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At the Häme University of Applied Sciences (HAMK), the learning infrastructure has been developed to meet the needs of higher education based on competition. Study programs in undergraduate degrees are based on study modules, in which traditional subjects are integrated into competition-based entities to better meet the needs of rapidizing society. Higher education focused on students is designed to be implemented in close collaboration with the world of work. In this type of learning infrastructure, pedagogical practices need a culture of construction of collaborative knowledge instead of a culture of the construction of individual learning knowledge (Hakkarainen, Palonen, Paavola and Lehtinen 2004, Longa 2015). Teachers are working on teams, and peer learning with students is emphasized as an essential part of competition-based education. According to Koenen, Dogy and Berghmans (2015), the common features of competition-based education highlight realistic tasks and authentic adjustments, self-responsibility of students from the learning process, the reflection of learning by students, The role of facilitation of teachers and competition. Evaluation methods These features are also applied in Hamk's innovative education.

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