University of Eastern Finland - case study

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The University of Eastern Finland (UEF) (in Finnish Itä-Suomen yliopisto) to be launched in 2010 will be an international and multi-disciplinary university with a firm status among the leading universities in Finland. The new university will be formed of the main campuses in Joensuu (formally University of Joensuu) and Kuopio (formally University of Kuopio), and there will also be a campus in Savonlinna. UEF combines the strong areas of research and develops its competence in high quality education. The aim of the development of UEF is to create an operational entity that is efficient from the viewpoint of research, education and societal impact. UEF aims to be one of the leading Finnish multidisciplinary universities and among the best 200 in the world.

In this case study, we will partially focus on the whole of UEF, but our main focus will be on the experiences and plans of how to use e-learning at the School of Computing, Faculty of Science and Forestry at UEF. The School of Computing will be formed on the basis of two existing computer science departments in Kuopio and Joensuu.

Some notes concerning the preliminary case study description:

1. This case is written based on the situation in November 2008. Since the planning of UEF is currently underway, changes are possible and they can take place quickly. Thus, our purpose is to describe the process rather than any static situation.
2. Some descriptions are based on mere plans instead of any reported or documented courses of action.
3. Our aim is to cover the whole of UEF. However, the main focus will be at the School of Computing.
4. Finally, some descriptions are based on the current situation at University of Joensuu (UJ) and they do not reflect the situation at University of Kuopio or in the new university.

Institution

The present

Provide a general description of the institution in its current state, putting the e-learning into context.

The University of Eastern Finland is one of the Ministry of Education spearhead projects in the structural development of Finnish higher education institutions. Preparations for the new university began in February 2007, as a working group led by Professor Reijo Vihko, the former president of Academy of Finland, submitted its proposal on intensifying the cooperation between University of Joensuu and University of Kuopio. The University of Eastern Finland will be launched in January 2010. The new university will be an international and multidisciplinary university with a firm status among the leading universities in Finland. It will be formed of the main campuses in Joensuu and Kuopio, and there will also be a campus in Savonlinna. The core of the University of Eastern Finland is built around its areas of expertise in research and education. The goal is to create an operational entity that is efficient from the viewpoint of research, education and societal impact. The University of Eastern Finland will comprise four faculties: the Faculty of Humanities and Behavioral Sciences, the Faculty of Science and Forestry, the Faculty of Health Sciences, and the Faculty of Social Sciences, Business and Law. (The names of the faculties are subject to possible changes before the new university begins its operations.).

What is the institution's annual budget?

Based on statistics on the universities of Joensuu and Kuopio (2007), the estimated university budget (government funding) will be 120.2 M€. Additionally the university aims at getting additional funding of 73.7 M€ per year from other sources.

How many students does the institution have (a) in total? (b) as full-time equivalents?

Based on statistics on the universities of Joensuu and Kuopio (2007), the estimated number of students in total will be 14,557.

How many staff does the institution have (a) in total? (b) as full-time equivalents?

Based on statistics on the universities of Joensuu and Kuopio (2007), the number of staff will be 2,863 as full-time equivalents.

What is the institution's "business model" - (a) public (b) private (c) consortium (d) national programme? If (c) or (d), list the other partners (or the members) and for each briefly describe its role.

The University of Eastern Finland to be launched in 2010 will have the legal status of an institution under public law. So the university 'remains' as a public university, but the reform of the University Law (Universities Act) enables the universities to increase their funding and property for example through donations, capital income and business operations. The state will continue to be responsible for the core funding of the universities and for the funding and capitalization during the early stage of the university reform. The new Universities Act is intended to enter into force in autumn 2009.

What percentage of the institution's students are based outside the home country?

Most students will be based in Finland. The number of students based outside the home country will be less than 1 %.

Describe the institution's approach to virtual mobility.

The University of Eastern Finland does not yet have any policy or approach to virtual mobility. However, persons working with external funding have a possibility to work outside the campus. At the University of Joensuu, the staff working with internal funding is required to work mostly on campus.

Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects.

The University of Eastern Finland hired a company to design the logo and visual identity of the university. The visual identity of the University of Eastern Finland reflects the brand of the university: role as a center of dynamic research and multidisciplinary education. The visual identity also reflects the possibilities that UEF offers to the students to fully pursue their ambitions. The visual appearance also represents the nature of Eastern Finland. The colors of the logo will also be used in the faculty emblems. The university comprises four faculties: the blue Faculty of Social Sciences, Business and Law, the red Faculty of Humanities and Behavioral Sciences, the green Faculty of Science and Forestry, and the turquoise Faculty of Health Sciences.

The past

Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues.

University of Joensuu

The University of Joensuu was established in 1969. It includes eight faculties and nine non-faculty institutes. The university offers undergraduate and graduate degree in eight different fields:

• education
• humanities
• natural sciences
• social sciences
• economics
• forestry
• theology
• psychology

The university has campuses in Joensuu and Savonlinna. Moreover, there is a field Research Station in Mekrijärvi, Ilomantsi. The main areas of expertise of the University of Joensuu are research and teaching relating to education and human development, forests and the environment, optics, new materials and information technology as well as border studies and Russia. The university has over 8,500 students, 1,100 of whom are on the Savonlinna campus. Every year approximately 1,500 new students are admitted. The staff comprises about 1,400 people, of whom 170 work on the Savonlinna campus. Almost 600 international students annually study at the University of Joensuu. The University of Joensuu offers the following English master degree programs: CBU Master’s Degree Programme in Forestry and Environmental Engineering, the CBU Master’s Degree Programme in History, the CBU Master’s Degree Programme in Information and Communications Technology, the International Master’s Degree Programme in Cultural Diversity, the International Master’s Degree Programme in Human Geography, the International Master’s Degree Programme in Information Technology, IMPIT, and the International Master’s Degree Programme in Media Computing and Optical Technology.

University of Kuopio

The university's Foundation Act was passed in 1966, and teaching started in 1972. Today the University of Kuopio has 6,135 students of which 968 are postgraduate students. Annually 1,000 new students start their studies. The University of Kuopio offers more than 140 learning pathways. The university is the third largest employer in Kuopio after the City of Kuopio and Kuopio University Hospital. The number of staff is 1,762 of which 109 are professors. The University of Kuopio contains five faculties:

• Business and Information Technology,
• Medicine,
• Natural and Environmental Sciences,
• Pharmacy, and
• Social Sciences.

The A. I. Virtanen Institute for Molecular Sciences can be considered equal to the faculties. Altogether, there are 60 teaching and research institutions within the faculties. This number includes 14 clinics operating within Kuopio University Hospital.

University of Eastern Finland

Schedule for the University of Eastern Finland start-up project is as follows:

2007

Spring

• the University Senates of the universities of Joensuu and Kuopio decided to join the forces of the two universities and to establish the University of Eastern Finland on January 1st, 2010;
• the Rectors signed the agreement on the principles and procedures to be followed in the preparation and establishment of the University of Eastern Finland;
• the University Senates approved the project plan;
• the Management Group began its operations and appoints an operative management for the project;
• working groups for research, education and support services were appointed;
• discipline-specific work was launched in the fields of science and social sciences.

Autumn

• the preparation of the strategy of the University of Eastern Finland began;
• the preparation of strategies for research, education and personnel began;
• the preparation of a quality management system for the University of Eastern Finland began;
• preparation of the structural funds strategy, signing of the spearhead project agreement on August 28th, 2007;
• planning of the overall information architecture;
• making an operations model for pedagogical and technical support for teaching;
• development of language centers and libraries;
• an online inquiry on the University of Eastern Finland for personnel and students in November, 2007.

2008

Spring

• the organizational structure of the University of Eastern Finland was completed;
• the structure of the joint central administration was completed.

Autumn

• the strategy of the University of Eastern Finland is completed;
• the strategic funding plan is completed;
• the universities’ joint operating and financial plan is prepared on the basis of the strategy;
• the strategies for research, teaching and internationalization are completed;
• the plan of the overall information architecture is completed.

2009

Spring

• joint student admissions in the field of Economics and Business Administration and Social Sciences;
• other strategies are completed;
• the university regulations are completed;

Autumn

• the personnel development program is completed;
• the funding model is completed.

2010

• the University of Eastern Finland begins its operations on January 1st, 2010;
• the quality management system is audited in autumn 2010.

External environment

What is the institution's funding from government as a percentage of annual income?

The expected funding from the government is roughly 62 % of annual income.

Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country.

It is the same as for other institutions in the country.

Describe the legal status of the institution.

The University of Eastern Finland to be launched in 2010 will have the legal status of an institution under public law. So the university ‘remains’ as a public university, but the reform of the University Law (Universities Act) enables the universities to increase their funding and property for example through donations, capital income and business operations. The state will continue to be responsible for the core funding of the universities and for the funding and capitalization during the early stage of the university reform. The new Universities Act is intended to enter into force in autumn 2009.

List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.)

Instruction is given both in Finnish and in English. The amount of English teaching varies a lot between faculties, departments and even study subjects. At the University of Joensuu, roughly 7 per cent of students are foreigners. The university aims at hosting about 420 international degree students, i.e. about 350 Master’s level students and about 70 Doctoral candidates, annually. The University of Joensuu also aims at recruiting at least 10 per cent of students from abroad to the national Graduate (Doctoral) Schools offered by the University of Joensuu in a variety of academic fields. The amount of English instruction is increasing. A rough estimate indicates that around 10 per cent of the UEF students will be studying in English.

Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning.

In the new university, there will three campuses hundreds of kilometers apart from each other with fairly low number of students and teachers at each site. Additionally, the number of Russian students and co-operation with Russian Universities can be seen as a unique cultural aspect of University of Joensuu.

Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning.

It is the same as other institutions in the country.

Describe the approach to credit transfer with other similar institutions.

University of Joensuu

University of Joensuu has been developing joint and double Master’s and Doctor’s degree programs in its areas of strength with other European universities, e.g. with the member institutions of Finnish-Russian Cross-Border University, CBU, the European University Foundation/Campus Europae network and the SILVA Network.

List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any).

University of Joensuu

The University of Joensuu coordinates the Finnish-Russian Cross-Border University, CBU, and holds the Presidency of the SILVA Network, a Consortium of 46 European universities offering Master’s and Doctor’s degree programs in Forestry. The University of Joensuu is a member of the European University Foundation/Campus Europae network coordinated from Luxemburg. The university is also a member of he Nordic Centre at Fudan University in Shanghai, China, and of the Nordic Centre in India, NCI, in New Delhi. In 2003, the University of Joensuu was designated a Partner University of the United Nations Environment Program, UNEP. The University of Joensuu is also actively involved in the development of the Finnish Virtual University.

List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning.

University of Joensuu

The University of Joensuu has well-established links with numerous universities in Europe, North America and Africa. The university's special objective is to expand and deepen its partnerships and cooperation with institutions of higher education in Asia, especially in China, Japan, in other East and Southeast Asian countries, and in India. Cooperation with universities in sub-Saharan Africa, especially in Namibia and South Africa, and in Morocco, will continue to evolve. Efforts will also be made to establish cooperation with universities in Australia and New Zealand, and in Latin American countries.

The School of Computing co-operates with the following institutions in the area of e-learning: Meraka Institute, South Africa; Tumaini University, Tanzania; University of Warwick, UK; Stockholm University/KTH, Sweden; Royal Holloway, University of London, UK; Kampala University, Uganda; University of Twente, The Netherlands; Athabasca University, Canada; Weizmann Institute of Science, Israel; University of the North West, South Africa and United Nations Institute for Research and Training (UNITAR).

Information about the University of Kuopio will be available later.

Strategy

(Do not include annual plans.)

Describe or provide a document describing the current institutional strategy.

The vision, mission and goals of the University of Eastern Finland are proposed in Professor Reijo Vihko’s working group report (available only in Finnish).

Vision 2010

The University of Eastern Finland is an international and multi-disciplinary university with a firm status among the leading universities in Finland. The universities of Joensuu and Kuopio have joined their strengths in the respective areas of expertise and develop that expertise further in high-quality teaching and internationally recognized research, thus forming an important part of the Finnish innovation system. Finland in general and eastern Finland in particular benefit from the contributions to mental, economic and social prosperity in an international operating environment. The University of Eastern Finland respects the principles of sustainable development in all its operations and fosters social and cultural capital.

Mission

The University of Eastern Finland incorporates the universities of the region and emphasizes their operations in education and research. The university’s Centers of Excellence and competitive degree programs create an internationally visible profile in education and research, thus enhancing the appeal of the University of Eastern Finland. The competitive edge achieved through joining forces promotes the national and regional innovation system.

Goals

The University of Eastern Finland aims to:

• establish an internationally competitive and multi-disciplinary university complex in eastern Finland to meet the global challenges of the future while facing a changing operating environment
• be one of the leading multi-disciplinary university complexes in Finland and among the top 200 in the world;
• be an integral part of the Finnish innovation system;
• utilize the strengths of both universities in education and research;
• implement its Centre of Excellence policy successfully and build an internationally competitive research infrastructure;
• intensify cooperation in education and clarify the division of tasks;
• be a significant expert on Russia with a recognized national and European status; and
• be an expert on lifelong learning.

The University of Joensuu Strategy 2003 - 2009 (available only in Finnish) and the University of Kuopio Strategy 2007 - 2015 define the vision, mission and goals of the still existing universities.

Describe or provide a document describing the current learning and teaching strategy.

Vision: The UEF graduates have good knowledge and skills for working life. They have interests and skills for lifelong learning and self-development. The graduates of UEF are also committed to critical, international and ethical thinking. UEF is nationally and internationally known for high-level, research based, teaching, innovative teaching methods, motivated and pedagogically skillful researcher-teachers and clear profile. Tutoring practices integrated to the studying and learning processes of students already from the early stages have an important role in the teaching processes. UEF is an attractive place for study for both national and international students, and students’ well-being and progress of studies are also supported. UEF offers broad and flexible joint study possibilities in both main campuses. In international co-operation, the main focus will be east, especially Russia.

The main focus areas of the learning and teaching strategy are as follows:

1. High-level teaching is based on scientific research and pedagogical know-how of the teachers.
2. UEF has quality services to support teaching and tutoring processes.
3. UEF has an extensive national and international co-operation network.
4. The specific focus areas in teaching and learning are training of employable graduates, lifelong learning, students’ abilities for research and post-graduate studies.
5. Students’ well-being and progress of studies are looked after in a comprehensive way.
6. Sustainable development and societal responsibilities are part of all teaching.

The student is seen as an active partner in the teaching processes. The teaching is based on interactive teaching methods and possibilities for individual learning paths. Study programs, curriculums and individual courses will be improved via formative evaluation methods. The maintenance and development of teaching and learning infrastructures (library and learning environments) supports the efficient progress of studies.

The teaching and learning strategy of UEF will be publicly announced during year 2009.

Describe or provide a document describing the current e-learning strategy

Currently, there is no e-learning strategy. However, the official e-learning strategy of UEF will be announced later in 2009.

Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice.

More information will be available later.

Structure

Describe the institutional structure, preferably supplying an organogram.

The University of Eastern Finland will have the legal status of an institution under public law. This matter was discussed by the University Senates in Joensuu and Kuopio in August 2008. The amendment to the Universities Act currently under preparation involves a change in the legal status of the universities. The universities currently operating as state accounting offices will become either institutions under public law or foundations under private law. The decision taken by the University Senates of the universities of Joensuu and Kuopio is a response to an inquiry by the Ministry of Education into the universities’ willingness to operate as foundations under private law.

(At this point, the state has committed to the capitalization of Aalto University, which is a foundation university, but the model is possible for the other universities as well. The reform enables the universities to increase their funding and property for example through donations, capital income and business operations. The state will continue to be responsible for the core funding of the universities and for the funding and capitalization during the early stage of the university reform. The amendment to the Universities Act is currently in circulation for comment at the universities. The law reform will be discussed in Parliament in spring 2009 and the new Universities Act is intended to enter into force in autumn 2009.)

The University of Eastern Finland will comprise four faculties: the Faculty of Humanities and Behavioral Sciences, the Faculty of Science and Forestry, the Faculty of Health Sciences, and the Faculty of Social Sciences, Business and Law. The names of the faculties are subject to possible changes before the new university begins its operations.) The service centers carrying out the same tasks will, as a rule, be merged into one unit at the service of all the faculties. It is intended that the role of faculties will be strengthened significantly and resources and decision-making from the current central administration and departments moved to the faculty level. The central administration of the University of Eastern Finland will be composed of an administration and finance unit, and of a development unit, which will be located in Joensuu and Kuopio in a balanced manner.

Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure.

Preliminary plans for the e-learning center (named Learning Center) of UEF have been processed by the working group for learning and e-learning support.

More information about the organization, role and work responsibilities of the Learning Center will be available later.

Learning and Teaching processes: Focus on School of Computing

This has a focus on learning and teaching with other aspects viewed from this perspective.

In this part of the case study, we will not present the whole of UEF, but the focus is on the plans of the School of Computing at UEF.

Learning and teaching design and delivery

Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning.

In the existing School of Computing, there are two e-learning programs. In the ViSCoS study program, it is possible to study basic and intermediate studies of Computer Science. In the IMPDET online doctoral study program, students study towards a doctoral degree in computer science or education with a specific focus on the areas of ICT4D and Educational technology. Additionally, educational technology master degree studies can be studied online.

In the future School of Computing, a blended approach is applied. The aim is that at least bachelor level studies are available for students inside and outside the campus. It should be possible to study the bachelor level computer science studies regardless of students’ physical location. The blended approach offers also campus based students flexible ways to study. In the School of Computing, the same course will not be given simultaneously in both campuses using a contact teaching approach. Teacher will be based mainly on one campus, but the course assistants and students work in both campuses. Teachers can choose freely the pedagogical approach they want to apply in their courses. The objective is to rationalize the teaching duties of staff, so that they have more time for research.

The main learning platform currently used in the e-learning programs of the School of Computing is Moodle. In individual courses, other platforms, such as wikis and blogs are also used. At the University of Joensuu, the Educational Research Group has also been developing various tools/solutions to support e-learning, such as Jeliot environment for visualizing programming code (Moreno, 2007; Myller 2007), Woven Stories for collaborative writing of stories (Myller & Nuutinen, 2006) and applications for essay grading and assessment. Educational robotics has also been applied, for instance, in learning basics of programming (Jormanainen & Harfield, 2008).

More information about the role of e-learning in the new School of Computing will be available later.

Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier.

According to the laws regulating Finnish higher education, teachers are able to individually choose the teaching approaches (including technologies) they want to apply.

Learning and teaching development

This includes materials and IPR.

How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful)?

University of Joensuu; 2. E-learning content developed at the University of Joensuu has been mainly developed by the staff. In some study programs, like in IMPDET, additional funding has been available to hire external experts to create the content.

When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail.

More information will be available later.

The basic principle at University of Joensuu is that there can be several different types of contracts between the content developers and institution depending on the role of content developer, type of content and individual preferences. Both University of Joensuu and University of Kuopio have its own policies for licensing and IPR.

When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful).

University of Joensuu; 1. Only a few examples exist where the e-learning content has been sourced from other departments within the institution.

What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment.

The role of student-generated content varies a lot depending on the study programs and teachers.

Learning and teaching evaluation and quality

Describe the quality procedures (a) in general terms and (b) with respect to e-learning.

In the School of Computing (Joensuu) the following quality procedures, both in the cases of (a) and (b), are applied:

1. Students are able to give feedback on all courses.
2. Individual teachers formatively evaluate their courses.
3. In years 2007-2008, specific attention has been given to the improvement of first year courses. The used methods include: interviews with students and staff concerning the problem areas, extensive collection of data to identify the most problematic areas (including teaching methods) and outside evaluation.

Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components.

In the first years of the development of ViSCoS studies during years 2000 – 2005, both individual courses and the whole study program were evaluated extensively (e.g. Suhonen, 2005; Torvinen 2004; Suhonen & Sutinen, 2007). The main aim of the evaluation was to find out the reasons for drop-outs. Also in other programs, evaluation has played an important role with the specific focus on formative evaluation. The objective has been to use the data collected from the courses to improve teaching practices and learning materials. In the development of e-learning at School of Computing, formative evaluation schemes have an important role.

More information will be available later.

Meta Learning and Teaching processes

Communications

Describe how the institution communicates its good practice in e-learning to organisations outside.

In the School of Computing, the good practices in e-learning have mainly been communicated by publishing them in scientific forums, especially in conferences with specific focus on Computer Science Education and Educational Technology. The Educational Research Group at the University of Joensuu conducts research on e-learning, which means that the development of e-learning and research efforts are tightly integrated.

Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation.

Good practices are communicated mainly via participation to national and international conferences and via journal publications in the area of educational technology.

Value for money

Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled.

The typical decision making procedure at the Department of Computer Science and Statistics at University of Joensuu is as follows:

1. The Faculty Board accepts the curriculum for all teaching carried out at the department.
2. Professors are responsible for the academic programs and curriculum planning.
3. Senior Assistants / Assistants are responsible for the practical arrangements and co-ordination of academic programs.
4. Teachers are responsible for the arrangement of individual courses.

The Faculty Board decides on the big picture. Professors in collaboration with Senior Assistants / Assistants independently decide on the practical implementation and management of academic programs. Teachers can also individually make decisions on the practical organization of individual courses. In all levels, the persons in charge can make their own decisions up to a certain level.

Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning.

More information will be available later.

Staff

Teachers, lecturers, trainers and equivalent support roles

Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally.

In the future School of Computing, information regarding the technical and pedagogical development of courses will be distributed, for instance, via regular seminars. Individual staff members are encouraged to educate themselves, but the department does not provide any specific training or instructions. At the moment, the development of technical and pedagogical skills lies in the hands of individual staff members and their own activity.

Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment.

The current level of staff competence in e-learning: 3. At the School of Computing, some staff members are very competent in e-learning. On the other hand, some are very reluctant, partly because of lack of skills.

The expected level: 4. In the new university, the use of e-learning is crucial. All staff members need to be prepared, at least in some level, to use e-learning in their courses. The School of Computing also aims at lowering the obstacles for using e-learning. For instance, specific equipment will be created to support broadcasting of courses between campuses.

Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.

Currently at the School of Computing, the attitude level is 3. Some of the staff members are not ready to adopt e-learning in their teaching.

Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms.

No specific reward mechanism exists for e-learning. In the School of Computing, the development of e-learning is part of the research areas. So some staff members are able to combine the use and development of e-learning into their research activities.

Management and leadership

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.

Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).

More information will be available later.

Students

Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment.

The level of competence in most cases is 1 or 2. The students don’t have prior experiences on e-learning. Since many of the students are not exposed to e-learning during their studies, their level during the graduation will be the same. Those students who are exposed to e-learning usually reach levels 3-4. In the new School of Computing unit, it is expected that the level of student competence on graduate will be higher and more students will be exposed to e-learning during their studies.

Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.

In most of the cases students are favorable to e-learning, but there are also cases when students are reluctant to study online. Rating: 3.

Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling).

In the beginning of e-learning courses, there are lot of confusion and misunderstanding concerning the demand of e-learning. When the students become familiar with the processes of e-learning, their understanding of e-learning requirements increase.

Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies.

The plagiarism is handled mainly manually. Individual teachers might have their own strategies on automatically detecting plagiarism. In future, it is expected that automatic plagiarism detection systems will become a regular part of online courses.

Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment.

More information will be available later.

Technology

For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate.

VLE and/or content repository

Rating: 5. Almost, all e-learning courses in the School of Computing are available via Moodle platform.

email or bulletin boards

Rating: 5.

automated assessment

Rating: 2. At the moment, automated assessment is not very much used, but in the future (semi-) automatic assessment tools will be applied to assess essays and programming assignments.

Web 2.0 tools especially blogs, wikis and social networks oriented to the institution

Rating: 3. The use of web 2.0 tools is becoming more and more popular.

e-portfolios

Rating: 1.

laptops - and comment on student ownership issues

Rating: 2. Only a few students use their own laptops during courses.

audio or video podcasting or streaming - and comment on student ownership issues

Rating: 1. Practically, not used at all.

mobile devices (not laptops) - and comment on student ownership issues

Rating: 1. Rarely used in courses.

Provide a description of any other technologies with significant use in the institution.

At the School of Computing, robotics and tangible technologies are used in the courses.

Futures

Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents).

In UEF, the role of e-learning should be crucial in order to rationalize teaching practices in those departments where academic programs are co-organized in two campuses. Since some of the academic programs will be run simultaneously in two campuses, online learning and broadcasting of lectures and other teaching scenarios should become a standard way of offering courses. At the same time, this enables the university to offer it course to distance learners outside the campus. None of the Finnish universities has really profiled itself to distance learning, so this would provide certain advantage.

Describe any changes further downstream that the institution is now considering or concerned about.

The formation of new School of Computing (should be operational already 2010) is the main change in the near future.

Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc).

The institutional level, there is not much room for advanced development of e-learning. At the School of Computing, there are resources (e.g. servers and equipment) and support (IT support staff) for advanced development of e-learning. However, the developments made in the department rarely expand to the whole university level. In a general level, at least in University of Joensuu, there is not much support for innovative development of e-learning, the focus has been more to support the adaptation of technologies developed outside the university.

Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions).

More information will be available later.

References and reports

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