Informationskompetensens betydelse inom universitetet

1. Informationskompetensens betydelse inom universitetet Hannele Niemi Prorektor, professor i pedagogik vid HU

2. 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 Europa HY-KALVOSARJA XI/03 YLEISTÄ 2

3. Verksamhetsorter i Finland Verksamhet i Helsingfors: Centrumcampus,Campus Mejlans, Campus Gumtäkt och Campus Vik Helsingfors HY-KALVOSARJA XI/03 STRATEGIA 2002-06 3

4. Fakulteter • Teologiska • Juridiska • Medicinska • Humanistiska • Matematisk-naturvetenskapliga • Biovetenskapliga • Farmaceutiska • Beteendevetenskapliga • Statsvetenskapliga • Agrikultur-forstvetenskapliga • Veterinärmedicinska HY-KALVOSARJA XI/03 HALLINTORAKENNE 5

5. 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 Fristående institutioner HY-KALVOSARJA XI/03 HALLINTORAKENNE 6

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

7. 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

8. 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

9. 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

10. University of Helsinki Library and information services Local services at Campuses Kumpula Meilahti E-library Coord. Univ. of Helsinki services HYK Consortiums Centrum Viikki

11. Why ICT competences?

12. Learning processes • Management of one’s own learning strategies • Management of resources available Learning processes

13. Curriculum Learning processes

14. Assessment Curriculum Learning processes

15. Infrastructure Assessment Curriculum Learning processes

16. Higher education policy Infrastructure Assessment Curriculum Learning processes

17. Higher education policy Infrastructure Assessment Curriculum Learning processes ICT competences

18. Higher education policy Infrastructure Library services Assessment Curriculum Learning processes ICT competences

19. Higher education policy Infrastructure Library services Assessment Information literacy Curriculum Learning processes ICT competences

20. Higher education policy Infrastructure Library services Assessment Information literacy Curriculum Learning processes ICT competences • Quality of knowledge: critical literacy, reciprocal relationship with symbol systems • Management of learning processes • Management of resources

21. Empowerment throughlearning- Learning as enabling • a process which is situated in • personal • social • economical and • political contexts • Learning is an individual, cultural and societal phenomena

22. Towards empowerment in learning • Personal Self-awareness Metacognitive skills -Self-regulation • Social community Collaboration and mediation Participatory knowledge creation • Contextual environment – Learning environment Reciprocal relationship with different symbol systems • System level factors Economical and political conditions

23. Personal Self Regulation Social Learning Environment

24. Metacognitive skills Personal Self Regulation Social Learning Environment

25. Metacognitive skills Social interdependence Personal Self Regulation Social Learning Environment

26. Metacognitive skills Social interdependence Personal Self Regulation Social Learning Environment Infrastructure Library services Teaching/Learning culture

27. 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

28. The ICT Driving Licence studies at the University of Helsinki • The University of Helsinki's Computer Network • Workstation management • The Internet and communication in computer networks • Data modification and presentation • Information retrieval • Information security the use of the material starts in fall 2005 in all of the 11 faculties.

29. 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)

30. At the faculty level • Faculties have strategies for ICT in teaching and learning • Support at grass root leveland 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)

33. ICT in teaching and learning Global networks & Technology Virtual University Consortium ICT strategies in H.U.

34. ICT in teaching and learning Global networks & Technology FVU Finnish Virtual University 2001 2004-2010 new strategy ICT strategies in U.H. University of Helsinki 1/3 courses in FVU 1/3 courses uses ICT in U.H.

35. ICT in teaching and learning Global networks & Technology Virtual University Consortium ICT strategies in H.U. Technical infrastructure and standards Libraries Learning centres Quality of teaching Research facilities

36. ICT in teaching and learning Global networks & Technology Virtual University Consortium ICT strategies in H.U. Administration Databasis Communication Intranet Technical infrastructure and standards Libraries Learning centres Quality of teaching Research facilities

37. ICT in teaching and learning Global networks & Technology Virtual University Consortium ICT strategies in H.U. Administration Databasis Communication Intranet Technical infrastructure and standards Libraries Learning centres Quality of teaching Research facilities

38. ICT in teaching and learning Global networks & Technology Virtual University Consortium ICT strategies in H.U. Administration Databasis Communication Intranet OODI credits Technical infrastructure and standards Libraries Learning centres Quality of teaching Research facilities

39. ICT in teaching and learning Global networks & Technology Virtual University Consortium ICT strategies in H.U. Administration Databasis Communication Intranet • e-portfolio • Study plans • Follow up Technical infrastructure and standards Libraries Learning centres Quality of teaching Research facilities

40. Higher education policy Infrastructure Library services Assessment Information literacy Curriculum Learning processes ICT competences • Quality of knowledge: critical literacy, reciprocal relationship with symbol systems • Management of learning processes • Management of resources