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E-learning, networking and feminist pedagogy as strategies in Finnish Womens Studies

HILMA-University Network /Background. National network of 8 universities, develops co-operation in all levels of teaching, research

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E-learning, networking and feminist pedagogy as strategies in Finnish Womens Studies

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    1. E-learning, networking and feminist pedagogy as strategies in Finnish Women's Studies Gender & ICT-symposium Manchester , 1.2.2005

    2. HILMA-University Network /Background National network of 8 universities, develops co-operation in all levels of teaching, research & information Areal equality shared resources Profiles of each unit sharpened & appreciated Financed by Ministry of Education 2004-06 Especially e-courses, support to teachers, pedagogical education Networking with other networks (national, european) Portal: www.helsinki.fi/hilma

    3. Virtual Christina (in Helsinki University) Strategy for ICT-development 2004-06: * production of 2-3 new e-courses yearly (evaluation of these) * education for teachers (both technical skills & web-pedagogy) * intranet communication * improving www-information (shared course-materials) * windows outside the academy www.helsinki.fi/kristiina-instituutti www.helsinki.fi/minna

    4. E-courses of HILMA open to all WS-students in Finland, started 2001 combination of open& closed environments strengths & profiles of each institute presented part of Finnish Virtual University 10-20 participants, 4-10 ECTS/course students / teachers reactions

    5. Course Examples: The audio-visual technologies of Gender (Koivunen) http://www.helsinki.fi/kristiina-instituutti/verkkokurssi/spavtekno The feminists of 1900s life and work of Kollontai, Goldman& Colette (Rotkirch) http://www.helsinki.fi/kristiina-instituutti/verkkokurssi/feministit Space & Gender (Saarikangas) http://www.helsinki.fi/kristiina-instituutti/verkkokurssi/sptila

    6. Our E-course-concept Developing in teams (3-4): teacher(s) (1-2), technical coordinator, HILMA, Educational center for ICT combination of open www-sites & closed environments Beside the subject students learn how to use net-libraries (FinELib, EBSCOhost etc.) students/teachers learn e-learning (meta-skills)

    7. Why, how, what for? increase interactions (student-teacher / student-student) gives opportunities to teach writing & thinking metaskills of learning, ICT-knowledge for students (useful in labourmarket) image/profile: WS is active in promoting ICTs teachers will reflect their own pedagogical practices

    8. Strategies ICTs have changed the ways of working and teaching in the universities; prefered role in this change: active & innovative more shared expertise, more shared projects, socially decentralized kognition (knowledge belongs to community, not individuals) teaching is more visible e-pedagogy-discussion has increased pedagogical discussion in general using ICTs in universities does not demand teachers being nerds (neither hype) high quality in WS-teaching & research demands also innovative pedagogy

    9. Web-pedagogy (/good pedagogy?) in general learning happens in communication/interaction/discussion cognition is constructed together, in collaborate process (difficult/complex tasks demand over-individual processing) learner is subject in her/his own learning active role possibilities to reflex, analyse own learning process, to return

    10. good web-pedagogy (continued) intentionality - cognitive goals needed (e-courses make planning more transparent) contextuality (situated knowledge, authentic questions) textuality academic work is reading, thinking, writing: e-courses give excellent possibilities to quide/teach all this positive transfer of learning meta-skills achieved

    11. Good Web-teacher? teachers role: cognitive, social & teaching presence facilitating discourse and interaction, giving motivation, feedback, guidance & support helping learners in networking these roles can also be divided when sharing expertise (teaching together?) zone of immediate development (Vygotsky) emotional dimensions of learning/working-environment: good teacher activates this

    12. Feminist pedagogy? Feminism is a dialectic discovery process, researching differences, focusing on gender emansipatory intentions construction on experiences (personal/political) women-friendly practises? safety? emotions? strengthening self-confidence, enhancing self-reflection giving a voice ? (multiple voices)

    13. Connecting these making e-courses good, feminist learning environments giving intellectual gifts teaching/learning as exchange students as younger colleques both teachers and students are participating in a process, which changes conventional ways of working in the academy shared expertise is a strategic choice

    14. Co-operation? first international web-course in 2001 (Knowing feminism - feminist knowing with universities of Stockholm, Tartto, Riga & Vilnius) Nordplus Neighbour-project (Tallinn, Riga, Helsinki) ATHENA-ICT-projects (european web-MA in WS?) other possible joint projects?

    15. Finally feminist pedagogy (/teaching) can be combined with good e-learning putting things to web, using ICTs does not necessarily mean good pedagogical practises content & quality of teaching are in main role WS has a history of critical disciplin being critical combined with being active & innovative can bring good quality of e-learning & e-pedagogy

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