EDEN 06 ppt

Virtual University Model in Finland– from strategy to practice : 

Virtual University Model in Finland – from strategy to practice FVU Workshop At the EDEN Conference 15 June 2006

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The structure of the workshop FVU 2006 FVU in a nutshell – Organisation - Goals Specific competence areas to be discussed ICT in education strategies Flexible studies (student mobility) and related electronic access services Discussion Quality management in e-learning Staff training in ICT Discussion Web-based tools to support learning and teaching Discussion

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FVU in a nutshell FVU 2005 Helsinki University of Technology University of Helsinki Helsinki School of Economics Academy of Fine Arts National Defence College Sibelius Academy Swedish School of Economics and Business Administration University of Art and Design Theatre Academy University of Turku The Turku School of Economics and Business Administration Åbo Akademi University Tampere University of Technology University of Tampere University of Jyväskylä University of Vaasa University of Kuopio University of Joensuu Lappeenranta University of Technology University of Oulu University of Lapland a partnership of the 21 universities in Finland several collaborative university network projects not a distance education university does not award degrees or qualifications operates on a project basis, 2001 – 2003, 2004 –2006

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develops flexible study opportunities across university boundaries, including the supporting electronic access services promotes the shared use of online instruction and educational materials among different universities produces ICT training and support services for shared use develops virtual university activities in the context of the European Higher Eduction Area Each of the above-mentioned strategic areas is supported by a special Issue Group (experts from the FVU member universities) FVU is a collaborative university network which: FVU 2006

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Competence development is based on the Finnish universities’ best expertise and research sensible division of labour shared knowledge collaboration FVU’s competence building FVU 2006

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FVU’s specific competence areas … FVU 2006 ICT in education strategies

HiEd and ICT for Teaching and Learning – Four Stages : 

HiEd and ICT for Teaching and Learning – Four Stages Iron-age Age of know-how Strategy age 1995-1999 2000 -2001 2002 -2003 Age of networks 2004- MinEdu requests all the 21 Finnish Universities to prepare ICT strategy for teaching and learning at the end of the year 2002

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UNIVERSITY MISSION EXECUTION AND FOLLOW-UP STRATEGY CONVERTING STRATEGIES INTO MEASUREABLE OPERATIONS REVISING GOALS AND STRATEGIES ACCORDING TO PRESENTSTATE VISIONS SCENARIOS PRESENT STATE CONVERTING MISSION AND VISON TO OBJECTIVE ORIENTED PLAN OF ACTIONS A) STRATEGY ELABORATION PROCESS B) STRATEGY EXECUTION PROCESS The Framework for Strategy Process for Ict in Teaching And Learning

Virtual University & Strategy Servicewww.virtualuniversity.fi: 

Virtual University andamp; Strategy Service www.virtualuniversity.fi Strategy service Support services for strategic planning of educational information and communication technology use Including a pool of experiences, an expert register and tools for monitoring and evaluation Database of all finnish university ICT strategies ProAktori tool and concept

ProAktori tool and concept: 

ProAktori tool and concept

The Theory and Practice – Lessons Learned: 

The Theory and Practice – Lessons Learned NOTHING IS AS PRACTICAL AS A GOOD THEORY - tools UNIVERSITIES ARE ORGANIZATIONS OF A SPECIAL NATURE - fact STRATEGY CONCERNS EVERYONE - commitment AS IMPORTANT AS THE RESULTS IS THE PROCESS - learning STRATEGY MANAGEMENT IS AN ART – be flexible STRATEGIES SHOULD BE BASED ON ANALYSES – not only on hunch THE DIMENSIONS OF A STRATEGY - multidimensional A STRATEGY IS MEANT TO BE CHALLENGING AND SHOULD LEAD TO THE TAKING OF CONCRETE MEASURES – vision and action STRATEGY IS MAKING CHOICES – not just options THE QUALITY OF TEACHING AND LEARNING - behind everything

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FVU’s specific competence areas … FVU 2006 Facilitating student mobility

Flexible studies and related electronic access services: 

Agreement between all 21 Finnish universities Defines the process how a student who has the right to study for degree in one university, can study part of the degree studies in another university Defines how much the 'home university' shall pay for these studies to the 'visited university'. Joopas Online Service for students and study administration Information about studies, quidance, electronic application service etc. Flexible studies and related electronic access services

Haka: Federated identity management using shibboleth : 

Haka: Federated identity management using shibboleth Institution C Institution B Institution A Local usernames Local usernames Local usernames Need for trust in using shibboleth leads to the concept of federations. Federations are groups of similar organisations such as universities, who have agreed to a common set of policies

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one solution to the problem of accessing multiple resources with a single identity (a product of the US’s Internet2 initiative) does not carry out authentication itself but defines a set of protocols for the secure passing of identity information between institutions and service providers relies on the institution to establish identity, and on the service provider to confirm access rights, given information about institutional affiliation. How authentication is carried out by the institution, and how rights management is carried out by the service provider is left up to the respective parties The word comes from the Old Testament (Judges 12:1-6). The Ephraimites who lived to the west of the river Jordan invaded Gilead on the other side of the river and were defeated. Retreating, their way was blocked by the Gileadites who controlled the fords. They had different accents and the Ephraimites pronounced the ‘sh’ sound as ‘si’. To separate friend from foe, those crossing the river were asked to pronounce the word ‘shibboleth’ (it means an ear of corn). According to the bible, the 42,000 who pronounced it ‘sibboleth’ were killed. Shibboleth

Haka federation: 

Haka federation Haka identity federation (operated by CSC) Service Providers Identity Providers Library portal 'Nelli' (Metalib) Library Management System (Voyager) Learning management systems Finnish Virtual University Portal Univ Univ UAS UAS Univ UAS User’s home institution (Identity Provider, IdP) maintains user’s identity and attributes (name, contact info, role, major etc) Home institution authenticates the user (e.g. by password) Home institution releases attributes to the Service Provider (on user consent) Based on the attributes, service provider decides what kind of service the user gets Shib IdP Shib IdP Shib IdP Shib IdP Shib IdP Shib IdP CSC’s extranet services Shib SP Shib SP Shib SP Shib SP Shib SP the identity federation of Finnish higher education

Next steps: 

Next steps FVU has until now focused on national cooperation which has created a good basis for international cooperation The aim now is to develop FVU’s portal and services to support international exchange of studies and study materials

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Topics to be discussed FVU 2006 Do you have any specific strategies for educational use of ICT in your country at the national or institutional level? What are the benefits or disadvantages of having a specific strategy for ICT in education? Is it better to have only general strategies and include educational use of ICT in these general strategies? Strategies for educational use of ICT What do you think your current and future students would like to know about Finnish universities? What kind of web-based information services would be most helpful for someone planning to come to study in Finland? The FVU pools and distributes information on the educational provision offered by the Finnish universities and provides an electronic access service for students to apply for studies outside their home university (Flexible Study Rights Service). The FVU also offers web-based guidance for effective studying. Should there be similar services at the European level to promote student mobility and if so, how could they be arranged? Flexible studies (student mobility) and related electronic access services

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FVU’s specific competence areas … FVU 2006 Quality assurance in online education

Quality Management in e-Learning (Vopla) project in a nutshell: 

Quality Management in e-Learning (Vopla) project in a nutshell Goals: to support and enhance development and improvement of quality in e-learning in universities to develop the expertise and commitment of staff in improving e-learning quality Actions: to develop models and criteria for e-learning quality to strengthen national quality network to design and implement e-learning quality online services

Schedule of the project: 

Schedule of the project

Quality Manual - a roadmap to quality improvement : 

Quality Manual - a roadmap to quality improvement The QM includes: steps into building e-learning quality quality matrices with questions on aspects of e-learning quality (e-courses, online resources, e-learning support), quality criteria, evaluation measures and indicators for e-learning examples of process descriptions for e-learning, online resources and e-learning support system links to other quality materials

Piloting the contents of Quality Manual 2006: 

Piloting the contents of Quality Manual 2006 six pilots from Finnish universities are testing the contents and functionality of the QM pilots were chosen so that various aspects and viewpoints in e-learning quality improvement is covered to test the suitability of QM for different users pilots have begun by describing the present state of their e-learning and chosen some activities for improvement pilots have used the contents of QM in various ways to suit their needs and targets in quality improvement

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FVU’s spesific competence areas … FVU 2006 Staff training in educational ICT use

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A networked project by 5 universities A nationwide support service project of the FVU providing training on the use of ICT in education. Helsinki University of Technology, University of Helsinki, University of Jyväskylä, University of Oulu (coordinator) and University of Turku. Financed by the Ministry of Education (2001 – 2006) TieVie project – national staff training programme

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The general aim of the TieVie training programmes is to support the development of online learning and teaching in Finnish universities The training is based on a blended learning approach: a combination of web-based study modules supported by local face-to-face meetings and national seminars Training offered to all university staff in Finland

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August 2005 April 2006 ICT in teaching and learning – participants’ own development project Collaborative working in interest groups and peer groups Local mentoring and support in groups guided by mentors Personal portfolio and literature Organizational change 29.8. - 2.10.2005 Pedagogical change 31.10. - 4.12.2005 Evaluation and quality 23.1. - 24.3.2006 I national seminar Organizational change 25. - 26.8.2005 in Oulu II National seminar Pedagogical change 27. - 28.10.2005 in Helsinki III National seminar Evaluation and Quality 19. - 20.1.2006 in Jyväskylä IV National closing seminar 27. - 28.4.2006 in Turku Orientation 15. - 21.8.2005 Web-based study modules Mega conference I 14.1.2005 Mega conference II 16.2.2006 Structure of the TieVie expert training programme (15 ECTS)

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TieVie Community FVU 2006 Helsinki University of Technology University of Helsinki Helsinki School of Economics Academy of Fine Arts National Defence College Sibelius Academy Swedish School of Economics and Business Administration University of Art and Design Theatre Academy University of Turku The Turku School of Economics and Business Administration Åbo Akademi University Tampere University of Technology University of Tampere University of Jyväskylä University of Vaasa University of Kuopio University of Joensuu Lappeenranta University of Technology University of Oulu Participants in two programmes (8 ECTS + 15 ECTS) 2001 – 2002 (200 + 60 participants) 2002 – 2003 (160 + 80 participants) 2003 – 2004 (120 + 93 participants) 2004 – 2005 (120 + 100 participants) 2005 – 2006 (15 ECTS: 100 participants) Planning group (13 persons) Contact persons in all universities (21 persons) Mentors in universities (29 mentors) Trainers, tutors, lecturers in seminars, material producers University of Lapland

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Topics to be discussed FVU 2006 How and in what context is e-learning quality discussed in universities in your country? How is e-learning quality linked to the overall management of learning and teaching quality in your country? Can you give some examples? Quality management in e-learning Staff training in pedagogical use of ICT Do you have national teacher training programs related to ICT in your country? What do you think are the benefits of nationwide training? Are there any disadvantages?

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FVU’s specific competence areas … FVU 2006 Web-tools for planning and evaluating online education

Web-based tools for supporting learning and teaching : 

Web-based tools for supporting learning and teaching Developed for students and teachers to enhance effective learning in web-based and campus-based environments Developed by FVU partner universities or by thematic networks Shared use for various purposes: - assessment of learning skills, - assessment of group work skills, - assessment of teacher’s ICT skills; - evaluation of usability and accessibility of online learning material - web-course design - tutoring - etc.

FVU’s tools in European context: 

FVU’s tools in European context eLene-TT project www.elene-tt.net Some tools in pilot use in European teacher training workshops to be selected to virtual Teacher Training centre andgt; available to a wider e-teaching community TT centre includes also guidelines and other resources to enhance the pedagogical use of ICT at the European HE education level Co-operation agreement between FVU and VHB (Virtuelle Hochschule Bayern) Exchange of webcourses, modules, and online learning material Exchange of know-how

National web-tools for wider European use: 

National web-tools for wider European use In development phase collaboration with other institutions, countries, networks etc. essential to avoid overlapping Open source tools allow creative further development Dissemination using existing virtual centres/tool boxes – in addition user training needed to introduce new tools Bringing out pedagogical way of use e.g. organising workshops hands-on experience (learning by doing) in small groups inspires and stregthens self-confidence discuss pedagogical viewpoints long enough time to test out tools to include even less experienced users

Challenges when bringing in European dimension: 

Challenges when bringing in European dimension ’European dimension’ ≠ exporting completed national educational entities but collaboration Language and cultural differences Differences in learning styles and pedagogical traditions e.g. individualistic – collaborative competitive – collaborative knowledge creation Differences on management level and operational cultures

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Topics to be discussed FVU 2006 How are university teachers prepared to use web-based tools in your country? Are pedagogical training, support personnel, the services of instructional designers, or other resources offered? Is there collaboration in developing web-based tools among universities in your country? What kind of European collaboration would benefit your institution/country in the development of web-based tools? Web-based tools for supporting learning and teaching

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