A4 Conference proceedings

Playing safe in teaching?

Publication Details
Authors: Virkki-Hatakka Terhi, Ikävalko Markku, Hyneman Jamie
Publication year: 2018
Language: English
Title of parent publication: 46th SEFI Annual Conference
ISBN: 978-2-87352-016-8
JUFO-Level of this publication: 0
Open Access: Not an Open Access publication


The world is
changing at an accelerating speed: development in science and technology as
well as concern of the welfare of both humans and the environment leads to increasing
requirements of adaptability. This calls for changes to higher education as

Teaching should not
only aspire to be individual, one-substance centered learning: It must rather
support collective learning, creativity, and solution-oriented approach in a
multidiscipline environment without losing its roots in knowledge-based targets
and scientific theories.

Universities are
looking for new learning environments in addition to the tradition of lecturing
in a study hall. There are more sources of information constantly available and
therefore, emphasis is trending towards students’ free and active inventing and
experimenting. (This development, sometimes called the Maker Movement, is
increasingly present at universities.) Lappeenranta University of Technology is
building their version of a rapid prototyping laboratory for their students,
namely J. Hyneman Center (JHC). The
Center will provide resources and equipment for multidisciplinary student teams
to test all kinds of ideas and to create prototypes. In that respect, it follows
the universal code of prototype laboratories. The experimental element is in
testing possibilities and limits in utilizing odd technologies and/or in
utilizing complex combinations of competencies in student team settings. This
will require creating a culture where aiming for high results, accepting
contradicting ideas and taking failure as an opportunity to learn something new
all co-exist and prosper.

Typically the
exercises, results and solutions used in university level education are well
known beforehand, i.e. safe for teachers, but not ill-defined and open-ended
problems like they tend to be in real life. JHC offers a possibility to go to
the unknown area in teaching and learning, where failure is one option to learn.

Last updated on 2020-28-02 at 12:27