The remote instruction organised at the Faculty of Biological and Environmental Sciences is diverse in nature, with a great deal of feedback collected on students’ experiences. Some students are well suited to studying over remote connections, others require more support and interaction between students and teachers. In fact, remote instruction has been substantially developed to support interaction and dialogue in this period of remote learning. Among other things, we have increased the amount of teaching based on the flipped classroom concept, in which lecture materials are studied and explored in advance, with the teaching focusing more on the application of learning through discussion with others.
In the future, the Faculty wishes to further develop and apply diverse teaching methods that enable active course attendance, including over remote connections, while supporting students’ active knowledge building and interaction with fellow students.
Alongside traditional contact instruction, our digital teaching makes studying more interesting and improves learning outcomes. One benefit of digital education is its less restricted scheduling – instruction is available to students at the time of their choosing.
In a digital leap project carried out by the Bachelor’s Programme in Biology, online materials were designed for teaching in ecology, plant and animal physiology as well as animal diversity. Pinkka, an online learning environment supporting the identification of organisms and habitats, has been developed over the years by Faculty teachers. Pinkka
Field instruction is being developed in a digital leap project collaboratively carried out by the degree programmes. The goal is to bring under one roof all information pertaining to field courses in biology and teaching relating to knowledge of species. Simultaneously, support is offered for implementing a digital field course environment. Field course instruction is also linked to the descriptions of the University of Helsinki’s biological research stations and the opportunities they provide, for example, for writing master’s theses. The digital leap is being carried out in cooperation with the Finnish Museum of Natural History.
Field instruction is being developed in a digital leap project collaboratively carried out by the degree programmes. The goal is to bring under one roof all information pertaining to field courses in biology and teaching relating to knowledge of species. Simultaneously, support is offered for implementing a digital field course environment. Field course instruction is also linked to the descriptions of the University of Helsinki’s biological research stations and the opportunities they provide, for example, for writing master’s theses. The digital leap is being carried out in cooperation with the Finnish Museum of Natural History.
The Bachelor’s Programme in Molecular Biosciences has been developing what is known as flipped classroom instruction to replace mass lectures targeted at large student groups and laboratory courses. Mass lectures have been pre-recorded, and a range of engaging digital methods are in use. In addition, advance questionnaires which measure students’ skills have been developed. The theoretical content of laboratory courses, such as the preparation of dilution series or the use of micropipettes, is studied in advance by watching video recordings. Students also complete an ‘entrance test’ in advance to be admitted to the courses. Students have found it helpful that the content of laboratory courses is reviewed in advance, as it provides them with an overview of what laboratory work is in practice.
In the fields of neuroscience and physiology, we have intensified teaching with web-based materials, which make it possible for students to listen to audio recordings on the theoretical basics of experimental work and review videos of the different stages of procedures as many times as they like before practising them themselves. Together with Finland’s top experts and specialists in web-based education, we are designing online courses that are completed independently. For example, an online course in brain imaging techniques teaches students to understand the basics and uses of a range of techniques, from basic research to medical applications.
The Teachers’ Academy is a network of top-level teachers at the University, whose goal is to improve the standing of teaching at the University. Membership in the Teachers’ Academy is an acknowledgement of merits and expertise in teaching.
There are five Teachers’ Academy fellows at the Faculty of Biological and Environmental Sciences: Jaanika Blomster, Olli-Pekka Penttinen, Jouko Rikkinen, Risto Willamo and Helena Åström.
In the Life Science Education Research Group, members of the Teachers’ Academy and senior lecturers in university pedagogy also collaborate in the research-based development of teaching.
A senior lecturer in university pedagogy assigned to the Faculty of Biological and Environmental Sciences offers pedagogical support to degree programmes together with the other senior lecturers in university pedagogy active on Viikki Campus. Senior lecturers in university pedagogy are part of the pedagogical support provided to faculties and degree programmes by the Centre for University Teaching and Learning.
At the Faculty of Biological and Environmental Sciences, teaching is developed using a number of approaches on the basis of research. For instance, research-based HowULearn feedback coordinated by the Centre for University Teaching and Learning is currently employed by all Faculty degree programmes.
In addition, there are various teaching development projects ongoing at the Faculty to which senior lecturers in university pedagogy are contributing, for example, in terms of supporting student wellbeing, the development of expertise during studies as well as the development of assessing inclusivity and learning on campus. Senior lecturers in university pedagogy also support course and curriculum design, as well as organise different training sessions according to demand.