the bologna process and information literacy at the university of helsinki hannele niemi vice-rector
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The Bologna Process and Information literacy at the University of Helsinki
Hannele Niemi
Vice-Rector
http://www.helsinki.fi/tutkinnonuudistus/english/
2003 - 2004 - 2005 - 2006
The Bologna process is seen more as a phase of a joint national analysis and evaluation of university degrees and curriculum than as a fundamental structural change.
Many national networks and projects have worked together to develop and implement the new degrees programmes in Finland
August 1, 2005 BA and MA
Since 2006 Focus on Doctoral degrees
Two-cycle model for basic degrees
The two-cycled basic degrees will consist of
the Bachelor’s degree (180 credits / 3 years) and
the Master’s degree (120 credits / 2 years)
The third cycle will consist of postgraduate
studies (leading to a doctoral degree/ 4 years)
1 year = 1600 working hours = 60 ETCS
Alternatives for the structure of university degrees
Examples
BA
Dr
MA
Strong research component:MA includes Thesis, 40 ECTS
Internal cooperation in the reform of degree structure
Faculties
Network ofVice-Deans
responsible forAcademic
Affairs
Support group
National discpline-based coordination groups
Network offaculties´Heads
of AcademicAffairs
AcademicAffairs
Committeesof faculties
DegreeReformNetwork
(40) Network of Deans
I
Libraries
Internal cooperation in the reform of degree structure
Faculties
Network ofVice-Deans
responsible forAcademic
Affairs
Support group
National discpline-based coordination groups
Rector´sSteeringComittee
LibraryCommittee
Network offaculties´Heads
of AcademicAffairs
AcademicAffairs
Committeesof faculties
DegreeReformNetwork
(40) Network of Deans
Virtual UniversityCommittee
Academic Affairs
Committee
I
Libraries
Internal cooperation in the reform of degree structure
Faculties
Network ofVice-Deans
responsible forAcademic
Affairs
Support group
Faculty Councils
Rector´sSteering
CommitteeUniversity
Senate
LibraryCommittee
Network offaculties´Heads
of AcademicAffairs
AcademicAffairs
Committeesof faculties
DepartmentCouncils
DegreeReformNetwork
(40) Network of Deans
Virtual UniversityCommittee
Academic Affairs
Committee
Internal cooperation in the reform of degree structure
Faculties
Network ofVice-Deans
responsible forAcademic
Affairs
Support group
National discpline-based coordination groups
Faculty Councils
Rector´sSteering
CommitteeUniversity
Senate
LibraryCommittee
Network offaculties´Heads
of AcademicAffairs
ContactPersons for
Specialists inICT -basedEducation
AcademicAffairs
Committeesof faculties
Unofficialmeetings
and events
Meetings betw.faculties &the support
group
Seminars,public eventsand traíning
DepartmentCouncils
DegreeReformNetwork
(40) Network of Deans
Network ofExperts of
EducationalDevelopment&
Research
Virtual UniversityCommittee
Academic Affairs
Committee
Nationalworkinggroupsmeetings, seminars,infromation sharing
I
Libraries
Internal cooperation in the reform of degree structure
Faculties
Network ofVice-Deans
responsible forAcademic
Affairs
Support group
National discpline-based coordination groups
Faculty Councils
Rector´sSteering
CommitteeUniversity
Senate
LibraryCommittee
Network offaculties´Heads
of AcademicAffairs
ContactPersons for
Specialists inICT -basedEducation
AcademicAffairs
Committeesof faculties
Unofficialmeetings
and events
Meetings betw.faculties &the support
group
Seminars,public eventsand traíning
DepartmentCouncils
DegreeReformNetwork
(40) Network of Deans
Network ofExperts of
EducationalDevelopment&
Research
Virtual UniversityCommittee
Academic Affairs
Committee
Nationalworkinggroupsmeetings, seminars,infromation sharing
I
1.8.2005
Follow-up 2008
Auditing of QualityAssurance 2007
Libraries
Supporting students’ learning
Personal study plans
Follow-up of progress in completing of degrees
ICT driving licenceall available resources to studentse-learninge-librariesinformation literacy
Transparency in quality assurance
Libraries as learning centres
The national project for the creation of an information literacy curriculum
A joint project of the University libraries in Finland Coordinated by the University of Helsinki Funded by the Ministry of Education from 2004 to 2006. The central aim
to integrate information literacy as part of academic
studies.
The integration of information skills as part of studies
requires common standards and financial resources also
for the instruction provided by libraries. The universities may decide on the practical
implementation of the information literacy curriculum
themselves.
I New students: Basics in information literacy
Timing of courses: initial stage of studies. Scope: 1-2 credits (ECTS, European Credit Transfer
System).
Unit responsible for the provision of courses:
depending on the university, the faculty or other
equivalent unit. The courses will be part of compulsory
general studies, e.g. part of ICT studies.
Practical implementation: libraries.
Previous studies: it is recommended that students have
basic ICT skills.
The ICT Driving Licence (3 ECTS)
a course designed in cooperation with all of the Faculties at the
University of Helsinki, the IT-Department and the UH Libraries.
The course goal is to make sure each new student will have the
necessary ICT-knowledge (ICT, Information and Communication
Technology) and skills
The pilot version was opened for students in August 2005
In Spring 2006, the curriculum, the on-line learning
material and the on-line exams have been scrutinized
thoroughly according to the student and teacher feedback
gathered during Fall 2005.
In Fall 2006 the renewed curriculum, learning material
and exams will be available for students in Finnish,
Swedish and English.
ICT Driving Licence: Information Retrieval Skills
Information Resources of the University of Helsinki Libraries Services of the U of H Libraries General Searching Skills Information Resources The U of H Library Catalog – Helka The Information Retrieval Portal – Nelli Searching in an Open Web Environment Copyright
The information specialists have made several improvements
to connect the course more closely to students search tasks
and information processes.
Contents in the Academic Year 2005-2006
After the Feedback
Self-learning material
Entry Level Test
Final Exam
(obligatory in all faculties)
Components of the ICT Driving Licence
Hands-on Session (1,5 h) &Library Tour
ICT Driving Licence:An Example of an Entry-level Test Question
Your friend recommended you an article by Sture Allén
”Dubbelve dubbelve dubbelve”.
The article is included in the publication called
”Boken om våra modersmål” which was published 2003.
How do you check in Helka if the article is in the library?
See the picture below and choose one alternative.
ICT Driving Licence – how did we succeed?
Skills grow Skills grow
Self-assessment before the course Self-assessment after the course
II Bachelor’s level studies: Information literacy in intermediate level studies
Timing of courses: proseminar/ Bachelor’s thesis seminar. Scope: 1-2 credits (ECTS).
Unit responsible for the provision of courses: depending on
the university, e.g. the student’s home department.
Practical implementation: the module will be compulsory and
integrated into the proseminar/ Bachelor’s thesis seminar;
cooperation between the seminar supervisor and library will be of
the utmost importance.
Contents: systematic acquisition of information and making use
of one’s information competencies in the writing of the thesis
III Master’s level studies: Information literacy in advanced level studies
Timing of courses: Master’s thesis seminar or equivalent stage Scope: 1-2 credits (ECTS)
Unit responsible for the provision of courses: depending on
the university, e.g. the student’s home department.
Practical implementation: the module will be compulsory and
integrated into the Master’s thesis seminar; cooperation between
the seminar supervisor and library will be of the utmost
importance.
Contents: systematic acquisition of information and making use
of one’s information competencies in the writing of the thesis
The objective - an information literate individual is able to:
determine the scope of information needed
access the information needed effectively and efficiently
evaluate information and its sources critically and
incorporate the new information into his or her existing
knowledge base
use information effectively in his or her studies and work,
understand the economic, legal and social issues pertaining
to the use of information, and access and use information
ethically and legally.