Study Guide

Evaluation scale

Approved/Rejected

Objective

You can record, edit, and publish material primarily related to auditory expression.
You know the basics of audio technologies and software for radio, podcasts, and video sound.
You understand and are familiar with the stages and workflows of auditory production in the AV industry, including various phases and job roles.
You will get acquainted with working in field conditions (on location) and studio conditions, and using the equipment in the sound studio control room.

Content

You will become familiar with the auditory processes of the AV industry, including various stages and job roles.
You will get acquainted with working in field and studio conditions and using the equipment, studying the recording of dialogue and speech (VO), sound effects work, and the synchronization, editing, and post-processing of sound in audio workstations.
You will learn about multichannel sound techniques and multichannel microphone techniques.
You will also study radio and podcast technology and speaking, as well as produce content for radio and podcasts.

Location and time

Tikkarinne Campus

Materials

The teacher distributes the content at the beginning of the course and during the course

Teaching methods

The student knows how to produce (record and edit) material mainly related to audio recording work and learns to use the sound technologies and software of Radio, Podcast, Sound Studio and Video. The audio wokrs processes of the AV industry with their various stages and work descriptions will become familiar. In audio AV tools, you get to know how to work in studio conditions and how to use the equipment, you learn how to record dialogue and speech (VO), effects work and sound synchronization, and post-processing at workstations. Let's learn about multi-channel technology and multi-channel microphone technologies. We also study radio and podcast technology and produce content for radio and podcasts.

Completion alternatives

Participation in contact teaching and lectures (80%), studies completed elsewhere or similar information.

Student workload

Workshops and lectures 70%
Information search, documentation and independent work 30%

Content scheduling

Weekly remote lecture/meeting, workshops in accordance with the schedule as face-to-face teaching. Learning software mostly as distance learning and self-learning.

Evaluation scale

H-5

Assessment methods and criteria

1-2: The student knows how to produce, record and audio material under guidance and actively participates in group work.
3-4: The student knows how to use production and post-production systems in a versatile way. The student knows how to independently cut and modify sound suitable for different program styles and masters the principles of continuity and rhythm. The student is able to justify the solutions he has made and knows how to evaluate his skills realistically. If necessary, the student takes responsibility and commits to common goals.
5: The student is able to independently record and edit an expressive high-quality program. The student critically and comprehensively evaluates his own learning and competence and is able to question what he has learned and brings his own views and alternative working models to the fore. The student takes responsibility, acts on his own initiative and also helps others in achieving their goals.

Assessment criteria, fail (0)

1-2: The student is unable to produce, record and edit audio material even under supervision and has not actively participated in group work.

Assessment criteria, satisfactory (1-2)

1-2: The student is able to produce, record and edit material under supervision and participates in group work.

Assessment criteria, good (3-4)

3-4: The student knows how to use production and post-production systems in a versatile way. The student knows how to independently cut and modify sound suitable for different program styles and masters the principles of continuity and rhythm. The student is able to justify the solutions he has made and knows how to evaluate his skills realistically. If necessary, the student takes responsibility and commits to common goals.

Assessment criteria, excellent (5)

5: The student is able to independently record and edit an expressive high-quality program. The student critically and comprehensively evaluates his own learning and competence and is able to question what he has learned and brings his own views and alternative working models to the fore. The student takes responsibility, acts on his own initiative and also helps others in achieving their goals.

Evaluation scale

H-5

Objective

- know how to use the services and learning environments provided by the UAS
- know the curriculum and practices of your own education
- know the guidance providers in your education and training and know how to seek guidance from the right people for your studies, where appropriate
- know the activities and services of the student union
- take responsibility for your own learning ability, well-being and motivation
- feel part of the student community and contribute to a good study atmosphere
- you are familiar with the Karelia University of Applied Sciences degree regulations
- you are familiar with the principles and practices of recognition and validation of prior learning (AHOT)
- you take responsibility for your own studies and for keeping your personal study plan (HOPS) up to date
- take care of your own learning ability
- be familiar with career development discussions as part of your working life practices

Content

- familiarisation with the curriculum and teaching delivery practices
- use of information networks, Karelia.fi, study guide, PAKKI, PEPPI, TUUDO, ATOMI, Moodle, Outlook (e-mail and calendar), working arrangements, Teams, EXAM, intranet.
- student life in higher education, sectoral info, language info, study guidance, study counsellors, YTHS, parish, student services and student union POKA.
- degree regulations, general policies and rules of the game and general and sectoral competences
- library and information services, information retrieval
- preparation of a personal study plan (HOPS)
- student welfare, introduction to VIP student activities and VIP selection
- study skills, study styles and strategies
- studying in groups, teams, pairs, projects
- self-management, life management, time management and stress management
- development discussion

Location and time

On-campus teaching according to the timetable.

Materials

It is presented in a learning environment.

Teaching methods

You know how to use the services and learning environments offered by the university of applied sciences to support your own learning and development. You know the curriculum of your own education and the related procedures, which helps you to plan and implement your studies effectively. You will also understand who are the actors involved in the guidance of your own education, and you will be able to apply for guidance related to your studies from the right people if necessary. You know the activities and services of the student union, and you know how to use them to support your own well-being and study ability.

You bear responsibility for your own ability to study, your study well-being and your ability to cope. You actively join the student community and, for your part, promote a good study atmosphere, which supports both your own learning and that of others. You know the principles and practices of Karelia University of Applied Sciences' degree rules and the recognition and recognition of previously acquired skills (AHOT), which you use in planning your studies.

You take responsibility for your own studies and keep your personal study plan (HOPS) up to date, thus ensuring the smooth progress of your studies. You take care of your own ability to study, taking into account the balance between studies and coping. You know the importance of the development discussion as part of working life practices and know how to use it to support your own professional development.

Exam schedules

No exams included.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

The course is 2 credits long and it means 53.4 hours of work by you, the student. Participating in lectures, familiarizing yourself with materials and doing assignments are included in the workload.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- participation in lessons
- completing assignments

Further information

Professional Media Competence, Learning to Learn

Objective

- plan your future in working life and make choices to achieve your professional and career goals
- you understand the importance of well-being in studies and can take into account issues that affect your ability to study and cope, such as strengthening study skills, time management and life management
- be able to cope with uncertainty about your study choices and your future
- be able to assess your own skills development and set goals for your development in a development interview
- you understand the importance of well-being at university and are able to take into account issues that affect your ability to study and your ability to cope, such as strengthening study skills, time management and life management

Content

- job opportunities
- learning about the recruitment process
- CV, job application, portfolio, job interview, career and recruitment events (e.g. WORK SMART), job search channels
- learning about work practices and rules of the game
- articulating and marketing your skills
- career planning
- career development interview

Location and time

On-campus teaching according to the timetable.

Materials

It is presented in a learning environment.

Teaching methods

You plan your own future in working life based on goals and know how to make choices that support your professional and career goals. You regularly evaluate your own skills through, for example, a development discussion and set concrete development goals to ensure your professional growth. You understand that career planning and preparation for working life require constant self-evaluation, decision-making ability and readiness to adapt to changing situations.

The importance of study well-being is clear to you, and you know how to take into account the factors that affect study ability and coping, such as strengthening study skills, time management and life management. You know that well-being is a key factor in learning and professional development. You are ready to face the uncertainty related to your studies and the future and are able to deal with it constructively, which helps you move purposefully towards your goals.

Exam schedules

No exams included

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 27 hours of work (1 credits). Includes timetabled lessons on campus.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- participation in lessons
- completing assignments

Further information

Professional Media Competence, Learning to Learn, Operating in a Workplace 

Objective

- follow general and sectoral working practices at school and in work placements, both at home and abroad
- plan for your future in the world of work and make choices to achieve your professional and career goals
- understand the importance of wellbeing at school and be able to take into account issues that affect your ability to study and cope, such as strengthening study skills, time management and life management
- be able to cope with uncertainty about your study choices and your future
- be able to assess your own skills development and set goals for your development in the context of a development interview

Content

- sectoral information, guest lectures and company visits
- group work and exercises related to working life and internationalisation
- information on international placements and studies
- general and sectoral working practices in Finland and abroad
- career and recruitment events (e.g. WORK SMART)
- student well-being
- development discussion and updating of the personal study plan (HOPS)

Location and time

On-campus teaching according to the timetable.

Materials

It is presented in a learning environment.

Teaching methods

You know how to act in accordance with both general and professional life practices in your own field, both at home and abroad, both at school and in training. You plan your own future in working life and make informed choices to achieve your professional and career goals. You recognize the importance of study well-being and take into account the factors affecting study ability and coping, such as strengthening study skills, time management and life management, as part of comprehensive studies.

You are able to tolerate uncertainty related to studies and the future, which helps you adapt and succeed in changing situations. You actively participate in the development discussion, evaluate the development of your own skills and set clear goals for your professional growth.

Exam schedules

No exams included.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 27 hours of work (1 credits). Includes timetabled lessons on campus.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- participation in lessons
- completing assignments

Further information

Professional Media Competence, Learning to Learn, Operating in a Workplace 

Objective

Student
- knows the history and key principles of animation and its uses
- understands the basics of digital animation
- understands the possibilities of animation expression
- knows some digital animation tools and masters their basic use
- is able to produce animated digital elements for various purposes in media field
- identifies their own strengths and opportunities in the animation process.

Content

The course introduces 2D animation as a form of expression and practices the key principles of digital animation with the help of small exercises. The main subjects to be studied are the 12 main principles of animation and their application in various media productions, such as information graphics and user interface animations, digital 2D character animations and video animation effects.

Evaluation scale

H-5

Evaluation scale

H-5

Objective

You will learn extensively about designing and implementing auditory content based on speech.
The learning targets include forms of radio, podcasts, audio drama, and documentary audio storytelling.
You will learn to design, conceptualize, script, and implement program structures.
You will learn to use sound effects and music in programs.
You will learn speaking and vocal expression, recording and editing speech, and distributing and publishing programs.
You will familiarize yourself with copyrights and copyright agreements.

Content

The course (10 ECTS) consists of creating, producing, and publishing audio content.
The title “audio content” can cover a variety of topics, such as podcasts, audiobooks, music, audio advertisements, and sound effects.
In the Karelia Auditory Content Production course, we mainly focus on two areas: Radio Work and Podcasting.
In Radio Work, you will study radio technologies and program structures, and produce radio programs as group projects.
In Podcasting, you will learn scripting, conceptualizing, implementing, and publishing programs on publishing platforms.
The course also aims to consider students’ prior knowledge and goals in the assignments.

Teaching methods

The auditory content production course consists of creating, producing and publishing audio content. It can cover a wide variety of things, including podcasts, audiobooks, music, audio ads, and sound effects. In the Karelia Auditory Content Production course, we focus on two areas:
Radio work: Radio presenters prepare for programs, interview guests and keep listeners entertained. We practice speaking and making radio programs at Radio Mekkala educational radio (internet radio). We prepare programs as a group work, act as presenters and market our programs on social media. Broadcasts are weekly on Wednesdays (3 hours). We also implement radio channel logos and audio advertisements.
Podcasts: Podcasts are popular audio content where various topics are discussed. They can be entertaining, informative or educational. We implement podcasts in small groups. We prepare concepts, scripts, record and edit the programs and publish them them on the most common publishing channels. We also market content on social media.
1. Radio work 6-7 (choosing the emphasis of content based on preferences)
2. Podcast 3-4 credit (choosing the emphasis of content based on preferences)
In radio work, the teaching mainly takes place as face-to-face teaching, however, the weekly production meetings are mainly online implementations.
When producing a podcast, the teaching is mainly online teaching and guidance. The small groups prepare the project schedules themselves and are responsible for them in groups.Podcast learning is suitable for distance learning, while radio work requires regular presence.

Evaluation scale

H-5

Objective

You will be able to design and implement a digital portfolio that showcases your skills, both written and visual, and can be easily adapted to suit different needs.

You can make your skills, projects and achievements visible in a concrete and visual way. For example, descriptions of work processes, completed products or campaigns and sample materials (e.g. photos, videos, articles, graphic works) will help to demonstrate your professional skills and experience.

You will be able to build a rich and attractive image of your skills that will help you to market yourself effectively and achieve your professional goals.

Content

- You will learn about the concept of a digital portfolio for marketing your skills.
- You will familiarise yourself with different digital portfolio platforms (e.g. publishing platforms, content management systems, blog platforms...) and choose the one you prefer. Does not require the use of a paid platform.
- You will get to know and explore the portfolios, implementations of creatives.
- You will design and implement your own easily updatable and editable portfolio using the possibilities of ICT.
- The portfolio will contain your own written and digital outputs to communicate your development, your skills and yourself to the world of work.
- Your portfolio will also include your introduction page with a picture, a contact channel/form and networking social media channels (e.g. LinkedIn and Instagram)

Location and time

An independent online course

Teaching methods

You will focus on identifying and presenting your own skills. You will analyse your own strengths and skills and select the best examples of work, projects and achievements that demonstrate the breadth and depth of your knowledge. For example, you will reflect on the skills you have learned in different projects, the achievements you want to highlight and your personal style that you will showcase in your portfolio.

You will focus on the technical requirements of a digital portfolio. You will familiarise yourself with different tools and platforms, such as website building applications (e.g. WordPress, Wix, Squarespace) or other portfolio software, and choose the platform that suits you best. You will create a visually appealing and coherent portfolio.

You evaluate your portfolio and also look at other student's portfolios and (if you wish) give them feedback that they can use to improve their portfolio. Present your portfolio to potential employers or clients, e.g. when applying for a traineeship or job, when making contacts with clients and when promoting your skills.

Building your portfolio does not require you to purchase your own domain. Free platforms are well suited.

Employer connections

Through different forms of collaboration and the institution's career and recruitment events (e.g. WORK SMART), the presentation of a digital portfolio can provide students with hands-on learning opportunities and valuable contacts with professionals in the field, thus strengthening their preparedness to enter the world of work and develop their careers.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 135 hours of independent work (5 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- public digital portfolio
- versatile and visual implementation
- presentation of own competence with concrete media work
- self-introduction with a picture or video
- building a professional network, i.a. contact form and social media channels, e.g. LinkedIn and Instagram

Objective

You will be able to design and implement a digital portfolio that showcases your skills, both written and visual, and can be easily adapted to suit different needs.

You can make your skills, projects and achievements visible in a concrete and visual way. For example, descriptions of work processes, completed products or campaigns and sample materials (e.g. photos, videos, articles, graphic works) will help to demonstrate your professional skills and experience.

You will be able to build a rich and attractive image of your skills that will help you to market yourself effectively and achieve your professional goals.

Content

- You will learn about the concept of a digital portfolio for marketing your skills.
- You will familiarise yourself with different digital portfolio platforms (e.g. publishing platforms, content management systems, blog platforms...) and choose the one you prefer. Does not require the use of a paid platform.
- You will get to know and explore the portfolios, implementations of creatives.
- You will design and implement your own easily updatable and editable portfolio using the possibilities of ICT.
- The portfolio will contain your own written and digital outputs to communicate your development, your skills and yourself to the world of work.
- Your portfolio will also include your introduction page with a picture, a contact channel/form and networking social media channels (e.g. LinkedIn and Instagram)

Location and time

An independent online course

Teaching methods

You will focus on identifying and presenting your own skills. You will analyse your own strengths and skills and select the best examples of work, projects and achievements that demonstrate the breadth and depth of your knowledge. For example, you will reflect on the skills you have learned in different projects, the achievements you want to highlight and your personal style that you will showcase in your portfolio.

You will focus on the technical requirements of a digital portfolio. You will familiarise yourself with different tools and platforms, such as website building applications (e.g. WordPress, Wix, Squarespace) or other portfolio software, and choose the platform that suits you best. You will create a visually appealing and coherent portfolio.

You evaluate your portfolio and also look at other student's portfolios and (if you wish) give them feedback that they can use to improve their portfolio. Present your portfolio to potential employers or clients, e.g. when applying for a traineeship or job, when making contacts with clients and when promoting your skills.

Building your portfolio does not require you to purchase your own domain. Free platforms are well suited.

Employer connections

Through different forms of collaboration and the institution's career and recruitment events (e.g. WORK SMART), the presentation of a digital portfolio can provide students with hands-on learning opportunities and valuable contacts with professionals in the field, thus strengthening their preparedness to enter the world of work and develop their careers.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 135 hours of independent work (5 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- public digital portfolio
- versatile and visual implementation
- presentation of own competence with concrete media work
- self-introduction with a picture or video
- building a professional network, i.a. contact form and social media channels, e.g. LinkedIn and Instagram

Objective

You will be able to design and implement a digital portfolio that showcases your skills, both written and visual, and can be easily adapted to suit different needs.

You can make your skills, projects and achievements visible in a concrete and visual way. For example, descriptions of work processes, completed products or campaigns and sample materials (e.g. photos, videos, articles, graphic works) will help to demonstrate your professional skills and experience.

You will be able to build a rich and attractive image of your skills that will help you to market yourself effectively and achieve your professional goals.

Content

- You will learn about the concept of a digital portfolio for marketing your skills.
- You will familiarise yourself with different digital portfolio platforms (e.g. publishing platforms, content management systems, blog platforms...) and choose the one you prefer. Does not require the use of a paid platform.
- You will get to know and explore the portfolios, implementations of creatives.
- You will design and implement your own easily updatable and editable portfolio using the possibilities of ICT.
- The portfolio will contain your own written and digital outputs to communicate your development, your skills and yourself to the world of work.
- Your portfolio will also include your introduction page with a picture, a contact channel/form and networking social media channels (e.g. LinkedIn and Instagram)

Location and time

An independent online course

Teaching methods

You will focus on identifying and presenting your own skills. You will analyse your own strengths and skills and select the best examples of work, projects and achievements that demonstrate the breadth and depth of your knowledge. For example, you will reflect on the skills you have learned in different projects, the achievements you want to highlight and your personal style that you will showcase in your portfolio.

You will focus on the technical requirements of a digital portfolio. You will familiarise yourself with different tools and platforms, such as website building applications (e.g. WordPress, Wix, Squarespace) or other portfolio software, and choose the platform that suits you best. You will create a visually appealing and coherent portfolio.

You evaluate your portfolio and also look at other student's portfolios and (if you wish) give them feedback that they can use to improve their portfolio. Present your portfolio to potential employers or clients, e.g. when applying for a traineeship or job, when making contacts with clients and when promoting your skills.

Building your portfolio does not require you to purchase your own domain. Free platforms are well suited.

Employer connections

Through different forms of collaboration and the institution's career and recruitment events (e.g. WORK SMART), the presentation of a digital portfolio can provide students with hands-on learning opportunities and valuable contacts with professionals in the field, thus strengthening their preparedness to enter the world of work and develop their careers.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed sep

Student workload

Requires 135 hours of independent work (5 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- public digital portfolio
- versatile and visual implementation
- presentation of own competence with concrete media work
- self-introduction with a picture or video
- building a professional network, i.a. contact form and social media channels, e.g. LinkedIn and Instagram

Objective

The student is able to work in various digital operating environments related to his / her studies. The student is familiar with the basic usage of operating systems (Win / Mac). The student recognizes the differences in the operating environments and is able to choose the most appropriate operating environments and tools for the current study goal. The student is able to manage and produce digital material in a variety of digital operating environments related to their studies.

Content

The course introduces the operation of Windows and Mac OS operating systems and practices their use, especially in situations related to studying in the field of media. The main subjects to be studied are the introduction of digital learning environments, the use of online environments, cloud services and the installation of software tools.

Evaluation scale

Approved/Rejected

Evaluation scale

H-5

Objective

The student:
- Takes into account the safety issues of drone flights and the regulations of the industry.
- Plan drone flights.
- Uses the drone device technically and takes the device's features into account.
- Uses the drone flight according to the purpose and need.

Content

The course introduces responsible drone flights and photography (photo and video) and encourages the controlled use of drone. Drone flights are practiced both on a simulator and in the terrain, and environment and safety issues are taken into account in drone flight planning. The drone are applied with both manual and automatic flight programs.

Evaluation scale

H-5

Objective

You develop your skills in interactive communication and co-operation needed in work in a multicultural media environment. You learn to communicate in both oral and written English in demanding media-related job situations (meetings, presentations, and reports). You will develop competence to express yourself professionally in English. You learn the central vocabulary and idioms of the profession. You understand professional texts (audio-visual, web-based and multi-media communication, audio production, and game production) and scientific articles, and are able to persuade other people in oral and written presentations.

Content

The English of the professional field, media texts, media vocabulary, formal verbal and written reports and summaries, formal documents, presentations, persuasive speech, meetings and negotiations, describing graphs, trends, and processes

Location and time

Tikkarinne campus

Materials

Moodle material provided by the teacher. The students will search for some media publications and background information themselves.

Teaching methods

Media English, reading and analyzing media text or speech in English, news language, radio English, audiovisual and audio production terminology, web writing, articles and reviews, paraphrasing, academic English affixes, media business writing (project mission statement, press release), meetings and their documents, discussions, spoken presentation and persuasive speech (presenting a project or a special field or technique, or pitching an idea).

The student can interact and communicate effectively in professional spoken and written situations in the media field in English.

Contact teaching. Group work, spoken meeting practice, spoken presentation, assignments. Written exam at the end of the course.

Exam schedules

Final written exam at the end of the course and spoken and written assignments during the course. Possible smaller tests in Moodle.

Completion alternatives

Accreditation of prior learning (AHOT) to be agreed with the teacher
The student familiarizes themselves with the contents, aims, and requirements of the course, after which they suggest a way of giving demonstration of their skills and knowledge in them. The student also provides evidence of their prior learning, eg certificates of prior university studies. The skills level should be high enough for independent demonstration. NB: The course entails also a meeting demonstration, which cannot be done alone.

Student workload

Altogether 81 hours of work, including independent work and assignments.
Contact teaching for 28-32 hours.

Evaluation scale

H-5

Assessment methods and criteria

0-5 Written and spoken skills and learning /performance
Grading scale: 0-5
Assessment skills level: B2 (Common European Frame of Reference, CEFR), in professional English (media)

The performance is assessed in English writing and speaking, and the requirements are adapted to the professional English courses of the university of applied sciences).
Course assessment is based on written and spoken performance in assignments, classroom activity, online activity, and possible exams or smaller tests. Course activity and exams are also a part of the assessment criteria.

Grades overview:
5: The student can use skillful, fluent, and precise expressions on variable subjects, and he/she can communicate effectively in different kinds of professional situations, even complex ones. The student has understood the task extremely well. The student also succeeds in persuading others in English. The text/speech is very clear, logical, and versatile. The message is very cohesive, and the ideas are linked together fluently. The student can deliver the message in a natural and idiomatic way and the message is stylistically appropriate. The use of English is fluent, and the structures are very versatile. In addition, the vocabulary is extensive. The use of non-verbal communication is natural and appropriate. Moreover, it supports verbal language very well. The spoken communication is very interactive and natural. The student's speech, intonation, and pronunciation are fluent, clear, and precise. The tempo is natural and appropriate.

3-4: Discussing the subject is for the most part versatile, and the text/speech meets the requirements of the task in versatile professional situations in speaking and writing. The text/speech is clear and logical or fairly logical. The message is coherent for the most part, but there can be some minor lapses in it. The student has understood the appropriate style and can use it for the most part. There may still be some stylistic errors, but they are minor or not consistent. The language is fluent, clear, and mostly correct. Most of the structures the student uses are accurate, and he/she can use professional terminology to deliver the message. The basic grammar is correct. The more demanding and advanced structures and idiomatic expressions still cause some problems. The student has understood the instructions for the task. Speaking is clear, fluent, and skillful for the most part, and the speaker succeeds well in the communication. The speech is also cohesive, logical, and easy to follow. The speaker engages the audience, in both verbal and non-verbal language. There may still be some hesitation, pauses, and errors in pronunciation, but they are not consistent and they do not obstruct the message.

1-2:
Discussing a subject in different professional situations is rather limited and simple. The text or speech meets only some of the requirements of the task, and there is a lot to improve in the logical structure and fluency of the text/speech. The student has partially understood the task, but there are some aspects still missing. The student uses satisfactory language: it includes simple or basic structures. There are still mistakes in the basic grammar structures too. Some or several parts of the message can be misunderstood. The text is not very coherent or logical. The language includes a lot of simple expressions, which may also contain some errors. Speaking about professional topics is satisfactory, simple, slow, insecure, and on some matters even poor. Interaction in speaking is minimal, or partly lacking. The main message is still delivered. There is a lot of hesitation, the pauses in speech may be long, and the pronunciation may interfere with the delivery. The student may still understand the importance of small talk, and how to be polite in English.

0: (Fail) The student fails to do the given task. / The student fails to understand the task instructions entirely or misunderstands a major part of the task. / The message does not get through to the audience, it is very difficult to follow, and/or there are severe problems in delivering the message. / There are severe problems in delivery and using the language to communicate in the situation or understanding the messages of others. / The student has not understood the situation and his role in it. In a speech, the student fails to speak or consistently uses written language by reading a text out loud. / The student has copied a large part of his message from someone else’s text or speech. The student has not done his part of a teamwork assignment.

Assessment criteria, fail (0)

0: (Fail) The student fails to do the given task. / The student fails to understand the task instructions entirely or misunderstands a major part of the task. / The message does not get through to the audience, it is very difficult to follow, and/or there are severe problems in delivering the message. / There are severe problems in delivery and using the language to communicate in the situation or understanding the messages of others. / The student has not understood the situation and his role in it. In a speech, the student fails to speak or consistently uses written language by reading a text out loud. / The student has copied a large part of his message from someone else’s text or speech. The student has not done his part of a teamwork assignment.

Qualifications

Prerequisite course: Social Contacts

Further information

Assessment: 0-5

Assessment skills level in the course assessment: B2 (CEFR)

Competences:
Internationality and multiculturalism, learning to learn, operating in a workplace, creative skills, professional media skills, business skills

Objective

The course aim provides student with the competencies needed in order to carry out small graphic design works independently and the understanding of the graphic design work basic stages. During the course, students master basic composition skills and develop their own visual expression skills. In addition, the student becomes acquainted with the typographic design of the text and understands the typography's potential as a means of expression. The course includes small publications and composition exercises for individual and/or teamwork.

Content

- Visual communication
- Visual design
- Semantics and semiotics

Teaching methods

The course aim provides student with the competencies needed in order to carry out small graphic design works independently and the understanding of the graphic design work basic stages. During the course, students master basic composition skills and develop their own visual expression skills. In addition, the student becomes acquainted with the typographic design of the text and understands the typography's potential as a means of expression. The course includes small publications and composition exercises for individual and/or teamwork.

Key concepts:
- Visual communication
- Visual design
- Semantics and semiotics

Evaluation scale

H-5

Objective

An internship is a learning process that aims to introduce you to the practical tasks relevant to your vocational studies in a guided way. You will do it in a work environment related to your field of study, where you will apply the knowledge and skills you have learned in practice in your field of work and in a real working environment. Traineeships may also offer you the opportunity to work on a thesis in a work community during your traineeship. During your traineeship, you will learn about working practices and get an up-to-date picture of the work in the field of communication. You will also make important contacts for the future.

Content

The traineeship process is a three-stage process:

1) Before the training
2) During the training
3) After the training

Before the placement, you will attend a placement information session, obtain a placement and sign a placement plan and contract. During your traineeship, you will participate as a member of the work community in a variety of tasks as a responsible, committed, cooperative and flexible employee and report and evaluate your traineeship experience. During your placement, you will also keep track of your working hours and have a development discussion with your placement supervisor. At the end/after the placement, you will write a final report on your placement, in which you will evaluate the development of your skills. The placement will also provide feedback on your placement.

Teaching methods

Traineeships give students the opportunity to apply the skills they learn in school to real-life work situations. This hands-on learning helps develop technical skills such as video and photography, content production, editing, project management and communication skills, and strengthens students' ability to work in a variety of work environments and projects.

Internships provide students with the opportunity to build and expand their professional networks. They gain contacts with professionals in the field, colleagues and potential future employers, which can be valuable for their employment and career development. Through these networks, students can learn more about industry practices, expectations and trends, and gain access to mentors who can support their professional growth and career plans.

Internships allow students to develop their confidence and work-life skills, such as problem-solving, teamwork, time management, communication and adaptability. Developing these skills is important for success in the workplace and the placement gives students the opportunity to practice these skills in a safe and supervised environment. They receive feedback on their performance and learn about their own strengths and areas for development, helping them to grow as professionals.The social media channels (e.g. LinkedIn and Instagram) provide a channel for communication and networking.

Employer connections

- traineesperiods and on-the-job-training
- projects and cooperation work
- career lectures, career stories, mentoring and networking
- career services

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 400 hours of work (15 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- monitoring of working time
- development interview memo
- final report
- traineeship/work experience certificate from the employer

Objective

An internship is a learning process that aims to introduce you to the practical tasks relevant to your vocational studies in a guided way. You will do it in a work environment related to your field of study, where you will apply the knowledge and skills you have learned in practice in your field of work and in a real working environment. Traineeships may also offer you the opportunity to work on a thesis in a work community during your traineeship. During your traineeship, you will learn about working practices and get an up-to-date picture of the work in the field of communication. You will also make important contacts for the future.

Content

The traineeship process is a three-stage process:

1) Before the training
2) During the training
3) After the training

Before the placement, you will attend a placement information session, obtain a placement and sign a placement plan and contract. During your traineeship, you will participate as a member of the work community in a variety of tasks as a responsible, committed, cooperative and flexible employee and report and evaluate your traineeship experience. During your placement, you will also keep track of your working hours and have a development discussion with your placement supervisor. At the end/after the placement, you will write a final report on your placement, in which you will evaluate the development of your skills. The placement will also provide feedback on your placement.

Teaching methods

Traineeships give students the opportunity to apply the skills they learn in school to real-life work situations. This hands-on learning helps develop technical skills such as video and photography, content production, editing, project management and communication skills, and strengthens students' ability to work in a variety of work environments and projects.

Internships provide students with the opportunity to build and expand their professional networks. They gain contacts with professionals in the field, colleagues and potential future employers, which can be valuable for their employment and career development. Through these networks, students can learn more about industry practices, expectations and trends, and gain access to mentors who can support their professional growth and career plans.

Internships allow students to develop their confidence and work-life skills, such as problem-solving, teamwork, time management, communication and adaptability. Developing these skills is important for success in the workplace and the placement gives students the opportunity to practice these skills in a safe and supervised environment. They receive feedback on their performance and learn about their own strengths and areas for development, helping them to grow as professionals.The social media channels (e.g. LinkedIn and Instagram) provide a channel for communication and networking.

Employer connections

- traineesperiods and on-the-job-training
- projects and cooperation work
- career lectures, career stories, mentoring and networking
- career services

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 400 hours of work (15 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- monitoring of working time
- development interview memo
- final report
- traineeship/work experience certificate from the employer

Evaluation scale

Approved/Rejected

Objective

Student:
- is able to design digital media content for different needs
- is able to transform existing information into new types of media content
- is able to create visualizations of different observations, structures and information systems.
- is able to critically and ethically evaluate media content.
- masters the working methods according to one's professional orientation.
- is able to act as a member of the work community
- is able to use information and communication technology in the tasks of your field.

Content

In this course, we will get acquainted with the current state of visual content design and assess the future challenges. We'll familiarize ourselves with some of the key works in the field and other current sources.

The main topic to be studied is information visualisation (Information graphics, infographics). We will define what information visualisation means, what information visualisation can achieve and what kind of expertise is involved with it.

With the help of visual assignments, we outline the possibilities of visualising different data contents. We will learn how to create appropriate visualizations from a variety of source materials and master the visualisation capabilities of some software tools (including Excel, Google Docs, Adobe Illustrator). Other learning fields included are UI-design and logo and icon design.

The latest visualization material and case examples are used as starting points for the study. In the beginning, we will begin to familiarize us to the theme by taking tasks as pairs. Competences are further developed and verified with personal visualization tasks later on a course.

Evaluation scale

H-5

Evaluation scale

Approved/Rejected

Evaluation scale

Approved/Rejected

Objective

Project management

- Students act responsibly and commit to objectives.
- Project planning, scheduling and resource management.
- Project implementation, documentation and reporting.
- Evaluating the end result.

Content production

- Visual and technical skills.
- Media production and publishing.
- High quality, creative and professional content production in various formats.

Working life skills

- Collaboration, interaction and communication skills.
- Good working habits, responsible behaviour and commitment to objectives.
- Managing and evaluating your own work. Responsible behaviour.
- Identifying personal strengths and areas for improvement.

Content

A student will design, produce and publish media works/publications. Media work can be a video, a radio program, a podcast, a game, a animation, a mobile app, a website, a graphic work etc. The publication must be publicly available.

An independent online course

Location and time

An independent online course.

Teaching methods

You will plan and carry out publicity/media work. A publication is a project/work/output/work (video, radio programme, podcast, game, animation, mobile app, website, graphic work, etc.) that has been published and is publicly available, e.g. on an internet publishing platform.

In addition to media skills, key competences include:
- project management
- content production
- working life skills.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 135 hours of independent work (5 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- public release
- report
- monitoring of working time

Objective

Project management

- Students act responsibly and commit to objectives.
- Project planning, scheduling and resource management.
- Project implementation, documentation and reporting.
- Evaluating the end result.

Content production

- Visual and technical skills.
- Media production and publishing.
- High quality, creative and professional content production in various formats.

Working life skills

- Collaboration, interaction and communication skills.
- Good working habits, responsible behaviour and commitment to objectives.
- Managing and evaluating your own work. Responsible behaviour.
- Identifying personal strengths and areas for improvement.

Content

A student will design, produce and publish media works/publications. Media work can be a video, a radio program, a podcast, a game, a animation, a mobile app, a website, a graphic work etc. The publication must be publicly available.

An independent online course

Location and time

An independent online course.

Teaching methods

You will plan and carry out publicity/media work. A publication is a project/work/output/work (video, radio programme, podcast, game, animation, mobile app, website, graphic work, etc.) that has been published and is publicly available, e.g. on an internet publishing platform.

In addition to media skills, key competences include:
- project management
- content production
- working life skills.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 135 hours of independent work (5 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- public release
- report
- monitoring of working time

Evaluation scale

H-5

Objective

Objectives:
- You know the concept of sustainable development and sustainable development goals. You are able to utilize this knowledge in the event planning.
- You can assess the impacts of an event from sustainable development perspective.
- You can innovate and develop ways to increase the responsibility of events.
- After completing the course, you will be able to implement the event's sustainable development plan and evaluate its implementation and assessing the need for continuous improvement.

Content

Content:
- The concept of sustainable development: ecological, social, cultural and economic sustainability
- Agenda 2030: Sustainable Development Goals
- Sustainable development and responsibility as part of event management
- Preparation of a sustainable development plan for the event

Location and time

Online course

Teaching methods

Content:
- The concept of sustainable development: ecological, social, cultural and economic sustainability
- Agenda 2030: Sustainable Development Goals
- Sustainable development and responsibility as part of event management
- Preparation of a sustainable development plan for the event

Objectives:
- You know the concept of sustainable development and sustainable development goals. You are able to utilize this knowledge in the event planning.
- You can assess the impacts of an event from sustainable development perspective.
- You can innovate and develop ways to increase the responsibility of events.
- After completing the course, you will be able to implement the event's sustainable development plan and evaluate its implementation and assessing the need for continuous improvement.

Student workload

Materials 26 hours.
Podcasts 2 hours.
Exercises 26 hours.
Total 54 hours.

Assessment criteria, approved/failed

Sustainable development plan for the event:
- Fail: Content and structure does not follow the instructions or the exercise has not been returned.
- Pass: Exercise has been implemented according to the instructions.

Separate learning tasks:
- Fail: Student has not started a new discussion in the Moodle discussion forum
- Pass: Student has started a new discussion in the Moodle discussion forum.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Pass/fail.
Evaluation is based on the exercises.

Objective

Student
- learns to make observations about their living environment
- understands the importance of building expectation in storytelling
- masters the basic principles of both open and closed dramatic structure
- understands the structure, content, expression and medium
- is able to apply key dramaturgical tools to his / her scripts in different media
- learns the principles of constructive teamwork
- learns how to give and how to receive feedback.
- is able to reason one's choices and respects choices that others have made.

Content

During the course the student will:
- Perform observation tasks.
- Write small-scale exercises on different instruments.
- Study the basics of storytelling, the creation of anticipation and the use of a closed dramatic structure in different media.
- Study the basics of screenwriting and dramaturgy.
- Study open dramaturgy in different media.
- Investigate the relationship between structure, content, expression and instrument.

Evaluation scale

H-5

Evaluation scale

H-5

Objective

Student
- knows the methods of creative problem solving and is able to apply them in his / her own creative work
- identifies the strengths and development needs of one's own creativity
- is able to use the means of creative problem solving in his / her professional environment and teamwork
- is able to develop his / her own expression to be more diverse by utilizing the creative processes of others.

Content

The course introduces students to the principles of creative problem solving and creative ideation methods through lectures, work samples and individual assignments and teamwork. Ideation methods are rehearsed, applied in practice and further developed. The learning assignments observe the key promotional and detrimental factors for one's own creative work and map out the latest innovations from around the world, e.g. Through TED speeches. Finally, the assignment of Exchanging Creative Works is carried out communally. In the Creative Work Exchange assignment, the student develops his or her own creative expression to be more diverse and identifies his or her own strengths in creative expression by producing works based on the ideas he or she receives from other students' works.

Evaluation scale

H-5

Objective

This 1 credit course provides a concise and practical introduction to the world of marketing research. The course introduces the basic concepts, methods and applications of marketing research. The course aims to give students an understanding of what marketing research is, why it is done and how it can be used in business development.

Content

The course is tailored for those planning to become entrepreneurs or already working as an entrepreneur

1. What is marketing research?
- Definition and objectives of marketing research
- Types and uses of marketing research

2. Why do we do marketing research?
- In support of business decisions
- Understanding customer behaviour
- Develop a marketing strategy

3. How is marketing research carried out?
- Defining the research problem
- Develop a research plan
- Data collection and analysis
- Interpretation and reporting of research results

Location and time

Online, the Moodle learning environment.

Materials

To be announced in the Moodle learning environment.

Teaching methods

NOTE! The course is tailored for those planning to become entrepreneurs or already working as an entrepreneur!

Online delivery in a Moodle environment, independent review of material (recordings, files, etc. related material), completion of exercises as instructed, and completion of the Moodle exam.

Student workload

1 credits = 27h. Lectures, Project work and exams.

Assessment criteria, approved/failed

Approved completion and evaluation of assignments, approved Moodletentt performance (min 50% correct out of maximum marks).

To complete the course, you must:
- Participation in online lectures, other possible activities and (possible seminars)
- completion of group work (or equivalent online assignments).
- Independent study (based on literature)
- Completion of an online exam/automated diagnostic test
Course evaluation:
Course assessment will be based on the following:
- Active participation (20%)
- Performance of group work (50%)
- Final exam (30%)

Content scheduling

According to plan which is given to students in the Moodle learning environment.

Further information

The course has been implemented in the project "Becoming an entrepreneur - learning entrepreneurial skills", co-funded by the European Union.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Approved completion and evaluation of assignments, approved Moodletentt performance (min 50% correct out of maximum marks).

Objective

The student knows how to prepare a business plan and market it (pitching) to investors. The student knows how to critically follow and structure discussion about current business and changes in the media industry. The student observes the effects of business economics in his social environment and in own activities.

Content

- Media industry business research, how to research and conceptualize in media and communication sciences
- Development of working life and environment
- Creative skills, identifying one's own strengths and areas for development.
- Operating in business life and managing and evaluating one's own work.
- Responsible operation and commitment to goals.

Teaching methods

The student knows how to prepare a business plan and market it (pitching) to investors. The student knows how to critically follow and structure discussion about current business and changes in the media industry. The student observes the effects of business economics in his social environment and in own activities.

Key concepts:
- Media industry business research, how to research and conceptualize in media and communication sciences
- Development of working life and environment
- Creative skills, identifying one's own strengths and areas for development.
- Operating in business life and managing and evaluating one's own work.
- Responsible operation and commitment to goals.

Evaluation scale

H-5

Further information

Business skills, Learning to learn, Ethics.

Objective

Student:
- knows the basic concepts in media culture research and can apply them in analyzing media culture
- comprehends new opportunities for innovation and research provided by developments in media technology
- is familiar with media industry activities, agents, channels and environments
- can follow and analyze critically current discussions on media culture
- observes impacts of media culture in one's own surroundings and activities
- can critically evaluate the relationships between, media culture, society and technology, and understands the role of media culture in social reality.

Content

Student focuses on main concepts and directions in media culture research and current themes of interest. Themes consist of following themes:
- What is media culture
- How have the different areas of media culture developed historically
- In what ways are media culture phenomena conceptualised and researched in media and cultural studies
- How is media culture developing
- How do these changes influence media culture environments and media contents

Materials

- announced at the start of the course

Teaching methods

- lectures (16 h)
- demonstrations (20 h)

Evaluation scale

H-5

Assessment methods and criteria

- continuing assessment of activity, oral expression (15 %)
- literature assignment (30 %)
- course assignment (45 %)
- reflective essay (10 %)

Assessment criteria, satisfactory (1-2)

50–59 p. ->1
60–69 p. ->2

Assessment criteria, good (3-4)

70–79 p. ->3
80–89 p. ->4

Assessment criteria, excellent (5)

90–100 p. ->5

Further information

Media skills, creative skills, learning to learn, ethics, international and multicultural issues

Objective

Student:
- learns the basic analytical concepts used in analyses of media contents and how they are applied in critical analysis.
- understands the different ways media influences us and how to deconstruct them.
- recognises media influences in one's own environment and activities.

Content

Basic theories and concepts of media content analysis and how to apply them; media analytical concepts in theory and practice; critical analytical discussion based on student assignments.

Materials

Announced at the start of the course

Teaching methods

- lectures 16 h
- group demonstrations 16 h

Student workload

- contact teaching and assessment discussions 32 h
- independent study 64 h

Evaluation scale

H-5

Assessment methods and criteria

- activity (20 %)
- course assignments (50 %)
- literature assignment (30 %)

Assessment criteria, fail (0)

below 50/100 p.

Assessment criteria, satisfactory (1-2)

50–59 p. ->1
60–69 p. ->2

Assessment criteria, good (3-4)

70–79 p. ->3
80–89 p. ->4

Assessment criteria, excellent (5)

90–100 p. ->5

Objective

The student's competence goals:
- knows the principles of project management and knows how to apply project management methods in media productions.
- knows different production methods and schedules of media projects.
- can evaluate and monitor the use of time in production to achieve the goal.
- knows the responsibilities of different parties in working life and knows how to act as the main responsible producer in media productions.
- knows how to lead his own work and the production team responsibly.

Content

The central theme of the study course is project management. Through lectures, exercises and group work, the study course introduces you to project management and management of media production, as well as managing your own work. Student's own work is reflected in individual tasks from the perspective of managing student's own work, and in group tasks from the perspective of managing a work group. Visitors e.g. from projects of the University of Applied Sciences, public administration, associations and companies tell about project management and management in their own productions.

Evaluation scale

Approved/Rejected

Teaching methods

The student develops one's knowledge and understanding of customer oriented media production projects with the focus on the diverse possibilities of present day media in developing the productions. The student searches, analyzes and shares new information actively to produce fresh media content. The assignments emphasize preproduction and its documentation.

Evaluation scale

H-5

Teaching methods

The student develops one's knowledge and understanding of customer oriented media production projects with the focus on the diverse possibilities of present day media in developing the productions. The student searches, analyzes and shares new information actively to produce fresh media content. The assignments emphasize preproduction and its documentation.

Evaluation scale

H-5

Objective

- You know the content of media training.
- You know Karelia UAS as a place to study.
- You know how to apply for training.
- You will do learning tasks that will make the media field/study more concrete for you.
- You will learn about the media profession, job opportunities and general issues in the media sector.

Content

- You, the media student.
- Content and curriculum of media.
- Learning tasks in media.
- The job roles and job opportunities of a media professional.
- How to apply to Karelia UAS.

Location and time

An independent online course.

Materials

The material / literature related to the course is available in the learning environment.

Teaching methods

You know well the content of the media studies training and the Karelia University of Applied Sciences as a place of study, which helps you navigate your studies and utilize the learning environments effectively. You understand the stages and requirements of applying for training, and you know the job duties and employment opportunities of a medianom, which gives you a realistic picture of your future career path. You will do learning tasks through which the media field and studying become concrete for you, offering a practical view of the field's versatility and possibilities. With this knowledge and skills, you can direct your studies and career choices towards your own interests and professional goals.

Exam schedules

- The course does not include exams. Competences will be assessed through learning tasks.
- The course will be assessed as Accepted - Requires completion - Rejected.

Student workload

The course is 2 credits and represents 53,4 hours of your, the student's, work. The workload includes familiarisation with the materials and the completion of assignments.

Further information

To complete the course, you will need to have your own computer and a working network connection. Instructions on how to complete the course are available from the learning platform. Guidance on study guidance is also available on the learning platform.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

• The performance is approved when the tasks have been completed successfully.
• On average, the assessment of returnable assignments takes place once a month. Note: teachers free periods: week 10, weeks 24–33 and week 42. There will be no assessment during these weeks.

Evaluation scale

H-5

Objective

Student:
- identifies the uses of different tools in media production
- is able to choose the most suitable tools and software for the needs of media production
- masters the basic use of software tools according to their skill profile
- be able to search for information about the tools and techniques used to support your own learning
- is able to evaluate one's own competence in relation to the level of requirements of commercial work tasks

Content

The course includes studying the basics of Unity 2D / 3D game design and the basics of programming. The programming language used is C #. Students produce either independently or in pairs a simple 2D platformer video game demo. Previous experience in programming is not obliged. The key goal is to get to know the Unity environment and identify potential strengths and opportunities in the game design process.

Evaluation scale

H-5

Objective

You are able to utilize your previous knowledge and skills in media production tasks. You are well versed in some special roles in media production and are able to act as a team member in the production process. You are actively seeking new information to produce new content. You are familiar with the domestic operating environment of the media industry and you recognize its special features. You are able to further develop your skills according to your competence profile, and you will learn to manage new production tasks, e.g. create and edit a variety of media content for cross-media needs. You can and will act as a member of the work community in project work. You have a good command of the professional vocabulary in the field.

Content

In this course, you will form a diverse and in-depth picture of content production and publishing. The key ways to learn are problem-based learning and project-based learning.

The course attendees are organized into a production team. The tasks and responsibilities of the production team are divided between the group (project management, marketing, game design, graphic design, sound design, programming). The production team brainstorms, designs and produces a finished game demo for publishing. Teachers act as clients, expert coaches and tutors. Information retrieval and learning events focuse on teamwork and self-study. Contact times are used for joint meetings, feedback and practical problem solving.

Learning events tare carried through in production groups, which are divided into design, engineering, content production and publishing roles according to tasks. In production roles, students have the opportunity to profile their own skills and develop previously learned skills, producing media material for the needs of multimedia production. The production needs for different media assets is reflected in competence profiling. Depending on the production, competences are developed in different areas llike designing and writing content (e.g., marketing, editorial work, game and concept design, game programming), working on various graphic concepts (e.g., UI design, game graphics, concept art), producing and editing digital sound (e.g., game sound, ENG work). Video content production skills such as shooting, editing, and color definition are first familiarized and then applied in practice.

The media industry's production process, teamwork and project management are key themes. Working in a team is learned in joint design and customer meetings and feedback discussions. New tools will be introduced to expand your personal competence profile.

Evaluation scale

H-5

Objective

Student:
- understands the principles of project planning
- knows how to work in a project as member in the project team
- can innovate productions in a project format
- can set objectives to project work

Content

The course familiarizes the student with project work through project concepts from Karelia's RDI services. Students develop project ideas in dialogue with others, as based on previously learned research and creative problem solving methods. The main assignment is a preliminary project feasibility study made as a group report to be assessed and published in the Karelia intranet. The further development of these reported ideas will be taking place in Karelia RDI services and teaching.

Evaluation scale

H-5

Objective

Student:
- understands the principles of project planning
- knows how to work in a project as member in the project team
- can innovate productions in a project format
- can set objectives to project work

Content

The course familiarizes the student with project work through project concepts from Karelia's RDI services. Students develop project ideas in dialogue with others, as based on previously learned research and creative problem solving methods. The main assignment is a preliminary project feasibility study made as a group report to be assessed and published in the Karelia intranet. The further development of these reported ideas will be taking place in Karelia RDI services and teaching.

Evaluation scale

H-5

Objective

You adopt communication and social interaction skills to cope with various situations and formalities. You are able to work with people with different cultural backgrounds. You are able to use learning strategies efficiently. You learn to use language aids, dictionaries, and other sources in English studies. You are able to work in verbal communication situations at work and tell about your background, skills, strengths, education, and profession. You learn to communicate appropriately using the right style, to write emails and other working-life messages. You can create a formal text, a CV, and an application letter, and familiarise yourself with the communication in job interviews. You are able to read and summarise texts in your own field using dictionaries and other reference aids. You can give a formal presentation on a media topic.

Content

Communication in social contacts related to media studies and work. Learning strategies, language aids, reading techniques, written communication (email, CV, application) and oral communication (talking about yourself, your education, and profession, interviews, small talk, phone situations, expressing opinions, socialising), formality levels, basics of media English and academic English, and the basics in professional terminology.
Applying for work in English: job interview demonstration (simulation), CV, Job Application, and the basics of pitching). A prepared presentation on a media topic (Ethics in media), and a short essay.

Location and time

Tikkarinne campus

Materials

Moodle

Teaching methods

Contact lessons: active participation and interaction are required. Languages: Finnish and English.
Required skills level minimum B1. Assessment on level B2 (CEFR).

The objectives:
You adopt communication and social interaction skills to cope with various situations in English in your working life and your media studies.
You are able to work in verbal communication situations in media studies and your media profession and tell about your education and profession in a job interview. You learn to communicate appropriately using the right style, present your work, write emails, and persuade others. You will familiarise yourself with writing work-related messages and narrative essays or academic essays. You create a CV and an application letter, and familiarise yourself with recruiting and interviewing. You are able to follow and discuss English-speaking media. You can summarise texts and understand the basics of briefing and reporting. You can use dictionaries and other reference aids. You are aware of the basics of how cultural differences affect communication and are able to work in intercultural settings. You are able to use learning and communication strategies efficiently. You learn to use language aids, dictionaries, and other language tools in your studies.

The methods:
Spoken and written assignments as well as active participation and interactive
communication in English during the lessons.
Contact teaching, independent study, and teamwork.
Participation in the contact lessons and on the Moodle course platform. A job interview demonstration and a
prepared spoken presentation /briefing integrated with a photography or digital environments course. Possible vocabulary tests.

Media texts, language learning strategies, reading techniques and discussion strategies, information retrieval, dictionaries, the basics of written business communication (email, CV, Application), styles and formality, spoken verbal communication (talking about yourself, education, and your profession at a job interview, conducting small talk, telephoning, expressing opinions, networking), pitching, marketing, and slogans on English, writing narrative essays, basics of academic language, analysing the features of newspaper and magazine writing, and storytelling. A prepared spoken presentation integrated with a photography course or digital working environments course.

Peer assessment and self-assessment in spoken and written assignments.
Grading: skills level B2 (CEFR)

Exam schedules

The time of the possible exams will be announced during the course.

Completion alternatives

Accreditation of prior learning should be agreed with the teacher and demonstrated by speaking and writing. See the course description first. Provide the evidence of prior learning. The required level of skill is C1.

Student workload

54 hours of student work altogether.
20-22 contact lessons (including interview demos and spoken presentations)

Evaluation scale

H-5

Assessment methods and criteria

0-5 Written and spoken skills and learning (B2)
Grading scale: 0-5
Assessment skills level: B2 (Common European Frame of Reference, CEFR), in professional English (media)

The access level to the course is B1 (CEFR). The student's skill level is tested before the start of first-year studies. If the skills are insufficient, the student is recommended to take the revision course English Refresher (3cr), too. In Karelia UAS, you can also take a lower-level review course Boost Your English Skills.

The performance is assessed in English writing and speaking, and the requirements are adapted to the professional English courses of the university of applied sciences).
Course assessment is based on written and spoken performance in assignments, classroom activity, online activity, and possible exams or smaller tests. Course activity and exams are also a part of the assessment criteria.

Grades overview:
5: The student can use skillful, fluent, and precise expressions on variable subjects, and he/she can communicate effectively in different kinds of professional situations, even complex ones. The student has understood the task extremely well. The student also succeeds in persuading others in English. The text/speech is very clear, logical, and versatile. The message is very cohesive, and the ideas are linked together fluently. The student can deliver the message in a natural and idiomatic way and the message is stylistically appropriate. The use of English is fluent, and the structures are very versatile. In addition, the vocabulary is extensive. The use of non-verbal communication is natural and appropriate. Moreover, it supports verbal language very well. The spoken communication is very interactive and natural. The student's speech, intonation, and pronunciation are fluent, clear, and precise. The tempo is natural and appropriate.

3-4: Discussing the subject is for the most part versatile, and the text/speech meets the requirements of the task in versatile professional situations in speaking and writing. The text/speech is clear and logical or fairly logical. The message is coherent for the most part, but there can be some minor lapses in it. The student has understood the appropriate style and can use it for the most part. There may still be some stylistic errors, but they are minor or not consistent. The language is fluent, clear, and mostly correct. Most of the structures the student uses are accurate, and he/she can use professional terminology to deliver the message. The basic grammar is correct. The more demanding and advanced structures and idiomatic expressions still cause some problems. The student has understood the instructions for the task. Speaking is clear, fluent, and skillful for the most part, and the speaker succeeds well in the communication. The speech is also cohesive, logical, and easy to follow. The speaker engages the audience, in both verbal and non-verbal language. There may still be some hesitation, pauses, and errors in pronunciation, but they are not consistent and they do not obstruct the message.

1-2:
Discussing a subject in different professional situations is rather limited and simple. The text or speech meets only some of the requirements of the task, and there is a lot to improve in the logical structure and fluency of the text/speech. The student has partially understood the task, but there are some aspects still missing. The student uses satisfactory language: it includes simple or basic structures. There are still mistakes in the basic grammar structures too. Some or several parts of the message can be misunderstood. The text is not very coherent or logical. The language includes a lot of simple expressions, which may also contain some errors. Speaking about professional topics is satisfactory, simple, slow, insecure, and on some matters even poor. Interaction in speaking is minimal, or partly lacking. The main message is still delivered. There is a lot of hesitation, the pauses in speech may be long, and the pronunciation may interfere with the delivery. The student may still understand the importance of small talk, and how to be polite in English.

0: (Fail) The student fails to do the given task. / The student fails to understand the task instructions entirely or misunderstands a major part of the task. / The message does not get through to the audience, it is very difficult to follow, and/or there are severe problems in delivering the message. / There are severe problems in delivery and using the language to communicate in the situation or understanding the messages of others. / The student has not understood the situation and his role in it. In a speech, the student fails to speak or consistently uses written language by reading a text out loud. / The student has copied a large part of his message from someone else’s text or speech. The student has not done his part of a teamwork assignment.

Assessment criteria, fail (0)

0: (Fail) The student fails to do the given task. / The student fails to understand the task instructions entirely or misunderstands a major part of the task. / The message does not get through to the audience, it is very difficult to follow, and/or there are severe problems in delivering the message. / There are severe problems in delivery and using the language to communicate in the situation or understanding the messages of others. / The student has not understood the situation and his role in it. In a speech, the student fails to speak or consistently uses written language by reading a text out loud. / The student has copied a large part of his message from someone else’s text or speech. The student has not done his part of a teamwork assignmen

Qualifications

Required skills level in English: B1 (according to CEFR)
The skills level is tested at the beginning of studies during the first study year. If the skills are not sufficient, the student can take a review course to support studies in English.
Course assessment: 0-5 in writing and speaking at skills level B2

Further information

Competences: Internationality and Multiculturalism, Professional Media Competence, Learning to Learn, Operating in a Workplace, Ethics, Business Competence

Objective

You are aware of the different ways of learning a language and you are able to use a variety of learning strategies and tools in your language studies. You can communicate in both everyday situations and in professional tasks using the Swedish language. You can tell about yourself, your studies at a university of applied sciences and your future profession in Swedish. You are familiar with the stages of applying for a job and can prepare application documents. You are able to communicate in Swedish by email and by phone in an appropriate manner. You understand the most essential cultural differences between Finnish and Swedish people and see the importance of these differences in intercultural communication. You master the most essential vocabulary related to your future profession and duties and you are able to read professional texts.

Content

• activating basic vocabulary and structures
• language learning
• small talk and everyday use of language
• telling about yourself
• work and studies
• applying for a job
• telephone conversations and email
• cultural differences
• terminology and texts in the field

Evaluation scale

H-5

Evaluation scale

H-5

Objective

You are able to cope in field-specific communication situations in Swedish. You explore various forms of media in Swedish, understand job descriptions in the field, and are able to discuss current media phenomena in Swedish. You expand your management of professional terminology and develop your skills in reading professional texts.

Content

• Forms of media
• Professions in the field of media
• Advertising and current media phenomena
• Professional terminology and texts

Evaluation scale

H-5

Evaluation scale

Approved/Rejected

Objective

• You know the key tools and methods of digital marketing.
• You know how to choose the tools that best support event marketing.
• You know how to use key digital marketing tools effectively.
• You know how to collect and use data obtained from digital channels in the marketing and sales of the event.

Content

In the course, you will familiarize yourself with the most important methods and tools of digital marketing and learn how they can be applied in the marketing of an event. In the course, you will practice using digital marketing tools and learn to analyze and visualize data obtained from digital channels in event marketing.
Digital marketing tools and methods:
• Content marketing
• Search engine visibility on Google (free and paid)
• Social media marketing (free and paid) - Facebook, Instagram, LinkedIn
• Google Ads video and display advertising
• Email marketing
• Event and ticket sales platforms and Online stores
Digital marketing monitoring and analysis:
• Setting goals and tracking conversions with digital marketing tools
• Marketing implementation methods based on monitoring
• Google Analytics
• Measurement and analysis of marketing results
• Media monitoring and information search

Evaluation scale

Approved/Rejected

Further information

The training provider is Joona Kotilainen from Tovari Oy. The studies are carried out as online studies, which the student can complete independently according to his own schedule. There is nonstop registration for the course.

The training was produced in the Smart Event Managers (SEM) project https://sem.karelia.fi
The operation is made possible by funding received from the European Social Fund, the ELY center of Etelä-Savo and the Karelia University of Applied Sciences. The duration of the project is 1 May 2021-31 October 2023.

Evaluation scale

H-5

Objective

In this course you will get information about effective internal and external communication of the event. With the help of examples, you will become familiar with the practical implementations of communication and marketing and understand the importance of image and image management for an event. During the course you will learn how to draw up a communication and marketing communication plan to support the implementation of the event.

This course is part of the Smart Event Managers (SME) Event Production Implementation course.

Content

Starting points: Purpose, strategy, values, goals and target groups
Internal communications
Communication plan
Core messages, communication responsibilities, communication channels, implementation
External communication
Marketing communication plan
7P (product, price, place, promotion, people and customers, processes and physical environment
Event communication: goal, customer promise, marketing channels, (sales channels), marketing timing (teasers, sign-up / ticket sales, marketing communication during the event and after-sales), experientiality (relevance, storytelling, memories vs. pricing / coverage), tracking, analysis
Information
Image management
Image, its creation and management
Reputation and reputational risk

Evaluation scale

Approved/Rejected

Further information

The course includes digital source material and teaching recordings on event communication, marketing communication and image. As evidence of competence, you draw up task-specific communication and marketing communication plans.

Location and time

Online, the Moodle learning environment.

Materials

To be announced in the Moodle learning environment.

Teaching methods

NOTE! The course is tailored for those planning to become entrepreneurs or already working as an entrepreneur!

Online delivery in a Moodle environment, independent review of material (recordings, files, etc. related material), completion of exercises as instructed, and completion of the Moodle exam.
The course has been implemented in the project "Becoming an Entrepreneur - learning entrepreneurial skills", co-funded by the European Union.

Course Description:

This 1 credit course provides a practical introduction to the world of event production. The course focuses in particular on the design and implementation of trade fairs and other event marketing applications. The aim of the course is to provide students with the basic skills to work in various event production tasks and to understand the role of event production as part of marketing communication.

The course will cover the following topics:

The basics of event production:
o Definition and objectives of event production
o Event types and applications
o Event production processes
Strategic planning
o Event concept and objectives
o Defining the target audience
o Market analysis
Event project planning and project management:
o Scheduling and budgeting
o Risk management
o Supply chain management
Event management (basic information):
o Event location and technology
o Managing human resources
o Stakeholder management
Content and theme planning:
o Event programme and content
o Event content and content management o Event content and theme
o Event atmosphere and experience
Marketing and communication:
o Development of an event marketing plan
o Communication channels and methods
o Marketing the event online and through social media
Event implementation and evaluation:
o Operational implementation of the event
o Feedback and analysis of results (exploitation)

Student workload

1 credits = 27h. Lectures, Project work and exams.

Assessment criteria, approved/failed

Approved completion and evaluation of assignments, approved Moodletentt performance (min 50% correct out of maximum marks).

To complete the course, you must:
- Participation in online lectures, other possible activities, and (possible seminars)
- completion of assignment work (or equivalent online assignments).
- Independent study (based on literature)
- Completion of an online exam/automated diagnostic test
Course assessment:
Course assessment will be based on the following:
- Active participation (20%)
- Performance of assignmet work (60%)
- Final exam (20%)

Content scheduling

According to plan which is given to students in the Moodle learning environment.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Karelia UAS general principles of evaluation are used.

Evaluation scale

H-5

Objective

The student learns the basic elements of international legistlation concerning intellectual property rights and copyright, and the Finnish legistlation on copyrights and related intellectual property rights. The student learns to observe and respect intellectual property rights in student's own work and publishing activities in different media platforms, including social media. Issues of images, music and artworks will be highlighted, and an ethically grounded approach towards intellectual property rights will be introduced to student. The students also learns the of the roles and activities of the different copyright organizations, which regulate and manage copyright issues for their clients.

Content

International systems for protecting intellectul property and copyrights; the main outline of the Finnish legistlation of intellectual property and copyright; the copyright organizations in Finland and their activities, core themes of copyrights concerning images, music and artworks.

Evaluation scale

H-5

Evaluation scale

H-5

Objective

Student:
- understands the relevant fields of application of different research methods with a view on their strengths and weaknesses
- can select suitable research methods and knows how to apply them in one's own thesis project
- understands the centrality of a knowledge base in the realization of one's own thesis and can build a relevant knowledge base based on research literature and other source materials.

Content

The course focuses on methods and approaches that are relevant in media and communications studies, what their background is and how they can be applied in one's own thesis project. The course consists of thesis workshops and associated assignments. Students also follow thesis seminars and prepare their own thesis plans.

Materials

Announced at the start of the course

Teaching methods

- thesis workshops
- course assignments

Student workload

- workshops 16 h
- independent study 72 h

Evaluation scale

H-5

Assessment methods and criteria

- approved course assignments
- approved thesis topic in the Wihi system

Further information

- creative skills
- proactive development
- sustainability
- work life skills

Evaluation scale

H-5

Objective

The student
- is aware of research and development (R&D) being part of her/his professional competence
- the student understands the significance of ethics in R&D
- the student knows the differences and similarities of basic research, applied research and development
- the student adopts basic knowledge on research and development methodology
- the student is capable of acquiring and utilizing knowledge based on R&D in her/his own field

Content

1. Foundations of R&D
- basic research, applied research, R&D, development
- lines of reasoning
- information retrieval, critical assessment of sources

2. Methods of development
- creation, innovation

3. Different kinds of data
- qualitative, quantitative, visual and auditive data

4. Statistical litaracy
- becoming familiar with statistics and statistical reasoning
- statistics in the student's own field

5. Ethical issues in R&D

6. Writing R&D reports

Evaluation scale

H-5

Evaluation scale

Approved/Rejected

Evaluation scale

Approved/Rejected

Objective

You
- know the basics of expression through photography
- are able to use a digital systems camera
- are able to express observations and phenomena that relate to your own experiences through photography
- know the process of producing photographs digitally
- are able to assess critically and ethically the media contents you have produced
- understand the possibilities and restrictions of technology in the process of photography
- are able to work as an active member of a group and advance the realization of aims.

Content

You practise using a digital systems camera and familiarize yourself with photography as a form of expression. The latter is studied by photographing people, spaces and movement. You also learn how to edit photographic images using suitable software e.g. Adobe Photoshop. Studies include photo editing, designing typography and processing images for print media.

Evaluation scale

H-5

Objective

Student:
- Identifies different methods related to online media publishing.
- Understand the possibilities of online publishing in the design of modern services.
- Technically knows how to produce an online publication and the implementation of related visual elements.
- Knows how to use different add-ons in publishing systems.
- Takes into account different devices and screen sizes when designing the online service.
- Can produce versatile content for an online publication.

Content

In the course, versatile content suitable for online publishing is produced, using technical solutions. In the implementation of the online publication, visual things are also produced for the presentation and appearance of the content.

Evaluation scale

H-5

Objective

Student
- knows the website design, construction and publishing processes
- becomes familiar with the various possibilities for the implementation of the website
- understands the possibilities and the restrictions of technology in the production process
- is able to use the software to implement the website.

Content

Website analysis, familiarization with various websites execution environment, web site design process, basics of HTML language and CSS styles, design and implementation of website with Content Management System.

Evaluation scale

H-5

Evaluation scale

H-5

Objective

Student:
- Can produce content for virtual media.
- Takes into account visual and animation means in presenting information.
- Can plan and take into account the different elements of virtual media.
- Can present information in an appropriate and illustrative manner.

Content

Content is produced in the course, e.g. for virtual media and illustrate information with e.g. animations and apply them in practice with the help of different technologies and services. Presenting information and/or a story using different methods is one key thing, where the essentials of the content and also the visual perspective and the impactful power of the movement have an effect. In the production of info animations, audiovisual issues and storytelling are also taken into account.

Evaluation scale

H-5

Objective

Student
- understands how the human perception and processing of visual information works
- can read and interpret visual messages
- masters the means of visual expression in creating and conveying one's own visual message
- is able to produce images for various practical purposes with a digital camera
- know how to build up and enhance visual messages by image editing
- understands the different realtionships between images and text and manages the basics of typographic design
- is able to act as an active participant in the learner group, contributing to the achievement of the common goal
- is able to give constructive feedback on the learning tasks of others and utilize the feedback received in the development of one's own competence
- masters photography techniques in a variety of ways

Content

This course introduces the processes of visual communication from the perspectives of both the recipient and the author of the message. To build a visual message, it is central to understand the interaction between works and the recipient, as well as master the creative process between the author and the work. To understand how a visual message is created and how it affects us, we explore visual expression through photography and graphic design as authors and recipients. The course explores the historical and cultural perspective of the world of visual messages. New ways of visual expression will be explored by looking in more depth to some of the special techniques of digital imaging. Key themes include visual literacy and semiotic image interpretation (representation), the process of conveying a visual message from author to recipient (human perception and information processing), means of photo expression (photojournalism, conceptual photography), the relation of text and image in a visual message (advertising, poster graphics), special techniques (stereo image, panorama, HDR, timelapse, sequence).

Evaluation scale

H-5

Objective

Student:
- is able to communicate according to the situation, channel, and other parties involved while acting as a member and representative of the work community
- knows which areas are included in the community or company communication and understands their significance in the creation of the community or company image (brand) and in product marketing
- is able to use various channels in both external and internal communication
- is able to plan and implement community and marketing communication in a multichannel manner

Content

The basics of community or company communication: marketing communication, media communication, communication in the digital age, stakeholder communication, tourism communication, planning of communication and marketing campaigns, realistic campaign plan, producing marketing materials.

Evaluation scale

H-5

Further information

Business skills, Learning to learn, Ethics.

Location and time

Online, the Moodle learning environment.

Materials

To be announced in the Moodle learning environment.

Teaching methods

NOTE! The course is tailored for those planning to become entrepreneurs or working as entrepreneurs!

Online delivery in a Moodle environment, independent review of material (recordings, files, etc. related material), completion of exercises as instructed, and completion of the Moodle exam.
The course has been implemented in the project "Becoming an Entrepreneur - learning entrepreneurial skills", co-funded by the European Union.

The course offers the opportunity to test your business idea and gain experience in entrepreneurship. Participants must have at least one concrete product or service that can be sold to real customers through a training enterprise.

The course requires a basic knowledge of entrepreneurship and its practices, responsibilities, and obligations. The duration of the course is 5 credits, usually over 1-2 semesters. Grading: fail - resit - pass.

Model of a training enterprise:
Selection of an appropriate model for the implementation of a training enterprise.

Karelian graduate students:
The student registers with the NYT company in the NYT Association's Year as an Entrepreneur program and receives from Karelia the right to use the student's Y-identifier for invoicing purposes. The Karelia Business ID is provided to the student free of charge. The use of the Y-ID is subject to a separate agreement. The start-up company can operate for a maximum of 12 months.

Options suitable for all:
-Light entrepreneurial activity: This model requires a contract with a third-party light entrepreneur service.
-Joining and operating as an entrepreneur in a workers' cooperative

Complementary studies:
These studies are also available to Karelian students, but you still need your entrepreneurial idea. To obtain credits, it is necessary to return the assignments.

Further information:
The course has been implemented in the project "Becoming an entrepreneur - learning entrepreneurial skills (Ammatiksi yrittäjä – oppia yrittäjätaitoihin)", co-funded by the European Union.

Employer connections

The course requires you to implement a real business idea, test it, and sell the product or service to real customers. Depending on the nature of the business idea, the course may require an internship or work placement.

Completion alternatives

AHOT option for the course, either in full or in part, on a case-by-case basis according to specific criteria For more information, contact the teacher responsible for the course.

Student workload

5 op = 135h. Trying out a business idea and a real business, plus possible lectures, exercises, and exams.

Assessment criteria, approved/failed

Approved completion and assessment of assignments and demonstrations, approved Moodletentt performance (min 50% correct out of maximum marks).

To complete the course, the following are required:
- Implementation of a real business based on your business idea and demonstration and proof of related competencies
- Participation in online lectures, other possible activities, and (possible seminars).
- Completion of assignments (or equivalent online tasks).
- Independent study (based on literature)
- Completion of an online exam/automated diagnostic test
Course evaluation:
Course assessment will be based on the following:
- Active implementation of a business idea for your own company and the approved demonstration and proof of the related competencies (70%)
- Execution of assignments (20%)
- Final examination (10%)

Content scheduling

According to the plan given to students in the Moodle learning environment.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Karelia UAS general principles of evaluation are used.

Objective

You will deepen and expand your skills in auditory storytelling and sound design.
You will enhance your knowledge of audio technology and its application in your chosen productions.
You will broaden your expertise in a selected area of sound, such as music technology, sound post-production, recording, radio production, podcast production, etc.
You will be able to plan, lead, and document your productions.
You will publish your produced works for the audience to access and evaluate.

Content

Under the guidance of the teacher, you will choose an area of sound (Audio, Sound) in which you want to deepen your expertise. You will create a learning plan and schedule to follow.
The goals for achieving the expertise will be defined at the beginning of the course. Planned productions can also be carried out as group projects.
The guidance hours for in-person instruction will be determined and agreed upon with the teacher/supervisor at the beginning of the course.

Location and time

March 3, 2025 - June 1, 2025, Tikkarinne, various locations

Teaching methods

The student or student groups will expand their skills in auditory productions.
They will deepen their expertise in audio technologies and their application in specifically designed productions.
Each student or student group will choose an area or areas of sound, such as music technology, sound post-production, recording, radio production, podcast production, etc., to deepen their expertise. Plans to enhance skills will be made under the guidance of the teacher/supervisor.
The productions will be planned, scheduled, and executed according to the agreed plan.

Evaluation scale

H-5

Objective

You will familiarize yourself with the tradition and goals of sound design, aiming for in-depth skills in auditory storytelling.
You will learn sound design through exercises and short sound design tasks.
You will learn to create sound plans and implementation plans for sound, for example, for films, animations, audio dramas, and podcasts.
You will acquire professional-level skills in recording, editing, processing, and post-production.
You will be able to use and leverage professional sound studio technology in your produced exercises (group work exercises).

Content

You will explore the characteristics of modern sound design through an understanding of its history.
You will learn to develop sound and implementation plans during pre-production, production, and post-production phases.
You will get acquainted with recording, audio technology, editing, and software, as well as the workflows required for each stage.
Primarily, you will learn sound design through a “learning by doing and hearing” approach, involving small group work, small group guidance, and interactive discussions.

Location and time

Tikkarinne Campus
TEAMS & Moodle (Remote)
January 7, 2025 - February 28, 2025

Materials

Moodle

Teaching methods

The course focuses on sound design through exercises and short sound design tasks. Sound design is needed in recordings such as films, documentaries, podcasts, audio dramas, game productions, as well as in theater and performing arts. In the Karelia Media field, the focus is on sound design for audiovisual recordings.
By exploring the history of sound design, we gain insight into the characteristics of modern sound design. We focus on creating sound plans for pre-production, production, and post-processing, covering aspects such as recording, audio technology, software, and workflow. The emphasis is on learning sound design through practical experience, small group collaboration, guidance, and interactive discussions. Practical productions involve studying sound design, recording practices, and enhancing teamwork skills.
- Script reading
- Voiceover for dialogue and effects, Foley
- Editing, mixing, and mastering
- Multi-channel sound
Content distribution:
1. Online lectures and analysis tasks, 2 credits
2. Field recording and equipment, 1 credit
3. Studio work in small groups, 2 credits

Student workload

Remote lectures, learning videos, and independent learning: 40 hours
In-person teaching and guidance in small groups: Recording equipment, editing equipment, studio technology: 30 hours
Mainly independent studio work in small groups (practice productions): 30 hours
Guided studio work in small groups: 10 hours
Feedback, assessments, and reviews: 20 hours
Other: 5 hours

Content scheduling

Distribution of content and study topics:
Lectures online and analysis tasks, 2 ECTS
On-location recording and equipment, 1 ECTS
Studio work in small groups, 2 ECTS

Evaluation scale

H-5

Objective

You will learn the basics of audiovisual sound expression and auditory narrative techniques.
You can use the audio technology devices and software needed for studying.
You will learn about analog and digital audio technology as well as the physics of sound.
You understand the possibilities and limitations that technology and acoustics provide in the production process.

Content

You study the physics of sound, technology, and the basics of sound design.
You create a unique short audio narrative project: from planning to scripting and from scripting to a fully produced auditory publication.
You study audio devices, sound software, and scripting for audio.
You study vocal expression, directing speech, creating and using sound effects, recording sound phenomena, and using music in auditory production.

Location and time

Theories of sound are mainly studied through remote learning, while most technological aspects are studied in-person (Karelia, Tikkarinne E007) in the computer lab and sound studio (Tikkarinne E017).A personal computer and headphones are absolutely necessary to complete the course.

Materials

The learning environment is Moodle, and materials shared during the teacher’s lectures (also available on Moodle).

Teaching methods

You will get to know the basics of sound design and techniques
You know how to use the equipment and software necessary for studying sound.
You will get to know basics of analog and digital audio technology
You understand the possibilities and limitations of technology and acoustics in the production process.
The content of the course consists of learning how to use the tools needed in sound recording and simple sound design methods.

In the lectures and various exercises, you get to know the operating principles of sound recording devices used in audio, web and video productions, as well as the operation of computer-based editing workstations and key editing software.

Basics of sound design introduces the basic principles of voice and speaking, narrative continuity and the importance of sound editing as a component of sound design, as well as the general physiological, acoustic and narrative properties of sound.

Exam schedules

November-December 2024, 3 retakes can be done according to your own schedule. Last deadline 20.12.2024

Completion alternatives

Based on the display of competence and Exam (Moodle)
Completed in second degree studies is not directly a compensatory study.

Student workload

Lectures and class teaching 30 hours
Exercises and assignments 30 hours
Exam and exam preparation 15 hours
Preparing your own audio work 40 hours
Assessments, feedback and self-assessment 15 hours

total 130 hours

Assessment criteria, approved/failed

1. The student has participated in the lessons (lectures at least 80%) and completed the assigned tasks within the deadline
2. The student has passed the exam (Moodle).
3. The student has prepared and presented his own planned audio work:
- Prepared the synopsis and manuscript and returned them for evaluation
- Recorded and edited the audio work for presentation
- Participated in the evaluation event where, own and the study group's returned works, is evaluated
- Wrote a self-evaluation about the development of his own skills during and as a result of the course.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Since teaching and learning is a significant part of distance learning, using numerical evaluation is not justified.
However, assessment of competence may be meaningful for some students. Accepted/Fail can be converted to a numerical rating of 0-5 upon request.

1. The student has participated in the lessons (lectures at least 80%) and completed the assigned tasks within the deadline
2. The student has passed the exam (Moodle).
3. The student has prepared and presented his own planned audio work:
- Prepared the synopsis and manuscript and returned them for evaluation
- Recorded and edited the audio work for presentation
- Participated in the evaluation event where, own and the study group's returned works, is evaluated
- Wrote a self-evaluation about the development of his own skills during and as a result of the course.

Assessment criteria, fail (0)

The student has not participated in the lessons (lectures at least 80%) and completed the assigned tasks within the deadline (80%). The exam must also be returned with approved points (70%)

Assessment criteria, good (3-4)

1. The student has participated in the lessons (lectures at least 80%) and completed the assigned tasks within the deadline
2. The student has passed the exam (Moodle).
3. The student has prepared and presented his own planned audio work:
- Prepared the synopsis and manuscript and returned them for evaluation
- Recorded and edited the audio work for presentation
- Participated in the evaluation event where, own and the study group's returned works, is evaluated
- Wrote a self-evaluation about the development of his own skills during and as a result of the course.

Objective

You will be able to design and implement a digital portfolio that showcases your skills, both written and visual, and can be easily adapted to suit different needs.

You can make your skills, projects and achievements visible in a concrete and visual way. For example, descriptions of work processes, completed products or campaigns and sample materials (e.g. photos, videos, articles, graphic works) will help to demonstrate your professional skills and experience.

You will be able to build a rich and attractive image of your skills that will help you to market yourself effectively and achieve your professional goals.

Content

- You will learn about the concept of a digital portfolio for marketing your skills.
- You will familiarise yourself with different digital portfolio platforms (e.g. publishing platforms, content management systems, blog platforms...) and choose the one you prefer. Does not require the use of a paid platform.
- You will get to know and explore the portfolios, implementations of creatives.
- You will design and implement your own easily updatable and editable portfolio using the possibilities of ICT.
- The portfolio will contain your own written and digital outputs to communicate your development, your skills and yourself to the world of work.
- Your portfolio will also include your introduction page with a picture, a contact channel/form and networking social media channels (e.g. LinkedIn and Instagram)

Location and time

An independent online course

Teaching methods

You will focus on identifying and presenting your own skills. You will analyse your own strengths and skills and select the best examples of work, projects and achievements that demonstrate the breadth and depth of your knowledge. For example, you will reflect on the skills you have learned in different projects, the achievements you want to highlight and your personal style that you will showcase in your portfolio.

You will focus on the technical requirements of a digital portfolio. You will familiarise yourself with different tools and platforms, such as website building applications (e.g. WordPress, Wix, Squarespace) or other portfolio software, and choose the platform that suits you best. You will create a visually appealing and coherent portfolio.

You evaluate your portfolio and also look at other student's portfolios and (if you wish) give them feedback that they can use to improve their portfolio. Present your portfolio to potential employers or clients, e.g. when applying for a traineeship or job, when making contacts with clients and when promoting your skills.

Building your portfolio does not require you to purchase your own domain. Free platforms are well suited.

Employer connections

Through different forms of collaboration and the institution's career and recruitment events (e.g. WORK SMART), the presentation of a digital portfolio can provide students with hands-on learning opportunities and valuable contacts with professionals in the field, thus strengthening their preparedness to enter the world of work and develop their careers.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 135 hours of independent work (5 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- public digital portfolio
- versatile and visual implementation
- presentation of own competence with concrete media work
- self-introduction with a picture or video
- building a professional network, i.a. contact form and social media channels, e.g. LinkedIn and Instagram

Objective

You will be able to design and implement a digital portfolio that showcases your skills, both written and visual, and can be easily adapted to suit different needs.

You can make your skills, projects and achievements visible in a concrete and visual way. For example, descriptions of work processes, completed products or campaigns and sample materials (e.g. photos, videos, articles, graphic works) will help to demonstrate your professional skills and experience.

You will be able to build a rich and attractive image of your skills that will help you to market yourself effectively and achieve your professional goals.

Content

- You will learn about the concept of a digital portfolio for marketing your skills.
- You will familiarise yourself with different digital portfolio platforms (e.g. publishing platforms, content management systems, blog platforms...) and choose the one you prefer. Does not require the use of a paid platform.
- You will get to know and explore the portfolios, implementations of creatives.
- You will design and implement your own easily updatable and editable portfolio using the possibilities of ICT.
- The portfolio will contain your own written and digital outputs to communicate your development, your skills and yourself to the world of work.
- Your portfolio will also include your introduction page with a picture, a contact channel/form and networking social media channels (e.g. LinkedIn and Instagram)

Location and time

An independent online course

Teaching methods

You will focus on identifying and presenting your own skills. You will analyse your own strengths and skills and select the best examples of work, projects and achievements that demonstrate the breadth and depth of your knowledge. For example, you will reflect on the skills you have learned in different projects, the achievements you want to highlight and your personal style that you will showcase in your portfolio.

You will focus on the technical requirements of a digital portfolio. You will familiarise yourself with different tools and platforms, such as website building applications (e.g. WordPress, Wix, Squarespace) or other portfolio software, and choose the platform that suits you best. You will create a visually appealing and coherent portfolio.

You evaluate your portfolio and also look at other student's portfolios and (if you wish) give them feedback that they can use to improve their portfolio. Present your portfolio to potential employers or clients, e.g. when applying for a traineeship or job, when making contacts with clients and when promoting your skills.

Building your portfolio does not require you to purchase your own domain. Free platforms are well suited.

Employer connections

Through different forms of collaboration and the institution's career and recruitment events (e.g. WORK SMART), the presentation of a digital portfolio can provide students with hands-on learning opportunities and valuable contacts with professionals in the field, thus strengthening their preparedness to enter the world of work and develop their careers.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 135 hours of independent work (5 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- public digital portfolio
- versatile and visual implementation
- presentation of own competence with concrete media work
- self-introduction with a picture or video
- building a professional network, i.a. contact form and social media channels, e.g. LinkedIn and Instagram

Objective

You will be able to design and implement a digital portfolio that showcases your skills, both written and visual, and can be easily adapted to suit different needs.

You can make your skills, projects and achievements visible in a concrete and visual way. For example, descriptions of work processes, completed products or campaigns and sample materials (e.g. photos, videos, articles, graphic works) will help to demonstrate your professional skills and experience.

You will be able to build a rich and attractive image of your skills that will help you to market yourself effectively and achieve your professional goals.

Content

- You will learn about the concept of a digital portfolio for marketing your skills.
- You will familiarise yourself with different digital portfolio platforms (e.g. publishing platforms, content management systems, blog platforms...) and choose the one you prefer. Does not require the use of a paid platform.
- You will get to know and explore the portfolios, implementations of creatives.
- You will design and implement your own easily updatable and editable portfolio using the possibilities of ICT.
- The portfolio will contain your own written and digital outputs to communicate your development, your skills and yourself to the world of work.
- Your portfolio will also include your introduction page with a picture, a contact channel/form and networking social media channels (e.g. LinkedIn and Instagram)

Location and time

An independent online course

Teaching methods

You will focus on identifying and presenting your own skills. You will analyse your own strengths and skills and select the best examples of work, projects and achievements that demonstrate the breadth and depth of your knowledge. For example, you will reflect on the skills you have learned in different projects, the achievements you want to highlight and your personal style that you will showcase in your portfolio.

You will focus on the technical requirements of a digital portfolio. You will familiarise yourself with different tools and platforms, such as website building applications (e.g. WordPress, Wix, Squarespace) or other portfolio software, and choose the platform that suits you best. You will create a visually appealing and coherent portfolio.

You evaluate your portfolio and also look at other student's portfolios and (if you wish) give them feedback that they can use to improve their portfolio. Present your portfolio to potential employers or clients, e.g. when applying for a traineeship or job, when making contacts with clients and when promoting your skills.

Building your portfolio does not require you to purchase your own domain. Free platforms are well suited.

Employer connections

Through different forms of collaboration and the institution's career and recruitment events (e.g. WORK SMART), the presentation of a digital portfolio can provide students with hands-on learning opportunities and valuable contacts with professionals in the field, thus strengthening their preparedness to enter the world of work and develop their careers.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed sep

Student workload

Requires 135 hours of independent work (5 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- public digital portfolio
- versatile and visual implementation
- presentation of own competence with concrete media work
- self-introduction with a picture or video
- building a professional network, i.a. contact form and social media channels, e.g. LinkedIn and Instagram

Objective

Student
- knows the methods of creative problem solving and is able to apply them in his / her own creative work
- identifies the strengths and development needs of one's own creativity
- is able to use the means of creative problem solving in his / her professional environment and teamwork
- is able to develop his / her own expression to be more diverse by utilizing the creative processes of others.

Content

The course introduces students to the principles of creative problem solving and creative ideation methods through lectures, work samples and individual assignments and teamwork. Ideation methods are rehearsed, applied in practice and further developed. The learning assignments observe the key promotional and detrimental factors for one's own creative work and map out the latest innovations from around the world, e.g. Through TED speeches. Finally, the assignment of Exchanging Creative Works is carried out communally. In the Creative Work Exchange assignment, the student develops his or her own creative expression to be more diverse and identifies his or her own strengths in creative expression by producing works based on the ideas he or she receives from other students' works.

Evaluation scale

H-5

Objective

Project management

- Students act responsibly and commit to objectives.
- Project planning, scheduling and resource management.
- Project implementation, documentation and reporting.
- Evaluating the end result.

Content production

- Visual and technical skills.
- Media production and publishing.
- High quality, creative and professional content production in various formats.

Working life skills

- Collaboration, interaction and communication skills.
- Good working habits, responsible behaviour and commitment to objectives.
- Managing and evaluating your own work. Responsible behaviour.
- Identifying personal strengths and areas for improvement.

Content

A student will design, produce and publish media works/publications. Media work can be a video, a radio program, a podcast, a game, a animation, a mobile app, a website, a graphic work etc. The publication must be publicly available.

An independent online course

Location and time

An independent online course.

Teaching methods

You will plan and carry out publicity/media work. A publication is a project/work/output/work (video, radio programme, podcast, game, animation, mobile app, website, graphic work, etc.) that has been published and is publicly available, e.g. on an internet publishing platform.

In addition to media skills, key competences include:
- project management
- content production
- working life skills.

Completion alternatives

Recognition of prior learning (AHOT). Students can obtain an accreditation through the recognition of prior learning procedure. The AHOT procedure is agreed separately with the course supervisor.

Student workload

Requires 135 hours of independent work (5 credits).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

- public release
- report
- monitoring of working time

Location and time

Online, the Moodle learning environment.

Materials

To be announced in the Moodle learning environment.

Teaching methods

NOTE! The course is tailored for those planning to become entrepreneurs or already working as an entrepreneur!

Online delivery in a Moodle environment, independent review of material (recordings, files, etc. related material), completion of exercises as instructed, and completion of the Moodle exam.
The course has been implemented in the project "Becoming an Entrepreneur - learning entrepreneurial skills", co-funded by the European Union.

Course Description:

This 1 credit course provides a practical introduction to the world of event production. The course focuses in particular on the design and implementation of trade fairs and other event marketing applications. The aim of the course is to provide students with the basic skills to work in various event production tasks and to understand the role of event production as part of marketing communication.

The course will cover the following topics:

The basics of event production:
o Definition and objectives of event production
o Event types and applications
o Event production processes
Strategic planning
o Event concept and objectives
o Defining the target audience
o Market analysis
Event project planning and project management:
o Scheduling and budgeting
o Risk management
o Supply chain management
Event management (basic information):
o Event location and technology
o Managing human resources
o Stakeholder management
Content and theme planning:
o Event programme and content
o Event content and content management o Event content and theme
o Event atmosphere and experience
Marketing and communication:
o Development of an event marketing plan
o Communication channels and methods
o Marketing the event online and through social media
Event implementation and evaluation:
o Operational implementation of the event
o Feedback and analysis of results (exploitation)

Student workload

1 credits = 27h. Lectures, Project work and exams.

Assessment criteria, approved/failed

Approved completion and evaluation of assignments, approved Moodletentt performance (min 50% correct out of maximum marks).

To complete the course, you must:
- Participation in online lectures, other possible activities, and (possible seminars)
- completion of assignment work (or equivalent online assignments).
- Independent study (based on literature)
- Completion of an online exam/automated diagnostic test
Course assessment:
Course assessment will be based on the following:
- Active participation (20%)
- Performance of assignmet work (60%)
- Final exam (20%)

Content scheduling

According to plan which is given to students in the Moodle learning environment.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Karelia UAS general principles of evaluation are used.

Objective

You are able to utilize your previous knowledge and skills in media production tasks. You are well versed in some special roles in media production and are able to act as a team member in the production process. You are actively seeking new information to produce new content. You are familiar with the domestic operating environment of the media industry and you recognize its special features. You are able to further develop your skills according to your competence profile, and you will learn to manage new production tasks, e.g. create and edit a variety of media content for cross-media needs. You can and will act as a member of the work community in project work. You have a good command of the professional vocabulary in the field.

Content

In this course, you will form a diverse and in-depth picture of content production and publishing. The key ways to learn are problem-based learning and project-based learning.

The course attendees are organized into a production team. The tasks and responsibilities of the production team are divided between the group (project management, marketing, game design, graphic design, sound design, programming). The production team brainstorms, designs and produces a finished game demo for publishing. Teachers act as clients, expert coaches and tutors. Information retrieval and learning events focuse on teamwork and self-study. Contact times are used for joint meetings, feedback and practical problem solving.

Learning events tare carried through in production groups, which are divided into design, engineering, content production and publishing roles according to tasks. In production roles, students have the opportunity to profile their own skills and develop previously learned skills, producing media material for the needs of multimedia production. The production needs for different media assets is reflected in competence profiling. Depending on the production, competences are developed in different areas llike designing and writing content (e.g., marketing, editorial work, game and concept design, game programming), working on various graphic concepts (e.g., UI design, game graphics, concept art), producing and editing digital sound (e.g., game sound, ENG work). Video content production skills such as shooting, editing, and color definition are first familiarized and then applied in practice.

The media industry's production process, teamwork and project management are key themes. Working in a team is learned in joint design and customer meetings and feedback discussions. New tools will be introduced to expand your personal competence profile.

Evaluation scale

H-5

Evaluation scale

H-5

Objective

You will deepen and expand your skills in auditory storytelling and sound design.
You will enhance your knowledge of audio technology and its application in your chosen productions.
You will broaden your expertise in a selected area of sound, such as music technology, sound post-production, recording, radio production, podcast production, etc.
You will be able to plan, lead, and document your productions.
You will publish your produced works for the audience to access and evaluate.

Content

Under the guidance of the teacher, you will choose an area of sound (Audio, Sound) in which you want to deepen your expertise. You will create a learning plan and schedule to follow.
The goals for achieving the expertise will be defined at the beginning of the course. Planned productions can also be carried out as group projects.
The guidance hours for in-person instruction will be determined and agreed upon with the teacher/supervisor at the beginning of the course.

Location and time

March 3, 2025 - June 1, 2025, Tikkarinne, various locations

Teaching methods

The student or student groups will expand their skills in auditory productions.
They will deepen their expertise in audio technologies and their application in specifically designed productions.
Each student or student group will choose an area or areas of sound, such as music technology, sound post-production, recording, radio production, podcast production, etc., to deepen their expertise. Plans to enhance skills will be made under the guidance of the teacher/supervisor.
The productions will be planned, scheduled, and executed according to the agreed plan.

Evaluation scale

H-5

Teaching methods

The student develops one's knowledge and understanding of customer oriented media production projects with the focus on the diverse possibilities of present day media in developing the productions. The student searches, analyzes and shares new information actively to produce fresh media content. The assignments emphasize preproduction and its documentation.

Evaluation scale

H-5