- Principal lecturer Auli Guilland, Ph.Lic (FIN), M.Sc, has international and multicultural qualifications as well as e... morePrincipal lecturer Auli Guilland, Ph.Lic (FIN), M.Sc, has international and multicultural qualifications as well as experience in teaching, training and tutoring. She has worked in private and public sector organisations and also successfully run a private SME for several years.
Since 2005 in Laurea works at Laurea University of Applied Sciences, in Finland as a principal lecturer both in hospitality management and service innovation and design degree programmes.
Auli Guilland has gained profound knowledge in Laurea's Learning by Developing (LbD) pedagogy and her working life based research has successfully been integrated in numerous LbD based study units and thesis works.
In the Master Programme on Service Innovation and Design, Auli coordinates and supervises Master thesis work of national and international students (yearly we have 25-27 students).
The aim of the thesis is to develop and demonstrate the students’ ability to apply research data, to use selected methods for analysing and solving workplace problems and to carry out demanding specialist tasks independently" (Government Decree 423/2005).
The thesis project is an integral and important part of the studies and a hands-on learning process. It is not only a research and development project, nor just a report . It is about combining key information sources to carefully selected R&D methods for solving work-life problems. Briefly it is a work of reflection, critical thinking, careful planning, analytic selection and systematic work for search for solutions.
Auli Guilland has solid experience in innovation, research, and development projects. She has gained knowledge both on planning and managing national and international projects. In relation to this Auli Guilland has an important network that has proved to be able to successfully run externally funded projects.edit
In recent years, Massive Open Online Courses (MOOCs) have been sought as one of the means to bridge the knowledge gap in world we live. Within MOOCs, the barriers of time, space, location, and accessibility have been overcome compared to... more
In recent years, Massive Open Online Courses (MOOCs) have been sought as one of the means to bridge the knowledge gap in world we live. Within MOOCs, the barriers of time, space, location, and accessibility have been overcome compared to traditional means of learning.
The creation of collaborative, learner-centric and purposeful learning experience have been approached. MOOCs have taken the education community by storm with their unprecedented high student enrollment numbers. The adoption of well-reputed and well-known academic institutes like Stanford, MIT, and others persuaded many academic institutes worldwide to jump into this trend.
When looked at the MOOCs success, completion rates can be seen as the key success metric to this new pedagogical medium. Nevertheless, many academic studies have shown that completion rates are a misleading indicator of the success of an MOOC, due to that learners have different aims and motivations. Some learners come with the aim to update professional knowledge to match market needs, some come with the aim to socialize with like-minded people while others simply enjoy the pleasure of learning and expanding their horizon about topics they did not know before.
Going beyond completion rates to get clear understanding of the obstacles, problems and issues facing students while learning within MOOCs is needed. In general, enhancing customer engagement helps to elevate services to be more satisfactory and fulfilling, and increase the customer value of services.
An empirical and exploratory study based on service science was performed on the first and biggest Arabic MOOC platform named RWAQ. The aim of the study was to understand the customer value of the service and promote student engagement in the online learning environment represented by MOOCs to help answer the following questions: How to understand student engagement in MOOCs? How to promote student engagement within MOOCs using gamification? The study was based on service innovation and design and gamification methods.
The study realized as a part of the Master Program in Service Innovation and Design at Laurea University of Applied Sciences, enabled to gain a fresh look at the learners’ aims, motivations, and needs and resulted in proposing solutions to enhance student engagement.
Keywords: Massive Open Online Courses, Gamification, Service innovation and Design, Service science.
The creation of collaborative, learner-centric and purposeful learning experience have been approached. MOOCs have taken the education community by storm with their unprecedented high student enrollment numbers. The adoption of well-reputed and well-known academic institutes like Stanford, MIT, and others persuaded many academic institutes worldwide to jump into this trend.
When looked at the MOOCs success, completion rates can be seen as the key success metric to this new pedagogical medium. Nevertheless, many academic studies have shown that completion rates are a misleading indicator of the success of an MOOC, due to that learners have different aims and motivations. Some learners come with the aim to update professional knowledge to match market needs, some come with the aim to socialize with like-minded people while others simply enjoy the pleasure of learning and expanding their horizon about topics they did not know before.
Going beyond completion rates to get clear understanding of the obstacles, problems and issues facing students while learning within MOOCs is needed. In general, enhancing customer engagement helps to elevate services to be more satisfactory and fulfilling, and increase the customer value of services.
An empirical and exploratory study based on service science was performed on the first and biggest Arabic MOOC platform named RWAQ. The aim of the study was to understand the customer value of the service and promote student engagement in the online learning environment represented by MOOCs to help answer the following questions: How to understand student engagement in MOOCs? How to promote student engagement within MOOCs using gamification? The study was based on service innovation and design and gamification methods.
The study realized as a part of the Master Program in Service Innovation and Design at Laurea University of Applied Sciences, enabled to gain a fresh look at the learners’ aims, motivations, and needs and resulted in proposing solutions to enhance student engagement.
Keywords: Massive Open Online Courses, Gamification, Service innovation and Design, Service science.
Research Interests:
Artikkelin tavoitteena on kuvata kokemuksia tietotekniikan varaan rakennetusta opetuksesta ja herättää mielenkiintoa asiaa kohtaan. Keskiössä on opetuksen kehittäminen opiskelijoiden tarpeisiin ja elämäntilanteeseen sopivaksi niin, että... more
Artikkelin tavoitteena on kuvata kokemuksia tietotekniikan varaan rakennetusta opetuksesta ja herättää mielenkiintoa asiaa kohtaan.
Keskiössä on opetuksen kehittäminen opiskelijoiden tarpeisiin ja elämäntilanteeseen sopivaksi niin, että opiskelumotivaatio säilyy ja
oppiminen koetaan paitsi kiinnostavaksi, innostavaksi ja opiskelijan motivaatiota tukevaksi. Käytännön esimerkkien avulla pyritään
havainnollistamaan onnistuneita käytänteitä.
Keskiössä on opetuksen kehittäminen opiskelijoiden tarpeisiin ja elämäntilanteeseen sopivaksi niin, että opiskelumotivaatio säilyy ja
oppiminen koetaan paitsi kiinnostavaksi, innostavaksi ja opiskelijan motivaatiota tukevaksi. Käytännön esimerkkien avulla pyritään
havainnollistamaan onnistuneita käytänteitä.
Research Interests:
Health-related habits are likely to persist throughout a person’s life. Information is easily available but daily habits, especially those related to food, are so powerful that knowledge rarely leads to change. The influence of peers is... more
Health-related habits are likely to persist throughout a person’s life. Information is easily available but daily habits, especially those related to food, are so powerful that knowledge rarely leads to change. The influence of peers is very important. Teenagers have easy access to online services and use them frequently. Online services offer important ways to influence teenagers. The goal was to study service co-creation with teenagers. Two groups of 7th and 8th grade pupils participated in altogether six workshops organized with the help of group creative tools. The study reveals the pitfalls and success factors of the development process.
Research Interests:
The development of digital technology and logistics has promoted globalisation and modernisation of working life creating an increasingly interconnected world. Individuals need to master various technologies and to continuously select... more
The development of digital technology and logistics has promoted globalisation and modernisation of working life creating an increasingly interconnected world. Individuals need to master various technologies and to continuously select between and make sense of large amounts of information. Modern societies also face collective challenges such as balancing economic growth with environmental sustainability, and prosperity with social equity. In these contexts, the competences that individuals need to display, have become more complex, requiring more than mastering of certain limited skills. Educational authorities issue guidelines on what should be taught or learnt in schools. Usually these guidelines are included as part of curriculum documents or syllabuses. In recent years, reforms in many countries have reshaped curricula on the basis of new concepts such as 'key competences' and 'learning outcomes' and some have introduced achievement scales. In numerous countries, a subject-based organisation with a focus on subject content has given way to a more complex curricular architecture built, in part, on practical skills and on cross-curricular approaches. New interactive learning environments have been developed to facilitate active learning. These learning environments, promote collaborative and multidisciplinary learning and are increasingly technology enhanced. They allow several transversal competences to be addressed simultaneously. However, these modern pedagogical approaches have not been adopted everywhere. Relatively little importance has been given to cross-border collaboration in developing education. This paper discusses ongoing cross-border collaboration between six European higher educational institutes. Focus of the discussion is on differences in teaching and learning practices in the institutes. Some development obstacles are identified and their influence on cross-border collaboration are reflected.