more on AR in this IMS blog
more on China education in this IMS blog
The Finnish Government Scholarships 2018-2019
Deadline: 15 February 2018
Open to: candidates with a Masters-level degree
Benefits: full scholarship
Finnish Government is pleased to offer a range of scholarships to students of high academic ability for 2018 entry. Students of Australia, China, Cuba, Egypt, Israel, Japan, Mexico, Mongolia, Namibia, Republic of Korea, Turkey, Ukraine and the USA are eligible to apply for these scholarships to undertake 3-9 months for doctoral level studies and research.
The Finnish Government Scholarships are available for 3-9 months for doctoral level studies and research at Finnish Universities or Public Research Institutes.
In order to be considered eligible to apply, you must fulfill all of the following criteria:
- have established contact with the Finnish receiving institution before applying (see section ‘Doctoral Admissions’);
- have a letter of invitation from the academic supervisor in Finland; the invitation should also explain the commitment of the host institution to the project;
- have earned a Masters-level degree before applying;
- intend to pursue post-master’s level studies as a visiting student, participate in a research project or teach at a university or public research institute in Finland; priority will be given to doctoral studies;
- not have spent already more than one year at a Finnish higher education institution immediately before the intended scholarship period in Finland;
- be able to give proof of sufficient skills in speaking and writing the language needed in study/research;
- be a national of one of the eligible countries listed above.
- A monthly allowance of EUR 1500;
- The allowance is sufficient for one person only;
- Expenses due to travel, international or in Finland, are not covered by the program;
- Scholarship recipients are recommended to make arrangements for sufficient insurance coverage for their stay in Finland;
- Please see the section ‘Practical matters‘ for information on the practicalities of coming to Finland as an international student/researcher.
Applications for the Finnish Government Scholarship Pool funding should be made to the appropriate authority in the applicant’s country. The scholarship authorities in each country are invited to present applications for up to 10 candidates for the Finnish Government Scholarship Pool. The announcements for the opening of the annual application round are usually sent out from CIMO at the end of September annually. Documents required for an application:
- A completed and signed application form;
- Curriculum vitae;
- Copies of latest diplomas;
- Two letters of recommendation;
- Study/research plan (2-5 pages, including a statement of motivation, goals, work plan, work method, expected results);
- Invitation/expression of interest and motivation for cooperation from the hosting academic supervisor in Finland;
- Language certificate (Finnish, Swedish or English) or other indication of sufficient language skills – please see above, in the section ‘Eligibility criteria’.
more on Finland in this IMS blog:
This article pleads for a consideration what now is a full-blown reform in Finland (replacing subjects with topics) and seriously considered in the UK, as reported in this IMS blog: http://blog.stcloudstate.edu/ims/2015/03/24/education-reform-finland/
Broadening Pedagogical Knowledge by Learning from Other Disciplines
By: Maryellen Weimer, PhD
there’s a long-standing and still fairly widely held belief that the teaching needed for a particular kind of content is unique. Unless you know the content, you can’t know how to teach it.
What and how we teach are linked, but there are other connections besides those between method and material, and those connections aren’t all unique to the discipline. All (well, almost all) teachers want students engaged, and student engagement in physics and philosophy doesn’t look all that different. All teachers are concerned with classroom management issues. If students are dealing more with their phones than the material, the content is irrelevant. All teachers have a responsibility to prevent cheating. All teachers aspire to use fair and equitable grading practices. Course design principles transcend disciplines. The features of a good multiple-choice question are not discipline specific. And then there are those student characteristics that challenge teachers in every field: passivity, lack of motivation, low self-esteem, less than adequate study skills, and excessive grade-orientation start the list.
A Shifting Education Model in China
The news was taken from Facebook: https://www.facebook.com/MindShift.KQED/posts/913192562049997. Here are the comments:
While at the same time in their kung-fu schools they have been using models like “station rotation”, “peer-learning”, “immediate feedback”, mastery learning, even some elements of gamification (like badges-like colour belts showing the mastery on some level and unblocking access to higher-level routines available only for the more advanced students), etc for hundreds of years…. And I am not joking. Just ask anybody who does some kung-fu under the watchful eye of a good coach (sifu).
A great example of a “peer learning” session on the enclosed photo (taken at a kung-fu training in Poland, not in China smile emoticon
China has now reshaped its national exam to focus on a broader range of topics and cognitive skills and, in turn, move away from teacher-dominated lecturing. The new test requires that students employ complex analytical skills, mixed with broader knowledge across various subjects.
This is exactly what Finland and the United Kingdom are aiming with the reforms in their education. In March 2015, this blog reported on a reform in Finland: http://blog.stcloudstate.edu/ims/2015/03/24/education-reform-finland/, which is to be followed by the UK.