Sanna Ruhalahti

Sanna Ruhalahti, a principal lecturer at Tampere University of Applied Sciences (Faculty of Pedagogical Innovations and Culture), brings a wealth of experience and knowledge to her role. Here is an overview of professional expertise: 

Educational Background: I hold a Doctor of Philosophy degree from the University of Lapland, with a focus on media pedagogy. My academic journey also includes a master's in entrepreneurship and business competence. 

Teaching Experience: With over 25 years of teaching experience, I have been actively involved in professional and vocational teacher education since 2007. I have a deep understanding of online and remote learning, having spent two decades in this field. 

Current Roles and Projects:

• Teacher Educator: I currently work as a teacher educator and researcher, imparting knowledge and skills to future educators.
• Education Developer: I contribute to various educational development initiatives, including TAMK's pedagogical development programme.
• Research, Development and Innovation (RDI) activities: I am strengthening multidisciplinary working, seeking and applying for new projects.

Research Interests:

• Higher Education Pedagogy: exploring effective teaching methods and learning design in higher education
• Deeper Learning Outcomes: investigating ways to promote meaningful and profound learning experiences.
• Learning Design: contributing to designing effective learning processes and environments.
• Dialogical Skills in Learning Communities: researching communication skills within educational settings.
• Online Learning: various aspects of online learning are interesting, including MOOCs, OERs, mLearning, PLEs, ePortfolios, and digital open badges. 

Opetuksen ammattilaisena minua kiinnostaa
 

#ammatillisetopettajat
#korkeakoulupedagogiikka
#oppimisprosessinmuotoilu
#pehmeättaidot
#opettajanosaaminen
#osaamisperustaisuus
#syväoppiminen
#dialogiosaaminen
#dialoginenoppijayhteisö
#digitaalisetosaamismerkit
#yhteisöllisyys

Doctoral dissertation

Ruhalahti, S. (2019). Redesigning a Pedagogical Model for Scaffolding Dialogical, Digital and Deep Learning in Vocational Teacher Education. Acta electronica Universitatis Lapponiensis 257. http://urn.fi/URN:ISBN:978-952-337-145-3 

• Brauer, S., Ruhalahti, S., & Korhonen, A-M. (2025). Osaamismerkit ammatillisen opettajan toimijuuden tukena [Digital Badges as Support for Vocational Teachers' Professional Agency]. Ammattikasvatuksen aikakauskirja, 27(4), 16–38. https://doi.org/10.54329/akakk.178410
• Asikainen, E., Uusimäki, L., Ruhalahti, S., Teräs, H. & Brauer, S. (2025). Collaborative meaning-making: Teacher educators’ experiences in developing sustainability competence badges. Acta Didactica Norden, 19(2), 1–26. https://doi.org/10.5617/adno.11385
• Silvennoinen, M., Alanko-Turunen, M., Vilppola, J. & Ruhalahti, S. (2025). Themes and potential gaps in research on vocational education and universities of applied sciences in Finland: A scoping review of studies published in 2020–2022. European Journal of Education Studies, 12(2), 14–56.ttp://dx.doi.org/10.46827/ejes.v12i2.5802
• Korhonen, A.-M., Brauer, S., & Ruhalahti, S. (2024). Ammatillisen opettajan pedagogisen osaamisen kehittyminen ja sen dokumentointi ePortfolioon. Ammattikasvatuksen aikakauskirja, 26(1), 12–29. https://doi.org/10.54329/akakk.143383
• Heinonen, V. & Ruhalahti, S. (2024). Finnish Delegation at IDB Event: Collaborative Efforts for Education Reform in Latin America and the Caribbean . TAMK international blog.
• Ruhalahti, S., Korhonen, A-M. & Brauer, S. (2024). TRIPEDA II – tutkimusperustaista täydennyskoulutusta kehittämässä . TLC blogi.
• Ruhalahti, S. & Kinnari-Korpela, H. (2024). Digivisio 2030: Mikä tamkilaisia askarruttaa? TAMK blogi.
• Ruhalahti, S., Cuenca, R. & Rieble-Aubourg, S. (2023). Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers’ Experiences in Barbados and Trinidad and Tobago . Inter-American Development Bank Publications.
• Ruhalahti, S. & Tapani, A. (2023). Oppimislähtöisyys osana pedagogisen osaamisen kehittymistä TAMKissa . TAMK blogi.
• Ruhalahti, S. & Luoto, S. (2023). Carpe Diem: Yhteisöllisesti kohti uuden restonomikoulutuksen toteutuksia . TAMK blogi.
• Ilola, H., Ruhalahti, S. & Tapani, A. (2022). TAMK vahvistaa pedagogisen osaamisen askelmerkkejä . TAMK blogi.
• Brauer, S., Venho, P., Ruhalahti, S., Korhonen, A-M. & Mäkinen, L. (2022). Laatua pedagogiseen suunnitteluun pelaamalla. OAMK Journal.
• Ruhalahti, S., Gil-Carcedo Cabezon, M. & Heinonen, V. (2022). ABC Learning Design Model in the Caribbean Context . TAMK International Blog.
• Ruhalahti, S., Lehto, T., Saarinen,S. & Katto, L. (2021). Identifying higher education first-year students´reported studying experiences during the pandemic . European Journal of Education Studies, 8(8), pp. 1-21.
• Ruhalahti, S., Frangou, S-M., Sanfelice, D., Ho Thi Han, T. & Vasari, P. (2021). A Comparative Study of Brazil, Finland and Vietnam: Soft Skills for Adult Educators . European Journal of Education Studies, 8(4), pp. 133-158.
• Ruhalahti, S., Brauer, S. & Korhonen, A.-M. (2021). Kolme väitöstutkimusta uudistamassa ammatillista opettajuutta: Pedagoginen suunnittelu ja osaamisen kehittäminen digitaalisissa oppimisympäristöissä . HAMK Unlimited Journal.
• Korhonen, A.-M., Ruhalahti, S., Lakkala, M., & Veermans, M. (2020). Vocational Student Teachers’ Self-Reported Experiences in Creating ePortfolios. International Journal for Research in Vocational Education and Training, 7(3), 278–301. https://doi.org/10.13152/IJRVET.7.3.2
• Ruhalahti, S. , Aarnio,H. & Ruokamo, H. (2018). Deep learning evaluation in vocational teacher education: Conducted on the principles of authentic and dialogical collaborative knowledge construction. Nordic Journal of Vocational Education and Training, 8(2), 22-47. doi.org//10.3384/njvet.2242-458X.188222
  
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