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

En presentation över ämnet: "Informationskompetensens betydelse inom universitetet Hannele Niemi Prorektor, professor i pedagogik vid HU."— Presentationens avskrift:

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

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

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 f ö r 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

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 – 2006 Utvecklingsområden 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 E-library University of Helsinki Library and information services Centrum Local services at Campuses Meilahti Kumpula Viikki HYK Coord. Univ. of Helsinki services Consortiums

11 Why ICT competences?

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

13 Learning processes Curriculum

14 Learning processes Curriculum Assessment

15 Learning processes Curriculum Assessment Infrastructure

16 Learning processes Curriculum Assessment Infrastructure Higher education policy

17 Learning processes Curriculum Assessment Infrastructure Higher education policy ICT competences

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

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

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

21 Empowerment through learning - 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 Learning Environment Social Self Regulation Personal

24 Learning Environment Social Self Regulation Personal Metacognitive skills

25 Learning Environment Social Self Regulation Personal Social interdependence Metacognitive skills

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

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 use of the material starts in fall 2005 in all of the 11 faculties. 1.The University of Helsinki's Computer Network 2.Workstation management 3.The Internet and communication in computer networks 4.Data modification and presentation 5.Information retrieval 6.Information security

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 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)

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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 ICT strategies in U.H. 2001 2004-2010 new strategy University of Helsinki 1/3 courses in FVU 1/3 courses uses ICT in U.H.

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

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

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

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

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

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