30.11.2009




TEKNILLINEN KORKEAKOULU                
TEKNISKA HÖGSKOLAN
HELSINKI UNIVERSITY OF TECHNOLOGY
Adj. Prof. Timo O. Korhonen



APPENDIX 2D - TEACHING ACTIVITIES AND PEDAGOGICAL BACKGROUND

Overview
I have found out based on following current references as well as by own experience that the following factors are important in teaching:
•    Motivation: This includes creating, supporting and amplifying motivation of students and teacher. I have seen that it is often important to illustrate practical meaning of study topics (eg by case studies) and to develop methodology in understanding of theory and its applications the way that efficiently links them together (for instance by simulations).  
•    Interaction: Students should interact with each other, with the teacher, and with the study material. Work in study and project groups is often rewarding. Efficient usage of web (discussion forums and selected data searches and usage of illustrative material of publishers and other universities) can support alternate ways to understand complex concepts.
•    Coherence: Study material must be coherent: Lectures, tutorial and other exercises must be carefully linked, such that the study topics are illustrated from different points of view.
•    Advanced feedback: Student feedback should not be based on grading only, but there should be more versatile study quality indicators and feedback structures that can often be arranged by social interactions (study groups and group projects), using advanced learning tools, and by efficient tutoring. Important point is to learn to verify reliability of (Internet) references by argumentation that is realized by discussions with fellow students, instructor and in some courses, with industrial partners. Strategy of grading should underline development of overall vision, especially in studied subjects, and how to efficiently get reliable and up-to-date knowledge in study targets. Grading should be build-in to the course curriculum because students aiming to pass exams only miss easily development in learning process. Development of learning process should be an essential study outcome of any course, which is truly time lasting supporting forthcoming of career. Advanced grading can be realized in project works, peer-review modules, personal study projects, lecturing diaries, web-supported self-study modules, and in interactive lectures and tutorials.  

PEDAGOGICAL EDUCATION
I don't have any formal pedagogical education. However, I have studied education methods and applied them in my courses. I am member of IEEE Educational Society and I have been member of Oplaa (Opetuksen laatutoimikunta, Board of Education Quality in HUT) for several years.

PRACTICAL PEDAGOGICAL BACKGROUND

Overview

I have gained teaching experience in Tampere University of Technology ('86-'91), in Asian Institute of Technology, Bangkok, Thailand ('91-'92), and in Helsinki University of Technology ('92-'09). I have given numerous courses in Telecommunications Engineering (Modulation and Coding Methods, Digital Communications, Fiber Optical Networks, Radio- and Fixed Telecommunications Networks). Since '00, I have also given annually product/service development course, S-72.124 Product Development of Telecommunication Systems (present core code: S-72.3510). I have lectured two courses in user centric design: S-72.2510 User Centric Design of Telecommunication Services and S-72.1510 Human Centric Telecommunications and participated in design of S-72.2530 Acceptability and Quality of Service – course. I have given also several invited lectures outside of TKK (Appendix 5: Invited lecturing).

LECTURED COURSES IN HUT /TKK

S-72.3510 (124) Product Development of Telecommunication Systems

I have given this course since ’92. Course consists of lecturing module and telecommunications industry driven Workshop targettign to give wide-angle perspective to telecommunications product/service development. Industry partners and course topics have been as follows:

•    1999 VoIP Technology and Services (Telia Finland)
•    2000 Various themes in developed telecommunication services and technology (Internet music, entertainment portals, usage of D-channel for packet traffic) Elisa Communications Ltd)
•    2001 CRM-system (Customer Relationship Management) for Biohit Plc  (Biohit Plc, and Satama Interactive Ltd)
•    2002 Wireless Solutions for Corporate Intranets (Sonera Ltd)
•    2003 Usage of speech synthesis to support novel fixed and mobile services (Bitlips Ltd.)
•    2004 Applications of WiMAX Technology in support of ITS (Intelligent transport systems) Services (TeliaSonera Finland)
•    2005 Applications of Video Surveillance (Teleste Ltd)
•    2006 Developing new service for wireless broadband (K&K Active)
•    2007 Broadband service development (MTV3 tv – channel)
•    2008 RFID techniques and their new service (Vilant Ltd)
•    2009 Developing social media for elderly people (Oppifi Ltd)

 Course has been popular with students, because it visualizes how theoretical concepts of telecommunication systems and services are transformed via product development process into practical telecommunication services and products. Workshop is a demanding touchstone of cooperation and quality that is inspected in the final day of Workshop week with industry commented group presentations and reporting.
 

S-72.1130 (423) Telecommunication Systems

  I have established this course in fall 2000. Course inspects the following fixed and wireless telecommunication networks: PSTN, GSM ,UMTS, IEEE 802.11b,g WLANs, ITU-T G.992 ADSL, and the Internet in all the relevant networking layers. I have designed all course materials for S-72.1130 course. I designed about 50% of the lecturing material for the earlier S-72.423 –course where the other half of material was designed by Research Scientist Michael Hall. Nowadays course applies web-based return of drills and tutorials. Tutorial lectures are used to discuss assignment returns and expand discussed topics by solved examples.

S-72.1510 Human Centric Telecommunications (Ihminen ja tietoliikennetekniikka)

This candidate – level course discusses basic knowledge and practices in user centric design process and methodologies. Therefore, course topics discuss user needs, usability, basics of quality of service, acceptability, design consideration of telecommunication products and services. We have applied in this course student learning portfolio. Course includes group assignment where theory is investigated with practical constraints. The course material is prepared by the Author.

S-72.2510 User Centric Design of Telecommunication Services (Tietoliikennepalvelujen käyttäjäkeskeinen suunnittelu)

This course is continuation to course 1510 focusing on advanced topics and more rigorous treatment of holistic user centric design. Lectures have been divided between visiting lecturers and Author’s contribution was in the latest realization about 40 % of the lectures. This time experimental part of the course investigated Technology Agency of Finland (TEKES) projects that were realized in some selected iWell – program projects. Students analyzed the projects by systematically identifying reasons why projects were creating or (actually usually) not creating the expected business cases. First service concept verification was done. This included inspection of user group(s), technology, usability dimensions, realizing and customer organizations, and business models. Then proposal of updated business model was created by the groups and presented for all groups to discuss. We have used also assigned opponent groups in this course. They have discussed and given feedback in final group presentation lectures. Graded, individual learning portfolios have also been applied.  

S-72.1140 (245) Transmission Methods in Telecommunication Systems (fall term)

I have lectured this course since fall 2003. About 50% of course material is based on S-72.244 Modulation and Coding Methods. The new part includes some preliminaries of information theory and gives more extensive treatment of transmission channels and modulation techniques. Lectures have have been accompanied with Mathcad and Matlab tutorials. We have also arranged industry excursions. All lecturing material is developed by the Author.

----------------------- earlier courses ------------------------

S-72.244 Modulation and Coding Methods (fall term) - 2003

 This course was compulsory in the three study paths of Communications Laboratory (Transmission Systems & DSP, Radio Communications, and Information Theory & Coding) and I have established this course and created lecture notes for it. Starting fall 2003 this course was melted together with S-72.420 Suunnittelumetodiikka (Telecommunications Planning Methods) to form course S-72.245 Transmission Methods in Telecommunication Systems that I am currently lecturing.

Objective of the course S-72.244 was to give basic understanding in baseband and carrier wave analog and digital telecommunication systems. This was realized in terms of modern, linear system analysis and telecommunications theory in modulation, channel coding and transmission. The Author developed all handout material.

 
S-72.227 Digital Communication Systems (spring term)

  This was a compulsory course in two study paths (Transmission Systems & DSP and Information Theory & Coding) up to 2007. I established the course and created about 60% of its lecture notes. (The other part is lectured by Research Scientist Michael Hall from Communications Laboratory.) The course started with a short review to S-72.245, continuing then to convolution and trellis coding, spread spectrum systems, multipath channel equalization, multiuser detection and fiber optic communications.

S-72.700 Code Division and Orthogonal Multiplexed Systems -2002

This was a post graduate course. I established the course while starting my PhD studies 1992 in Communications Laboratory and it was lectured in English starting 2000 when it was included to the Master's Program curriculum. The course discussed various aspects of spread spectrum techniques in transmission and system level, as well as OFDM systems in AWGN and fading channels. All lecturing material was developed by the Author.

Other study activities in HUT

  I have given tutorials in various telecommunications courses as well as worked as a lecture assistant in under- and postgraduate courses in Communications Laboratory since 1992 until my PhD study was completed in 1999 and I started in the chair of Professor in Telecommunications Systems (pro tem).

LECTURING OUTSIDE OF HUT

I have given the following lectures outside of HUT and prepared materials for these lectures – See Appendix 5: Invited lecturing



LECTURING EVALUATIONS

Author’s personal evaluations in HUT/TKK have been usually around three and overall course evaluations between 3 and 4 (maximum is 5). As a rule, my gradings in courses arranged outside of TKK have been substantially higher (around 5/6). I think that the basic reason for this is that I don't arrange exams for invited lectures. I have noticed that if students get moderate results from exams, it has a strong effect to reduce the grades they give to the course. Nowadays, I somewhat suspect applicability of exams to evaluate efficiency of learning because exams as themselves don't not support student interactions, wide base motivation, learning-to-learning, and (self) management. Therefore I have started spreading grading (and student feedback) to various project works and tutorials.

SAMPLE LECTURES
This has been given earlier to the Department.

OTHER ACTIVITIES AIMING TO DEVELOP OWN LECTURING

I have applied lecture diaries, peer-review learning and peer-review lecturing. Also project works, drills and tutorials have been used. Industrial cooperative workshops and excursions have been arranged. Pedagogical experiments have been interesting and insightful. A major problem has been continuous lack of resources, for the reason I have been forced to make clear selections which methods can be realized as dictated by practical, organizational conditions. For instance, if the number of students in a course is 100 – 200, one must be careful in using developed, individually tutored study modules (!) In general, more feedback and interactions are enabled, the better learning results in general follow irrespective of how difficult course substance as such is.


PARTICIPATION TO STUDY PROGRAM PLANNING

I have participated to study program planning in Asia Institute of Technology (AIT) where I was member in a five-person team to contribute also to the planning of the overall curriculum of AIT, Division of Telecommunications that we established. In ECE, I was a member of degree committee in '00 to organize curriculum upgrading of ECE. I have participated to overall curriculum design of Communications Laboratory, '99 - ‘06. I have also participated to the overall curriculum planning of International Master's Program in Telecommunications (in ECE) and I have been member of its intake committee since '99.