{"id":23054,"date":"2025-05-26T07:00:00","date_gmt":"2025-05-26T05:00:00","guid":{"rendered":"https:\/\/blogs.uef.fi\/ueflibrary\/?p=23054"},"modified":"2025-10-15T14:20:58","modified_gmt":"2025-10-15T12:20:58","slug":"tekoalya-ja-tutkimusta-kasittelevaa-opintojaksoa-kehittamassa-developing-a-course-on-artificial-intelligence-and-research","status":"publish","type":"post","link":"https:\/\/blogs.uef.fi\/ueflibrary\/tekoalya-ja-tutkimusta-kasittelevaa-opintojaksoa-kehittamassa-developing-a-course-on-artificial-intelligence-and-research\/","title":{"rendered":"Teko\u00e4ly\u00e4 ja tutkimusta k\u00e4sittelev\u00e4\u00e4 opintojaksoa kehitt\u00e4m\u00e4ss\u00e4 | Developing a Course on Artificial Intelligence and Research"},"content":{"rendered":"\n<p><bdo lang=\"en\" dir=\"ltr\">(Please, scroll down to read in English.)<\/bdo><\/p>\n\n\n\n<p>Torstaina maaliskuun 20. p\u00e4iv\u00e4 t\u00e4n\u00e4 vuonna k\u00e4ynnistyi ainutlaatuinen pilottiopintojakso nimelt\u00e4\u00e4n \u201dKehitt\u00e4misty\u00f6: Teko\u00e4ly tutkimuksen tukena&#8221;. Pilotoinnin tavoitteena oli kehitt\u00e4\u00e4 kaikille avointa, itsen\u00e4isesti opiskeltavaa MOOC-verkkokurssia, joka olisi tulossa osaksi opintotarjontaa syksyll\u00e4 2025. <\/p>\n\n\n\n<p>Teko\u00e4ly ja sen moninaiset toteutukset ovat olleet kuuma peruna my\u00f6s korkeakoulumaailmassa kuluneiden parin vuoden ajan, joten linjausten pikkuhiljaa hahmottuessa ja It\u00e4-Suomen yliopiston teko\u00e4lypolitiikan ilmestytty\u00e4 oli korkea aika aloittaa aihetta k\u00e4sittelev\u00e4n opetuksen suunnittelu. Syv\u00e4oppimista ja laajoja kielimalleja varmasti l\u00e4hestyt\u00e4\u00e4n eri yksik\u00f6iss\u00e4 eri tavoin, ja yhden uusi l\u00f6yt\u00f6 voikin olla toisen vanhaa kauraa. T\u00e4ten valitsimme kehitt\u00e4mishankkeessa l\u00e4hestymistavan, jossa osallistimme opiskelijoita sopivien opetussis\u00e4lt\u00f6jen ja -materiaalien kohdentamista varten ker\u00e4ten samalla kokemuksia ja k\u00e4yt\u00e4nteit\u00e4 kirjavalta osallistujajoukoltamme.<\/p>\n\n\n\n<p>Menn\u00e4\u00e4np\u00e4 hieman taaksep\u00e4in. Pilotin tuoreudesta huolimatta varsinainen opetustarve oli tunnistettu jo aiemmin, ja hanke k\u00e4ynnistettiinkin hankehakemuksen muodossa jo syksyll\u00e4 2024. Hakemuksessa kartoitettiin tarvittavat resurssit ja haettiin rahoitusta erityisesti hankekoordinaattorin palkkaamiseksi, mik\u00e4 oli v\u00e4ltt\u00e4m\u00e4t\u00f6nt\u00e4 monitieteisen ja yliopiston eri tahoja yhdist\u00e4v\u00e4n hankkeen ohjaamisen ja aikatauluttamisen kannalta. <\/p>\n\n\n\n<p>Oma osuuteni hankkeessa alkoikin t\u00e4m\u00e4n vuoden puolella, kun aiempi esihenkil\u00f6ni uteli minua kyseiseen teht\u00e4v\u00e4\u00e4n. Teko\u00e4ly, erityisesti modernit laajat kielimallit, ovat olleet suosikki-inhokkini jo jokusen tovin, ja ristiriitainen intohimoni suorastaan pakotti minut osaksi monitahoista asiantuntijajoukkoa. Tarkasti hankkeen tavoitteisiin perehdytty\u00e4ni aloitin ty\u00f6t helmikuun alussa, jolloin k\u00e4yt\u00e4nn\u00f6n toteutus ja siihen vaadittavat toimet alkoivat pikaisesti valjeta sek\u00e4 minulle ett\u00e4 muulle ty\u00f6tiimille.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Pilotin l\u00e4hestymistapa<\/h2>\n\n\n\n<p>Pilotti k\u00e4ynnistettiin lopulta varsin pikaisella aikataululla. Siin\u00e4 vaiheessa, kun aloin itse perehty\u00e4 pilotin l\u00e4ht\u00f6kohtiin ja tavoitteisiin, oltiin suunnitteluryhm\u00e4ss\u00e4 jo kiireen vilkkaa jakamassa sis\u00e4ll\u00f6n tuottamisen vastuita sek\u00e4 organisoitumassa eri opettajatiimeihin materiaalien realisoimiseksi. P\u00e4\u00e4asiallisista sis\u00e4ll\u00f6ist\u00e4 oli jo jonkinlainen n\u00e4kemys, joskin osa asiantuntijoista oli viel\u00e4 rekrytoitava. Kiireinen aikataulu sai potkua sek\u00e4 itseeni ett\u00e4 tukenani toimineeseen osaavaan ohjausryhm\u00e4\u00e4n, ja aloimmekin pienen perehtymisrauhan j\u00e4lkeen laatia aikatauluja sek\u00e4 markkinointimateriaalia opiskelijarekrytointia varten. <\/p>\n\n\n\n<p>Rekrytoimista haastoi hieman tuolloinen konkreettisten aikataulujen ja tarkan sis\u00e4ll\u00f6n puute, mutta jo hankehakemuksessa mainittujen tavoitteiden sek\u00e4 ajankohtaisen aiheen turvin saimme laadittua puhuttelevat mainostekstit yliopiston infon\u00e4yt\u00f6ille ja sis\u00e4isen viestinn\u00e4n kanaville. Vaikka emme ihan ylt\u00e4neetk\u00e4\u00e4n kahdenkymmenen opiskelijan tavoitteeseen, talvilomakautena parin viikon aikaikkunalla tavoitetut kymmenisen aktiivista osallistujaa oli sekin kiitett\u00e4v\u00e4 saavutus. Huomionarvoista on, ett\u00e4 \u201dkehitt\u00e4misty\u00f6n\u00e4\u201d markkinoidulle opintojaksolle haettiin kirjallisella s\u00e4hk\u00f6postihakemuksella, mik\u00e4 toisaalta nosti hakukynnyst\u00e4, mutta toimi my\u00f6s takuuna opiskelijoiden kiinnostukselle pilottia kohtaan.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Opettajien yhteisty\u00f6<\/h2>\n\n\n\n<p>Tuoreen ja tulenaran aiheen ohessa projektin ainutlaatuisimpia piirteit\u00e4 oli sen monitieteisyys. Teko\u00e4lyn tuomien mahdollisuuksien, ja paikoin my\u00f6s uhkien, l\u00e4hestyess\u00e4 jokaista alaa suurin harppauksin, muodostui hankkeen tavoitteeksi aktivoida kaikkia It\u00e4-Suomen yliopiston tahoja aina tiedekunnista kielikeskukseen ja kirjastoon. Looginen l\u00e4hestymistapa t\u00e4llaisen yhteisty\u00f6n rakentamiseksi saattaisi olla aihepiirien tiukka delegoiminen, joskin tuolloin opetettavan sis\u00e4ll\u00f6n yhten\u00e4isyydest\u00e4 voisi olla vaikea huolehtia. Olikin siis t\u00e4rke\u00e4\u00e4 saada eri tahojen edustajia suunnittelemaan ja vaihtamaan ajatuksia saman virtuaalip\u00f6yd\u00e4n \u00e4\u00e4rell\u00e4. <\/p>\n\n\n\n<p>Suunnitteluryhm\u00e4n ja ohjausryhm\u00e4n toiminta ajoi tavoitetta osaltaan, joskin viel\u00e4 t\u00e4rke\u00e4mpi rooli oli tiedon sujuvalla kulkemisella eri sis\u00e4ll\u00f6ist\u00e4 vastaavien pienryhmien ja koko laajan osallistujajoukon v\u00e4lill\u00e4. T\u00e4m\u00e4 tiedon v\u00e4litt\u00e4minen olikin p\u00e4\u00e4asiallinen teht\u00e4v\u00e4ni hankekoordinaattorina, ja suoriuduin siit\u00e4 lukuisien muistiinpanojen ja s\u00e4hk\u00f6postivy\u00f6ryjen turvin. Vaikka monesti mietinkin, miten t\u00e4llaisesta teht\u00e4v\u00e4st\u00e4 selvi\u00e4isi ilman moderneja toimistotarvikkeita, oli silti todettava kasvotusten k\u00e4ydyt keskustelut kaikkein tehokkaimmaksi toimintamalliksi. Olivat nuo kohtaamiset sitten kahvip\u00f6yd\u00e4ss\u00e4 tai Microsoft Teamsissa.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Ty\u00f6skentely opiskelijoiden kanssa moduuleissa<\/h2>\n\n\n\n<p>Opettajajoukon valmisteltua yleisp\u00e4tev\u00e4\u00e4 sek\u00e4 aihekohtaisempaa erityistietoa oli seuraavana vuorossa noiden sis\u00e4lt\u00f6jen testaaminen osana pilotille ominaista kehitt\u00e4misty\u00f6t\u00e4. Opintojaksolle valikoituneet opiskelijat p\u00e4\u00e4siv\u00e4t maaliskuun puoliv\u00e4liss\u00e4 tarkistelemaan Digicampus-oppimisalustalle viety\u00e4 materiaalia valmistautuen samalla 20.3. pidett\u00e4v\u00e4\u00e4n johdantotilaisuuteen. Kirjoituksen alussa mainitsemaan MOOC-opintojaksoon kuuluvat seuraavat olennaiset sis\u00e4ll\u00f6t, joissa teko\u00e4ly\u00e4 tarkastellaan:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Etiikka<\/li>\n\n\n\n<li>Tutkimuksen ideointi ja suunnittelu<\/li>\n\n\n\n<li>Tieteellinen tiedonhaku<\/li>\n\n\n\n<li>Tutkimuksen analyysi<\/li>\n\n\n\n<li>Aineistonhallinta<\/li>\n\n\n\n<li>Kirjoittaminen ja raportointi<\/li>\n<\/ul>\n\n\n\n<p>Ensimm\u00e4isiss\u00e4 yhteistapaamisissa perehdyimme teko\u00e4lyyn yleisesti, sen tarjoamiin mahdollisuuksiin tutkimuksen kannalta sek\u00e4 sit\u00e4 koskeviin eettisiin kysymyksiin. N\u00e4iden kahden luennoista ja keskusteluista koostuvan tilaisuuden ohessa opiskelijat jakautuivat omien kiinnostustensa mukaan nelj\u00e4\u00e4n eri ty\u00f6ryhm\u00e4\u00e4n, jotka seuraavilla viikoilla osallistuisivat j\u00e4ljell\u00e4 olevien aihepiirien kehitt\u00e4miseen. <\/p>\n\n\n\n<p>N\u00e4it\u00e4 nelj\u00e4\u00e4 moduulia, <strong>ideointi ja suunnittelu, tieteellinen tiedonhaku, tutkimusaineisto ja analyysi<\/strong>, ja <strong>kirjoittaminen ja raportointi<\/strong>, kehitettiin niille omistetuissa et\u00e4ty\u00f6pajoissa. Ty\u00f6pajoja varten perehdyttiin oppimisalustalla oleviin materiaaleihin ja paikoin my\u00f6s laajoihin ennakkoteht\u00e4viin, mik\u00e4 mahdollisti aktiivisen ja sis\u00e4ll\u00f6llisesti rikkaan keskustelun noissa kahden ja puolen tunnin tilaisuuksissa. <\/p>\n\n\n\n<p>Opiskelijoiden osallistuminen oli positiivista ja aktiivista, enk\u00e4 ainakaan itse ollut kokenut oloani n\u00e4in investoituneeksi sitten oman maisteriseminaarini. Opettajiemme laatimat sis\u00e4ll\u00f6t otettiin l\u00e4mm\u00f6ll\u00e4 vastaan, ja opiskelijoiden omakohtaiset kokemukset ja paikoittain jopa kiusallisen tarkat kysymykset saivat ansaitsemansa tilan rennolla otteella pidetyiss\u00e4 ty\u00f6pajoissa.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"642\" height=\"321\" src=\"https:\/\/blogs.uef.fi\/ueflibrary\/wp-content\/uploads\/sites\/18\/2025\/05\/Tekoalykurssimoduuli.png\" alt=\"Kollaasi teko\u00e4lyll\u00e4 generoiduista kuvista, jotka edustavat seuraavia opintojakson teemoja:\n1. Johdanto teko\u00e4lyyn ja etiikkaan\n2. Tutkimuksen ideointi ja suunnittelu\n3. Teko\u00e4ly tieteellisess\u00e4 tiedonhaussa\n4. Tutkimusaineisto ja analyysi\n5. Kirjoittaminen ja raportointi\nPilotin p\u00e4\u00e4t\u00f6stapaaminen + palaute\" class=\"wp-image-23058\" srcset=\"https:\/\/blogs.uef.fi\/ueflibrary\/wp-content\/uploads\/sites\/18\/2025\/05\/Tekoalykurssimoduuli.png 642w, https:\/\/blogs.uef.fi\/ueflibrary\/wp-content\/uploads\/sites\/18\/2025\/05\/Tekoalykurssimoduuli-151x76.png 151w\" sizes=\"auto, (max-width: 642px) 100vw, 642px\" \/><figcaption class=\"wp-element-caption\">Pilottiopintojaksolla k\u00e4sitellyt sis\u00e4ll\u00f6t. Kuvat on luotu teko\u00e4lyn avulla.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Tekem\u00e4ll\u00e4 opittua<\/h2>\n\n\n\n<p>Opintojaksopilotin aikana saimme monia oppeja verkkokurssin kehitt\u00e4mist\u00e4 varten. Suureen suosioon nousivat erityisesti analyysimoduulin ty\u00f6pajaa varten kehitetyt teht\u00e4v\u00e4t, joissa osallistujat p\u00e4\u00e4siv\u00e4t ohjatusti kokeilemaan omien tekstiens\u00e4 muokkaamista teko\u00e4lyn (t\u00e4ss\u00e4 tapauksessa Microsoft Copilot) avulla. Siin\u00e4 miss\u00e4 teko\u00e4lyn ominaispiirteet eiv\u00e4t v\u00e4ltt\u00e4m\u00e4tt\u00e4 n\u00e4y l\u00e4pi tuoreeltaan luetusta tekstist\u00e4, henkil\u00f6kohtaisesti laaditun ty\u00f6n kohdalla vaikutukset korostuvat uudella tavalla. Esimerkiksi teko\u00e4lyn tapa h\u00e4ivytt\u00e4\u00e4 kirjoittajan omaa \u00e4\u00e4nt\u00e4 nousi keskeiseksi havainnoksi. <\/p>\n\n\n\n<p>Vinon pinon ennakkoteht\u00e4vi\u00e4 sis\u00e4lt\u00e4nyt tiedonhaun moduuli otettiin my\u00f6s hyvin vastaan, ja ehk\u00e4 jopa yll\u00e4tt\u00e4en opiskelijat tuntuivat suosivan teht\u00e4vien paljoutta niiden v\u00e4hyyden sijaan. On tietenkin huomionarvoista todeta, ett\u00e4 kehitett\u00e4v\u00e4n verkkokurssin koostuessa itsen\u00e4isest\u00e4 opiskelusta tulee oppimisteht\u00e4ville muutenkin korostetumpi rooli muiden ty\u00f6tapojen j\u00e4\u00e4dess\u00e4 pois. Teht\u00e4vi\u00e4 tulee siis olla lukuisia, mutta ne pit\u00e4\u00e4 kohdentaa oikein ja jakaa tasaisesti eri osa-alueille.<\/p>\n\n\n\n<p>Sis\u00e4lt\u00f6jen yleisest\u00e4 painottamisesta ja vaatimustasosta k\u00e4ytiin muutenkin laajaa keskustelua. Teko\u00e4ly on erityisesti nykyisess\u00e4 kehitys- ja laajenemisvaiheessaan vaikea opetuksen aihe, sill\u00e4 eri aloilla ja erilaisissa ty\u00f6teht\u00e4viss\u00e4 sen k\u00e4ytett\u00e4vyys vaihtelee dramaattisesti. Opiskelijoiden yksil\u00f6lliset l\u00e4hestymistavat ja mielenkiinnot aihetta kohtaan tekev\u00e4t ilmi\u00f6st\u00e4 entist\u00e4 jakavamman, mink\u00e4 vuoksi ns. \u201dyleistasoa\u201d opintojaksolle on vaikea asettaa. <\/p>\n\n\n\n<p>Pilotin aikana kokonaisuus koettiin toimivaksi, joskin eri osiot koettiin eri tavalla hy\u00f6dyllisiksi riippuen opiskelijoiden omista osaamistarpeista. Toisaalta osallistujajoukossamme oli jo kokeneita teko\u00e4lyn k\u00e4ytt\u00e4ji\u00e4, joille alkup\u00e4\u00e4n helpommat sis\u00e4ll\u00f6t olivat tavallaan itsest\u00e4\u00e4nselvyyksi\u00e4. Varsinaisella opintojaksolla on kuitenkin tarpeellista olla my\u00f6s promptauksen perusk\u00e4yt\u00e4nt\u00f6j\u00e4 sek\u00e4 kielimallien logiikoita k\u00e4sittelevi\u00e4 osuuksia, jotta my\u00f6s kokemattomat k\u00e4ytt\u00e4j\u00e4t saadaan mukaan.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">J\u00e4lkisanat<\/h2>\n\n\n\n<p>Kaiken kaikkiaan pilotista j\u00e4i inhimillisen l\u00e4mmin vaikutelma konemaisen kylm\u00e4st\u00e4 aihepiirist\u00e4 huolimatta. Itselleni oli t\u00e4rke\u00e4\u00e4 huomata miten jokaiselta opiskelijalta ja opettajalta l\u00f6ytyi omanlaisensa n\u00e4kemys teko\u00e4lyn ja erityisesti laajojen kielimallien sopivaan soveltamiseen. Paikoittaisista uhkakuvista ja asiallisista sora\u00e4\u00e4nist\u00e4 huolimatta olimme kaikki ennen kaikkea oppimassa ja opettamassa toisiamme. <\/p>\n\n\n\n<p>Vaikka valtakunnallisista ja organisaatiokohtaisista teko\u00e4lyohjeista on saatu vastauksia, her\u00e4\u00e4 yht\u00e4 lailla my\u00f6s soveltavia kysymyksi\u00e4 ja ep\u00e4varmuutta. Kaikkiin tutkimuksen tekemist\u00e4, sen arviointia ja teko\u00e4ly\u00e4 koskeviin ristiriitoihin ei v\u00e4ltt\u00e4m\u00e4tt\u00e4 l\u00f6ydy ratkaisuja viel\u00e4 muutamaan toviin, mutta opiskelijoiden kuuleminen auttaa meit\u00e4 tunnistamaan niit\u00e4 opetustarpeita, joihin voimme pyrki\u00e4 vastaamaan. <\/p>\n\n\n\n<p>Ajatusten vaihto ja el\u00e4v\u00e4 keskustelu ovat tieteellisen maailman peruskivi\u00e4, ja vain aktiivisella pohdinnalla voimme edet\u00e4 niist\u00e4 pattitilanteista, joihin teko\u00e4lydiskurssi tuntuu meid\u00e4t helposti ajavan.<\/p>\n\n\n\n<p>Suuret kiitokset Kati Kasasen ja Outi Hakolan vet\u00e4m\u00e4lle Teko\u00e4ly tutkimuksen tukena -opintojakson suunnitteluryhm\u00e4lle.<\/p>\n\n\n\n<p>Erityiset kiitokset kehitt\u00e4misty\u00f6h\u00f6n osallistuneille opiskelijoille, jotka antoivat luvan tulla mainituksi t\u00e4m\u00e4n kirjoituksen yhteydess\u00e4, ja joiden panostus mahdollisti suunnitteluty\u00f6n kohdentamisen aivan ainutlaatuisella tavalla:<br \/>Miika Immonen<br \/>Timo H\u00e4rk\u00f6nen<br \/>Anne Partti<br \/>Sanni Pakarinen<br \/>Eero Rantala<br \/>Meri Maukonen<br \/>Niko Loikkanen<br \/>Tarja Turunen<br \/>Anu Mets\u00e4talo<\/p>\n\n\n\n<p>_______________<\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">On Thursday 20 March this year, a unique course pilot by the name of \u2018Development work: AI as a Tool for Research\u2019 was started. The objective of this pilot was to develop an open-for-all online self-study MOOC course, which would become available as part of the University of Eastern Finland\u2019s study offering in Autumn 2025.<\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">For the last couple of years, artificial intelligence and its many applications have been a hot potato in the academic world as well. As the policies slowly come into form and after the publishing of UEF Artificial Intelligence policy, it was high time to start planning teaching on the subject. That said, deep learning and large language models are discussed in various ways in different units, and another\u2019s new finding may be ancient history to another. It was therefore decided that the approach for our development project would involve gathering insight from the students themselves in order to better select the contents and materials for our teaching. In addition, we would have the chance to share experiences and practices with our diverse group of students.<\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">Let us go back a few months. Despite the pilot\u2019s apparent recency, the need for teaching on the topic had been recognized much earlier. The application form for the project had, in fact, been sent already in Autumn 2024. This application laid out the necessary resources and was used to secure funding, especially for the hiring of a project coordinator, who would be needed in the guiding and scheduling of the multidisciplinary initiative involving the different units and departments of the university. <\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">My own involvement in the project began earlier this year, when a former superior of mine asked me to take on said role. AI, the modern large-scale language models in particular, have been my pet peeve for some time now, and one could say that my conflicting passion practically forced me to join this diverse team of experts. After a thorough examination of the project&#8217;s objectives, I started work at the beginning of February, at a point when the scope of the practical implementation and the tasks required for it started to quickly dawn on me and the rest of the team.<\/bdo><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The piloting approach<\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">The pilot was inevitably launched on a notably short timeframe. By the time I started to familiarise myself with the starting points and objectives of the pilot, the larger design group was already busy distributing responsibilities for the production of course content and organising teacher teams for the realization of materials. While an idea for the main content was already in place, some experts had yet to be recruited. The hectic schedule gave a kick-start both to myself and to the competent steering group that acted as my support, and after a little familiarisation we started drafting schedules and marketing materials for student recruitment. <\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">The recruitment process was a bit challenging due to the lack of concrete schedules and precise content at the time, but we did manage to create appealing advertisements for the university&#8217;s information boards and internal communication channels, much thanks to the already written objectives in the project application form and the topical subject matter. Although we did not quite reach our target number of twenty students, receiving applications from the near dozen active participants was also a commendable achievement considering our recruitment took place around the winter break. It is noteworthy that the course, marketed as a &#8221;development project&#8221;, was applied for via written e-mail applications, which on the one hand raised the application threshold, yet on the other served as a guarantee of the students\u2019 interest towards the pilot.<\/bdo><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Collaboration between teachers<\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">In addition to the fresh and volatile subject matter, one of the most unique features of the project was its multidisciplinary nature. As the opportunities and, in many cases, threats of AI approached every field in leaps and bounds, the project&#8217;s aim was to mobilise all the different entities at the University of Eastern Finland, from the various faculties to the Language Centre and the Library. Strict delegation of subjects might be the logical approach for organising such cooperation, although it might be difficult to ensure consistency in the content to be taught. It was therefore important to get representatives from the participating units and faculties to plan and exchange ideas around the same virtual table. <\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">The work of the design group and the steering group contributed to this objective, although the smooth flow of information between the smaller groups responsible for the different contents and the wider group of participants played an even more important role. This flexible communication was my main task as the coordinator for this project, which I carried out with the help of numerous notes and floods of emails. Although I often wondered how one could manage such a task without modern office equipment, I had to conclude that face-to-face discussions were almost always the most effective way of working. Whether those meetings were at the coffee table or through Microsoft Teams.<\/bdo><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Working with students in modules<\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">After our team of teachers had prepared general and more specific content for the teaching, the next step was to test that content as part of the pilot&#8217;s specific development work. In mid-March, the students selected for the course were able to review the material that had been gathered on the DigiCampus learning environment in preparation for the introductory session to take place on 20 March. The MOOC course that we were developing, mentioned at the beginning of this article, would include the following central topics in relation to AI:<\/bdo><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><bdo lang=\"en\" dir=\"ltr\">Ethics<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Brainstorming and planning research<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Scientific information retrieval<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Research analysis<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Data management<\/bdo><\/li>\n\n\n\n<li><bdo lang=\"en\" dir=\"ltr\">Writing and reporting<\/bdo><\/li>\n<\/ul>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">In the first meetings, we learned about AI in general, its potential for research, and the ethical issues involved. Alongside these two sessions consisting of lectures and discussions, the students were divided into four different working groups according to their interests. These groups would then contribute to the development of the remaining topics through the following weeks. <\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">The remaining four modules, <strong>Brainstorming and Design, Scientific Information Retrieval, Research Data and Analysis, <\/strong>and<strong> Writing and Reporting<\/strong>, were developed in dedicated remote workshops. In preparation for these workshops, materials on the learning environment and, in some cases, extensive pre-assignments were employed, allowing for active and content-rich discussion in those two and a half hour long meetings. <\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">Student participation was positive and active, and I can say for myself that I hadn\u2019t been quite this invested since my own master\u2019s seminar. The materials designed by our teachers were warmly welcomed, and the students\u2019 individual experiences and at times even concerningly sharp questions were given the room they deserve in the relaxed workshops.<\/bdo><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"642\" height=\"321\" src=\"https:\/\/blogs.uef.fi\/ueflibrary\/wp-content\/uploads\/sites\/18\/2025\/05\/Aicoursemodule.png\" alt=\"A collage of AI-generated images representing the following topics discussed on the course:\n1. Introduction on artificial intelligence and ethics\n2. Research brainstorming and design\n3. Artificial intelligence in scientific information retrieval\n4. Research data and analysis\n5. Writing and reporting\nThe conclusion of the pilot and feedback.\" class=\"wp-image-23059\" srcset=\"https:\/\/blogs.uef.fi\/ueflibrary\/wp-content\/uploads\/sites\/18\/2025\/05\/Aicoursemodule.png 642w, https:\/\/blogs.uef.fi\/ueflibrary\/wp-content\/uploads\/sites\/18\/2025\/05\/Aicoursemodule-151x76.png 151w\" sizes=\"auto, (max-width: 642px) 100vw, 642px\" \/><figcaption class=\"wp-element-caption\">The topics discussed on the course pilot. The images were created using artificial intelligence.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><bdo lang=\"en\" dir=\"ltr\">Learning through action<\/bdo><\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">The course pilot rewarded us with numerous lessons for the development of the online course. In particular, the exercises developed for the analysis module\u2019s workshop, which allowed participants to try editing their own texts using AI (in this case, Microsoft Copilot), were very popular. While the characteristics of AI may not necessarily shine through from a text that one has freshly read, the effects are highlighted in a revolutionary manned when it comes to personal work. For example, one of the key findings related to the way AI blurs an author&#8217;s personal voice. <\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">The information retrieval module with its stack of pre-assignments was also well received, and perhaps surprisingly, students seemed to prefer the number of tasks to their paucity. It is of course worth mentioning that the online course under development, which will consist of independent study, will inevitably give more emphasis to learning tasks, as other working methods are mostly excluded. It is, however, important that the large number of tasks are suitably targeted and evenly distributed across the different modules.<\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">There was also widespread discussion regarding the overall emphasis and difficulty level of the content. Especially at its current stage of development and expansion, AI is a difficult topic to teach as its usability varies dramatically between different disciplines and dissimilar jobs. Students have their individual approaches and interests towards the subject, which makes the phenomenon even more divisive, resulting in difficulties in the selection of a &#8217;general level\u2019 for the course. <\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">During the pilot, the overall approach was perceived to be suitable, whereas the usefulness of different modules varied depending on the students&#8217; own learning needs. On the other hand, our selected group included students that were already experienced with AI, for whom the easier content in the early parts of the course came across as self-evident. For the actual self-study course, however, it is necessary to also include sections on basic prompting practices and the logic of large language models, so that inexperienced users can also get involved.<\/bdo><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><bdo lang=\"en\" dir=\"ltr\">Afterword<\/bdo><\/h2>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">Overall, the pilot left me with a humanly warm impression despite the machine-cold subject matter. It was important for me personally to notice how each student and teacher had their own unique views on the appropriate application of AI, and in particular that of large-scale language models. Despite the scattered presence of nightmare scenarios and appropriately voiced disagreements, we were all there to first and foremost learn from and teach one another. <\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">While national and organisational AI guidelines have provided some answers, they have also raised uncertainty and further questions on proper application. It may not be founded to expect all the controversies revolving around research, evaluation, and AI to be resolved anytime soon, but hearing from students will help us identify the teaching needs that we can work to address. <\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">The exchange of ideas and lively debate are cornerstones of the academic world, and it is only through active reflection that we can move beyond these stalemates that the AI discourse seems to easily push us into.<\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">Many thanks to the design group working on the \u2018AI as a Tool for Research\u2019 course, led by Kati Kasanen and Outi Hakola.<\/bdo><\/p>\n\n\n\n<p><bdo lang=\"en\" dir=\"ltr\">Special thanks to the students who participated in the development work, who have all given permission to be named alongside this blog post. Your efforts allowed us to refine our course development work in an entirely unique manner:<\/bdo><br \/>Miika Immonen<br \/>Timo H\u00e4rk\u00f6nen<br \/>Anne Partti<br \/>Sanni Pakarinen<br \/>Eero Rantala<br \/>Meri Maukonen<br \/>Niko Loikkanen<br \/>Tarja Turunen<br \/>Anu Mets\u00e4talo<\/p>\n\n\n\n<p>Niko Niskanen, hankekoordinaattori | <bdo lang=\"en\" dir=\"ltr\">Project coordinator<\/bdo><\/p>\n","protected":false},"excerpt":{"rendered":"<p>(Please, scroll down to read in English.) Torstaina maaliskuun 20. p\u00e4iv\u00e4 t\u00e4n\u00e4 vuonna k\u00e4ynnistyi ainutlaatuinen pilottiopintojakso nimelt\u00e4\u00e4n \u201dKehitt\u00e4misty\u00f6: Teko\u00e4ly tutkimuksen tukena&#8221;. Pilotoinnin tavoitteena oli kehitt\u00e4\u00e4 kaikille avointa, itsen\u00e4isesti opiskeltavaa MOOC-verkkokurssia, joka olisi tulossa osaksi opintotarjontaa syksyll\u00e4 2025. Teko\u00e4ly ja sen moninaiset toteutukset ovat olleet kuuma peruna my\u00f6s korkeakoulumaailmassa kuluneiden parin vuoden ajan, joten linjausten pikkuhiljaa [&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":[1787,1245,1862,114,145,1863,1293,1858,1857,1859,246,1744,1296,763,285,303,1741],"class_list":["post-23054","post","type-post","status-publish","format-standard","hentry","category-ajankohtaista","tag-aineistonhallinta","tag-artificial-intelligence","tag-development","tag-information-retrieval","tag-kehittaminen","tag-mooc","tag-opetus","tag-piloting","tag-pilotointi","tag-research","tag-research-data-management","tag-research-ethics","tag-teaching","tag-tekoaly","tag-tiedonhaku","tag-tutkimus","tag-tutkimusetiikka"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Teko\u00e4ly\u00e4 ja tutkimusta k\u00e4sittelev\u00e4\u00e4 opintojaksoa kehitt\u00e4m\u00e4ss\u00e4 | Developing a Course on Artificial Intelligence and Research | 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\/tekoalya-ja-tutkimusta-kasittelevaa-opintojaksoa-kehittamassa-developing-a-course-on-artificial-intelligence-and-research\/\" \/>\n<meta property=\"og:locale\" content=\"fi_FI\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Teko\u00e4ly\u00e4 ja tutkimusta k\u00e4sittelev\u00e4\u00e4 opintojaksoa kehitt\u00e4m\u00e4ss\u00e4 | Developing a Course on Artificial Intelligence and Research | UEF Library\" \/>\n<meta property=\"og:description\" content=\"(Please, scroll down to read in English.) 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