Preparedness and resilience in educational institutions and communities
Preparedness and resilience in educational institutions and communities
Structure and timing plan by group
Enrollment
02.07.2023 - 31.07.2023
Timing
01.08.2023 - 31.07.2024
Number of ECTS credits allocated
5 op
Virtual proportion
5 op
Mode of delivery
Distance learning
Campus
Laurea Porvoo
Teaching languages
- Finnish
Seats
15 - 45
Degree programmes
- Preparedness and resilience in educational institutions and communities
Teachers
- Jatta Jännäri
- Linda Hart
Teacher in charge
Jatta Jännäri
Groups
-
USB423SUVarautuminen ja resilienssi oppilaitoksissa ja yhteisöissä, täydennyskoulutus, S23, Hyvinkää
Learning outcomes
The student is able to
- update, apply and share current knowledge on preparedness with their colleagues and in the local community of their educational institution
- plan for local and societal crisis situations from the perspective of their own educational institution
- discuss information on preparedness with children, youth and their carers age-appropriately
- reflect on their own place as educational professionals in a society prone to disruptions (e.g. blackouts, electricity shortages)
Teaching methods
This continuing education course is an online training carried out on the Canvas platform. Online lectures are organised using the Zoom online meeting tool.
The general objectives of the Vary continuing education course are to familiarise students with a work culture that promotes safety in educational institutions and to inspire people to think about preparedness and maintaining community resilience in their own educational institutions and local community. The course includes four online lectures and learning assignments. The course assignments focus on maintaining and sharing security skills in one's own work community.
Autumn 2023:
Tue 19.9. at 13.00-15.30 Preparedness for emergencies in educational institutions and simulation game (Training Manager Mikko Poutala, Finnish Association of Fire Officers)
The participants will receive an up-to-date overview of educational institution safety and will familiarise themselves with maintaining preparedness skills among professionals in their own work community. The lessons learned in the training section are applied to the built and working environment of your own educational institution and a preparation session is planned for your own work community.
Tue 10.10. at 13.00-15.30 Discussing preparedness with children and young people (Lecturer Jonna Brandt and RDI Specialist Linda Hart, Laurea UAS)
The participants familiarise themselves with the discussion of preparedness topics with children and young people, latest research and the formation of communal resilience in various emergencies. The aim of the training section is to plan functional and age-appropriate exercises (e.g. blackouts, home emergency supplies) for children and youth in your educational institution.
Tue 31.10. at 13.00-15.30 Preparing for social disturbances in educational institutions (lecturer Anja Aatsinki, Laurea UAS)
The students familiarise themselves with preparedness for potential disruptions and safety planning in the educational institution environment due to the ripple effects of the coronavirus pandemic and the war in Ukraine. The aim is to delve deeper into the safety and rescue plans of the educational institution, maintaining common safety competence and updating safety documents.
Tue 21.11. at 13.00-15.30 Educators as crisis actors in a disruptive society (RDI specialist Linda Hart and lecturer Jonna Brandt, Laurea UAS)
The aim of the training section is to study and analyse professional educators as crisis actors in various local and societal disruptions. The students reflect on the construction of preparedness skills and communal resilience in their own educational institution and professional field for the educational, social and societal needs of the 2020s in the form of a written final assignment.
The course will be organised again in spring 2024 during weeks 4-17.
Alternative completion methods of implementation
Alternative assignments are given during the course to cover absences from online lectures.
Co-operation with working life and/or RDI
The course is a continuing education course (in Finnish) for employees of early childhood, preschool, primary and secondary education, as well as some forms of adult education, funded by the National Agency for Education (RDI project)
Project webpage: https://www.laurea.fi/en/projects/v/varautuminen-ja-resilienssi-oppilaitoksissa-ja-yhteisoissa-vary/
Important dates
Autumn 2023:
Online lectures:
Week 38 Poutala Tue 19.9. 13.00-15.30
Week 41 Brandt & Hart Tue 10.10. 13.00-15.30
Week 44 Aatsinki Tue 31.10. 13.00-15.30
Week 47 Hart ja Brandt Tue 21.11. 13.00-15.30
Assignment due: 5.12.
Assignments evaluated by 19.12.
Forms of internationality
This is a course funded by the Finnish National Agency for Education for staff in Finnish educational institutions, no specific international dimension
Students workload
One credit equals on average 27 hours of input
Content:
Parts 1-3 (online lectures): 1 cr each, 3 cr in total
Part 4 (online lecture): 2 op (includes a final essay)
Content and scheduling
To complete the course you will need:
• Participate in four online teaching events or complete alternative assignments. Some lecture segments can be saved and made available for the duration of the course.
• Familiarizing yourself with literature related to online teaching events and completing assignments individually and in groups on the Canvas platform.
• Course assignments (learning diary) and final essay, submitted to the Canvas platform for evaluation.
Grading scale
H-5
Evaluation methods and criteria
To complete the course, the student must participate in Zoom online lectures, group work in Zoom online lectures and the Canvas platform, and reflect on the content of online lectures, group work and texts read during the course in the learning diary and final essay. If you cannot attend the online lecture, you can complete an alternative assignment. The assessment of course performance is carried out by examining how actively the student has participated in the course lectures, light group work and how well the student completes written assignments based on course literature and independent information retrieval.
Evaluation criteria, fail (0)
(Rejected)
Students skip online lectures without completing substitute assignments. They skip tasks required in the training sections. Despite any additional time granted and the substitute forms offered, they will not complete the course even if they have received help and support from the course coordinator.
Evaluation criteria, satisfactory (1-2)
1 (satisfactory)
Students participate in online lectures and group work. They examine their working environment from the perspective of the information provided during the course and tackle some of the topics of discussion on social safety in the texts they produce. They familiarise themselves with the course reading list to the extent of the texts mentioned in the training sections and produce popular text on the course topics. They write final essays on topics offered in the course and acquire some knowledge for dealing with the topic of the essay, possibly with the support of a lecturer.
2 (satisfactory)
Students participate in discussions in online lectures and group work. They consider the contents of the course from the perspective of their own work environments and tackle some of the societal topics of discussion on security in the texts they produce. They familiarise themselves with the course reading to a sufficient extent and combine information to produce writing. They choose the topic of final essays or edit them and acquire appropriate knowledge for handling the topic, possibly with the support of a lecturer.
Evaluation criteria, good (3-4)
3 (good)
Students participate in discussions in online lectures and group work. They apply the course contents to their own work environment and to some of the topics discussed in social security. They familiarise themselves with course reading quite actively and combine course contents to produce popular text. They can choose the topic of the final essay or edit it themselves and acquire relevant information for dealing with the topic, possibly with the support of a lecturer.
4 (good)
Students participate quite actively in discussions in online lectures and group work. They apply the course contents to their own working environment and topical discussion topics related to social security. They familiarise themselves with course reading quite thoroughly and combine information from different fields to produce their own, expert text. They can choose the topic of the final essay or edit it themselves and acquire relevant, researched information for dealing with the topic.
Evaluation criteria, excellent (5)
5 (excellent)
Students actively participate in discussions in online lectures and group work. They apply the course topics to their own working environment and reflect on broad societal safety-related questions and future visions from the perspective of their own profession. They familiarise themselves with course reading holistically and combine information from different fields and perspectives to produce new, insightful text. They may define or edit the topic of the final essay themselves and independently acquire research-based knowledge for dealing with the topic.
Timing
01.01.2024 - 31.12.2024
Number of ECTS credits allocated
5 op
Virtual proportion
5 op
Mode of delivery
Distance learning
Campus
Laurea Porvoo
Teaching languages
- Finnish
Seats
15 - 45
Degree programmes
- Preparedness and resilience in educational institutions and communities
Teachers
- Jatta Jännäri
- Linda Hart
Teacher in charge
Jatta Jännäri
Groups
-
USB424KUVarautuminen ja resilienssi oppilaitoksissa ja yhteisöissä, täydennyskoulutus, K24, Hyvinkää
Learning outcomes
The student is able to
- update, apply and share current knowledge on preparedness with their colleagues and in the local community of their educational institution
- plan for local and societal crisis situations from the perspective of their own educational institution
- discuss information on preparedness with children, youth and their carers age-appropriately
- reflect on their own place as educational professionals in a society prone to disruptions (e.g. blackouts, electricity shortages)
Teaching methods
This continuing education course is an online training carried out on the Canvas platform. Online lectures are organised using the Zoom online meeting tool.
The general objectives of the Vary continuing education course are to familiarise students with a work culture that promotes safety in educational institutions and to inspire people to think about preparedness and maintaining community resilience in their own educational institutions and local community. The course includes four online lectures and written assignments. The course assignments focus on maintaining and sharing security skills in one's own workplace.
Spring 2024:
Wed 24 Jan 13.00-15.30 Preparedness for emergencies in educational institutions and simulation game (Training Manager Mikko Poutala, Finnish Association of Fire Officers)
The participants will receive an up-to-date overview of educational institution safety and will familiarise themselves with maintaining preparedness skills among professionals in their own workplace. The lessons learned in the training section are applied to the built and working environment of your own educational institution and a preparation session is planned for your own workplace.
Wed 14 Feb 13.00-15.30 Preparing for in educational institutions (lecturer Anja Aatsinki, Laurea UAS)
The students familiarise themselves with preparedness for potential disruptions and safety planning in educational institutions due to the ripple effects of the Covid-19 pandemic and the war in Ukraine. The aim is to delve deeper into safety and rescue plans of the educational institution, maintaining common safety competence and updating safety documents.
Thu 7 Mar 13.00-15.30 Discussing preparedness with children and young people (Lecturer Jonna Brandt and RDI Specialist Linda Hart, Laurea UAS)
The participants familiarise themselves with discussing preparedness topics with children and young people, latest research and the formation of communal resilience in various emergencies. The aim of the training section is to plan functional and age-appropriate exercises (e.g. blackouts, home emergency supplies) for children and youth in your educational institution.
Wed 27 Mar 13.00-15.30 Educators as crisis actors in a disturbance-prone society (RDI specialist Linda Hart and lecturer Jonna Brandt, Laurea UAS)
The aim of the training section is to study and analyse professional educators as crisis actors in various local and societal disruptions. The students reflect on the construction of preparedness skills and communal resilience in their own educational institution and professional field for the educational, social and societal needs of the 2020s in the form of a written final assignment.
Learning materials and recommended literature
The course literature, mostly in Finnish, will be available on the Canvas platform before the course begins.
Alternative completion methods of implementation
Alternative assignments are given during the course to cover absences from online lectures.
Co-operation with working life and/or RDI
The course is a continuing education course (in Finnish) for employees of early childhood, preschool, primary and secondary education, as well as some forms of adult education, funded by the Finnish National Agency for Education (RDI project)
Project webpage: https://www.laurea.fi/en/projects/v/varautuminen-ja-resilienssi-oppilaitoksissa-ja-yhteisoissa-vary/
Important dates
Autumn 2023:
Online lectures:
Week 4 Poutala Wed 24 Jan13.00-15.30
Week 7 Brandt & Hart Wed 14 Feb 13.00-15.30
Week 10 Aatsinki Thu 7 Mar 13.00-15.30
Week 13 Hart ja Brandt Wed 27 Mar 13.00-15.30
Assignment due: 10 Apr
Assignments evaluated by 24 Apr
Forms of internationality
This is a course funded by the Finnish National Agency for Education for staff in Finnish educational institutions, no specific international dimension
Students workload
One credit equals on average 27 hours of input
Content:
Parts 1-3 (online lectures): 1 cr each, 3 cr in total
Part 4 (online lecture): 2 op (includes a final essay)
Content and scheduling
To complete the course you will need:
• Participate in four online teaching events or complete alternative assignments. Some lecture segments can be saved and made available for the duration of the course.
• Familiarise yourself with literature related to online teaching events and completing assignments individually and in groups on the Canvas platform.
• Course assignments (learning diary) and final essay, submitted to the Canvas platform for evaluation.
Grading scale
H-5
Evaluation methods and criteria
To complete the course, the student must participate in Zoom online lectures, group work in Zoom online lectures and the Canvas platform, and reflect on the content of online lectures, group work and texts read during the course in the learning diary and final essay. If you cannot attend the online lecture, you can complete an alternative assignment. The assessment of course performance is carried out by examining how actively the student has participated in the course lectures, light group work and how well the student completes written assignments based on course literature and independent information retrieval.
Evaluation criteria, satisfactory (1-2)
1 (satisfactory)
Students participate in online lectures and group work. They examine their working environment from the perspective of the information provided during the course and tackle some of the topics of discussion on social safety in the texts they produce. They familiarise themselves with the course reading list to the extent of the texts mentioned in the training sections and produce popular text on the course topics. They write final essays on topics offered in the course and acquire some knowledge for dealing with the topic of the essay, possibly with the support of a lecturer.
2 (satisfactory)
Students participate in discussions in online lectures and group work. They consider the contents of the course from the perspective of their own work environments and tackle some of the societal topics of discussion on security in the texts they produce. They familiarise themselves with the course reading to a sufficient extent and combine information to produce writing. They choose the topic of final essays or edit them and acquire appropriate knowledge for handling the topic, possibly with the support of a lecturer.
Evaluation criteria, good (3-4)
3 (good)
Students participate in discussions in online lectures and group work. They apply the course contents to their own work environment and to some of the topics discussed in social security. They familiarise themselves with course reading quite actively and combine course contents to produce popular text. They can choose the topic of the final essay or edit it themselves and acquire relevant information for dealing with the topic, possibly with the support of a lecturer.
4 (good)
Students participate quite actively in discussions in online lectures and group work. They apply the course contents to their own working environment and topical discussion topics related to social security. They familiarise themselves with course reading quite thoroughly and combine information from different fields to produce their own, expert text. They can choose the topic of the final essay or edit it themselves and acquire relevant, researched information for dealing with the topic.
Evaluation criteria, excellent (5)
5 (excellent)
Students actively participate in discussions in online lectures and group work. They apply the course topics to their own working environment and reflect on broad societal safety-related questions and future visions from the perspective of their own profession. They familiarise themselves with course reading holistically and combine information from different fields and perspectives to produce new, insightful text. They may define or edit the topic of the final essay themselves and independently acquire research-based knowledge for dealing with the topic.