The Future of Education
Eeva Koponen
Institution: University of Jyväskylä
Address: Seminaarinkatu 15 / PO Box 35
Postal Code: FI-40014
Country: Finland
Eeva Koponen works as an education coordinator in the Open Science Centre, Library at the University of Jyväskylä, Finland. The Open Science Centre takes care of scientific resources, information seeking questions, and questions concerning open science and research, especially academic publishing and management of research data.
Eeva graduated in Social Sciences from the University of Jyväskylä in 1980. She has studied Philosophy at the Complutense University of Madrid, Spain, and Sociology at the National Autonomous University of Mexico. She has also attended numerous professional courses in group work and pedagogical issues, especially concerning drama pedagogy, professional guidance and creative writing.
From 1984, Eeva has mainly worked at the University of Jyväskylä in three units: as a teacher of Social Work at the Department of Social Sciences, and as an education coordinator and a teacher at the Continuing Education Centre and at the Open Science Centre. When working at the Continuing Education Centre with mature students in long-lasting work process based educational programmes, she more intensively started to develop new educational practices in a communal approach. At that time, she wrote several guides for learning and working processes, and a book about guidance in processes of change. The book Muutosprosessien ohjaaminen (2002) included her first models to help visualise these processes.
In 2007, Eeva was recruited to the university library to rebuild the educational structure for courses in academic information seeking. Guidance of students combined with the two very different teacher periods, the knowledge based and work processes based approaches, started a ten year process, including various projects, hundreds of hours of teaching and guidance, even moments of despair. It led to a new kind of a model for the process of systematic information seeking in research, and another for shared responsibilities for guidance in learning the scientific method. Both combine academic contents and work processes for different types of training and disciplines. Models that have been and still are communally developed.
The last period is documented in an open access learning material, Library Tutorial, in the Library Curriculum, and also in some presentations and articles. The proceeding for this conference, It takes the entire university community to educate students in becoming academics, is the first article written in English of this matter.
Areas of expertise: Participatory planning and modelling of academic work processes, project planning and management, interactive and blended learning, guidance, mentoring.
Eeva graduated in Social Sciences from the University of Jyväskylä in 1980. She has studied Philosophy at the Complutense University of Madrid, Spain, and Sociology at the National Autonomous University of Mexico. She has also attended numerous professional courses in group work and pedagogical issues, especially concerning drama pedagogy, professional guidance and creative writing.
From 1984, Eeva has mainly worked at the University of Jyväskylä in three units: as a teacher of Social Work at the Department of Social Sciences, and as an education coordinator and a teacher at the Continuing Education Centre and at the Open Science Centre. When working at the Continuing Education Centre with mature students in long-lasting work process based educational programmes, she more intensively started to develop new educational practices in a communal approach. At that time, she wrote several guides for learning and working processes, and a book about guidance in processes of change. The book Muutosprosessien ohjaaminen (2002) included her first models to help visualise these processes.
In 2007, Eeva was recruited to the university library to rebuild the educational structure for courses in academic information seeking. Guidance of students combined with the two very different teacher periods, the knowledge based and work processes based approaches, started a ten year process, including various projects, hundreds of hours of teaching and guidance, even moments of despair. It led to a new kind of a model for the process of systematic information seeking in research, and another for shared responsibilities for guidance in learning the scientific method. Both combine academic contents and work processes for different types of training and disciplines. Models that have been and still are communally developed.
The last period is documented in an open access learning material, Library Tutorial, in the Library Curriculum, and also in some presentations and articles. The proceeding for this conference, It takes the entire university community to educate students in becoming academics, is the first article written in English of this matter.
Areas of expertise: Participatory planning and modelling of academic work processes, project planning and management, interactive and blended learning, guidance, mentoring.
