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Informationskompetensens betydelse inom universitetet. Hannele Niemi Prorektor, professor i pedagogik vid HU. Helsingfors universitet i all korthet. Grundades i Åbo, flyttades till Helsingfors 1828 Uppdrag: forskning, undervisning och samhällelig interaktion - PowerPoint PPT Presentation
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Informationskompetensens betydelse inom universitetet
Hannele Niemi
Prorektor, professor i pedagogik vid HU
Helsingfors universitet i all korthet
Grundades i Åbo, flyttades till Helsingfors 1828 Uppdrag: forskning, undervisning och samhällelig
interaktion Tvåspråkigt (finska och svenska), undervisning även
på engelska 11 fakulteter 38 000 examensstuderande, 60 000 studerande inom
fortbildningen och öppna universitetet 7 300 anställda, varav 4 700 forskare och lärare Verkar på 4 campusområden i Helsingfors och
på 20 andra orter i Finland Målsättning att etablera sig bland de bästa
multidisciplinära forskningsuniversiteten i EuropaHY-KALVOSARJA XI/03 YLEISTÄ 2
Verksamhetsorter i Finland
HY-KALVOSARJA XI/03 STRATEGIA 2002-06 3
Helsingfors
Verksamhet i Helsingfors: Centrumcampus,Campus Mejlans, Campus Gumtäkt och Campus Vik
Fakulteter
Teologiska
Juridiska
Medicinska
Humanistiska
Matematisk-naturvetenskapliga
Biovetenskapliga
Farmaceutiska
Beteendevetenskapliga
Statsvetenskapliga
Agrikultur-forstvetenskapliga
Veterinärmedicinska
HY-KALVOSARJA XI/03 HALLINTORAKENNE 5
Fristående institutioner
Alexandersinstitutet
Öppna universitetet
Institutet för bioteknik
Forskningsinstitutet för fysik
Verifikationsinstitutet för
konventionen mot kemiska
vapen (VERIFIN)
Språkcentret
Naturhistoriska
centralmuseet
Centret för landsbygds-
forskning och -utbildning
Centrum för neurovetenskap
Studentbiblioteket
Seismologiska institutet
Finlands genomcentrum
Technomedicum
Forsknings- och
utbildningscentret Palmenia
Forskarkollegiet vid
Helsingfors universitet
Vetenskapliga biblioteket i Vik
Universitetsbiblioteket
HY-KALVOSARJA XI/03 HALLINTORAKENNE 6
Vision
Helsingfors universitet befäster sin ställning bland de
bästa multidisciplinära universiteten i Europa. Universitetets forskning och nivå på examina har
förtroende och den forskning som överskrider gränserna
mellan olika discipliner och den undervisning som bygger
på denna blomstrar.
HY-KALVOSARJA XI/03 STRATEGIA 2002-06 2
Strategi 2004–2006Utvecklingsområden
Starkare ställning för grundforskningen Forskningsorienterad undervisning Mer gränsöverskridande samarbete
i forskning och undervisning Utveckling av examina Utbildningen av ämneslärare Samhällelig interaktion Tvåspråkighet Internationalisering på hemmaplan Utnyttjande av informations- och kommunikationsteknik Personalens och studenternas hälsa
HY-KALVOSARJA XI/03 STRATEGIA 2002-06 4
Strategy 2004–2006 Development targets 1 (5)
Strengthening the position of basic research
Building the profile of the University of Helsinki as a research university will be promoted by considering results in the distribution of funds on all levels, increasing the University’s own competitive research funding and making research carried out at the University better known.
Research-based teaching
University teaching is based on research. All university teachers are researchers and all researchers also teach. Research carried out at the departments will be increasingly considered in planning the teaching and students will already be given opportunities to join a research team at an early stage in their studies.
HY-KALVOSARJA XI/03 STRATEGIA 2002-06 5
Strategy 2004–2006 Development targets 5 (5)
Benefiting from information and communication technology
Information and communication technology will be widely utilised in research, teaching, studying and administration. Virtual university activities will be developed, both independently and as part of the national virtual university. The university will invest in network communication.
HY-KALVOSARJA XI/03 STRATEGIA 2002-06 9
E-library
University of Helsinki Library and University of Helsinki Library and information servicesinformation services
Centrum
Local services at Campuses
Meilahti Kumpula
Viikki
HYKHYK
Coord.Univ. of Helsinki services
Consortiums
Why ICT competences?
Learning processes
Learning processes- Management of one’s own learning strategies - Management of resources available
Learning processes
Curriculum
Learning processes
Curriculum
Assessment
Learning processes
Curriculum
Assessment
Infrastructure
Learning processes
Curriculum
Assessment
Infrastructure
Higher education policy
Learning processes
Curriculum
Assessment
Infrastructure
Higher education policy
ICT competences
Learning processes
Curriculum
Assessment
Infrastructure
Higher education policy
ICT competences
Library services
Learning processes
Curriculum
Assessment
Infrastructure
Higher education policy
ICT competences
Library services
Informationliteracy
Learning processes
Curriculum
Assessment
Infrastructure
Higher education policy
ICT competences
Library services
Informationliteracy
•Quality of knowledge: critical literacy, reciprocal relationship with symbol systems
•Management of learning processes
•Management of resources
Empowerment through learning - Learning as enabling
a process which is situated in
personalsocialeconomical and political contexts
Learning is an individual, cultural and societal phenomena
Towards empowerment in learningPersonal
Self-awarenessMetacognitive skills -Self-regulation
Social communityCollaboration and mediation Participatory knowledge creation
Contextual environment – Learning environment
Reciprocal relationship with different symbol systems
System level factors Economical and political conditions
LearningEnvironment
Social SelfRegulation
Personal
LearningEnvironment
Social SelfRegulation
Personal
Metacognitive skills
LearningEnvironment
Social SelfRegulation
Personal
Social interdependence
Metacognitive skills
LearningEnvironment
Social SelfRegulation
Personal
InfrastructureLibrary servicesTeaching/Learning culture
Social interdependence
Metacognitive skills
OPE.fi (Teacher.fi)
I: Every teacher can use computers and other ICT facilities, and has
knowledge of the principles to use them in teaching and learning.
II: At least half of the teachers in addition to basic skills have more
advanced ICT competences, such as: implementing e-mail, WWW
and ICT based platforms for group work, managing tool kits etc
III: Ten percent of the teachers should have special competences in
ICT, such as content or profession-specific applications, e.g. picture
management, multimedia, distance education applications,
simulations, expertise of pedagogical applications and skills, to
support colleagues as ICT users, to work as ICT trainers and
developers of schools and learning communities
The ICT Driving Licence studies at the University of Helsinki
the use of the material starts in fall 2005 in all of the 11 faculties.
1. The University of Helsinki's Computer Network2. Workstation management 3. The Internet and communication in computer networks 4. Data modification and presentation 5. Information retrieval 6. Information security
At the University level
Educational Technology Centre – the co-ordination unit Supportive, innovative, consultative Workshops and training
Networks of ICT supporting personnel of the Faculties Technical Pedagogical (in each faculties, even in departmental level)
HE pedagogy senior lectures – some specialized in ICT University level licences for WebCT and BSCW Educational technology awards (2-3 best practices)
Learning centres in libraries – technological infrastructure E-library – access to students and teachers (appr. 14 000 journals)
At the faculty level
Faculties have strategies for ICT in teaching and learning
Support at grass root level and pedagogical training (Ope.fi)
Different needs: Simulations (Chemistry, medicine, science) E-Corpus (Linguistics, theology) Data-basis for research (social sciences) Digital –materials (arts, history) Communicative platforms and collaborative knowledge
construction (education) Games (education)
ICT in teaching and learning
Global networks&
Technology
Virtual UniversityConsortium
ICT strategiesin H.U.
ICT in teaching and learning
Global networks&
Technology
FVUFinnishVirtual
UniversityICT strategies
in U.H.
20012004-2010 newstrategy
University of Helsinki 1/3 courses in FVU1/3 courses uses ICT in U.H.
ICT in teaching and learning
ICT strategiesin H.U.
Global networks&
Technology
Virtual UniversityConsortium
Quality of teaching
Libraries Learning
centres
Technical infrastructure and standards
Researchfacilities
ICT in teaching and learning
ICT strategiesin H.U.
Global networks&
Technology
Virtual UniversityConsortium
Quality of teaching
Libraries Learning
centres
Technical infrastructure and standards
Researchfacilities
AdministrationData basis
CommunicationIntranet
ICT in teaching and learning
ICT strategiesin H.U.
Global networks&
Technology
Virtual UniversityConsortium
Quality of teaching
Libraries Learning
centres
Technical infrastructure and standards
Researchfacilities
AdministrationData basis
CommunicationIntranet
ICT in teaching and learning
ICT strategiesin H.U.
Global networks&
Technology
Virtual UniversityConsortium
Quality of teaching
Libraries Learning
centres
Technical infrastructure and standards
Researchfacilities
AdministrationData basis
CommunicationIntranet
OODIcredits
ICT in teaching and learning
ICT strategiesin H.U.
Global networks&
Technology
Virtual UniversityConsortium
Quality of teaching
Libraries Learning
centres
Technical infrastructure and standards
Researchfacilities
AdministrationData basis
CommunicationIntranet
•e-portfolio•Study plans•Follow up
Learning processes
Curriculum
Assessment
Infrastructure
Higher education policy
ICT competences
Library services
Informationliteracy
•Quality of knowledge: critical literacy, reciprocal relationship with symbol systems
•Management of learning processes
•Management of resources
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