Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute, Seinäjoki, Finland

Koko: px
Aloita esitys sivulta:

Download "Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute, Seinäjoki, Finland"

Transkriptio

1 E learning provision and demand in rural areas possibilities and obstacles National report, Finland Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute, Seinäjoki, Finland

2 E-learning provision and demand in rural areas possibilities and obstacles National report, Finland Matilainen, Anne, Kattelus, Pia and Keskinarkaus, Susanna University of Helsinki, Ruralia Institute Content 1. INTRODUCTION E LEARNING PROVIDERS SURVEY OF E LEARNING PROVIDERS SURVEY DESIGN Sample Conduct of the survey Questionnaire RESULTS Statistical analysis Presentation and discussion of findings: frequency analyses Presentation and discussion of findings: cross tabulation analysis CONCLUSIONS E LEARNERS AND CONTROL GROUP SURVEY OF E LEARNERS AND CONTROL GROUP SURVEY DESIGN Sample Conduct of Survey

3 Questionnaires RESULTS Presentation and discussion of he findings: frequency analyses Presentation and discussion of findings: cross tabulation analysis CONCLUSIONS OVERALL CONCLUSIONS REFERENCES Annexes Annex 1. The Finnish training providers questionnaire Annex 2. The Finnish e learner questionnaire Annex 3. The Finnish control group questionnaire

4 1. INTRODUCTION This report is produced as part of the E ruralnet project, which is a European network project partfunded by the European Commission in the context of the Lifelong Learning Programme, Transversal projects ICT. It addresses e learning as a means for enhancing lifelong learning opportunities in rural areas, with an emphasis on SMEs, micro enterprises, self employed and persons seeking employment. In Finland, education is considered a basic right and is offered free of charge to all people living in Finland. In addition, citizens have the obligation as well to obtain the knowledge level equivalent to 9 years of schooling. Authorities are also required to provide education opportunities beyond the basic education and keep the charges reasonable. Since Finland has two official languages (Finnish and Swedish), education is provided in both languages equally. The ministry states a high level of education as the goal of the education policy. More than nine out of ten continue to upper secondary school or vocational training after completing basic education. Figure 1. The structure of the education system in Finland 1 1 read

5 Adult education is one of the key concerns of the Finnish education policy due to the aging population and the contemporary needs of the labor market. Adult education in Finland is mainly free of charge for the student and mostly government subsidized to the provider. 1,7 million people participate in adult training yearly (half of the working age population) 2. About 800 institutions provide adult training in Finland. Adult education, in addition to the official education system, is offered in adult education centres, folk high schools and summer universities (these don t lead to a qualification). Adult education is also provided by employer demand. Labor market training in turn is targeted at the unemployed. The ministry states lifelong learning as the objective of adult education. Adult education in Finland, as a whole, can be subcategorized into general adult education (upper secondary schools, Folk high schools, adult education centres, music institutions, summer universities) and vocational training (vocational training institutions, continuing education centres of universities, polytechnics). E learning in this project has been defined to include all use of electronic equipment in learning. Since the use of PC s and the internet is wide spread in Finland, there are hardly any users with no experience of some form of e learning. The Finnish definitions of e learning mostly speak of a set of learning elements delivered electronically. Therefore the general Finnish understanding of e learning might somewhat differ from the definition adopted in the project which in turn is based on the needs of also those countries with a less developed ICT infrastructure. In the provider interviews it became evident that the providers understood e learning to refer to whole courses rather than electronic tools. This might explain the level of responses. According to the national plan for ICT implementation in education (Kansallinen tieto ja viestintätekniikan opetuskäytön suunnitelma 3 ), Finland has recently fallen behind in the international ICT development evaluations. In exploiting e learning tools in education, Finland is among the European average. Many e learning opportunities remain underutilized. There also seems to be recognized regional differences between e learning development, and although some individuals use e learning possibilities in innovative ways, many schools in general are lagging behind. The plan lists the main challenges for e learning: insufficient technical infrastructure, the differences in technical capabilities between schools, not making use of appropriate pedagogical models, the quality/accessibility/distribution of material, institutional cultures, change management in schools, cooperation between schools and businesses, and finally, updating the teacher training program. This report aims to provide state of the art information on the current provision of e learning, the tools and innovative methods used and existing obstacles the learners meet in e learning in Finland. Similar kind of study has been done as part of e Ruralnet project in 11 participating countries. The aim is also identify caps between the current e learning provision and demand and provide useful information to both e learning providers and administrators to support the decision making. The report consists of two main parts. At first the results of the e learning providers survey are presented. In the second part the results of the e learners, i.e. people who have participated to e learning are described together with the opinions of the control group representing people who have not participated to e learning. At the end the conclusions summarizing all survey results are presented. 2 Finnish National Board of Education,

6 2. E-LEARNING PROVIDERS 2.1. SURVEY OF E-LEARNING PROVIDERS The Finnish report of e learning providers aims to portray the status of the Finnish e learning market by taking a look at the suppliers of the electronic courses. An identical survey has been conducted in all 11 participating countries in order to be able to compare the saturation of the market in different contexts. 2.2 SURVEY DESIGN Sample A short preliminary survey was sent out in December, 2009 to identify the correct target group. It is difficult to find specified data of Finnish e learning providers and therefore the preliminary survey targeted to all adult education institutions with an aim to identify those with e learning courses. The actual e learning providers survey was sent to all those training providers who had in the preliminary survey stated that they offer e learning and are willing to respond. The invitation to join the survey was open and respondents were asked to circulate the e mail in order to identify more potential respondents Conduct of the survey The jointly developed transnational questionnaire was translated from English into Finnish and posted online. The survey invitation was then sent out by e mail in January, 2010 to 374 people in organizations offering adult education and identified as e learning providers. Data collection was closed in December, A total of 77 respondents replied to the survey but only 42 of them completed the entire survey. Based on the amount of responses a total of 42 of the results could be considered as completed and were thus taken into further analysis. The criteria for the completed surveys were created by the University of Rostock, responsible on designing the data analyzing in the project. All providers surveys were filled in online by the respondents Questionnaire The survey was designed to present a picture of e learning supply in each country: available products, innovative elements, funding structure, various methods and major challenges with a focus on rural SME s. The Finnish questionnaire can be found from annex RESULTS Statistical analysis The e learning providers data was analysed jointly in the project by the University of Rostock. In the analysis the frequencies were used as descriptive statistics. In addition the dependence of responses for selected questions were tested by using χ 2 test. Frequencies of responses were calculated for each question and distribution of these (valid percent) served as the data for the charts drawn in this report. Cross tabulations were made concerning certain questions. These results provide a general overview of the status quo of e learning in Finland and cannot be seen as a comprehensive description of all Finnish e learning providers. Due to small amount of data, the preconditions for χ 2 test were not met in the analysis. However, some selected results have 6

7 been nevertheless presented in order to provide indications and illustrate the opinions of different respondent sub groups. It must be noted though that these results are not statistically significant Presentation and discussion of findings: frequency analyses The presentation of this section is structured in jointly agreed 8 subsections covering the following survey themes: i. Provider institutional profile: type, size, training activity ii. iii. iv. Provider e learning specialization and market presence Provider market: rural orientation, client priorities, sources of funding Subjects offered and qualifications v. E learning provision: delivery mode, student participation, ICT requirements vi. vii. viii. E learning delivery methods, tools, pedagogies Problems and requirements for success Provider perceptions of innovativeness i. Provider institutional profile: type, size, training activity Figure 2. The type of the e learning providers organizations (n= 41) A slight majority, of the responding organizations were private although the numbers were quite even. 13 respondents mentioned their organisation being both private and public. Either there has been a misunderstanding in answering in questions or the organisations have different departments of which some are publicly funded and some use private funds. In general most of the Finnish 7

8 training organisations are publicly funded either by the state or by the federations of municipalities and other regional actors. Figure 3. The type of public organisations (n= 26) Of the public organizations that responded to the survey, most operated on a regional level, which reflects very well the Finnish situation in general. Figure 4. The type of private organisations (n=28) Private organizations were primarily NGO s and foundations (57 %). 8

9 Figure 5. The responses in percentages to the question Are you an independent education/training organisation or do you operate under a higher level institution? (n=41) A clear majority of the organizations were independent, which is very typical for vocational and adult education organisations in Finland. The size and training activity, including e learning activity, of providers was measured in this survey on the basis of the number of teachers employed, the number of teachers involved in e learning, students participating in e learning courses during the last 12 months, and number of e learning packages currently offered. Figure 6. The amount of employed teachers and trainers in the respondents organisations (n=41). Over half (51 %) of the respondents employed over 100 teachers. 9

10 Figure 7. The amount of teachers involved to e learning (n=39) Even though most of the organizations had over 100 teachers, almost half (44 %) said that less than 10 teachers are involved in e learning. 13 % of organizations had over 100 teachers involved in e learning. Figure 8. The amount of students instructed through e learning courses during the last 12 months (n=37) Almost half of the respondents said that their organisation had instructed between 11 and 100 e learning students a year. Almost a quarter had 101 to 500 students. 10

11 Figure 9. The percentage of female students in e courses (n=35) According to the respondents, female students are the majority in e learning courses. 34 % said that less than half of their students were female. It is very typical that the women are majority in adult education participants in Finland. Since this survey was mostly targeted to adult education organisations, the result as such is not very surprising. Figure 10. The amount of e learning packages the organisation offers at the present (n=38) 63 % of the respondents stated that they currently offer 1 to 10 e learning packages and 24 % said that they offer 11 to 50 courses. 11

12 ii. Provider e learning specialization and market presence As the indicators on the providers specialization in e learning was considered in this survey the proportion of provider teachers involved in e learning, the proportion of their training activity delivered with e learning, and the way e learning content was developed. Figure 11. The history of e learning provision in the respondent organisations (n=42). The organizations that responded mostly had long standing experience with e learning. Almost 93 % of the organizations had offered e learning for over a year and almost a half (45 %) over 5 years. Figure 12. The process of developing the e learning content in respondent organisations (n=38). 12

13 E learning is widely developed in house or in cooperation with an expert but rarely through pure subcontracting. Figure 13. The share of the e learning of the total training output (n=39). Almost 70 % of the respondents stated that less than a fifth of their training output is in the form of e learning courses. This figure indicates that the respondent have had solely e learning courses in mind while answering, since e learning methods are likely be used in bigger proportion of courses. iii. Provider market: rural orientation, client priorities, sources of funding Figure 14. The responses in percentages to the question Do you offer any special e learning packages for rural areas? (n=42) 13

14 Most (55 %) of the respondents stated that they do not offer any special e learning packages for rural areas. This is not surprising, since only very few of the Finnish education organisations focus solely either to rural or urban areas. Typically they offer education packages to both areas. The target group of e learning was studied by the type of the group (fig. 15) and by the type of the company (fig. 16) Figure 15. The main target groups for the e learning courses (n=42). Employees were the top priority to half of the respondents. The self employed and students were the next most important target groups. The least important groups were unemployed and selfemployed. 14

15 Figure 16. The main target groups for the e learning courses within companies and public sector (n=42). The providers mostly targeted the e learning courses to public sector organizations although micro and small companies were important target groups as well. A bit surprisingly the large companies were the least important target groups. Figure 17. The funding of the e learning courses (n=40). The e learning courses of the respondents are primarily privately (67,5 %) funded. Half receive a full subsidy. When analysing the results of this question, it must be noticed that the respondents had an opportunity to choose more than one alternative. 15

16 Figure 18. The reasons to start to provide e learning (n=39). Demand from individuals (79,5 %) was the primary reason for starting e learning according to training providers. As Other several various things like desire to develop the training provision and education methods, ability to reach larger customer groups and changes in the processes of cooperation partners were mentioned. When analysing the results of this question, it must be noticed that the respondents had an opportunity to choose more than one alternative. iv. Subjects offered and qualifications Figure 19. The subjects included to the e learning courses (n=41). 16

17 Most organizations offered business and management as e learning topics. ICT was also offered by nearly half (49 %) of the respondents. Technical subjects of the primary sector were quite naturally not often included to e learning courses. Also tourism was rarely included to the e learning courses. When analysing the results of this question, it must be kept in mind, however, that the general training provision of the respondent organisations can influence strongly to the chosen subjects. If the organisation does not provide tourism studies in general, it most likely will not provide them either in e courses. Figure 20. The qualifications available for trainees on completion of e learning courses (n=37). Most (76 %) organizations give a certificate of e learning participation but some (40 %) also offer a recognized national certification. When analysing the results of this question, it must be noticed that the respondents had an opportunity to choose more than one alternative. v. E learning provision: delivery mode, student participation, ICT requirements Figure 21. The types of offered e learning courses (n=39) 17

18 Blended learning was offered by most of the providers. Almost 95% of the respondents chose blended learning as the e learning type offered. When analysing the results of this question, it must be noticed that the respondents had an opportunity to choose more than one alternative. Figure 22. The participation requirements for the e learning courses (n=35). Trainees were primarily expected to participate with temporary internet access. Continuous online connection was not typically required. This indicates that the respondents have understood the Mostly offline... alternative as method, when e.g. during the common sessions the students need online connection, but not all the time during the course. The courses are typically planned so, that the students can download the material to their own computers, work with it and upload the tasks e.g. back to the learning platform. Online participation is only needed during pre agreed sessions. vi. E learning delivery methods, tools, pedagogies Figure 23. The delivery methods used in e learning courses (n=41). 18

19 All providers used an e learning platform for course delivery. Internet links were also popular delivery methods and 42 % utilized these. When analysing the results of this question, it must be noticed that the respondents had an opportunity to choose more than one alternative. Figure 24. The tools used in e learning courses (n=40). Most organizations used e mails (93 %) and discussion groups (88 %) as e learning tools. Video conferencing (53 %) and chat rooms (48 %) were also very popular. Podcasts, wikis and Blogs on the other hand were the least used of the given alternatives. Figure 25. The pedagogical methods used in e learning courses (n=40). 19

20 All organizations said that they use web links in their courses. Other popular content were texts (98 %) and Power point presentations (93 %). Audio books were the least used contents. vii. Problems and requirements for success The providers were also asked about the main problems associated with e learning especially in rural areas. They were also asked about their expectations from students, and the factors necessary for successful delivery of e learning. Figure 26. According to learning providers, the main problems associated with e learning especially in rural areas (n=37). When the organizations were asked to name three of their top concerns, IT illiteracy, infrastructure and lack of support staff rose as the main areas of concern for rural e learning among the given alternatives. As Other lack of time, the need for social relationships in adult education and attitudes towards e learning were mentioned. 20

21 Figure 27. According to the training providers, the most important prerequisites for the learners to complete the e learning course successfully. Willingness to learn was chosen as a very important attribute for an e learning student (80 %). Of the more concrete opinions time availability, self discipline and perseverance were also seen as important. According to the training providers, the critical thinking, on the other hand was seen the least important of the given alternatives. Figure 28. According to the training providers, the most important factors in delivering successfully an e learning course. Training of staff was considered as the most crucial thing for e learning success. 75 % saw this as a very important thing. 21

22 viii. Provider perceptions of innovativeness The providers were also asked to estimate the innovativeness of their e learning provision. Most (88 %) of the organization offer innovative e learning according to their own opinion (Fig 29). Figure 29. The estimation of the respondents of the innovativeness of their e learning courses (n=32). The key innovative element listed was working with other students and combining individual work with discussions and knowledge change. In general it can be said that there were not seen much innovative in the technical systems themselves, rather the innovation was seen in more softer approaches to e learning like in ways to interact with tutors and other learners. When analysing the results of this question, it must be noticed that the respondents had an opportunity to choose more than one alternative (Fig 30). 22

23 Figure 30. The innovative elements of the e learning provision according to the training providers. In the open ended question about new ways to addressing the needs of potential users, the providers stated that since the number of adult students has risen in recent years, there is also a need to support adults with learning problems and one organization mentioned that they are especially looking into supporting adult students with Asperger, ADHD and dyslexia. One organization mentioned that they are focusing on individualizing their education. Tutoring / student support and gathering feedback were also mentioned as a way to address the needs of students. It was specifically mentioned in the open ended questions also that the respondents found defining innovativeness difficult. They said that it is difficult to see tutoring as innovative if they have always had it. One organization said that they see individual tutoring as innovative. Others mentioned that it is very difficult to estimate the amount of e learning since it is a common tool among other tools. Several organizations said that in some instances all teachers use e learning tools even when they do not implement whole e learning courses Presentation and discussion of findings: cross-tabulation analysis The e ruralnet partnership agreed jointly on which issues will be further studied under the statistical analysis. The aim was to have comparable information from each country. Unfortunately due to the small amount of data none of the χ2 analysis concerning Finland were valid, i.e. the data did not meet the χ2 test assumptions. The following selected figures base on simple tables presenting the distribution of the responses among the different respondent sub groups. In additions summary tables are added to each sub chapter presenting additional similarities/differencies. The differences 23

24 are, however, not statistically significant, but merely provide indication of the tendencies. The following four variables were considered as representing core dimensions of e learning providers: Provider size, measured by the number of teachers employed by the provider Provider specialization in e learning, measured as the proportion of their training activity delivered with e learning Provider history in the e learning measured by the number of years the provider has been offering e learning courses Provider rural orientation, measured in terms of their offering e learning packages specially for rural areas These four variables were chosen jointly for country reports in all e ruralnet partner countries. i. Providers size In general, in the Finnish data the provider s size according to the classification of the original question was not very informative variable. Half of the providers who responded to the survey employed over 100 teachers, however, in order to enable the transnational comparisons, the number of 50 teachers was used as a cut off point in grouping the providers to large and small training providers. This provided also reasonably similar size of groups. Figure 31. The history in e learning markets of different size of training providers. The bigger organisations seemed to be a bit longer in the e learning markets than the smaller. This as such is not very surprising result, since the bigger organisations typically have more resources to develop new products and service types. Neither it is not surprising that the bigger training providers had more e learning students (Figure 32). There were also statistical difference (p=0,015, Fisher exact test, two sided) when compared the size of the training provider and the amount of e learning packages they offered. The larger training providers had more e learning courses available. 24

25 Figure 32. The amount of e learning students in the training provider organisations. Figure 33. The development of the e learning course contents in different size training providers. The results give some indication that the bigger training providers use more experts outside of their organisation in developing the content of the e learning courses. The smaller training providers stated slightly more that they offer special e learning packages for rural areas. This is probably due to the fact that the smaller organisations responded to the survey are located to rural areas, when the larger training providers are located in cities, the difference was not statistically significant though. 25

26 Figure 34. The responses to the question Do you offer any special e learning packages for rural areas? of different size training providers. Concerning the used e learning tools, interestingly none of the training provides up to 50 teachers stated that they use blogs in their e learning courses (p=0,13 Fisher Exact Test, two sided). Also the use of video conferencing with web cameras was significantly bigger (p=0,001, Fisher Exact Test two sided) as well as using the Videos, (p=0,031), Fisher Exact Test, two sided) in the large training provider organisations. The findings of the data description presented above and their implications for the importance of the provider size of training activity dimension are summarized in the table that follows. Table 1. The summary of the results of cross tabulations Dimension Presence in e learning market (no statistical difference) Amount of e learning packages available (p=0,010 Fisher Exact Test) E learning content development (no statistical difference) Rural orientation (no statistical difference) e learning tools and methods Small e learning provider (Up to 50 teachers employed) Less than 5 years Less courses Less in house development More rural orientated less videos, web conferencing and blogs Large e learning provider (More than 50 teachers employed) More than 5 years More courses More in house development Less rural orientated More videos, web conferencing and blogs The results show some clear differences between the smaller and larger training providers. However, it must be noted that the size of training provider correlates indicatively also with the experience of the training provider in the e learning markets. This means that the difference can be caused also due to this variable. 26

27 Provider specialization in e learning The providers e learning specialisation was measured based on the proportion of their training activity delivered by e learning. Since almost 70% of the training providers stated that their proportion of e learning is up to 20%, it was also used as diving point between the training providers. However, in order to enable transnational comparisons, also in some cases the e learning proportion up to 40% has been used as a cutting point. Figure 35. The content development resources for the e learning courses based on the specialisation to e learning. The more the training providers had e learning, the more they also used outsider experts in developing the content for the courses. When using the 40% as a cutting point in e learning provision, it was found out that the training providers, whose proportion of e learning was over 40% of the total training provision, started e learning more on a demand of the large companies than the others (p=0,04, Fisher Exact test). Between the other reasons, no statistical difference was observed. 27

28 Figure 36. The starting reasons of the e learning. According to the results all training providers (100%) of whose training provision was over 40% of e learning mentioned that they give out formal qualification of initial or post secondary education/ training. The same figure for organizations offering up to 40% of e learning was only 45,2% (p=0,034, Fisher Exact test, two sided) Figure 37. The use of different e learning delivery methods. Also the more training providers had e learning, the more advanced training delivery methods they used. 28

29 Figure 38. The tools used in the e learning courses. Figure 39. The pedagogical methods used in e learning courses. The findings of the descriptive figures and their implications for the importance of the provider specialization in e learning dimension are summarized in the table that follows. Table 2. The summary of cross tabulation results Dimension (Question No) E learning activity big E learning activity small Provider type (cutting point up to 40% of e learning provision, p=0,035 Fisher Exact more private organizations (e learning activity over 40%) more public organizations (e learning activity over 40%) 29

30 test) Reasons for starting e learning provision cutting point up to 40% of e learning provision, p=0,04 Fisher Exact test) Certification level(cutting point up to 40% of e learning provision, p=0,035 Fisher Exact test) Provider size E learning content development Training delivery methods More on the demand of large companies (e learning activity over 40%) more formal qualifications from e learning courses Small provider (e learning activity over 20% of the total output) Less in house development (e learning activity over 20% of the total output) More advanced (e learning activity over 20% of the total output) various reasons (elearning activity over 40%) less formal qualifications from e learning courses Large provider(e learning activity up to 20% of the total output) More in house development(e learning activity up to 20% of the total output) More traditional (elearning activity up to 20% of the total output) Providers history in e learning In general the providers length of presence in e learning markets was measured by the number of years they have been offering e learning courses. As a cutting point for these figures 5 year limit has been used and the providers divided into two categories, those who offered the e learning courses up to 5 years and the training providers who offered the e learning courses over 5 years. Figure 40. The training providers offering special e learning courses to rural areas (n=42). Organizations that provide special e learning packages for rural areas, have mostly offered e learning up to 5 years. 30

31 Figure 41. The amount of e learning students in the training organisations within the last 12 months. The training providers, who have been longer in the e learning markets had also more e learning students within the last 12 months. However, this can be explained also with the company size, since the size seemed to correlate also with the history in the e learning markets as can be seen from the figure 42. Figure 42. The history in the e learning markets of the different size of training providers. Also the longer the training organizations had been in the e learning markets, the more courses they offer. This was also statistically significant result (p=0,013, Fisher exact test, two sided) In the following figures the more detailed division of the organizations history in e learning markets has been used, since it provided more insight picture of the influence of the experience in the e learning to the tools and contents used in the e learning courses. 31

32 Figure 43. The e learning tools methods of organizations according to how long they have provided e learning (n=40). Organizations that had offered e learning less than a year, used discussion groups and e mails more often than organizations that had provided e learning longer. Organizations that had provided e learning for over a year or longer used chat rooms, blogs and different kind of e learning communities more than younger organizations. The organizations who had offered e learning more than 5 years offered more blogs than younger organizations. This result was also statistically significant (p=0,006 Fisher Exact test two sided). On the other hand they used less e mail than the younger e learning providers (p=0,009). Figure 44. The form of e learning content material of organizations according to how long they have provided e learning (n=40). Organizations that had offered e learning less than a year used interactive content more than older providers, but a bit surprisingly no videos at all. In general, however, the newer e learning providers 32

33 had less variation in their content material than those organisations that had provided e learning longer. Figure 45. The respondents opinions on the main challenges for e learning in rural areas according to how long they have provided e learning (n=37). Organization that had offered e learning less than a year, saw IT illiteracy and lack of suitable training materials as the main challenges with e learning. Older providers felt that the main challenges were IT illiteracy and lack of infrastructure. For those planning to start e learning the main challenges were lack of support staff and suitable course material. There was also statistically significant difference concerning the lack of suitable training material (p=0,002 Fisher exact test, two sided) when compared the training providers up to 5 years old and over 5 years old. For those training providers who had been in e learning markets over 5 years the lack of material was not a problem at all (0%), when 9,5% of the younger training providers had listed it as one main challenge for the sector. Figure 46. The Delivery methods of organizations according to how long they have provided e learning (n=41). 33

34 Organizations that had provided e learning less than a year, favored websites and mobile phones whereas organizations that had offered e learning longer used these delivery methods less and DVD s more than younger providers. Table 3. The results of cross tabulations Dimension Rural orientation (no statistical difference) The amount of students(no statistical difference) Size of the training provider(no statistical difference) Course provision (p=0,013, Fisher exact test, two sided) Tools and content of e learning Challenges New provider (Up to 5 years presence in the e learning market) More rural orientated Smaller amount of e learning students Smaller operators Less e learning packages available Less variation IT illiteracy and lack of suitable training material(p=0,002 Fisher exact test, two sided) Old provider (More than 5 years presence in the e learning market) Less rural orientated Larger amounts of e learning students Bigger operators More e learning packages available More variation IT illiteracy and lack of infrastructure The results show some clear differences between the old and the new training providers. In fact the history in e learning markets seems to be one of the most significant variable in defining differences between the groups. However, it must be noted that the size of training provider correlates indicatively with the experience of the training provider in the e learning markets. This means that the differences can be caused also due to this variable. Provider rural orientation Provider rural orientation was measured by asking providers whether they offer special e learning packages especially for rural areas. Figure 47. the division of the training providers with courses targeted especially to rural areas. 34

35 Of the public organization that offered e learning to rural areas, most operated on a regional level, which is a bit more than in whole data (61%). Figure 48. The history of the rural focused training providers in e learning markets. Organizations that provide special e learning packages for rural areas, have mostly offered e learning 1 to 5 years. The proportion of the training providers who provided training over 5 years is smaller than in the whole population (45,2%) Organizations that provide special e learning packages for rural areas stated IT illiteracy and lack of suitable infrastructure as the main challenges related to e learning, especially in rural areas. Figure 49. The opinions of the organizations offering special e learning packages for rural areas concerning the main challenges of e learning in rural areas (n=18). Organizations that provide special e learning packages for rural areas stated IT illiteracy and lack of suitable infrastructure as the main challenges related to e learning, especially in rural areas. The same main challenges were highlighted in whole data as well (see page 14). 35

Network to Get Work. Tehtäviä opiskelijoille Assignments for students. www.laurea.fi

Network to Get Work. Tehtäviä opiskelijoille Assignments for students. www.laurea.fi Network to Get Work Tehtäviä opiskelijoille Assignments for students www.laurea.fi Ohje henkilöstölle Instructions for Staff Seuraavassa on esitetty joukko tehtäviä, joista voit valita opiskelijaryhmällesi

Lisätiedot

TIEKE Verkottaja Service Tools for electronic data interchange utilizers. Heikki Laaksamo

TIEKE Verkottaja Service Tools for electronic data interchange utilizers. Heikki Laaksamo TIEKE Verkottaja Service Tools for electronic data interchange utilizers Heikki Laaksamo TIEKE Finnish Information Society Development Centre (TIEKE Tietoyhteiskunnan kehittämiskeskus ry) TIEKE is a neutral,

Lisätiedot

Information on preparing Presentation

Information on preparing Presentation Information on preparing Presentation Seminar on big data management Lecturer: Spring 2017 20.1.2017 1 Agenda Hints and tips on giving a good presentation Watch two videos and discussion 22.1.2017 2 Goals

Lisätiedot

ECVETin soveltuvuus suomalaisiin tutkinnon perusteisiin. Case:Yrittäjyyskurssi matkailualan opiskelijoille englantilaisen opettajan toteuttamana

ECVETin soveltuvuus suomalaisiin tutkinnon perusteisiin. Case:Yrittäjyyskurssi matkailualan opiskelijoille englantilaisen opettajan toteuttamana ECVETin soveltuvuus suomalaisiin tutkinnon perusteisiin Case:Yrittäjyyskurssi matkailualan opiskelijoille englantilaisen opettajan toteuttamana Taustaa KAO mukana FINECVET-hankeessa, jossa pilotoimme ECVETiä

Lisätiedot

Teacher's Professional Role in the Finnish Education System Katriina Maaranen Ph.D. Faculty of Educational Sciences University of Helsinki, Finland

Teacher's Professional Role in the Finnish Education System Katriina Maaranen Ph.D. Faculty of Educational Sciences University of Helsinki, Finland Teacher's Professional Role in the Finnish Education System Katriina Maaranen Ph.D. Faculty of Educational Sciences University of Helsinki, Finland www.helsinki.fi/yliopisto This presentation - Background

Lisätiedot

KUOPION KANSALAISOPISTO Kuopio Community College Welcome - Tervetuloa!

KUOPION KANSALAISOPISTO Kuopio Community College Welcome - Tervetuloa! KUOPION KANSALAISOPISTO Kuopio Community College 2012-2013 Welcome - Tervetuloa! CONTENTS: Education system and adult education in Finland Kuopio Community College I I I I I I I I basic information main

Lisätiedot

Welcome to. Finland Lahti Wellamo Community College. 11 December 2007

Welcome to. Finland Lahti Wellamo Community College. 11 December 2007 Welcome to Finland Lahti Wellamo Community College 11 December 2007 We operate in the premises of Lahti Adult Education Centre The building was inaugurated exactly 20 year ago and was built to serve university

Lisätiedot

AYYE 9/ HOUSING POLICY

AYYE 9/ HOUSING POLICY AYYE 9/12 2.10.2012 HOUSING POLICY Mission for AYY Housing? What do we want to achieve by renting apartments? 1) How many apartments do we need? 2) What kind of apartments do we need? 3) To whom do we

Lisätiedot

Results on the new polydrug use questions in the Finnish TDI data

Results on the new polydrug use questions in the Finnish TDI data Results on the new polydrug use questions in the Finnish TDI data Multi-drug use, polydrug use and problematic polydrug use Martta Forsell, Finnish Focal Point 28/09/2015 Martta Forsell 1 28/09/2015 Esityksen

Lisätiedot

Kysymys 5 Compared to the workload, the number of credits awarded was (1 credits equals 27 working hours): (4)

Kysymys 5 Compared to the workload, the number of credits awarded was (1 credits equals 27 working hours): (4) Tilasto T1106120-s2012palaute Kyselyn T1106120+T1106120-s2012palaute yhteenveto: vastauksia (4) Kysymys 1 Degree programme: (4) TIK: TIK 1 25% ************** INF: INF 0 0% EST: EST 0 0% TLT: TLT 0 0% BIO:

Lisätiedot

MEETING PEOPLE COMMUNICATIVE QUESTIONS

MEETING PEOPLE COMMUNICATIVE QUESTIONS Tiistilän koulu English Grades 7-9 Heikki Raevaara MEETING PEOPLE COMMUNICATIVE QUESTIONS Meeting People Hello! Hi! Good morning! Good afternoon! How do you do? Nice to meet you. / Pleased to meet you.

Lisätiedot

NAO- ja ENO-osaamisohjelmien loppuunsaattaminen ajatuksia ja visioita

NAO- ja ENO-osaamisohjelmien loppuunsaattaminen ajatuksia ja visioita NAO- ja ENO-osaamisohjelmien loppuunsaattaminen ajatuksia ja visioita NAO-ENO työseminaari VI Tampere 3.-4.6.2015 Projektisuunnittelija Erno Hyvönen erno.hyvonen@minedu.fi Aikuiskoulutuksen paradigman

Lisätiedot

MUSEOT KULTTUURIPALVELUINA

MUSEOT KULTTUURIPALVELUINA Elina Arola MUSEOT KULTTUURIPALVELUINA Tutkimuskohteena Mikkelin museot Opinnäytetyö Kulttuuripalvelujen koulutusohjelma Marraskuu 2005 KUVAILULEHTI Opinnäytetyön päivämäärä 25.11.2005 Tekijä(t) Elina

Lisätiedot

Information on Finnish Language Courses Spring Semester 2017 Jenni Laine

Information on Finnish Language Courses Spring Semester 2017 Jenni Laine Information on Finnish Language Courses Spring Semester 2017 Jenni Laine 4.1.2017 KIELIKESKUS LANGUAGE CENTRE Puhutko suomea? Do you speak Finnish? -Hei! -Moi! -Mitä kuuluu? -Kiitos, hyvää. -Entä sinulle?

Lisätiedot

Alueen asukkaiden käsitykset kampuksesta

Alueen asukkaiden käsitykset kampuksesta Alueen asukkaiden käsitykset kampuksesta Myllypuron alueen asukkaiden keskuudessa kerättävien aineistojen kerääminen ja jäsentely. Mielenkiinnon kohteina myllypurolaisten käsitykset kampuksesta ja sen

Lisätiedot

Social and Regional Economic Impacts of Use of Bioenergy and Energy Wood Harvesting in Suomussalmi

Social and Regional Economic Impacts of Use of Bioenergy and Energy Wood Harvesting in Suomussalmi Social and Regional Economic Impacts of Use of Bioenergy and Energy Wood Harvesting in Suomussalmi Green Cities and Settlements 18.2.2014 Ville Manninen Writers Project group Sirpa Korhonen, Anna Mari

Lisätiedot

GOOD WORK LONGER CAREER:

GOOD WORK LONGER CAREER: Juhani Ilmarinen, Ville Ilmarinen, Pekka Huuhtanen, Veikko Louhevaara, Ove Näsman GOOD WORK LONGER CAREER: WORK WELL-BEING IN FINNISH TECHNOLOGY INDUSTRIES 2010-2015 Background Collective agreement between

Lisätiedot

HUMAN RESOURCE DEVELOPMENT PROJECT AT THE UNIVERSITY OF NAMIBIA LIBRARY

HUMAN RESOURCE DEVELOPMENT PROJECT AT THE UNIVERSITY OF NAMIBIA LIBRARY HUMAN RESOURCE DEVELOPMENT PROJECT AT THE UNIVERSITY OF NAMIBIA LIBRARY Kaisa Sinikara, University Librarian, Professor and Elise Pirttiniemi, Project Manager, Helsinki University Library Ellen Namhila,

Lisätiedot

Rotarypiiri 1420 Piiriapurahoista myönnettävät stipendit

Rotarypiiri 1420 Piiriapurahoista myönnettävät stipendit Rotarypiiri 1420 Piiriapurahoista myönnettävät stipendit Ø Rotarypiiri myöntää stipendejä sille osoitettujen hakemusten perusteella ensisijaisesti rotaryaatteen mukaisiin tarkoituksiin. Ø Stipendejä myönnetään

Lisätiedot

Erasmus+ osallistujaraporttien kooste

Erasmus+ osallistujaraporttien kooste Erasmus+ osallistujaraporttien kooste Erasmus+ osallistujaraporttien kooste Aineistona ammatillisen koulutuksen vuoden 2014 suomalaisten Erasmus+ -liikkuvuushankkeiden osallistujaraportit: yhteensä 2804

Lisätiedot

Siirtymä maisteriohjelmiin tekniikan korkeakoulujen välillä Transfer to MSc programmes between engineering schools

Siirtymä maisteriohjelmiin tekniikan korkeakoulujen välillä Transfer to MSc programmes between engineering schools Siirtymä maisteriohjelmiin tekniikan korkeakoulujen välillä Transfer to MSc programmes between engineering schools Akateemisten asioiden komitea Academic Affairs Committee 11 October 2016 Eija Zitting

Lisätiedot

TIETEEN PÄIVÄT OULUSSA 1.-2.9.2015

TIETEEN PÄIVÄT OULUSSA 1.-2.9.2015 1 TIETEEN PÄIVÄT OULUSSA 1.-2.9.2015 Oulun Yliopisto / Tieteen päivät 2015 2 TIETEEN PÄIVÄT Järjestetään Oulussa osana yliopiston avajaisviikon ohjelmaa Tieteen päivät järjestetään saman konseptin mukaisesti

Lisätiedot

Expression of interest

Expression of interest Expression of interest Avoin hakemus tohtorikoulutettavaksi käytäntö Miksi? Dear Ms. Terhi virkki-hatakka I am writing to introduce myself as a volunteer who have the eagerness to study in your university.

Lisätiedot

FinFamily PostgreSQL installation ( ) FinFamily PostgreSQL

FinFamily PostgreSQL installation ( ) FinFamily PostgreSQL FinFamily PostgreSQL 1 Sisällys / Contents FinFamily PostgreSQL... 1 1. Asenna PostgreSQL tietokanta / Install PostgreSQL database... 3 1.1. PostgreSQL tietokannasta / About the PostgreSQL database...

Lisätiedot

7.4 Variability management

7.4 Variability management 7.4 Variability management time... space software product-line should support variability in space (different products) support variability in time (maintenance, evolution) 1 Product variation Product

Lisätiedot

Opeka self evaluation tool for teachers and schools about their digital profiles Oppika self evaluation tool for students about their digital profiles

Opeka self evaluation tool for teachers and schools about their digital profiles Oppika self evaluation tool for students about their digital profiles Opeka self evaluation tool for teachers and schools about their digital profiles Oppika self evaluation tool for students about their digital profiles Jarmo Viteli Research Director University of Tampere,

Lisätiedot

Keskeisiä näkökulmia RCE-verkoston rakentamisessa Central viewpoints to consider when constructing RCE

Keskeisiä näkökulmia RCE-verkoston rakentamisessa Central viewpoints to consider when constructing RCE Keskeisiä näkökulmia RCE-verkoston rakentamisessa Central viewpoints to consider when constructing RCE Koordinaattorin valinta ja rooli Selection and role of the coordinator Painopiste: tiede hallinto

Lisätiedot

Overview on Finnish Rural network and its objectives. Rural Network Unit, Finland

Overview on Finnish Rural network and its objectives. Rural Network Unit, Finland Overview on Finnish Rural network and its objectives Rural Network Unit, Finland Sivu 1 26.5.2009 Rural Network in Finland consist of all actors under - the Rural Development Programme for Mainland of

Lisätiedot

anna minun kertoa let me tell you

anna minun kertoa let me tell you anna minun kertoa let me tell you anna minun kertoa I OSA 1. Anna minun kertoa sinulle mitä oli. Tiedän että osaan. Kykenen siihen. Teen nyt niin. Minulla on oikeus. Sanani voivat olla puutteellisia mutta

Lisätiedot

UUSIA TAPOJA OPPIMISEN ARVIOINTIIN

UUSIA TAPOJA OPPIMISEN ARVIOINTIIN VOPE-seminaari 31.1.2014 UUSIA TAPOJA OPPIMISEN ARVIOINTIIN Mitä workshopissa tapahtuu? Osallistujat esittäytyvät Lämmittelykeskustelu: Mitä arviointi on? Erilaisia tapoja arvioida verkossa tapahtuvaa

Lisätiedot

Erasmus Charter for Higher Education Hakukierros kevät 2013 Anne Siltala, CIMO

Erasmus Charter for Higher Education Hakukierros kevät 2013 Anne Siltala, CIMO Erasmus Charter for Higher Education 2014-2020 Hakukierros kevät 2013 Anne Siltala, CIMO 2/2009 Mikä on Erasmus-peruskirja? Erasmus-peruskirja (Erasmus Charter for Higher Education, ECHE) säilyy korkeakoulun

Lisätiedot

Increase of opioid use in Finland when is there enough key indicator data to state a trend?

Increase of opioid use in Finland when is there enough key indicator data to state a trend? Increase of opioid use in Finland when is there enough key indicator data to state a trend? Martta Forsell, Finnish Focal Point 28.9.2015 Esityksen nimi / Tekijä 1 Martta Forsell Master of Social Sciences

Lisätiedot

Tutkimuslääkkeiden GMP. Fimea Pirjo Hänninen

Tutkimuslääkkeiden GMP. Fimea Pirjo Hänninen Tutkimuslääkkeiden GMP Fimea 17.1.2017 Pirjo Hänninen Kliinisiä lääketutkimuksia koskeva EU:n asetus Regulation (EU) No 536/2014 Hyväksytty 16.4.2014 (voimaan 28.5. 2016) Kumoaa nykyisen lääketutkimusdirektiivin

Lisätiedot

Pricing policy: The Finnish experience

Pricing policy: The Finnish experience Pricing policy: The Finnish experience Esa Österberg Senior Researcher Alcohol and Drug Research, STAKES, Helsinki, Finland esa.osterberg@stakes.fi Three pillars of traditional Nordic alcohol control Strict

Lisätiedot

LANGUAGE ISSUES AND MULTILINGUAL LEARNING IN UNIVERSITIES

LANGUAGE ISSUES AND MULTILINGUAL LEARNING IN UNIVERSITIES LANGUAGE ISSUES AND MULTILINGUAL LEARNING IN UNIVERSITIES Chair: Taina Saarinen Speakers: Inkeri Lehtimaja, Charles Mathies Main question (Why) should international students (not) learn Finnish as a part

Lisätiedot

Tuloksia ja kokemuksia / results and experiences

Tuloksia ja kokemuksia / results and experiences EUROPEAN REGIONAL DEVELOPMENT FUND INTERREG IVC 2007-2013 interregional cooperation across Europe Tuloksia ja kokemuksia / results and experiences Interreg IVC/ Interreg Europe 26 May 2015, Helsinki INTERREG

Lisätiedot

Copernicus, Sentinels, Finland. Erja Ämmälahti Tekes,

Copernicus, Sentinels, Finland. Erja Ämmälahti Tekes, Copernicus, Sentinels, Finland Erja Ämmälahti Tekes, 24.5.2016 Finnish Space industry in the European context European Space industry has been constantly growing and increasing its direct employment in

Lisätiedot

RANTALA SARI: Sairaanhoitajan eettisten ohjeiden tunnettavuus ja niiden käyttö hoitotyön tukena sisätautien vuodeosastolla

RANTALA SARI: Sairaanhoitajan eettisten ohjeiden tunnettavuus ja niiden käyttö hoitotyön tukena sisätautien vuodeosastolla TURUN YLIOPISTO Hoitotieteen laitos RANTALA SARI: Sairaanhoitajan eettisten ohjeiden tunnettavuus ja niiden käyttö hoitotyön tukena sisätautien vuodeosastolla Pro gradu -tutkielma, 34 sivua, 10 liitesivua

Lisätiedot

Supply Chain Management and Material Handling in Paper Industry Case Tervakoski Oy

Supply Chain Management and Material Handling in Paper Industry Case Tervakoski Oy Tampere University of Applied Sciences Paper technology International Pulp and Paper Technology Supply Chain Management and Material Handling in Paper Industry Case Tervakoski Oy Supervisor Commissioned

Lisätiedot

Miehittämätön meriliikenne

Miehittämätön meriliikenne Rolls-Royce & Unmanned Shipping Ecosystem Miehittämätön meriliikenne Digimurros 2020+ 17.11. 2016 September 2016 2016 Rolls-Royce plc The 2016 information Rolls-Royce in this plc document is the property

Lisätiedot

League of Finnish-American Societies Scholarship Foundation

League of Finnish-American Societies Scholarship Foundation DO NOT STAPLE APPLICATION FORM League of Finnish-American Societies Scholarship Foundation The Foundation has been supporting Finnish students in their studies in the USA since 1970. Checklist. A complete

Lisätiedot

Tarua vai totta: sähkön vähittäismarkkina ei toimi? 11.2.2015 Satu Viljainen Professori, sähkömarkkinat

Tarua vai totta: sähkön vähittäismarkkina ei toimi? 11.2.2015 Satu Viljainen Professori, sähkömarkkinat Tarua vai totta: sähkön vähittäismarkkina ei toimi? 11.2.2015 Satu Viljainen Professori, sähkömarkkinat Esityksen sisältö: 1. EU:n energiapolitiikka on se, joka ei toimi 2. Mihin perustuu väite, etteivät

Lisätiedot

Venäjä-yhteistyö Kymenlaakson ammattikorkeakoulussa

Venäjä-yhteistyö Kymenlaakson ammattikorkeakoulussa Venäjä-yhteistyö Kymenlaakson ammattikorkeakoulussa 11.11.2010 Valtakunnalliset ammattikorkeakoulujen liiketalouden koulutusalan kehittämispäivät Learning and Competence Creating Ecosystem LCCE Tutkimuspäällikkö

Lisätiedot

BDD (behavior-driven development) suunnittelumenetelmän käyttö open source projektissa, case: SpecFlow/.NET.

BDD (behavior-driven development) suunnittelumenetelmän käyttö open source projektissa, case: SpecFlow/.NET. BDD (behavior-driven development) suunnittelumenetelmän käyttö open source projektissa, case: SpecFlow/.NET. Pekka Ollikainen Open Source Microsoft CodePlex bio Verkkosivustovastaava Suomen Sarjakuvaseura

Lisätiedot

VTT and growth oriented SME companies

VTT and growth oriented SME companies VTT and growth oriented SME companies 18.1.2012 2 Share of SMEs export - selected countries, 2007 100 % Share of products export of the country, % 90 % 80 % 70 % 60 % 50 % 40 % 30 % 20 % 10 % 0 % 44 51

Lisätiedot

Olet vastuussa osaamisestasi

Olet vastuussa osaamisestasi Olet vastuussa osaamisestasi Ohjelmistoammattilaisuuden uudet haasteet Timo Vehmaro 02-12-2015 1 Nokia 2015 Mitä osaamista tulevaisuudessa tarvitaan? Vahva perusosaaminen on kaiken perusta Implementaatio

Lisätiedot

Vertaispalaute. Vertaispalaute, /9

Vertaispalaute. Vertaispalaute, /9 Vertaispalaute Vertaispalaute, 18.3.2014 1/9 Mistä on kyse? opiskelijat antavat palautetta toistensa töistä palaute ei vaikuta arvosanaan (palautteen antaminen voi vaikuttaa) opiskelija on työskennellyt

Lisätiedot

SELL Student Games kansainvälinen opiskelijaurheilutapahtuma

SELL Student Games kansainvälinen opiskelijaurheilutapahtuma SELL Student Games kansainvälinen opiskelijaurheilutapahtuma Painonnosto 13.5.2016 (kansallinen, CUP) Below in English Paikka: Nääshalli Näsijärvenkatu 8 33210 Tampere Alustava aikataulu: Punnitus 12:00-13:00

Lisätiedot

Vaikuttavuus ja arviointi

Vaikuttavuus ja arviointi Vaikuttavuus ja arviointi KA2 ammatilliselle koulutukselle Hanketyöpaja osa II Impact: Effect that the activities and results have on people, practices, organisations and systems Sustainability: Capacity

Lisätiedot

BOARD PROGRAM Hallitusohjelma

BOARD PROGRAM Hallitusohjelma BOARD PROGRAM Hallitusohjelma Henrikki Soininen AYYH VPJ PROJEKTIT PROJECTS 1.2 Tilaohjelma opiskelijakeskukselle/student center 3.3 Tutoroinnin arvostus/valuation of tutoring 5.1 Kuntavaalitavoitteet/Municipal

Lisätiedot

Basic Flute Technique

Basic Flute Technique Herbert Lindholm Basic Flute Technique Peruskuviot huilulle op. 26 Helin & Sons, Helsinki Basic Flute Technique Foreword This book has the same goal as a teacher should have; to make himself unnecessary.

Lisätiedot

HITSAUKSEN TUOTTAVUUSRATKAISUT

HITSAUKSEN TUOTTAVUUSRATKAISUT Kemppi ARC YOU GET WHAT YOU MEASURE OR BE CAREFUL WHAT YOU WISH FOR HITSAUKSEN TUOTTAVUUSRATKAISUT Puolitetaan hitsauskustannukset seminaari 9.4.2008 Mikko Veikkolainen, Ratkaisuliiketoimintapäällikkö

Lisätiedot

Norpe Winning Culture

Norpe Winning Culture Norpe Winning Culture TEKES Ideat vaihtoon 2.4.2014 Mona Hokkanen Smarter retailing Elämykselliset ostokokemukset Yksilölliset myymäläkonseptit Alhaisimmat kokonaiselinkaarikustannukset Seite 2 Miksi?

Lisätiedot

DS-tunnusten haku Outi Jäppinen CIMO

DS-tunnusten haku Outi Jäppinen CIMO DS-tunnusten haku 2013 Outi Jäppinen CIMO 2/2009 DS-tunnukset ECTS- ja DS-tunnusten avulla pyritään edistämään ECTS-järjestelmän sekä tutkintotodistuksen liitteen Diploma Supplementin asianmukaista käyttöä

Lisätiedot

Salasanan vaihto uuteen / How to change password

Salasanan vaihto uuteen / How to change password Salasanan vaihto uuteen / How to change password Sisällys Salasanakäytäntö / Password policy... 2 Salasanan vaihto verkkosivulla / Change password on website... 3 Salasanan vaihto matkapuhelimella / Change

Lisätiedot

EVALUATION FOR THE ERASMUS+-PROJECT, STUDENTSE

EVALUATION FOR THE ERASMUS+-PROJECT, STUDENTSE #1 Aloitettu: 6. marraskuuta 2015 9:03:38 Muokattu viimeksi: 6. marraskuuta 2015 9:05:26 Käytetty aika: 00:01:47 IP-osoite: 83.245.241.86 K1: Nationality Finnish K2: The program of the week has been very

Lisätiedot

Co-Design Yhteissuunnittelu

Co-Design Yhteissuunnittelu Co-Design Yhteissuunnittelu Tuuli Mattelmäki DA, associate professor Aalto University School of Arts, Design and Architecture School of Arts, Design and Architecture design with and for people Codesign

Lisätiedot

Asiantuntijoiden osaamisen kehittäminen ja sen arviointi. Anne Sundelin Capgemini Finland Oy

Asiantuntijoiden osaamisen kehittäminen ja sen arviointi. Anne Sundelin Capgemini Finland Oy Asiantuntijoiden osaamisen kehittäminen ja sen arviointi Anne Sundelin Capgemini Finland Oy Urapolkumalli ja suorituksen johtaminen ovat keskeisiä prosesseja asiantuntijoiden ja organisaation kehittämisessä

Lisätiedot

NetPro projektin kokemuksia - Hajanaisia poimintoja kuuden vuoden Leonardo-projektin varrelta, ja vähän muualtakin

NetPro projektin kokemuksia - Hajanaisia poimintoja kuuden vuoden Leonardo-projektin varrelta, ja vähän muualtakin NetPro projektin kokemuksia - Hajanaisia poimintoja kuuden vuoden Leonardo-projektin varrelta, ja vähän muualtakin Hannu Markkanen hannu.markkanen@evitek.fi http://netpro.evitek.fi/ https://server3.hci.fi/netpro/

Lisätiedot

Tutkimusdata ja julkaiseminen Suomen Akatemian ja EU:n H2020 projekteissa

Tutkimusdata ja julkaiseminen Suomen Akatemian ja EU:n H2020 projekteissa Tutkimusdata ja julkaiseminen Suomen Akatemian ja EU:n H2020 projekteissa Tutkimusasiamies Kaisa Männikkö Tutkimus- ja innovaatiopalvelut Suomen Akatemian projektit Suomen Akatemia kehottaa avoimeen tieteelliseen

Lisätiedot

Presentation of the key principles of the Peer Review Impact Guidelines

Presentation of the key principles of the Peer Review Impact Guidelines THE LEONARDO-PROJECT Peer Review Impact - Ensuring the impact of Peer Review to improve the provision of VET in Europe, 2009-2011 Project number 2009-1-FI1-LEO05-01584 Ammatillisen koulutuksen laatuverkoston

Lisätiedot

FinFamily Installation and importing data (11.1.2016) FinFamily Asennus / Installation

FinFamily Installation and importing data (11.1.2016) FinFamily Asennus / Installation FinFamily Asennus / Installation 1 Sisällys / Contents FinFamily Asennus / Installation... 1 1. Asennus ja tietojen tuonti / Installation and importing data... 4 1.1. Asenna Java / Install Java... 4 1.2.

Lisätiedot

Academic Opening. Opening - Introduction. In this essay/paper/thesis I shall examine/investigate/evaluate/analyze General opening for an essay/thesis

Academic Opening. Opening - Introduction. In this essay/paper/thesis I shall examine/investigate/evaluate/analyze General opening for an essay/thesis - Introduction In this essay/paper/thesis I shall examine/investigate/evaluate/analyze General opening for an essay/thesis Tässä esseessä / tutkielmassa / opinnäytetyössä tutkin / tarkastelen / arvioin/

Lisätiedot

ESITTELY. Valitse oppilas jonka haluaisit esitellä luokallesi ja täytä alla oleva kysely. Age Grade Getting to school. School day.

ESITTELY. Valitse oppilas jonka haluaisit esitellä luokallesi ja täytä alla oleva kysely. Age Grade Getting to school. School day. ESITTELY Valitse oppilas jonka haluaisit esitellä luokallesi ja täytä alla oleva kysely NOTES ON McMath student s name Age Grade Getting to school School day Favorite subjects Least favorite subjects Electives

Lisätiedot

Julkaisun laji Opinnäytetyö. Sivumäärä 43

Julkaisun laji Opinnäytetyö. Sivumäärä 43 OPINNÄYTETYÖN KUVAILULEHTI Tekijä(t) SUKUNIMI, Etunimi ISOVIITA, Ilari LEHTONEN, Joni PELTOKANGAS, Johanna Työn nimi Julkaisun laji Opinnäytetyö Sivumäärä 43 Luottamuksellisuus ( ) saakka Päivämäärä 12.08.2010

Lisätiedot

AFCEA 3.11.2009 PVTO2010 Taistelija / S4

AFCEA 3.11.2009 PVTO2010 Taistelija / S4 AFCEA 3.11.2009 PVTO2010 Taistelija / S4 -Jukka Lotvonen -Vice President, Government Solutions -NetHawk Oyj NetHawk Government Solutions PRIVILEGED Your Wireless Forces NetHawk in Brief - Complete solutions

Lisätiedot

ENE-C2001 Käytännön energiatekniikkaa. Aloitustapaaminen 11.4.2016. Osa II: Projekti- ja tiimityö

ENE-C2001 Käytännön energiatekniikkaa. Aloitustapaaminen 11.4.2016. Osa II: Projekti- ja tiimityö ENE-C2001 Käytännön energiatekniikkaa Aloitustapaaminen 11.4.2016 Osa II: Projekti- ja tiimityö Sisältö Projektityö Mitä on projektityö? Projektityön tekeminen: ositus, aikatauluhallinta, päätöksenteon

Lisätiedot

Security server v6 installation requirements

Security server v6 installation requirements CSC Security server v6 installation requirements Security server version 6.x. Version 0.2 Pekka Muhonen 2/10/2015 Date Version Description 18.12.2014 0.1 Initial version 10.02.2015 0.2 Major changes Contents

Lisätiedot

kieltenoppimiskertomukseni My Language Biography

kieltenoppimiskertomukseni My Language Biography kieltenoppimiskertomukseni My Language Biography Nimi / Name Kertoo edistymiseni kieltenopiskelussa Shows my development in learning languages 2 Kielenoppimiskertomus koostuu kolmesta osasta: My Language

Lisätiedot

Lab SBS3.FARM_Hyper-V - Navigating a SharePoint site

Lab SBS3.FARM_Hyper-V - Navigating a SharePoint site Lab SBS3.FARM_Hyper-V - Navigating a SharePoint site Note! Before starting download and install a fresh version of OfficeProfessionalPlus_x64_en-us. The instructions are in the beginning of the exercise.

Lisätiedot

Suomen JVT- ja Kuivausliikkeiden Liitto ry The Association of Finnish Damage Restoration Companies

Suomen JVT- ja Kuivausliikkeiden Liitto ry The Association of Finnish Damage Restoration Companies Suomen JVT- ja Kuivausliikkeiden Liitto ry The Association of Finnish Damage Restoration Companies PL 3 00721 Helsinki www.vahinkopalvelut.net info@vahinkopalvelut.net +358-40-900 9856 TUVASA Turvallinen

Lisätiedot

Heisingin kaupungin tietokeskus Helsingfors stads faktacentral City of Helsinki Urban Facts 0N THE EFFECTS 0F URBAN NATURAL AMENITIES, ARCHITECTURAL

Heisingin kaupungin tietokeskus Helsingfors stads faktacentral City of Helsinki Urban Facts 0N THE EFFECTS 0F URBAN NATURAL AMENITIES, ARCHITECTURAL Heisingin kaupungin tietokeskus - /igc' ^' 0N THE EFFECTS 0F URBAN NATURAL TIEOUSTELUT FÖRFÄGNINGAR INQUIRIES Henrik Lönnqvist, p. - tel. 09 310 36534 etunimi.sukunimi@hel.fi JULKAISIJA UTGIVARE PUBLISHER

Lisätiedot

Perustietoa hankkeesta / Basic facts about the project. Koulutuksen järjestäjät oppilaitoksineen. Oppilaitokset Suomessa: Partners in Finland:

Perustietoa hankkeesta / Basic facts about the project. Koulutuksen järjestäjät oppilaitoksineen. Oppilaitokset Suomessa: Partners in Finland: Perustietoa hankkeesta / Basic facts about the project Kam oon China- verkostoon kuuluu kaksitoista (12) koulutuksen järjestäjää eri puolilta Suomea. Verkosto on perustettu 1998 alkaen. Hankkeen hallinnoijana

Lisätiedot

Smart Microgrid India pre-study for Growth Program

Smart Microgrid India pre-study for Growth Program Smart Microgrid India pre-study for Growth Program Finpro /Export Finland, Seppo Keränen / 01.12.2015 Smart microgrid India pre-study for Growth program Market focus: First pilot in India and then sales

Lisätiedot

NAO- / ENO- tilannekatsaus Results and Evaluation

NAO- / ENO- tilannekatsaus Results and Evaluation NAO- / ENO- tilannekatsaus Results and Evaluation NAO-ENO työseminaari IX Helsinki 17.-18.11.2016 Projektisuunnittelija Erno Hyvönen erno.hyvonen@minedu.fi Statistical data about the target group MINISTRY

Lisätiedot

Tork Paperipyyhe. etu. tuotteen ominaisuudet. kuvaus. Väri: Valkoinen Malli: Vetopyyhe

Tork Paperipyyhe. etu. tuotteen ominaisuudet. kuvaus. Väri: Valkoinen Malli: Vetopyyhe etu Monikäyttöpaperi hoitaa useimmat pyyhintätehtävät Sopiva lasipintojen pyyhintään Sopii käsien kuivaamiseen Elintarvikekäyttöön hyväksytty Tork Easy Handling, pakkaus, jota on helppo kantaa mukana,

Lisätiedot

Space for work, meetings and events. Expert Services for knowledge intensive and growth oriented SME s

Space for work, meetings and events. Expert Services for knowledge intensive and growth oriented SME s Success from innovations Terttu Kinnunen OSKE Energy Technology Cluster Joensuu Science Park Ltd. Länsikatu 15 80110 Joensuu terttu.kinnunen@carelian.fi 1 Space for work, meetings and events Expert Services

Lisätiedot

RePlast FinEst Training and Development Project Plastics (+ WEEE Plastic Components) recycling

RePlast FinEst Training and Development Project Plastics (+ WEEE Plastic Components) recycling RePlast FinEst Training and Development Project Plastics (+ WEEE Plastic Components) recycling Workshop III 4.-5.2006 Pajulahti, Nastola Sauli Eerola RePlast FinEst Project: Stages of research work Stage

Lisätiedot

Biotie Therapies Corp.

Biotie Therapies Corp. Biotie Therapies Corp. Timo Veromaa, President and CEO EGM 28.11.2006 Future outlook 2006 (1/2) (As presented in the AGM 30 March 2006) Commercialize the European and Asian rights of nalmefene Bring the

Lisätiedot

Accommodation statistics

Accommodation statistics Transport and Tourism 2014 Accommodation statistics 2013, December Nights spent by foreign tourists in Finland up by 5.5 per cent in December 2013 The number of recorded nights spent by foreign tourists

Lisätiedot

Standard Business Reporting (SBR) and diminishing the Administrative Burden for companies

Standard Business Reporting (SBR) and diminishing the Administrative Burden for companies Standard Business Reporting (SBR) and diminishing the Administrative Burden for companies Elina Koskentalo Finnish Information Society Development Centre, XBRL Finland SCM September 2013 Finland Meeting

Lisätiedot

Fighting diffuse nutrient load: Multifunctional water management concept in natural reed beds

Fighting diffuse nutrient load: Multifunctional water management concept in natural reed beds PhD Anne Hemmi 14.2.2013 RRR 2013 Conference in Greifswald, Germany Fighting diffuse nutrient load: Multifunctional water management concept in natural reed beds Eutrophication in surface waters High nutrient

Lisätiedot

COXAN PULSSI. Tuula Rantala Hoitotyön johtaja Ylpeys omasta työstä ja yhteishenki ovat tekemisen lähtökohtia.

COXAN PULSSI. Tuula Rantala Hoitotyön johtaja Ylpeys omasta työstä ja yhteishenki ovat tekemisen lähtökohtia. COXAN PULSSI Tuula Rantala Hoitotyön johtaja 22.10.2014 Ylpeys omasta työstä ja yhteishenki ovat tekemisen lähtökohtia. COXAN PULSSI Mittaa sekä kovia että pehmeitä arvoja ja niiden yhteisvaikutusta Liikennevalokäytäntö;

Lisätiedot

Building a Pyramid Project Workshop, of April, Larissa, Greece

Building a Pyramid Project Workshop, of April, Larissa, Greece Building a Pyramid Project Workshop, 15-17 of April, Larissa, Greece Nuorelta yrittäjältä vaadittavien tietojen, taitojen ja kompetenssien tunnistaminen ja niiden kehittäminen opetuksessa Özerk Göker Pyramid

Lisätiedot

Research in Chemistry Education

Research in Chemistry Education Research in Chemistry Education The Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki Chemistry Education Centre Kemma, National LUMA Centre, University of Helsinki Prof.

Lisätiedot

4x4cup Rastikuvien tulkinta

4x4cup Rastikuvien tulkinta 4x4cup Rastikuvien tulkinta 4x4cup Control point picture guidelines Päivitetty kauden 2010 sääntöihin Updated for 2010 rules Säännöt rastikuvista Kilpailijoiden tulee kiinnittää erityistä huomiota siihen,

Lisätiedot

Peliosaamisen koulutuskokonaisuus

Peliosaamisen koulutuskokonaisuus Peliosaamisen koulutuskokonaisuus University of Tampere / SIS / TRIM Game Research Lab Frans Mäyrä, frans.mayra@uta.fi PhD, Professor of Hypermedia, esp. Digital Culture and Game Studies GameLab history

Lisätiedot

Hankintailmoitus: Pohjois-Savon sairaanhoitopiirin kuntayhtymä/kiinteistöyksikkö : Puijon sairaalan Pääaula-alueen uudistus, Sähköurakka

Hankintailmoitus: Pohjois-Savon sairaanhoitopiirin kuntayhtymä/kiinteistöyksikkö : Puijon sairaalan Pääaula-alueen uudistus, Sähköurakka Finland Tender Hankintailmoitus: Pohjois-Savon sairaanhoitopiirin kuntayhtymä/kiinteistöyksikkö : Puijon sairaalan Pääaula-alueen uudistus, Sähköurakka Tarjoukset 6.5.2011 klo 15.00 mennessä osoitteeseen:

Lisätiedot

Erasmus Intensive Language Course KV kevätpäivät Kuopio 9.5.2011 Päivi Martin, Lapin yliopisto

Erasmus Intensive Language Course KV kevätpäivät Kuopio 9.5.2011 Päivi Martin, Lapin yliopisto Erasmus Intensive Language Course KV kevätpäivät Kuopio 9.5.2011 Päivi Martin, Lapin yliopisto EILC KOKEMUKSIA LAPISTA HAKEMUS BUDJETTI JÄRJESTÄVÄTAHO & VASTUU TYÖNJAKO KIELENOPETUS OHJELMA JA PALJON KOKEMUKSIA

Lisätiedot

Green Growth Sessio - Millaisilla kansainvälistymismalleilla kasvumarkkinoille?

Green Growth Sessio - Millaisilla kansainvälistymismalleilla kasvumarkkinoille? Green Growth Sessio - Millaisilla kansainvälistymismalleilla kasvumarkkinoille? 10.10.01 Tuomo Suortti Ohjelman päällikkö Riina Antikainen Ohjelman koordinaattori 10/11/01 Tilaisuuden teema Kansainvälistymiseen

Lisätiedot

Aineiston analyysin vaiheita ja tulkintaa käytännössä. LET.OULU.FI Niina Impiö Learning and Educational Technology Research Unit

Aineiston analyysin vaiheita ja tulkintaa käytännössä. LET.OULU.FI Niina Impiö Learning and Educational Technology Research Unit Aineiston analyysin vaiheita ja tulkintaa käytännössä LET.OULU.FI Niina Impiö 14.4.2010 Väitöskirjatutkimuksen tavoite Ymmärtää opettajayhteisöjen yhteisöllistä työskentely- ja toimintakulttuuria. Tutkia

Lisätiedot

Perustietoa hankkeesta

Perustietoa hankkeesta Perustietoa hankkeesta Kiina-verkosto on perustettu 1990 luvulla. Kam oon China verkoston nimellä toiminta on jatkunut vuodesta 2007 alkaen. Hankkeen hallinnoija: Kalajokilaakson koulutuskuntayhtymä 1.8.2012

Lisätiedot

TM ETRS-TM35FIN-ETRS89 WTG

TM ETRS-TM35FIN-ETRS89 WTG SHADOW - Main Result Assumptions for shadow calculations Maximum distance for influence Calculate only when more than 20 % of sun is covered by the blade Please look in WTG table WindPRO version 2.9.269

Lisätiedot

Capacity utilization

Capacity utilization Mat-2.4142 Seminar on optimization Capacity utilization 12.12.2007 Contents Summary of chapter 14 Related DEA-solver models Illustrative examples Measure of technical capacity utilization Price-based measure

Lisätiedot

KANNATTAVUUDEN ARVIOINTI JA KEHITTÄMINEN ELEMENTTILIIKETOIMINNASSA

KANNATTAVUUDEN ARVIOINTI JA KEHITTÄMINEN ELEMENTTILIIKETOIMINNASSA LAPPEENRANNAN TEKNILLINEN YLIOPISTO TEKNISTALOUDELLINEN TIEDEKUNTA Tuotantotalouden koulutusohjelma KANNATTAVUUDEN ARVIOINTI JA KEHITTÄMINEN ELEMENTTILIIKETOIMINNASSA Diplomityöaihe on hyväksytty Tuotantotalouden

Lisätiedot

What does the Open Finland Challenge 2015 tell us about the state of open data in Finland? Open Finland Challenge

What does the Open Finland Challenge 2015 tell us about the state of open data in Finland? Open Finland Challenge What does the Open Finland Challenge 2015 tell us about the state of open data in Finland? Open Finland Challenge Lyhyt URL: http://okf.fi/okffi-vm Datajalostamo Hallinnon avoin data 3000+ ihmisen verkosto

Lisätiedot

WindPRO version joulu 2012 Printed/Page :42 / 1. SHADOW - Main Result

WindPRO version joulu 2012 Printed/Page :42 / 1. SHADOW - Main Result SHADOW - Main Result Assumptions for shadow calculations Maximum distance for influence Calculate only when more than 20 % of sun is covered by the blade Please look in WTG table 13.6.2013 19:42 / 1 Minimum

Lisätiedot

ebooks in the libraries ebib trial and results

ebooks in the libraries ebib trial and results ebooks in the libraries ebib trial and results Arja Tuuliniemi Kansalliskirjasto, Olli Nurmi VTT 1 Research questions How to create, distribute and use ebooks in Finnish public libraries? What are suitable

Lisätiedot

The Viking Battle - Part Version: Finnish

The Viking Battle - Part Version: Finnish The Viking Battle - Part 1 015 Version: Finnish Tehtävä 1 Olkoon kokonaisluku, ja olkoon A n joukko A n = { n k k Z, 0 k < n}. Selvitä suurin kokonaisluku M n, jota ei voi kirjoittaa yhden tai useamman

Lisätiedot

Collaborative & Co-Creative Design in the Semogen -projects

Collaborative & Co-Creative Design in the Semogen -projects 1 Collaborative & Co-Creative Design in the Semogen -projects Pekka Ranta Project Manager -research group, Intelligent Information Systems Laboratory 2 Semogen -project Supporting design of a machine system

Lisätiedot