{"id":20348,"date":"2024-04-10T07:45:00","date_gmt":"2024-04-10T05:45:00","guid":{"rendered":"https:\/\/blogs.uef.fi\/ueflibrary\/?p=20348"},"modified":"2025-11-06T17:47:14","modified_gmt":"2025-11-06T15:47:14","slug":"katsaus-kirjaston-tiedonhaun-opintojakson-kehityskaareen-an-insight-into-the-development-of-the-librarys-information-retrieval-course","status":"publish","type":"post","link":"https:\/\/blogs.uef.fi\/ueflibrary\/katsaus-kirjaston-tiedonhaun-opintojakson-kehityskaareen-an-insight-into-the-development-of-the-librarys-information-retrieval-course\/","title":{"rendered":"Katsaus kirjaston tiedonhaun opintojakson kehityskaareen |  An Insight into the Development of the Library\u2019s Information Retrieval Course"},"content":{"rendered":"\n<p><bdo lang=\"en\" dir=\"ltr\">(Please,\u00a0scroll down to read in English.)<\/bdo><\/p>\n\n\n\n<p>Yhden opintopisteen laajuinen tiedonhaun opintojakso on monen perusopiskelijan ensimm\u00e4inen syv\u00e4llisempi kosketus tieteellisen tiedonhaun maailmaan, ja t\u00e4m\u00e4 opintojakso sijoittuu usein kandidaatin tutkielman laatimisen yhteyteen. Opiskelijat tutustuvat opintojaksolla k\u00e4yt\u00e4nn\u00f6n tiedonhakutekniikoiden lis\u00e4ksi mm. tiedonl\u00e4hteisiin, julkaisemiseen ja hakukoneisiin liittyv\u00e4\u00e4n tietouteen.<\/p>\n\n\n\n<p>Yhdenkin opintopisteen laajuisen kurssin toteuttaminen vaatii pitk\u00e4j\u00e4nteist\u00e4 suunnitteluty\u00f6t\u00e4. Selke\u00e4t tavoitteet, niiden toteutumista tukeva suunnitelma, pedagogisesti perusteltu toteutustapa sek\u00e4 arviointivaihe, jossa huomioidaan opintojakson  jatkokehitt\u00e4minen, ryhditt\u00e4v\u00e4t ja selkeytt\u00e4v\u00e4t opetusta niin opiskelijoille kuin opettajallekin.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Opintojakson suunnittelu ja valmiiden toteutusten hy\u00f6dynt\u00e4minen<\/h2>\n\n\n\n<p>Kirjaston j\u00e4rjest\u00e4mi\u00e4 kandidaattivaiheen opiskelijoille suunnattuja tiedonhaun opintojaksoja yhdist\u00e4\u00e4 yhteiset osaamistavoitteet. Aivan uuden opintojakson suunnitteluty\u00f6 alkaa kohderyhm\u00e4n osaamistarpeiden ja opetuksen ydinaineksen tunnistamisesta. T\u00e4ll\u00f6in korostuu yhteisty\u00f6 oppiaineen henkil\u00f6kunnan kanssa. Perinpohjaisen suunnitteluty\u00f6n j\u00e4lkeen on my\u00f6s t\u00e4rke\u00e4\u00e4 pit\u00e4\u00e4 mieless\u00e4, kuinka opiskelijoilta ker\u00e4tty palaute huomioidaan tulevien vuosien toteutusten kehitt\u00e4misess\u00e4. Opetuksen suunnittelu onkin ehk\u00e4 parempi mielt\u00e4\u00e4 jatkuvaksi prosessiksi, jossa vuosittain p\u00e4ivitet\u00e4\u00e4n asiasis\u00e4lt\u00f6jen lis\u00e4ksi tarvittavat opetukselliset ratkaisut.<\/p>\n\n\n\n<p>Opiskelijan kannalta parhaimman mahdollisen toteutuksen rakentaminen on opettajilla varmastikin ensimm\u00e4isen\u00e4 t\u00e4rkeysj\u00e4rjestyksess\u00e4. K\u00e4ytett\u00e4viss\u00e4 olevat ty\u00f6aikaresurssit puolestaan antavat raamit opintojaksojen suunnittelulle ja kehitt\u00e4miselle. Suunnitteluun on tarjolla tukea UEF:n digipalveluista sek\u00e4 yliopistopedagogiikan koulutuksissa, mutta my\u00f6s  kollegan mahdollisia valmiita materiaaleja kannattaa hy\u00f6dynt\u00e4\u00e4, mik\u00e4li sellaiseen on saanut luvan. Avoimet oppimateriaalit kannattaa my\u00f6s huomioida suunnittelussa.<\/p>\n\n\n\n<p>Valmiiden toteutusten hy\u00f6dynt\u00e4minen s\u00e4\u00e4st\u00e4\u00e4 yleens\u00e4 roppakaupalla resursseja. Hyv\u00e4ksi havaittua opintojaksoa voi hy\u00f6dynt\u00e4\u00e4 my\u00f6s uuden tai kehitt\u00e4mist\u00e4 odottavan toteutuksen kanssa sek\u00e4 suunnittelun ett\u00e4 k\u00e4yt\u00e4nn\u00f6n ratkaisujen osalta \u2014 eLearnissa saa k\u00e4tev\u00e4sti pyydetty\u00e4 kopion vanhasta kurssipohjasta tulevan lukuvuoden toteutukselle. Kun monistettava kurssipohja on riitt\u00e4v\u00e4n yksinkertainen ja tarkkaan harkittu, ei vuosittaisen mekaanisen p\u00e4ivitysty\u00f6n tarve kasva liian suureksi.<\/p>\n\n\n<iframe  title=\u201dTeko\u00e4lyn tekem\u00e4 piirros hybridiopetustilanteesta, jossa opettaja katselee n\u00e4ytt\u00f6\u00e4. Taustalla on yleis\u00f6\u00e4 ja opettajan n\u00e4yt\u00f6ll\u00e4 n\u00e4kyy et\u00e4osallistujien lis\u00e4ksi kuvitteellisia sovelluksia.\u201d width=\"960\" height=\"960\" data-original-width=\"1024\" data-original-height=\"1024\" src=https:\/\/www.thinglink.com\/view\/scene\/1824828958789599909 type=\"text\/html\" style=\"border: none;\" webkitallowfullscreen mozallowfullscreen allowfullscreen scrolling=\"no\"><\/iframe><script async src=\"\/\/cdn.thinglink.me\/jse\/responsive.js\"><\/script><br\/><a href=https:\/\/www.thinglink.com\/view\/scene\/1824828958789599909\/accessibility target=\"_blank\" rel=\"noopener noreferrer\">Siirry t\u00e4st\u00e4 esityksen saavutettavaan versioon.<\/a>\n\n\n\n<h2 class=\"wp-block-heading\">Riitt\u00e4v\u00e4n helppo, pedagogisesti perusteltu toteutus opintojaksoille<\/h2>\n\n\n\n<p>Tiedonhaun opetusta toteutetaan k\u00e4yt\u00e4nn\u00f6ss\u00e4 l\u00e4hi- tai et\u00e4opetuksena sek\u00e4 n\u00e4iden yhdistelm\u00e4n\u00e4 eli hybridin\u00e4. Toteutustavan valinta vaikuttaa toki opintojakson digitaalisen kattaukseen. Parhaimmillaan uudet teknologiat ja sovellukset tukevat oppimista ja lis\u00e4\u00e4v\u00e4t vuorovaikutusta opiskelijan, opettajan ja opetettavan asian v\u00e4lille. Digitaalisiin ymp\u00e4rist\u00f6ihin on l\u00e4ht\u00f6kohtaisesti hyv\u00e4 asennoitua terveell\u00e4 uteliaisuudella. Onhan opiskelijoiden hallittava tulevassa ty\u00f6el\u00e4m\u00e4ss\u00e4 useita erilaisia digitaalisia kanavia ja v\u00e4lineit\u00e4!<\/p>\n\n\n\n<p>Opetuksen tueksi on tarjolla roppakaupalla erilaisia digitaalisia v\u00e4lineit\u00e4. Lukuisten sovellusten k\u00e4ytt\u00f6 opintojaksolla ei kuitenkaan aina luo linjakasta ja selke\u00e4\u00e4 kokonaiskuvaa opiskelijoille, vaan \u201dyksinkertainen on kaunista\u201d pit\u00e4\u00e4 paikkansa opetuksessakin. Monenkirjavien sovellusten joukosta riitt\u00e4\u00e4, ett\u00e4 opettaja valitsee opetuksen kannalta parhaimmat, pedagogisesti perustelluimmat ja toteutustapaan sopivat ratkaisut. Parin uuden sovelluksen haltuunotto opintojakson aikana ei viene liikaa opiskelijan huomioita varsinaisesta opeteltavasta asiasta.<\/p>\n\n\n\n<p>Opiskelijoiden taustat ovat enenev\u00e4ss\u00e4 m\u00e4\u00e4rin moninaiset, joten tietoteknist\u00e4 taitotasoa on hyv\u00e4 aluksi hieman tunnustella. Opettajan kannattaa varata opetuksen alussa riitt\u00e4v\u00e4sti aikaa opintojaksolla k\u00e4ytett\u00e4vien sovellusten esittelyyn sek\u00e4 tarjota riitt\u00e4v\u00e4sti ohjausta digitaalisten ty\u00f6kalujen k\u00e4ytt\u00f6\u00f6n my\u00f6s opintojakson edetess\u00e4. Tiedonhaun opintojaksoillamme t\u00e4m\u00e4 tarkoittaa esimerkiksi sit\u00e4, ett\u00e4 opintojakson alussa tutustutaan eLearniin ja oppimateriaaleihin, ja opintojakson edetess\u00e4 keskityt\u00e4\u00e4n tiedonhaun k\u00e4yt\u00e4nn\u00f6n taitojen kartuttamiseen oman alan tietokannoissa.<\/p>\n\n\n<iframe title=\u201d Teko\u00e4lyn tekem\u00e4 piirros hybridiopetustilanteesta, jossa opettaja katselee n\u00e4ytt\u00f6\u00e4. Taustalla on yleis\u00f6\u00e4 ja opettajan n\u00e4yt\u00f6ll\u00e4 n\u00e4kyy et\u00e4osallistujien lis\u00e4ksi kuvitteellisia sovelluksia.\u201d width=\"960\" height=\"960\" data-original-width=\"1024\" data-original-height=\"1024\" src=https:\/\/www.thinglink.com\/view\/scene\/1813883086652310372 type=\"text\/html\" style=\"border: none;\" webkitallowfullscreen mozallowfullscreen allowfullscreen scrolling=\"no\"><\/iframe><script async src=\"\/\/cdn.thinglink.me\/jse\/responsive.js\"><\/script><br\/><a href=https:\/\/www.thinglink.com\/view\/scene\/1813883086652310372\/accessibility target=\"_blank\" rel=\"noopener noreferrer\">Siirry t\u00e4st\u00e4 esityksen saavutettavaan versioon.<\/a>\n\n\n\n<h3 class=\"wp-block-heading\">Huolellisella valmistautumisella onnistuneeseen hybriditoteutukseen<\/h3>\n\n\n\n<p>Hybridiopetuksessa opiskelijat osallistuvat opetukseen valintansa mukaan joko l\u00e4hiopetustilasta tai et\u00e4yhteyden kautta vaikkapa ulkomailta k\u00e4sin. Hybridiopetus joustaakin mainiosti opiskelijan el\u00e4m\u00e4ntilanteen mukaan my\u00f6s kirjaston opintojaksoilla.<\/p>\n\n\n\n<p>On t\u00e4rke\u00e4\u00e4, ett\u00e4 kaikille osallistujille tarjoutuu yht\u00e4l\u00e4inen mahdollisuus opiskeluun ja osallistumiseen. Opettajan kannalta hybridiopetuksen haasteena on huomion jakaminen l\u00e4sn\u00e4 ja et\u00e4n\u00e4 osallistuvien kesken. Etenkin tiedonhaun opetuksessa, jossa opiskelijoiden tiedonhaun aiheet ovat yksil\u00f6llisi\u00e4 ja tiedonhaut tehd\u00e4\u00e4n useissa tietokannoissa, on opettajan l\u00f6ydett\u00e4v\u00e4 toimivat keinot k\u00e4yt\u00e4nn\u00f6n oppimisteht\u00e4vien ohjaamiseen.<\/p>\n\n\n\n<p><strong>Meid\u00e4n vinkkimme hybriditilanteen valmisteluun:<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>K\u00e4y hyviss\u00e4 ajoin tutustumassa opetustilassa tarjolla oleviin laitteisiin. N\u00e4in j\u00e4\u00e4 aikaa mahdollisten ongelmatilanteiden selvitt\u00e4miseen tarvittaessa digipalvelujen kanssa.<\/li>\n\n\n\n<li>Jos aiot k\u00e4ytt\u00e4\u00e4 opetustilan laitteistoa, k\u00e4y kirjautumassa tietokoneelle ennakkoon. Kirjautuminen, koneen k\u00e4ynnistyminen ja p\u00e4ivitykset voivat vied\u00e4 yll\u00e4tt\u00e4v\u00e4n paljon aikaa.<\/li>\n\n\n\n<li>Kaikissa luokissa ei ole v\u00e4ltt\u00e4m\u00e4tt\u00e4 tarjolla kuulokkeita l\u00e4hiopetukseen osallistuville opiskelijoille. Mieti suunnitelma sille, miten osallistujat kuulevat toisensa.<\/li>\n\n\n\n<li>Tarkista, ett\u00e4 esitykseen k\u00e4ytett\u00e4v\u00e4lle laitteelle on ladattu tarvittavat ohjelmat (esim. Zoom).<\/li>\n\n\n\n<li>Ent\u00e4 toimiiko internetyhteytesi kunnolla? Varasuunnitelma yhteyskatkoksien varalle s\u00e4\u00e4st\u00e4\u00e4 harmaita hiuksia niin opettajalta kuin opiskelijoiltakin. Esimerkiksi lyhyt teht\u00e4v\u00e4lista opiskelijoille internetyhteysongelmien varalle turvaa tehokkaan ajank\u00e4yt\u00f6n opetustilanteessa.<\/li>\n\n\n\n<li>Onko sinulla mahdollisuus k\u00e4ytt\u00e4\u00e4 omaa tietokonettasi, saatko kytketty\u00e4 laitteesi opetustilan laitteistoon? Oman tietokoneen k\u00e4ytt\u00f6 esityksess\u00e4 tuo ennakoitavuutta opetukseen, sill\u00e4 silloin kaikki asetukset ovat todenn\u00e4k\u00f6isesti toivotulla tavalla.<\/li>\n<\/ol>\n\n\n\n<p>Vaikka hybridiopetus voi tuntua ty\u00f6l\u00e4\u00e4lt\u00e4, saa huolellisella valmistautumisella opetuksesta toimivan ja opiskelijoiden erilaisia el\u00e4m\u00e4ntilanteita palvelevan. Hybridiopetuksen etuna on joustavuuden lis\u00e4ksi muun muassa opetustilanteen tallennusmahdollisuus. Tallennetta voi hy\u00f6dynt\u00e4\u00e4 esimerkiksi opettajan tai opiskelijan sairastapauksissa ja kertauksessa. Mik\u00e4li valinta hybridi-, et\u00e4- ja l\u00e4hiopetuksen v\u00e4lill\u00e4 kuitenkin mietitytt\u00e4\u00e4, voi opetustavan valintaan hakea helpotusta hyvien pedagogisten perusteluiden kautta.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Uuden kurssin luominen kerroksellisen kehitt\u00e4misen keinoin<\/h2>\n\n\n\n<p>Vaikka kirjaston pit\u00e4mill\u00e4 tiedonhaun opintojaksoilla on tavallisesti pitk\u00e4t perinteet, eiv\u00e4t opintojaksomme kuitenkaan ole menneen ajan haamuja. Opintojaksoja kehitet\u00e4\u00e4n jatkuvasti maailman menoa seuraten, ja kuuntelemme tarkasti my\u00f6s opiskelijoiden toiveita ja tarpeita. Opiskelijapalaute on t\u00e4rke\u00e4\u00e4, koska jokaisen tiedonhaun opintojakson p\u00e4\u00e4tteeksi ker\u00e4tyst\u00e4 palautteesta opettaja saa t\u00e4rkeit\u00e4 tiedonjyvi\u00e4 kurssin jatkokehitt\u00e4miseen.<\/p>\n\n\n\n<p>Kun opintojaksoa kehitet\u00e4\u00e4n edellist\u00e4 toteutusta hy\u00f6dynt\u00e4en, kutsutaan menetelm\u00e4\u00e4 kerrokselliseksi kehitt\u00e4miseksi. Opintojakson kerroksellisessa kehitt\u00e4misess\u00e4 ei ole tarkoitus saada ensimm\u00e4isen opetusvuoden j\u00e4lkeen valmista, lukkoon laitettua toteutusta, vaan kehitt\u00e4misty\u00f6 jatkuu vuosittain opiskelijapalautteen, opettajan harkinnan ja k\u00e4ytett\u00e4vien aikaresurssien mukaisesti. Joskus kehitt\u00e4mist\u00e4 t\u00e4ytyy tosin tehd\u00e4 nopeammin. Esimerkiksi teko\u00e4lyn kehittyminen vaatii opetusmateriaalin vikkel\u00e4\u00e4 p\u00e4ivitt\u00e4mist\u00e4.<\/p>\n\n\n\n<p><strong>T\u00e4rppej\u00e4 kerrokselliseen kehitt\u00e4miseen:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Onko opintojaksosta saatavana toteutus, jota voi k\u00e4ytt\u00e4\u00e4 pohjana? <\/strong><br \/>Olemassa olevan opintojakson hy\u00f6dynt\u00e4minen s\u00e4\u00e4st\u00e4\u00e4 aikaa ja resursseja, ja parhaimmillaan tuo uudelle opintojaksolle vuosien varrella kaikkein toimivimmaksi osoittautuneet toimintatavat. Kerroksellinen kehitt\u00e4minen mahdollistaa my\u00f6s opiskelijapalautteen hy\u00f6dynt\u00e4misen.<\/li>\n\n\n\n<li><strong>Onko aiheesta olemassa luotettavaa ja avointa oppimateriaaliksi sopivaa sis\u00e4lt\u00f6\u00e4?<\/strong><br \/>Oppimateriaalina voi k\u00e4ytt\u00e4\u00e4 opettajan omaa oppimateriaalia, verkossa avoimesti saatavana olevaa materiaalia, sek\u00e4 n\u00e4iden yhdistelmi\u00e4. Esimerkiksi erilaiset tiedonhaun oppaat ovat usein tiedonhaun opettajien yhteisty\u00f6ss\u00e4 kehitt\u00e4mi\u00e4 avoimia ja ajantasaisia tietopaketteja, ja siksi hyv\u00e4 l\u00e4ht\u00f6kohta yleisten tiedonhakutaitojen kartuttamiselle my\u00f6s opintojaksoilla. Oppimateriaalia voi kehitt\u00e4\u00e4 toteutuneiden opintojaksojen palautteiden avulla.<\/li>\n\n\n\n<li><strong>L\u00f6ytyyk\u00f6 oppimisteht\u00e4vi\u00e4, joita voi k\u00e4ytt\u00e4\u00e4 uudelleen<\/strong>? <br \/>Hyviksi havaittuja oppimisteht\u00e4vi\u00e4 voi ja kannattaa hy\u00f6dynt\u00e4\u00e4 my\u00f6s uudella opintojaksolla. Vanhat teht\u00e4v\u00e4t voivat soveltua uudelle opintojaksolle sellaisenaan, vaikkakin tavallisesti teht\u00e4vi\u00e4 t\u00e4ytyy ainakin jollain tapaa p\u00e4ivitt\u00e4\u00e4. Erilaisia teht\u00e4vi\u00e4 voi my\u00f6s koota talteen teht\u00e4v\u00e4pankkiin. Teht\u00e4v\u00e4pankki voi olla my\u00f6s kollegoiden yhteinen.<\/li>\n<\/ul>\n\n\n<iframe title=\u201dKuvankaappaus diasta, jossa teksti\u00e4.\u201d width=\"960\" height=\"541\" data-original-width=\"1305\" data-original-height=\"736\" src=https:\/\/www.thinglink.com\/view\/scene\/1822587094736831332 type=\"text\/html\" style=\"border: none;\" webkitallowfullscreen mozallowfullscreen allowfullscreen scrolling=\"no\"><\/iframe><script async src=\"\/\/cdn.thinglink.me\/jse\/responsive.js\"><\/script><br\/><a href=https:\/\/www.thinglink.com\/view\/scene\/1822587094736831332\/accessibility target=\"_blank\" rel=\"noopener noreferrer\"> Siirry t\u00e4st\u00e4 esityksen saavutettavaan versioon.<\/a>\n\n\n\n<h2 class=\"wp-block-heading\">Opetusteknologia kulkee kehityskaaren mukana<\/h2>\n\n\n\n<p>Opintojaksojen suunnittelussa, toteutustavan valinnassa, hybridimuotoisten oppimistilanteiden j\u00e4rjest\u00e4misess\u00e4 ja kerroksellisessa kehitt\u00e4misess\u00e4 riitt\u00e4\u00e4 tekemist\u00e4. Opetusteknologia voi parhaassa tapauksessa tukea ja helpottaa opettajan ty\u00f6t\u00e4, parantaa opiskelijan oppimiskokemusta jopa koko oppimisprosessin ajan ja luoda uusia motivoivia ty\u00f6skentelytapoja opetukseen. Vuosittaisessa opetuksen kehitt\u00e4misty\u00f6ss\u00e4 on siis hyv\u00e4 huomioida opetusteknologian kehittyminen ja mahdollinen vanhentuminenkin.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Lopuksi haluaisimmekin kysy\u00e4 sinun kokemuksiasi:<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Millaisia t\u00e4rppej\u00e4 sinulla on onnistuneeseen l\u00e4hi- tai et\u00e4toteutukseen? Ent\u00e4 miten t\u00e4ydent\u00e4isit blogitekstiss\u00e4 lueteltuja hybridiopetuksen k\u00e4yt\u00e4nn\u00f6n vinkkej\u00e4?<\/li>\n\n\n\n<li>Pit\u00e4\u00e4k\u00f6 sinusta paikkansa, ett\u00e4 mit\u00e4 paremmin digitaaliset v\u00e4lineet (esimerkiksi verkkosivut, eLearnin aktiviteetit, Padletit, ThingLinkit, Panoptot ja chattibotit) sulautuvat oppimiskokemukseen, sit\u00e4 v\u00e4hemm\u00e4n niiden olemassaoloon kiinnitet\u00e4\u00e4n huomiota?<\/li>\n\n\n\n<li>Mit\u00e4 opetusteknologioita tunnistit t\u00e4st\u00e4 blogitekstist\u00e4?<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">For many undergraduate students, the library\u2019s one-credit course is the first in-depth exposure to the world of scientific information retrieval. This course often coincides with the preparation of the bachelor\u2019s thesis. On the course, students will familiarise themselves with practical search techniques, as well as information resources, publishing conventions, and information on search engines.<\/bdo><\/p>\n\n\n\n<p><br \/><bdo lang=\"en\" dir=\"ltr\">Even if the course is worth just one ECTS credit, its implementation requires long-term planning. Clear goals, a plan to achieve them, a pedagogically justified implementation method, and an assessment phase that considers the further development of the course all structure and clarify the teaching for both students and the teacher.<\/bdo><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><bdo lang=\"en\" dir=\"ltr\">Course Design and Utilising Completed Implementations<\/bdo><\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">The information retrieval courses organised by the library for bachelor\u2019s degree students are unified by common learning goals. The planning of a brand-new course begins with the identification of the target group\u2019s competence needs and the core content to be taught. This is when the cooperation with disciplines is emphasized. Following thorough planning, it is important to keep in mind how the feedback from students will be considered in the development of future implementations. It might therefore be better to think of teaching planning as a continuous process, in which not only the content but also the necessary pedagogical solutions are annually updated.<\/bdo><\/p>\n\n\n\n<p><br \/><bdo lang=\"en\" dir=\"ltr\">Naturally, the teacher\u2019s first priority is to build the best possible implementation for the students. The available work time resources provide a framework for the planning and development of the course. Help for planning is provided by UEF\u2019s digital services and university pedagogy training, and it is also possible to utilise a colleague\u2019s existing materials, with permission of course. Open learning materials are also worth keeping in mind.<\/bdo><\/p>\n\n\n\n<p><br \/><bdo lang=\"en\" dir=\"ltr\">The utilisation of completed implementations often saves a huge number of resources. A well-functioning course can also be used jointly with a new or pending implementation, both for design and practical purposes. eLearn makes it easy to request a copy of an old course outline for implementation in the coming academic year. When the replicated course base is sufficiently simple and well thought out, the need for annual mechanical updating remains within reasonable limits.<\/bdo><\/p>\n\n\n<iframe title=\u201dAn AI-generated drawing of a teaching session where the teacher is looking at a screen. Students are sitting in the background and in teacher\u2019s screen there are remote students as well as imaginary apps.\u201d width=\"960\" height=\"960\" data-original-width=\"1024\" data-original-height=\"1024\" src=https:\/\/www.thinglink.com\/view\/scene\/1826933222643073892 type=\"text\/html\" style=\"border: none;\" webkitallowfullscreen mozallowfullscreen allowfullscreen scrolling=\"no\"><\/iframe><script async src=\"\/\/cdn.thinglink.me\/jse\/responsive.js\"><\/script><br\/><a href=https:\/\/www.thinglink.com\/view\/scene\/1826933222643073892\/accessibility target=\"_blank\" rel=\"noopener noreferrer\">Click here to view the accessible version of this interactive content.<\/a>\n\n\n\n<h2 class=\"wp-block-heading\"><bdo lang=\"en\" dir=\"ltr\">Sufficiently easy and pedagogically sound course implementation<\/bdo><\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">Teaching on information retrieval is often implemented as face-to-face, remote, or hybrid teaching, the third being a combination of the previous two. The implementation method naturally affects the digital coverage of the course. At their best, new technologies and applications support learning and increase interaction between the student, the teacher, and the subject being taught. It is a good idea to approach digital environments with a healthy curiosity. After all, students will have to master a wide range of digital channels and tools in their future working life!<\/bdo><\/p>\n\n\n\n<p><br \/><bdo lang=\"en\" dir=\"ltr\">There are numerous digital tools available to facilitate teaching. However, the use of various applications on the course does not always result in a coherent and comprehensible picture for the students, and \u201csimple is beautiful\u201d also applies to teaching. From a wide range of applications, it is sufficient for the teacher to choose the most teaching-suited, pedagogically sound, and implementation-appropriate options. Perhaps the introduction of a couple of new applications at most during the course would not distract the student too much from the actual subject being taught?<\/bdo><\/p>\n\n\n\n<p><br \/><bdo lang=\"en\" dir=\"ltr\">As the backgrounds of students continue to diversify, it is worthwhile to first get a feel on their information technology skills. The teacher should allow sufficient time at the beginning of the course to introduce the applications to be used and provide sufficient guidance on the use of digital tools as the course progresses. For our information retrieval courses, this means, for example, that you will be introduced to eLearn and learning materials at the beginning of the course, and as the course progresses you will focus on building practical search skills in the discipline-specific databases of your field.<\/bdo><\/p>\n\n\n<iframe title=\u201dAn AI-generated drawing of a teaching session where the teacher is looking at a screen. Students are sitting in the background and in teacher\u2019s screen there are remote students as well as imaginary apps.\u201d width=\"960\" height=\"960\" data-original-width=\"1024\" data-original-height=\"1024\" src=https:\/\/www.thinglink.com\/view\/scene\/1826933222840206180 type=\"text\/html\" style=\"border: none;\" webkitallowfullscreen mozallowfullscreen allowfullscreen scrolling=\"no\"><\/iframe><script async src=\"\/\/cdn.thinglink.me\/jse\/responsive.js\"><\/script><br\/><a href=https:\/\/www.thinglink.com\/view\/scene\/1826933222840206180\/accessibility target=\"_blank\" rel=\"noopener noreferrer\">Click here to view the accessible version of this interactive content.<\/a>\n\n\n\n<h2 class=\"wp-block-heading\"><bdo lang=\"en\" dir=\"ltr\">Careful preparation into successful hybrid implementation<\/bdo><\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">In hybrid teaching, students can choose to participate either face-to-face in the classroom or remotely, for example from abroad. Even on the library\u2019s courses, hybrid learning remains a flexible alternative for students in various life situations.<\/bdo><\/p>\n\n\n\n<p><br \/><bdo lang=\"en\" dir=\"ltr\">It is important that all participants are granted similar chances for studying and participating. From the teacher\u2019s perspective, the greatest challenge in hybrid teaching is the equal division of attention between the students present in the room and those participating remotely. This is the case particularly on information retrieval courses, as the students&#8217; information retrieval topics are individual and searches are carried out in several databases, meaning that the teacher needs to come up with effective ways of managing practical learning assignments.<\/bdo><\/p>\n\n\n\n<p><strong><bdo lang=\"en\" dir=\"ltr\">Our tips for preparing hybrid teaching:<\/bdo><\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><bdo lang=\"en\" dir=\"ltr\">Get to know the equipment available in the classroom well in advance. This will give you time to sort out any problems with digital services if necessary.<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">If you are planning to use the equipment, log in to the computer beforehand. Logging in, starting up, and updating the computer can take a surprising amount of time.<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">All classrooms may not have headphones for the students participating face-to-face. Think ahead about how to enable the students to hear each other.<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Make sure that all required applications are installed on the device to be used for presenting (e.g. Zoom?)<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Is your internet connection working properly? Having a contingency plan in case of a connection failure will save both the teacher and students a lot of headaches. For example, having a short to-do list for students as backup ensures that time in class is used efficiently.<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Is it possible to use your own computer, can you connect your device to the classroom equipment? Using your own computer guarantees some predictability in your teaching since all the settings are likely to be as you want them to.<\/bdo><\/li>\n<\/ol>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">While hybrid teaching may feel arduous to implement, good preparation enables the teaching to function well and to serve students in various situations. In addition to flexibility, hybrid teaching also offers the chance to record the teaching situation. Such recordings can be utilised, for example, when either the teacher or student falls ill, as well as for refreshing previous lessons. However, if the choice between hybrid, remote, and face-to-face teaching still feels difficult, answers can be sought through good pedagogical arguments.<\/bdo><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><bdo lang=\"en\" dir=\"ltr\">Creating a new course through layered development<\/bdo><\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">While the information retrieval courses offered by the library have long traditions, the courses themselves are hardly from a bygone era. The courses are constantly developed to keep up with the world, and we are always eager to listen to students\u2019 wishes and needs. Student feedback is important because the feedback collected at the end of each information retrieval course provides the teacher with important insight for the further development of the course.<\/bdo><\/p>\n\n\n\n<p><br \/><bdo lang=\"en\" dir=\"ltr\">The method of developing a course using the previous implementation is called layered development. The purpose of layered course development is not to create a finished, unchangeable implementation after the first year of teaching, but to continue the development process each year through student feedback, teacher discretion, and the time resources available. There are times, however, when faster development is required. For example, the recent advances in artificial intelligence have resulted in the rapid updating of teaching materials.<\/bdo><\/p>\n\n\n\n<p><strong><bdo lang=\"en\" dir=\"ltr\">Tips for layered development:<\/bdo><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><bdo lang=\"en\" dir=\"ltr\"><strong>Does an implementation of the course exist that can be used as a basis?<\/strong><br \/>Making use of an existing course saves time and resources, in addition to hopefully providing the new course with tried and tested working methods. Layered development also enables the utilisation of student feedback.<\/bdo><\/li>\n\n\n\n<li><strong><bdo lang=\"en\" dir=\"ltr\">Is there reliable and openly accessible content on the subject that can be used as learning material?<\/bdo><\/strong><br \/><bdo lang=\"en\" dir=\"ltr\">Teachers can choose to use their own teaching materials, materials that are openly available online, or combinations of these. For example, the various information retrieval guides developed in cooperation with information retrieval teachers are often open and up-to-date information packages, therefore serving as a good starting point for building up general information retrieval skills during the course. The learning material can be developed on the basis of feedback from completed courses.<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\"><strong>Are there learning assignments that can be reused?<\/strong> <br \/>Tried and tested learning assignments can and should be reused on the new course as well. Old assignments may fit the new course as they are, although it is common for them to require some updating.<\/bdo><\/li>\n<\/ul>\n\n\n<iframe title=\u201dA screenshot of a slide with text in it.\u201d width=\"960\" height=\"541\" data-original-width=\"1305\" data-original-height=\"736\" src=https:\/\/www.thinglink.com\/view\/scene\/1826933813154939748 type=\"text\/html\" style=\"border: none;\" webkitallowfullscreen mozallowfullscreen allowfullscreen scrolling=\"no\"><\/iframe><script async src=\"\/\/cdn.thinglink.me\/jse\/responsive.js\"><\/script><br\/><a href=https:\/\/www.thinglink.com\/view\/scene\/1826933813154939748\/accessibility target=\"_blank\" rel=\"noopener noreferrer\">Click here to view the accessible version of this interactive content.<\/a>\n\n\n\n<h2 class=\"wp-block-heading\"><bdo lang=\"en\" dir=\"ltr\">Educational technology follows the development trajectory<\/bdo><\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">There is much to do in terms of course planning, choice of implementation method, organisation of hybrid learning situations and layered development. At its best, educational technology can support and facilitate the teacher&#8217;s work, enhance the student&#8217;s learning experience throughout the learning process, and create new and motivating teaching methods. It is therefore useful to consider the development and possible obsolescence of teaching technologies in the annual development.<\/bdo><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong><bdo lang=\"en\" dir=\"ltr\">Finally, we would like to inquire about your experiences:<\/bdo><\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><bdo lang=\"en\" dir=\"ltr\">What kind of tips do you have for successful face-to-face or remote teaching? How would you implement the hybrid teaching tips introduced in this blog post?<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Do you agree that the better digital tools are integrated into the learning experience, the less attention is paid to their presence?<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Which of the educational technologies did you identify from this blog post?<\/bdo><\/li>\n<\/ul>\n\n\n\n<p>Anni Tarkiainen tietoasiantuntija | <bdo lang=\"en\" dir=\"ltr\">Information specialist<\/bdo><br \/>Marika Mahlavuori tietoasiantuntija | <bdo lang=\"en\" dir=\"ltr\">Information specialist<\/bdo><br \/>Opetus- ja tietopalvelut | <bdo lang=\"en\" dir=\"ltr\">Training and information services<\/bdo><br \/>Englanninkielinen k\u00e4\u00e4nn\u00f6s | <bdo lang=\"en\" dir=\"ltr\">English translation: <\/bdo>Niko Niskanen<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>(Please,\u00a0scroll down to read in English.) Yhden opintopisteen laajuinen tiedonhaun opintojakso on monen perusopiskelijan ensimm\u00e4inen syv\u00e4llisempi kosketus tieteellisen tiedonhaun maailmaan, ja t\u00e4m\u00e4 opintojakso sijoittuu usein kandidaatin tutkielman laatimisen yhteyteen. Opiskelijat tutustuvat opintojaksolla k\u00e4yt\u00e4nn\u00f6n tiedonhakutekniikoiden lis\u00e4ksi mm. tiedonl\u00e4hteisiin, julkaisemiseen ja hakukoneisiin liittyv\u00e4\u00e4n tietouteen. Yhdenkin opintopisteen laajuisen kurssin toteuttaminen vaatii pitk\u00e4j\u00e4nteist\u00e4 suunnitteluty\u00f6t\u00e4. Selke\u00e4t tavoitteet, niiden toteutumista tukeva [&hellip;]<\/p>\n","protected":false},"author":72,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[410],"tags":[1585,873,145,487,1273,286],"class_list":["post-20348","post","type-post","status-publish","format-standard","hentry","category-ajankohtaista","tag-development-of-training","tag-information-skills-training","tag-kehittaminen","tag-opetusmenetelmat","tag-teaching-methods","tag-tiedonhaun-opetus"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Katsaus kirjaston tiedonhaun opintojakson kehityskaareen | An Insight into the Development of the Library\u2019s Information Retrieval Course | UEF Library<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.uef.fi\/ueflibrary\/katsaus-kirjaston-tiedonhaun-opintojakson-kehityskaareen-an-insight-into-the-development-of-the-librarys-information-retrieval-course\/\" \/>\n<meta property=\"og:locale\" content=\"fi_FI\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Katsaus kirjaston tiedonhaun opintojakson kehityskaareen | An Insight into the Development of the Library\u2019s Information Retrieval Course | UEF Library\" \/>\n<meta property=\"og:description\" content=\"(Please,\u00a0scroll down to read in English.) Yhden opintopisteen laajuinen tiedonhaun opintojakso on monen perusopiskelijan ensimm\u00e4inen syv\u00e4llisempi kosketus tieteellisen tiedonhaun maailmaan, ja t\u00e4m\u00e4 opintojakso sijoittuu usein kandidaatin tutkielman laatimisen yhteyteen. Opiskelijat tutustuvat opintojaksolla k\u00e4yt\u00e4nn\u00f6n tiedonhakutekniikoiden lis\u00e4ksi mm. tiedonl\u00e4hteisiin, julkaisemiseen ja hakukoneisiin liittyv\u00e4\u00e4n tietouteen. Yhdenkin opintopisteen laajuisen kurssin toteuttaminen vaatii pitk\u00e4j\u00e4nteist\u00e4 suunnitteluty\u00f6t\u00e4. 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