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