Partner contribution: Lifelong Learning Institute Dipoli Helsinki University of Technology

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Partner contributionLifelong Learning Institute
DipoliHelsinki University of Technology

• NoE Prolearn General AssemblyMadrid, 15 11
  2005

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Lifelong Learning Institute Dipoli

• Separate Institute of Helsinki University of
  Technology
• Continuous Professional Development(Training,
  Professionl Learning) service provider
• Teaching, Learning and Studying support services
  for the university
• Permanent staff 104out of which 20 are working
  in TEL
• Annual budget app. 14 Meuroout of which 0.2 is
  PROLEARN
• 8000 learners
• 200 courses and programmes

Markku Markkula
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Lifelong Learning Institute Dipoli
Areas of Expertise

• Professional Development Programmes
• Geomatics
• IT-F.E.C -training
• Leadership and Management
• Internationalization
• Focused training on growth areas, OtaPro
• Quality
• Teaching and Learning Development

• Project Management
• Construction and Property Management
• Electronics, Information and Communication
  Technology
• Industrial Rights
• Knowledge Management, Communications
• Industrial Management
• Research and Development
• Security and Safety Mgmt
• Environmental Mgmt

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Professional Development - PD

• Successful Professional Development requires
  collaboration between the individual, his
  work-organization and the learning service
  provider.

• Individual Programmes
• Initial University education work experience
• 40 SW
• Tailored Programmes
• Company programmes
• 20-40 SW

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Experts and affiliates/associates/corporates

• Own organisation
• Tapio Koskinen
• Anna-Kaarina Kairamo
• Terhi Wermundsen
• Leena Sauren
• Matti Sinko
• Markku Markkula
• Raisa Suominen
• associated participants you work with involved in
  PROLEARN and their contributions to PROLEARN.
• Lampros Stergioulas, Brunel University
• Antti Auer, University of Jyvaskyla
• Wim van Petegem, AVNET Europace, Leuven
• MENON EEIG

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Role as a partner in JPA-2

• Uptoday
• PROLEARN workshop at EDEN 2005(60 participants,
  out of which 40 new to Prolearn)
• Participation in WP12
• D12.6
• Review reflections
• Categorisation of Professional Learning (WP8 VCC)
• Conceptual model
• Potential applications
• Planned
• WP 12 RM Building links to WP6
• WP 6 Nordic markets
• WP8 VCC Business Model building links to WP6
• WP7 KWM KIA4 development

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The 3rd EC eLearning Conference in 2006
2005 Conference Brussels
2006 Conference Espoo

• May 19-20 in Brussels
• Apr. 500 participants out of 1200 applicants
• Comissioners Viviane Reding (Information Society
  and Media) and Ján Figel (Education and Training)

• 1st week of July in Espoo Finland
• Hosted by Lifelong Learning Institute Dipoli
  (HUT) under the Finnish Presidency
• Apr. 600 participants
• Interactive sessions
• Publication

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Ongoing work linking to Prolearn

• Teaching and Learning Support at HUT supporting
  professional development of faculty in the area
  of TEL
• eLearning Project Management training course for
  Finnish companies (OTAe)
• DEKAR Nordic Research Project on the impacts of
  workplace design on knowledge creation, knowledge
  sharing and innovation.
• HELMI research project on modelling of eLearning
  business processes
• TREE Teaching and Research in Engineering in
  Europe
• eCompetence University faculty competence
  development in the area of TEL
• LEONIE Learning in Europe Observatory on
  National and International Evolution
• EPICC European Portfolio Initiatives
  Co-ordination Committee

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Categorising RD in Professional Learning

• The 3 components
• Taxonomy of RD in professional learning
• The model of levels in learning research (Jari
  Multisilta, 1994)
• The fact sheet
• Model tested with more than 200 professional
  learning related projects
• Documented in WP8 working paper

factsheet
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• The model of levels in learning research (Jari
  Multisilta, 1994)
• Object (project) description includeskey-words
  on relevant levels
• Quick and intuitive way of understanding the focus

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Taxonomy of RD in Professional Learning

• The aim is not to cover all areas of research
  that are connected to learning, but to focus on
  those context of learning that are related to
  professional learning

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Prolearn Evolution

• How would we like to steer the NoE?
• How should we refine our work for JPA3?

driving like a Frenchman
talkative as a Finn
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MMS201114/11/2005
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IST applications creating end-user
value InteroperabilityDigital LiteracyMMS
MMS201114/11/2005
IST FP6 Internal Reflection Group 3 TECHNOLOGIES
FOR MAJOR WORK AND BUSINESS CHALLENGES, Report 13
MAY 2002
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Prolearn Evolution

• The main hindering factors in the take-up of TEL
  in companies and work-organizations are related
  to
• change management
• social and cultural factors
• need for re-organizing of business processes, etc
  socio economic phenomena

talkative as a Finn
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Prolearn Evolution

• How do you see yourself contributing to these
  changes and what would be your main research
  target areas?
• Current trends in professional learning
• CPD processes in a work-organization and society
• Company perspective
• Professional association perspective
• Individual learners perspective
• Training service providers perspective
• ET training policy perspective

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Dietmar Albrecht - VW Coaching, Germany