expert
Ryymin, E., Kunnari, I., Joyce, B. & Laurikainen, M. (2016). Networked Expertise Empowering Brazilian Teachers’ Professional Development and Pedagogical Change. International Journal for Cross-Diciplinary subjects in Education, 7(2), 2755-2760. DOI: 10.20533/ijcdse.2042.6364.2016.0375
VET Teachers for the Future (video)
The Learning Moments Open Instagram Portfolio 2016
VET Teachers 2016 Course Blog
Agreement 11.8. 2016 upon educational priorities between Brazil and Finland; to enlarge "The VET Teachers for the Future” -programme into a long-standing joint venture. The Minister of Foreign Affairs of the Federative Republic of Brazil, Jose Serra, and the Minister for Foreign Affairs of Finland, Timo Soini.
Photo: Anni Kilpelä, TAMK (c)
Ningbo Professional Development Programme for Rectors and Educational Authorities from China
Period: 2017
Organisations: Häme University of Applied Sciences and its governmental customer organizations from China
Summary of Activities: The programme was a professional development programme for rectors and educational authorities from comprehensive and secondary education of Ningbo. The programme included student-centered approach, innovatie pedagogies for student engagement and curriculum design.
Role: Key Expert
Chen, Z. & Ryymin, E. (2018). Made in China 2025 -program and its requirements for VET teachers. HAMK Unlimited Professional 21.12.2018.
Chen, Z., Ryymin, E. & Kunnari, I. (2018). Inspirations of Vocational Teachers’ Education from Finland to China. HAMK Unlimited Professional 28.5. 2018.
Chen, Z., Ryymin, E. & Kunnari, I. (2018). The Comparisons of Vocational Teacher Education in Finland and China. HAMK Unlimited Professional 18.5.2018.
Ryymin, E. (2018, January 27). Building Pedagogical Leadership for 21st Century Education. [Blog post]. Retrieved from: https://blog.hamk.fi/global-education/building-pedagogical-leadership-for-21st-century-education/
Organisations: Häme University of Applied Sciences and its governmental customer organizations from China
Summary of Activities: The programme was a professional development programme for rectors and educational authorities from comprehensive and secondary education of Ningbo. The programme included student-centered approach, innovatie pedagogies for student engagement and curriculum design.
Role: Key Expert
Chen, Z. & Ryymin, E. (2018). Made in China 2025 -program and its requirements for VET teachers. HAMK Unlimited Professional 21.12.2018.
Chen, Z., Ryymin, E. & Kunnari, I. (2018). Inspirations of Vocational Teachers’ Education from Finland to China. HAMK Unlimited Professional 28.5. 2018.
Chen, Z., Ryymin, E. & Kunnari, I. (2018). The Comparisons of Vocational Teacher Education in Finland and China. HAMK Unlimited Professional 18.5.2018.
Ryymin, E. (2018, January 27). Building Pedagogical Leadership for 21st Century Education. [Blog post]. Retrieved from: https://blog.hamk.fi/global-education/building-pedagogical-leadership-for-21st-century-education/
Photo: Terho Aalto, HAMK (c)
Shymkent Professional Development Programme for School Managers from Kazakhstan
Period: 2017
Organisations: Häme University of Applied Sciences, Jyväskylä University of Applied Sciences and partner organizations from Kazakhstan
Summary of activities: The programme was a competence development programme for school managers from Kazakhstan and included themes of student-centered approach and pedagogy, curriculum design, educational change and pedagogical leadership.
Role: Key Expert
Какие были самые значимые результаты этой недели? (in Russia)
Finnish Education Proves its Value in Kazakhstan
Shymkent Principals Co-Learning Blog
Organisations: Häme University of Applied Sciences, Jyväskylä University of Applied Sciences and partner organizations from Kazakhstan
Summary of activities: The programme was a competence development programme for school managers from Kazakhstan and included themes of student-centered approach and pedagogy, curriculum design, educational change and pedagogical leadership.
Role: Key Expert
Какие были самые значимые результаты этой недели? (in Russia)
Finnish Education Proves its Value in Kazakhstan
Shymkent Principals Co-Learning Blog
Photo: Essi Ryymin, HAMK
FiTT - Finnish Teacher Trainer Diploma for Teacher Educators from Brazil
Period: 2017
Organisations: Häme University of Applied Sciences, Tampere University of Applied Sciences, The Brazilian National Council for Scientific and Technological Development (CNPq), Ministry of Education, Brazil
Summary of activities: The aim of the programme was to develop Brazilian teacher educators' skills in innovating and implementing competence-based curriculum in Brazilian teacher in-service training context. During the FiTT -programme the participants collectively innovated a Brazilian specialization course and training concept "Brazilian Teachers for the Future" (BRAFF) for the Federal Institutes of Brazil. The goal is to scale up the course to 2000 participants in Brazil.
Role: Project Manager and Key Expert
The Curriculum Out of the Box – Currículo Fora da Caixa Legendado (video)
The FiTT Experience Produced the Out Of the Box Curriculum for the Future Teachers
Ministério da Educação: Professora de Cefor está em novo curso
de treinamento na Finlândia (in Portuguese)
Organisations: Häme University of Applied Sciences, Tampere University of Applied Sciences, The Brazilian National Council for Scientific and Technological Development (CNPq), Ministry of Education, Brazil
Summary of activities: The aim of the programme was to develop Brazilian teacher educators' skills in innovating and implementing competence-based curriculum in Brazilian teacher in-service training context. During the FiTT -programme the participants collectively innovated a Brazilian specialization course and training concept "Brazilian Teachers for the Future" (BRAFF) for the Federal Institutes of Brazil. The goal is to scale up the course to 2000 participants in Brazil.
Role: Project Manager and Key Expert
The Curriculum Out of the Box – Currículo Fora da Caixa Legendado (video)
The FiTT Experience Produced the Out Of the Box Curriculum for the Future Teachers
Ministério da Educação: Professora de Cefor está em novo curso
de treinamento na Finlândia (in Portuguese)
Photo: Julio Page, HAMK (c)
Global Education Research and Development Team
Period: 2015-2019
Organisations: Häme University of Applied Sciences (Research Centre for Professional Excellence), several national and international partner organizations
Funder: Häme University of Applied Sciences, funds from several projects and education business
Summary of activities:
Global Education R&D -team of Häme University of Applied Sciences established research-based concepts to global education programmes and accelerated the growth of global services of HAMK. It contributed to research-based design, implementation and assessment of new training concepts, university-business partnerships, and advanced practitioner research and academic writing as a part of global education avtivites.
Role: Founder and Team Lead
Global Education Blog (2016-2022)
Global Education R&D Website
Ryymin, E., Corado, C., Friman, M., Majuri, M. & Viskari, M. (2018). Leading research and development for educational innovations.
Revista Ibero-Americana de Estudos em Educação, Araraquara, 13, Especial 1, Maio (2018), 324-336. DOI: https://doi.org/10.21723/riaee.nesp1.v13.2018
Organisations: Häme University of Applied Sciences (Research Centre for Professional Excellence), several national and international partner organizations
Funder: Häme University of Applied Sciences, funds from several projects and education business
Summary of activities:
Global Education R&D -team of Häme University of Applied Sciences established research-based concepts to global education programmes and accelerated the growth of global services of HAMK. It contributed to research-based design, implementation and assessment of new training concepts, university-business partnerships, and advanced practitioner research and academic writing as a part of global education avtivites.
Role: Founder and Team Lead
Global Education Blog (2016-2022)
Global Education R&D Website
Ryymin, E., Corado, C., Friman, M., Majuri, M. & Viskari, M. (2018). Leading research and development for educational innovations.
Revista Ibero-Americana de Estudos em Educação, Araraquara, 13, Especial 1, Maio (2018), 324-336. DOI: https://doi.org/10.21723/riaee.nesp1.v13.2018
Picture: The research interest of Global Education R&D -team (Ryymin & Viskari, 2015)
International Professional Teacher Education Programme (IPTE)
Period: 2016
Organisation: Häme University of Applied Sciences
Summary of activities: I was responsible for the International Professional Teacher Education Programme's (60 ECTS) together with a working team. The tasks included learning process -, competency-based curriculum - and learning environment design, student guidance and lecturing and assessment. The goal was to further develop the programme on the basis of the strategy of Häme University of Applied Sciences by emphasizing digitalisation, internationalisation, openness and social sustainability.
Role: Programme Co-Manager and Tutor Teacher
Teacher Educator in charge of the themes:
Building a Learning Community 12 ects
Self-Knowledge Skills 3 ects
Dialogical Skills 3 ects
Skills in Networking in the Field of Education 3 ects
Practical Teacher Training 9 ects
Teaching in Professional Education 3 ects
Developing Personal Expertise in Pedagogy 11 ects
Personal Professional Teaching Expertise 3 ects
Skills in Research, Development and Innovation Activities 6 ects
Curriculum of the programme 2016-2017 (PDF)
Organisation: Häme University of Applied Sciences
Summary of activities: I was responsible for the International Professional Teacher Education Programme's (60 ECTS) together with a working team. The tasks included learning process -, competency-based curriculum - and learning environment design, student guidance and lecturing and assessment. The goal was to further develop the programme on the basis of the strategy of Häme University of Applied Sciences by emphasizing digitalisation, internationalisation, openness and social sustainability.
Role: Programme Co-Manager and Tutor Teacher
Teacher Educator in charge of the themes:
Building a Learning Community 12 ects
Self-Knowledge Skills 3 ects
Dialogical Skills 3 ects
Skills in Networking in the Field of Education 3 ects
Practical Teacher Training 9 ects
Teaching in Professional Education 3 ects
Developing Personal Expertise in Pedagogy 11 ects
Personal Professional Teaching Expertise 3 ects
Skills in Research, Development and Innovation Activities 6 ects
Curriculum of the programme 2016-2017 (PDF)
Photo: HAMK
Training Programme for Educators from SESI and SENAI from Brazil
Period: 19.-26.10.2015
Organisations: Häme University of Applied Sciences, Finland, SESI and SENAI, Brazil
Summary of activities:
Design and implementation of the one-week training programme for teachers and educators from SESI and SENAI in Brazil, with a co-lecturer. The training included co-design of the training practices for supporting employability, social integration and work-based learning.
Organisations: Häme University of Applied Sciences, Finland, SESI and SENAI, Brazil
Summary of activities:
Design and implementation of the one-week training programme for teachers and educators from SESI and SENAI in Brazil, with a co-lecturer. The training included co-design of the training practices for supporting employability, social integration and work-based learning.
Photo: Essi Ryymin
3) Digital Pedagogy, Leadership and Learning Environment Design
Digitalisation in Education -
Professional Certificate Programme for Teachers (30 credits)
Period: 2016-ongoing
Organizations: Häme University of Applied Sciences (Lead), Finnish National Board of Education, OAMK, JAMK, TAMK and Haaga-Helia Universities of Applied Sciences, Schools of Professional Teacher Education and University of Turku, School of Education.
Summary of activities:
Leading the research process and contributing to the curriculum design, implementation and assessment of the national Digitalisation in Education -Professional Certificate Programme for Teachers (30 credits) in co-operation with the development teams. The programme is designed for vocational and higher education teachers, HRD-personnel and workplace instructors from diverse industries, and it offers up-to-date digital competences and coaching skills required in digital disruption. Three programmes are implemented since 2017.
Ryymin, E., Korhonen, A.-M. & Niinimäki, J. (2019). Ammatillisten opettajien digipedagogiikan erikoistumiskoulutus ennakoi työelämän murrosta. HAMK Unlimited Professional 4.4.2019.
DIGIOPE -erikoistumiskoulutus (30op). Ammatillinen opettaja digitalisaation, oppimisympäristöjen ja työelämän kehittäjänä (in Finnish)
Organizations: Häme University of Applied Sciences (Lead), Finnish National Board of Education, OAMK, JAMK, TAMK and Haaga-Helia Universities of Applied Sciences, Schools of Professional Teacher Education and University of Turku, School of Education.
Summary of activities:
Leading the research process and contributing to the curriculum design, implementation and assessment of the national Digitalisation in Education -Professional Certificate Programme for Teachers (30 credits) in co-operation with the development teams. The programme is designed for vocational and higher education teachers, HRD-personnel and workplace instructors from diverse industries, and it offers up-to-date digital competences and coaching skills required in digital disruption. Three programmes are implemented since 2017.
Ryymin, E., Korhonen, A.-M. & Niinimäki, J. (2019). Ammatillisten opettajien digipedagogiikan erikoistumiskoulutus ennakoi työelämän murrosta. HAMK Unlimited Professional 4.4.2019.
DIGIOPE -erikoistumiskoulutus (30op). Ammatillinen opettaja digitalisaation, oppimisympäristöjen ja työelämän kehittäjänä (in Finnish)
Photo: HAMK
Digi Leader Coaching Programme for the Managers of Vocational Schools
Period: 2016-2017
Organizations: Häme University of Applied Sciences (Lead) and the Network of Private Vocational Institutions from Helsinki Region
Summary of activities:
Responsible for the Digi Leader Coaching Programme design, implementation (lecturing and facilitation of the working communities and teams) and assessment. The themes of the training are 1.) Digital Pedagogy and Leadership, 2.) Social Media and Pedagogical Leadership, 3) Digital Pedagogy and Co-Operation with the World of Work, 4.) Development Work on Digital Disruption. There were 80 leaders and managers from nine institutions studying in the programme.
Digiosaava Esimies Blogi (in Finnish)
Organizations: Häme University of Applied Sciences (Lead) and the Network of Private Vocational Institutions from Helsinki Region
Summary of activities:
Responsible for the Digi Leader Coaching Programme design, implementation (lecturing and facilitation of the working communities and teams) and assessment. The themes of the training are 1.) Digital Pedagogy and Leadership, 2.) Social Media and Pedagogical Leadership, 3) Digital Pedagogy and Co-Operation with the World of Work, 4.) Development Work on Digital Disruption. There were 80 leaders and managers from nine institutions studying in the programme.
Digiosaava Esimies Blogi (in Finnish)
Photo: Ville Salminen, HAMK
Digital Strategies in Comprehensive and Secondary Schools
Period: 2015-2016
Organisations: Häme University of Applied Sciences, Otava Folk High School, The Association of Finnish eLearning Centre, National Board of Education, Finland
Summary of activities:
Design, lecturing and guidance of the education programme of
implementing ICT strategies / digital agendas in comprehensive and secondary schools in Finland. The programme included strategy planning, implementation and tutor teacher network building. The training offered tools for teachers' competence development, new national curriculum implementation and regional development work. The programme scored 3 ECTS and included two study cohorts. The participants were educational professionals, administrators, city planners, school managers and teachers from diverse regions of Finland.
Virittäjät - TVT-strategiat toimimaan (sivusto)
Organisations: Häme University of Applied Sciences, Otava Folk High School, The Association of Finnish eLearning Centre, National Board of Education, Finland
Summary of activities:
Design, lecturing and guidance of the education programme of
implementing ICT strategies / digital agendas in comprehensive and secondary schools in Finland. The programme included strategy planning, implementation and tutor teacher network building. The training offered tools for teachers' competence development, new national curriculum implementation and regional development work. The programme scored 3 ECTS and included two study cohorts. The participants were educational professionals, administrators, city planners, school managers and teachers from diverse regions of Finland.
Virittäjät - TVT-strategiat toimimaan (sivusto)
Photo: HAMK
The Future Learner
Period: 2014-2015
Organisations: Häme University of Applied Sciences, Universities of Applied Sciences in Finland, Ministry of Education
Summary of activities:
"The Future Learner" (Tulevaisuuden oppija) was a subproject of a national project named “YAMK-koulutus vahvaksi TKI-vaikuttajaksi”, which was funded by the Ministry of Education of Finland. The objective of the project was to enhance RD&I (Research, Development and Innovation) in Master’s Degree -studies completed at Finnish Universities of Applied Sciences, and to deepen the university-business co-operation with the world of work. "Tulevaisuuden oppija" was a theoretical summary of the latest research of digital disruption and change in the world of work, the X- and Y-generation learners, and future insights for educators.
YAMK-koulutus vahvaksi TKI-vaikuttajaksi (in Finnish)
Tulevaisuuden oppija (Slideshre in Finnish)
Ryymin et al. Flexible and Agile Studying in Master’s Degree –
Experiences on Flipped Classroom in the University of Applied Sciences, approved manuscript
Organisations: Häme University of Applied Sciences, Universities of Applied Sciences in Finland, Ministry of Education
Summary of activities:
"The Future Learner" (Tulevaisuuden oppija) was a subproject of a national project named “YAMK-koulutus vahvaksi TKI-vaikuttajaksi”, which was funded by the Ministry of Education of Finland. The objective of the project was to enhance RD&I (Research, Development and Innovation) in Master’s Degree -studies completed at Finnish Universities of Applied Sciences, and to deepen the university-business co-operation with the world of work. "Tulevaisuuden oppija" was a theoretical summary of the latest research of digital disruption and change in the world of work, the X- and Y-generation learners, and future insights for educators.
YAMK-koulutus vahvaksi TKI-vaikuttajaksi (in Finnish)
Tulevaisuuden oppija (Slideshre in Finnish)
Ryymin et al. Flexible and Agile Studying in Master’s Degree –
Experiences on Flipped Classroom in the University of Applied Sciences, approved manuscript
Picture: The qualities of "The Future Learner" (in Finnish), from the project presentation, 2015. Link above.
Flexible and Mediating Learning Environment Design
Period: 2013-2014
Organisations: City of Helsinki, Finnish National Board of Education, Arkkitehtitoimistio Kouvo & Partanen
Summary of activities:
Lead of the multidisciplinary planning of pedagogical design in the "Joustavat ja välittävät oppimisympäristöt" (Flexible and Mediative Learning Environments) -project in co-operation with the development teams. The project consisted of two practical show case learning environments: Munksnäs Högstadieskolan / Hoplaxskolan and Kalasatama Comprehensive School in Helsinki. The responsibilities also included design of the open tools for learning environment co-design, open workshops with city planners, school staff and ICT personnel, and disseminating the project practices.
Joustavat ja välittävät oppimisympäristöt (sivusto)
Joustavat ja välittävät oppimisympäristöt -blogi
Munksnäs högstadieskolan korjataan kuntoon (lehtiartikkeli)
Kalasatamaan uudenlaista kouluarkkitehtuuria (lehtiartikkeli)
Picture: Drafting new learning spaces for Munksnäs. Arkkitehtitoimisto Kouvo & Partanen, 2014. Source of the photo: http://oppimisymparistot.meke.wikispaces.net/Pienet+kokeilut
National Conference of Education in 2012 and 2013
Period: 2012-2013
Organisations: City of Helsinki, Cities of Vantaa, Espoo and Kauniainen, Finlandia Hall, Finnish National Board of Education, several educational networks from Finland
Summary of activities:
Design and management of the National Conference of Education "Oppimisen Festarit - Oppimisen festarit" (nowdays called "Oppimisen Fiesta") for comprehensive and secondary school teachers, principals, educators, student wellbeing personnel and NGOs in Finland, together with two working partners. The conference was an open, collaborative, hackathon-like happening, where participants and educational networks were encouraged to contribute, organise programmes, and solve current challenges creatively together. Responsibilities included lead of several conference project groups and networks, scheduling and booking, marketing, PR, stakeholder negotiations, negotiations of venue, accommodations, technology and digital infrastructure. Also, social media design, finance, feedback gathering and quality management were the duties of the project manager. The tasks considered also the design of open tools for conference and workshop planning in future as well as innovation of new methods for conference collaboration, e.g. "After Talk -café" and "Lectures in Action". Each conference had about 2000 visitors.
Malli ja työkaluja opetusalan yhteisen konferenssin suunnitteluun (sivusto)
Opi ja kasva -konferenssi (sivusto, ylläpito päättynyt 2014)
Organisations: City of Helsinki, Cities of Vantaa, Espoo and Kauniainen, Finlandia Hall, Finnish National Board of Education, several educational networks from Finland
Summary of activities:
Design and management of the National Conference of Education "Oppimisen Festarit - Oppimisen festarit" (nowdays called "Oppimisen Fiesta") for comprehensive and secondary school teachers, principals, educators, student wellbeing personnel and NGOs in Finland, together with two working partners. The conference was an open, collaborative, hackathon-like happening, where participants and educational networks were encouraged to contribute, organise programmes, and solve current challenges creatively together. Responsibilities included lead of several conference project groups and networks, scheduling and booking, marketing, PR, stakeholder negotiations, negotiations of venue, accommodations, technology and digital infrastructure. Also, social media design, finance, feedback gathering and quality management were the duties of the project manager. The tasks considered also the design of open tools for conference and workshop planning in future as well as innovation of new methods for conference collaboration, e.g. "After Talk -café" and "Lectures in Action". Each conference had about 2000 visitors.
Malli ja työkaluja opetusalan yhteisen konferenssin suunnitteluun (sivusto)
Opi ja kasva -konferenssi (sivusto, ylläpito päättynyt 2014)
Oppimisen festarit -ohjelma:
| opijakasva2013_sähköinen_ohjelma.pdf |
Photo: The screenshot of the conference leaflet, 2013. The program in Finnish can be uploaded above.
Distributed Leadership and Collaborative Decision Making in Schools
Period: 2012-2013
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
Design and management of the in-service training of distributed leadership and collaborative decision making for the executive teams of comprehensive schools of Helsinki City. There were 24 training days for 530 participants from 100 schools from different parts of Helsinki. The themes of the training were 1) Collaborative Culture and Distributed Leadership, 2) Knowledge and Competence Management, 3) Managing the School Strategy, 4) Safety and Security Management, 5) Quality Management and 6) Leading the Educational Networks. The responsibilities also included pre-questionnaire for the schools, facilitation of the contact day training workshops, lecturing, feedback gathering and analysis, and finance management.
Yhteisöllisen ja jaetun johtajuuden johtoryhmävalmennus, 2012-2013
Photo: HAMK
Safety Management in Schools
Period: 2012-2013
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
The Safety Management -training was organised as a part of Collaborative Management and Distributed Leadership - Education Programme. This entailed working together with a safety expert to modify the safety management system (SMS) used in aviation education for the comprehensive school context and also planning together with her new, open tools for SMS in schools. The 100 comprehensive schools were trained in safety management, and the materials were later used in developing Critical Incident Stress Management support and competences.
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
The Safety Management -training was organised as a part of Collaborative Management and Distributed Leadership - Education Programme. This entailed working together with a safety expert to modify the safety management system (SMS) used in aviation education for the comprehensive school context and also planning together with her new, open tools for SMS in schools. The 100 comprehensive schools were trained in safety management, and the materials were later used in developing Critical Incident Stress Management support and competences.
Photo: HAMK
Strategic Leadership in Information Society
Period: 2012-2013
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
The project was a subproject of "the OSUKE-project" (Tieto- ja viestintätekniikan opetuskäyttö ja oppimisympäristöjen arviointi osaksi koulujen toimintasuunnitelmaa), the development of open tools for improving the pedagogically meaningful, systematic implementation of ICT in education and school management. The subproject was about gathering and editing the conclusions of the development process in co-operation with two authors for the following three publications:
How to Create the School of the Future - Revolutionary Thinking and Design from Finland (PDF)
Johtajuudella toimintakulttuurin muutokseen (PDF)
Tietoyhteiskuntakehityksen strateginen johtajuus koulussa ja opetustoimessa (PDF)
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
The project was a subproject of "the OSUKE-project" (Tieto- ja viestintätekniikan opetuskäyttö ja oppimisympäristöjen arviointi osaksi koulujen toimintasuunnitelmaa), the development of open tools for improving the pedagogically meaningful, systematic implementation of ICT in education and school management. The subproject was about gathering and editing the conclusions of the development process in co-operation with two authors for the following three publications:
How to Create the School of the Future - Revolutionary Thinking and Design from Finland (PDF)
Johtajuudella toimintakulttuurin muutokseen (PDF)
Tietoyhteiskuntakehityksen strateginen johtajuus koulussa ja opetustoimessa (PDF)
Picture: The screenshot from the project publication linked above. Design: Milla Toro, Innocorp oy.
The Peer Mentoring Model for Implementing ICT in Education
Period: 2012
Organisations: City of Helsinki
Summary of activities:
Designing the model for peer mentoring (digi tutors) and coaching for promoting ICT in education, and running new pedagogical experiments in the schools of Helsinki. Duties included the training concept planning, implementation, assessment and dissemination.
Kollegakouluttajat - opettajien vertaismentorointi, 2012
Organisations: City of Helsinki
Summary of activities:
Designing the model for peer mentoring (digi tutors) and coaching for promoting ICT in education, and running new pedagogical experiments in the schools of Helsinki. Duties included the training concept planning, implementation, assessment and dissemination.
Kollegakouluttajat - opettajien vertaismentorointi, 2012
Photo: HAMK
Professional Excellence in Air Traffic Controlling
Period: 2008-2011
Organizations: Finavia, University of Tampere, Network of aviation industries
Summary of activities:
Research-based development of the education of Air Traffic Controllers in co-operation with the multidisciplinary development team of Avia College. The responsibilities included researching the profession and working life duties of Air Traffic Controllers, running experiments of innovative learning methods and developing a new physical and virtual learning environment. Some of the project results and contents are confidential because of the high safety and security standards of civil aviation and therefore cannot be reported.
Ryymin, E., Karlström, T., Suokas, S., Teperi, A-M, Nokelainen, P. (2011). New Approach to Training. Avia College promotes Professional and Pedagogical Excellence in Air Traffic Controller Officers' Training. Air Traffic Technology International 2011, 66-69.
Lennonjohdon perustutkinnon opetussuunnitelma, yhteinen osa
Lennonjohto kutsuu hallitsemaan kognitiivista kuormaa (blogi-kirjoitus)
Pylväs, L., Nokelainen, P., & Roisko, H. (2015). The Role of Natural Abilities, Intrinsic Characteristics, and Extrinsic Conditions in Air Traffic Controllers’ Vocational Development. Journal of Workplace Learning, 27(3), 241-263.
Organizations: Finavia, University of Tampere, Network of aviation industries
Summary of activities:
Research-based development of the education of Air Traffic Controllers in co-operation with the multidisciplinary development team of Avia College. The responsibilities included researching the profession and working life duties of Air Traffic Controllers, running experiments of innovative learning methods and developing a new physical and virtual learning environment. Some of the project results and contents are confidential because of the high safety and security standards of civil aviation and therefore cannot be reported.
Ryymin, E., Karlström, T., Suokas, S., Teperi, A-M, Nokelainen, P. (2011). New Approach to Training. Avia College promotes Professional and Pedagogical Excellence in Air Traffic Controller Officers' Training. Air Traffic Technology International 2011, 66-69.
Lennonjohdon perustutkinnon opetussuunnitelma, yhteinen osa
Lennonjohto kutsuu hallitsemaan kognitiivista kuormaa (blogi-kirjoitus)
Pylväs, L., Nokelainen, P., & Roisko, H. (2015). The Role of Natural Abilities, Intrinsic Characteristics, and Extrinsic Conditions in Air Traffic Controllers’ Vocational Development. Journal of Workplace Learning, 27(3), 241-263.
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Skyhow Start-Up
Period: 2008-2011
Organisations: Finavia, Tekes (Business Finland), Kinnarps Oy, Network of aviation industries
Summary of activities:
Research and development related to a Tekes-funded education export start-up "Skyhow", which provided Finnish Air Traffic Management (ATM) training for European and Middle-Eastern markets. The responsibilities included research and information gathering, training programme and product development, and new learning environment design in co-operation as an educational expert with the executive team and project management. Some of the project results and contents are confidential because of the high safety and security standards of civil aviation and therefore cannot be reported.
The New Learning Environment of Avia College, Kinnarps Show Case
Screenshot from https://www.kinnarps.fi/inspiraatiota, 4.2. 2015.
Ryymin, E., Leinonen A. M, Suokas, S. ja Malinen, T. (2010). Lennonjohtokutsuu ubioppimaan! Esitys kansallisessa ITK-konferenssissa (Interaktiivinen Tietotekniikka Koulutuksessa), 22-23. huhtikuuta 2008, Hämeenlinna.
Photo: Finavia Oyj (c)
Learning Environment Benchmarking, Implementation and Coaching
Period: 2008-2009
Organisations: Helsinki City
Summary of activities:
The implementation of digital learning environments in the education department of Helsinki in the team of Media Centre, in co-operation with the city management. All the comprehensive and secondary schools of Helsinki contributed to digital learning environment development. The responsibilities included school-based process coaching in comprehensive schools in the eastern area of Helsinki and hospital schools in the central city area. Pedagogical experiments especially in technology-supported inquiry learning, teacher training, peer mentoring and workshop facilitation of pilot schools.
Organisations: Helsinki City
Summary of activities:
The implementation of digital learning environments in the education department of Helsinki in the team of Media Centre, in co-operation with the city management. All the comprehensive and secondary schools of Helsinki contributed to digital learning environment development. The responsibilities included school-based process coaching in comprehensive schools in the eastern area of Helsinki and hospital schools in the central city area. Pedagogical experiments especially in technology-supported inquiry learning, teacher training, peer mentoring and workshop facilitation of pilot schools.
Picture: Anssi Keränen's (c) drawing for teachers' peer mentoring in the learning environment development process. Media Centre, Helsinki City, 2008.
Partners in Learning - Peer Coaching Programme
Period: 2005
Organisations: Microsoft oy, Datafisher oy
Summary of activities:
Localisation of the MS's international concept of Partner in Learning - Empowering Teachers and Students to Finland. Responsibilities included collaboration with the MS global educational team in Nynäshamn (Sweden) in August 2005 and building the Teacher Training and Train to Trainers -concept and learning materials in Finnish.
Organisations: Microsoft oy, Datafisher oy
Summary of activities:
Localisation of the MS's international concept of Partner in Learning - Empowering Teachers and Students to Finland. Responsibilities included collaboration with the MS global educational team in Nynäshamn (Sweden) in August 2005 and building the Teacher Training and Train to Trainers -concept and learning materials in Finnish.
Photo: Riku Isohella, Velhot Photography Oy
Safer Use of Internet
Period: 2001-2003
Organisations: Helsinki City, Institut fur Gewaltverzicht, Austria (Coordinator), Fundació Catalana per a la Recerca, Spain, Context European Education Magazine, Netherlands, EU-IST Programme.
Summary of activities:
The project was about promoting the safer use of Internet as well as safety and security in European schools. Duties included information gathering, training concept and product design as well as dissemination of good practices on the safe use of the Internet in comprehensive schools. The training themes were 1) Information Security, 2) Malware, 3) Cyberbullying, 4) Offensive Content, 5) Information Searching Skills, 6) Media Critics and Source Criticism. The responsibilities included also management of training and workshops, project dissemination, finance and process assessment.
Organisations: Helsinki City, Institut fur Gewaltverzicht, Austria (Coordinator), Fundació Catalana per a la Recerca, Spain, Context European Education Magazine, Netherlands, EU-IST Programme.
Summary of activities:
The project was about promoting the safer use of Internet as well as safety and security in European schools. Duties included information gathering, training concept and product design as well as dissemination of good practices on the safe use of the Internet in comprehensive schools. The training themes were 1) Information Security, 2) Malware, 3) Cyberbullying, 4) Offensive Content, 5) Information Searching Skills, 6) Media Critics and Source Criticism. The responsibilities included also management of training and workshops, project dissemination, finance and process assessment.
Picture: The Safer Use of Internet project logo, 2001.
ITCOLE - Innovative Technologies for Collaborative Learning and Knowledge Building
Period: 2001-2004
Organisations: Helsinki City, University of Art and Design Helsinki (Coordinator), University of Amsterdam and University of Nijmegen, Netherlands, Forschungszentrum Informationstechnic, Germany, University of Murcia, Spain, University of Salerno, Italy, University of Athens, Greece, EU-IST Programme.
Summary of activities:
ITCOLE (Innovative Learning Technologies for Collaborative Learning and Knowledge Building) was a large-scale research and development project focusing on new ways of teaching and learning with new technologies. The project was funded from the European Commission's Information Society Technology (IST) framework. The coordinator of the project was Aalto University (University of Art and Design in 2001-2004). The responsibilities included project management of the City of Helsinki, which together with the University of Art and Design, constituted "the Helsinki hub" of the project. Responsibilities included collaborative software and learning environment design together with the project consortium, running several pedagogical experiments of collaborative and inquiry-based learning, teacher in-service training model planning, and teacher education in Helsinki. Also assessment, reporting, finance and dissemination of the project practices were part of the project managers' duties.
ITCOLE Project in Redesa Database
Leinonen, T., Hakkarainen, K., Appelt, W., Gómez-Skarmetav, A. & Leinonen, S. (2001). ITCOLE Project - Designing Innovative Technology for Collaborative Learning and Knowledge Building. In C. Montgomerie & J. Viteli (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2001 (pp. 1103-1108). Association for the Advancement of Computing in Education (AACE).
Ryymin, E., Veermans, M. & Lakkala, M. (2005). Dissemination practices of technology-supported inquiry learning. Learning the Skills, Special Edition of The Finnish Journal of Vocational and Professional Education, 65-85.
Ryymin, E. & Korhonen, K. (2004). Oppimiskumppanit verkossa. Yhteisöllisiä ratkaisuja opetuksen uudistamiseen. Ammattikasvatus 1, 64-74.
Ryymin, E. ja Korhonen, K. (2003). The Teacher Training and Consulting Model. Deliverable 8.1. Summary. Innovative Technologies for Collaborative Learning and Knowledge Building. ITCOLE IST Project 26249.
Organisations: Helsinki City, University of Art and Design Helsinki (Coordinator), University of Amsterdam and University of Nijmegen, Netherlands, Forschungszentrum Informationstechnic, Germany, University of Murcia, Spain, University of Salerno, Italy, University of Athens, Greece, EU-IST Programme.
Summary of activities:
ITCOLE (Innovative Learning Technologies for Collaborative Learning and Knowledge Building) was a large-scale research and development project focusing on new ways of teaching and learning with new technologies. The project was funded from the European Commission's Information Society Technology (IST) framework. The coordinator of the project was Aalto University (University of Art and Design in 2001-2004). The responsibilities included project management of the City of Helsinki, which together with the University of Art and Design, constituted "the Helsinki hub" of the project. Responsibilities included collaborative software and learning environment design together with the project consortium, running several pedagogical experiments of collaborative and inquiry-based learning, teacher in-service training model planning, and teacher education in Helsinki. Also assessment, reporting, finance and dissemination of the project practices were part of the project managers' duties.
ITCOLE Project in Redesa Database
Leinonen, T., Hakkarainen, K., Appelt, W., Gómez-Skarmetav, A. & Leinonen, S. (2001). ITCOLE Project - Designing Innovative Technology for Collaborative Learning and Knowledge Building. In C. Montgomerie & J. Viteli (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2001 (pp. 1103-1108). Association for the Advancement of Computing in Education (AACE).
Ryymin, E., Veermans, M. & Lakkala, M. (2005). Dissemination practices of technology-supported inquiry learning. Learning the Skills, Special Edition of The Finnish Journal of Vocational and Professional Education, 65-85.
Ryymin, E. & Korhonen, K. (2004). Oppimiskumppanit verkossa. Yhteisöllisiä ratkaisuja opetuksen uudistamiseen. Ammattikasvatus 1, 64-74.
Ryymin, E. ja Korhonen, K. (2003). The Teacher Training and Consulting Model. Deliverable 8.1. Summary. Innovative Technologies for Collaborative Learning and Knowledge Building. ITCOLE IST Project 26249.
Photo: Riku Isohella, Velhot Photography Oy
The School Managers' Centre
Period: 2001-2003
Organisations: Helsinki City, European Schoolnet, now European School Network (EUN), European School Heads Association (ESHA), EU Socrates / Minerva framework
Summary of activities:
Development the School Managers' Centre resource centre, competence development activities and the website, in co-operation with ESHA and EUN (Coordinator) and an innovative team of school managers from comprehensive and secondary schools of Helsinki. The work duties were also to organize and facilitate several development workshops for school managers in Finland and abroad, as well as taking care of project finance, reporting, and assessment.
The EUN School Managers Centre (website 2016)
Organisations: Helsinki City, European Schoolnet, now European School Network (EUN), European School Heads Association (ESHA), EU Socrates / Minerva framework
Summary of activities:
Development the School Managers' Centre resource centre, competence development activities and the website, in co-operation with ESHA and EUN (Coordinator) and an innovative team of school managers from comprehensive and secondary schools of Helsinki. The work duties were also to organize and facilitate several development workshops for school managers in Finland and abroad, as well as taking care of project finance, reporting, and assessment.
The EUN School Managers Centre (website 2016)
Photo: The leaflet of School Managers' Centre, 2001.
Headline photo: Ville Salminen, HAMK
Project: The Finnish-Brazilian VET Teachers for the Future -programme
Project: The Finnish-Brazilian VET Teachers for the Future -programme