Teaching Practise: Teachings in the Customer Relationship Management course

CUSTOMER RELATIONSHIP MANAGEMENT (CRM)

• The name of the course: Customer Relationship Management 

• Where and when? 

Business Information Technology unit of Haaga-Helia University of Applied Sciences, Ratapihantie 13, Helsinki. 19.02.2016, and 11.03.2016, 4 hours per day, altogether 8 hours.



My significant competence development for the CRM course teachings in the following areas:

• Discovered deeper level of constructivism theory suggested by John Dewey connected to the contemporary theory of Kolbs’ experiential learning. I have applied the discovery to advance student’s learning with critical thinking and problems solving skills by exploring real-world issues and promote creative, reflective and innovated thinking. 

• Utilized ICT-based teaching tools to motivate the students and engage with peers for discussion and share their reflective thoughts. The tools used in the lessons were YouTube videos and Padlet discussion board.

• Enhanced core competence by reading tremendous references from library, e-library and internet sources in order to produce the teaching materials and also educate myself to be able to teach the university level of the students.

Padlet discussion board used for the Analytical CRM lesson

Teaching Practise: Teachings in the Multicultural Teamwork course

MULTICULTURAL TEAMWORK

• The name of the course: Multicultural Teamwork

• Where and when? 

Business Information Technology unit of Haaga-Helia University of Applied Sciences, Ratapihantie 13, Helsinki. 12.10.2015 – 10.12.2015, 2 hours per day, altogether 12 hours.

It was a great opportunity to learn and teach such an interesting subject during that time we were facing refugee issues in the European countries. The course had a well-structured implementation plan based on the pedagogical approach of progressive inquiry and project learning. With the great support from the guiding teacher, I was able to engage in the feedback sessions for the students’ project work and evaluation for the team presentation sessions which were the case that I developed my skills for providing the constructive feedback. 

My lessons about South-Korean culture in ICT business well planned and executed as well, thus I got good feedback from the guiding teacher saying that some of the students used the learned knowledge in other class like Negotiation course. I used Kolb’s experiential learning theory as a foundation of the teaching, so the students were encouraged to exercise their factual knowledge of cultural competences and also to demonstrate generic skills. Time management was the key challenge of the teaching methods.

Padlet discussion board used for the Multicultural Teamwork lesson

Teaching Practise: Observation and Countselling

• The name of the course: Customer relationship Management (CRM)

• Where and when? 

Customer Relationship Management, Business Information Technology unit of Haaga-Helia University of Applied Sciences, Ratapihantie 13, Helsinki. 15.10.2015 – 12.02.2016, 4 hours per day 11 times, and 3 times student counselling 1 hour per day, altogether 47 hours.



The CRM course was taken place in Autumn 2015, I observed this for preparing my teaching for the same course taken place in the Spring semester in 2016. During observation time, I was aiming to understand the CRM subject and teaching methods, students’ learning curves as main focus. It was also for me a great opportunity to learn a new subject which is a growing market in the ICT field. It has advantages in developing the knowledge of CRM which might help to increase my potential for the future carrier development. 

The guiding teacher provided me the guest access right of the e-learning environment, so that I had all the teaching materials, extra readings and work packages that were used in the professional course. However, it was a quite challenging time to conceptualize the marketing and sales knowledges used in the CRM course. On the other hand, I as a technology oriented person, I wanted to develop the lessons little bit more to introduce technical skills and knowledges needed in analytical CRM, which might help the student’s interest to get connected to the ICT trends like Big Data. This idea was considered when I planned the Analytical CRM teaching and worked well.

I have also participated in the students counselling where I have learned what were the different individual student’ life situation for studying and what were obstacles and area of support needs. Through the counselling experiences, I developed more wide angle of view on students’ life which helped me how to motivate them and also understand reasons of their classroom behaviors linked into their life and cultural issues. 

Overview and Outcomes of my Teaching Practise

My teaching practise was a great journey to develop my pedagogical competences in many areas, the duration of the teaching practise was last for over five months from 7.10.2015-11.3.2016. Such a lengthy period, there were many learning steps getting me up to the deeper understanding of the students and learning environment through observation, counselling and teachings.  In addition to that, I enhanced pedagogical methods and knowledge for teaching the higher level of education in the real world of work.

My teaching practise was taken place at Haaga-Helia University of Applied Sciences in Pasila campus in Helsinki. The teaching practise subject belongs to the degree program of Business Information Technology. My decision for choosing the Haaga-Helia’s Pasila campus was because they met such a qualification to fulfill the teaching practise contract, for instance, they have pedagogically qualified teachers, courses lectured in English with international students, and also the institution has my interesting ICT subjects like Big Data.

The director of the degree program had very open-minded for undertaking me to their organization and arranged all the necessary work for smoothly starting with guiding teachers. My selection was going forward with two courses, one was Customer Relationship Management and the other course was Multicultural Teamwork. Both of courses' senior lectures supported me with the professional manner and dedicated their precious time and effort for me to learn in their classroom teaching environment and offered me to teach the subjects in most favourable manner and positive circumstances. Although it was quite long period of process to complete the teaching practise, our collaboration of work progressed well pro-actively and constantly from the beginning to end of the whole process of the teaching practise; planning, execution, feedback and evaluation.

As a result of the teaching practise, I have strengthened my competences in the following areas:

• Pedagogical competences in planning and implementation, developing teaching, and using ICT technology in teaching.

• Competence in value integration not only Ethical value but also Sustainability, Global and Multicultural teamwork, Entrepreneurship values integrated in my teachings.

• Competence in the world of work, I as a ICT professional worked for various international business projects, I have a high level of world of work competences which has been utilized and applied into the teaching and counselling the international students.

Teaching Practise in the CRM course