Haapsalu College
SELF-EVALUATION REPORT Accreditation of Curriculum Applied Computer Science (3361)
................................ Signature of the head of curriculum
Haapsalu 2009
Table of Contents INTRODUCTION............................................................................................................ 6 1.1.
Estonian Higher Education System .............................................................. 6
1.1.1.
Overview and recent developments ................................................... 8
1.1.2.
Administration and legal framework................................................... 9
1.1.3.
Higher Education Qualifications in Estonia........................................ 11
1.2.
Tallinn University ....................................................................................... 14
1.2.1.
History of Tallinn University............................................................... 16
1.2.2.
Mission of Tallinn University.............................................................. 17
1.2.3.
Management...................................................................................... 22
1.2.4.
Academic Structure............................................................................ 23
1.2.5.
Curricular development..................................................................... 24
1.2.6.
Establishing new curricula ................................................................. 27
1.3.
Haapsalu College of Tallinn University ...................................................... 28
1.3.1.
Brief timeline ..................................................................................... 29
1.3.2.
The Role in Regional Development.................................................... 30
1.3.3.
The development plan of Haapsalu College ...................................... 33
1.3.4.
Financing............................................................................................ 36
1.3.5.
External funding................................................................................. 38
1.3.6.
Strengths and issues .......................................................................... 39
2.
PREPARATION OF THE REPORT.......................................................................... 41
3.
CURRICULUM ..................................................................................................... 43 3.1.
Statistical data of curriculum..................................................................... 44
3.2.
Rationale and history................................................................................. 44
3.3.
The objectives of the curriculum ............................................................... 45
3.4.
Applied Computer Science curriculum development................................ 46
3.5.
Curriculum structure.................................................................................. 48
3.6.
General learning outcomes ....................................................................... 49
3.7.
Course categories ...................................................................................... 50
3.8.
Modules of Applied Computer Science curriculum................................... 51
2
3.8.1.
Introductory subjects (30 ECTS)......................................................... 52
3.8.2.
Core subjects (90 ECTS) ..................................................................... 52
3.8.3.
Introduction to the subject field (19 ECTS)........................................ 52
3.8.4.
Programming (23 ECTS) ..................................................................... 53
3.8.5.
Hypermedia (24 ECTS) ....................................................................... 54
3.8.6.
Computer networks and information systems (24 ECTS)................. 55
3.8.7.
Placement practice (30 ECTS) ............................................................ 55
3.8.8.
Diploma Thesis (6 ECTS)..................................................................... 56
3.8.9.
Open Electives (24 ECTS) ................................................................... 56
3.8.10.
Language-related courses.................................................................. 57
3.9. 3.10. 4.
5.
Local and international comparability of the curriculum.......................... 58 Strengths and issues (Curriculum) ......................................................... 64
STUDY PROCESS ................................................................................................. 68 4.1.
Quantitative figures concerning the study process................................... 68
4.2.
Academic calendar and weekly schedules ................................................ 69
4.3.
The workload of students .......................................................................... 69
4.4.
Choice of courses and enrolment.............................................................. 71
4.5.
Study organisation between college and other academic units ............... 71
4.6.
Forms of study ........................................................................................... 72
4.7.
Study methods........................................................................................... 73
4.8.
Study process............................................................................................. 74
4.9.
Regional public lectures............................................................................. 75
4.10.
Practice organisation ............................................................................. 76
4.11.
Preparation for academic writing.......................................................... 80
4.12.
Individualisation of studies .................................................................... 81
4.13.
Assessment of academic progress and grading scale............................ 81
4.14.
Study results .......................................................................................... 84
4.15.
Promotion of the curriculum ................................................................. 85
4.16.
Strengths and Issues (Study process) .................................................... 86
STUDY ENVIRONMENT....................................................................................... 90 5.1.
Quantitative indicators. ............................................................................. 90
5.2.
Study Premises and Rooms........................................................................ 90 3
5.3.
Virtual learning environments and information systems.......................... 92
5.4.
Hardware and software ............................................................................. 96
5.5.
Libraries and Internet resources................................................................ 99
5.6.
Other facilities.......................................................................................... 101
5.7.
Strengths and Issues (Study environment).............................................. 101
6.
STUDENTS ........................................................................................................ 103 6.1.
Quantitative figures of students.............................................................. 103
6.2.
Admission strategy................................................................................... 104
6.3.
Strengths and Issues (Admission) ............................................................ 107
6.4.
Student body............................................................................................ 107
6.5.
Counselling............................................................................................... 109
6.6.
Financial assistance for students ............................................................. 112
6.7.
Strengths and Issues (Students) .............................................................. 113
7.
ACADEMIC AND ADMINISTRATIVE STAFF........................................................ 115 7.1.
Filling academic posts .............................................................................. 115
7.2.
Teaching staff........................................................................................... 116
7.3.
In-house ................................................................................................... 118
7.4.
Assistant staff........................................................................................... 119
7.5.
Publications.............................................................................................. 120
7.6.
Strengths and Issues (Staff) ..................................................................... 120
8.
QUALITY ASSURANCE....................................................................................... 122 8.1.
Feedback from students .......................................................................... 124
8.2.
Feedback from graduates ........................................................................ 128
8.3.
Feedback from enterprises and industry................................................. 130
8.4.
Curriculum council ................................................................................... 131
8.5.
Strengths and Issues (Quality Assurance)................................................ 133
9.
CO-OPERATION ................................................................................................ 134 9.1.
Partnerships in Estonia ............................................................................ 134
9.2.
Foreign Relations and Cooperation ......................................................... 135
9.3.
Strengths and issues (Co-operation) ....................................................... 135
10.
APPENDIXES ................................................................................................. 137
Appendix 1. Estonian Education System ............................................................. 137 4
Appendix 2. Estonian higher education: statistical data ..................................... 138 Appendix 3. Tallinn University: statistical data.................................................... 141 Appendix 4. Structure of Tallinn University......................................................... 142 Appendix 5. Structure of Haapsalu College ......................................................... 143 Appendix 6. Number of students in Haapsalu College ........................................ 143 Appendix 7. Mission and Activity Structure of Haapsalu College........................ 144 Appendix 8. Action network of Haapsalu College ............................................... 144 Appendix 9. Characteristic figures of Haapsalu College ...................................... 145 Appendix 10. Schedule of self-evaluation ........................................................... 145 Appendix 11. Comparison of ECTS credits and the Credit System in Estonia ..... 146 Appendix 12. Common European Framework of Reference for Languages ....... 148 Appendix 13. International comparability of the curriculum.............................. 149 Appendix 14. Course programme........................................................................ 151 Appendix 15. Example of individual study plan................................................... 152 Appendix 16. Practice network of IT Department of Haapsalu College .............. 154 Appendix 17. Inventory........................................................................................ 155 Appendix 18. IT related books in Library ............................................................. 157 Appendix 19. Contest and actual admission........................................................ 161 Appendix 20. Teaching staff for Applied Computer Science curriculum............. 162 Appendix 21. CVs of the teaching staff................................................................ 165 Appendix 22. Publications, conference papers and proceedings........................ 195 Appendix 23. Feedback questionnaire ................................................................ 200 Appendix 24. Feedback from students................................................................ 201 Appendixes 25. Feedback from IT graduates 2005 ............................................. 204 Appendixes 26. Feedback from IT graduates 2008 ............................................. 206 Appendix 27. Applied Computer Cience curriculum ........................................... 208 Appendix 28. Curriculum course description ...................................................... 218
5
INTRODUCTION Haapsalu College of Tallinn University proposes the professional higher education curriculum of Applied Computer Science (RIF), for accreditation (120 Estonian Credit Points / 180 ECTS).
Haapsalu College is a regional institution of Tallinn University. A regional college has to be the educational centre of the region and consider first and foremost the developmental needs of the area: on one hand providing possibilities for acquiring excellent higher and applied higher education and on the other hand participating actively in the local development activities.
1.1.
Estonian Higher Education System
The Estonian post-secondary education system has been radically changed in recent years. Among other factors the process of integration with European Union needs to be taken into consideration in developing the education system. In accordance with the international education standards classification of UNESCO, education has the following levels: Pre-Education, Basic education (the Primary level), Middle level of education (Secondary level) and Higher education (Higher level).
For each level there are standards, which are articulated in the state guidelines for educational programmes. The curriculum guidelines determine the content of the compulsory programmes, the time to be spent on teaching and description of the demanded knowledge and materials.
The Parliament of Estonia has set the regulations of the educational system. The government also controls the founding of universities and other educational institutions. The Ministry of Education and Science is responsible for the development of educational standards as well as implementation.
6
Institutions providing post-secondary education in Estonia are divided into two categories: universities and institutions of applied higher education. A university is an educational, cultural and research institution where students can acquire an academic education. The purpose of a university is to advance knowledge through academic methods, to create and develop knowledge and skills on the basis of integrated learning and research opportunities, to acquire an up-to-date postsecondary education which is up to standards, arrange conditions for continuing education and provide the society with the needed knowledge and research services.
Academic higher education is provided on three levels: Bachelor degree (a 3-year programme); Master degree (generally a 2-year programme) and a PhD degree (generally a 4-year programme).
The applied higher education institutions are schools where students can obtain higher education diplomas of programmes more orientated towards practical skills’ training (a diploma can usually be acquired in three years).
Haapsalu College of Tallinn University is not an applied higher education institution but a regional institution of a university. In the context of universities only regional colleges can offer applied higher education curricula. Their responsibility is to provide opportunities for post-secondary education, continuing education, and conduct applied research and development projects in their specialized area. It is possible for the graduates of applied higher education curricula to continue their studies on master level.
Noteworthy is the concept of state-commissioned education, which on one hand brings in financing from the public sector to post-secondary education, and on the other hand allows directing the educational policy on a local and regional basis. Universities have the legal right to charge fees for providing education for these students who are not studying on the state-commissioned place. In that case either
7
the student or some organization pays the fees for the student. Universities apply this method of funding their educational programmes to a large extent.
1.1.1.
Overview and recent developments
After regaining independence in 1991, the development of Estonian higher education (HE) may be characterized by strong deregulation and fast expansion. Due to the liberal policies in the early 1990s a number of new private higher education institutions (HEI) were established and many new programmes/curricula, in public universities and private institutions alike, created. The number of institutions providing higher education has considerably increased – from 6 universities in 1990/91 to 35 institutions of HE in 2007. Among the 35 higher education institutions there are 11 universities (6 public and 5 private universities), 20 institutions of professional higher education and 4 institutions of vocational education. Estonian education system is presented in the Appendix 1. Statistical data about Estonian HE is presented in the Appendix 2.
Also the number of students has increased more than 2.5 times (from 25 899 to 68 767) from 1990 to 2007 (please see Appendix 2). This growth is mostly due to the emerging private sector in HE as well as the increase in the share of funded education in public universities. Also other factors have promoted the growth: upgrading former polytechnics to the higher education level as professional higher education institutions, focusing on lifelong learning, establishing new institutions where HE programmes can be provided. The growth has been more concentrated in areas such as business, law, media, humanities and arts.
Following the Bologna Declaration ideology, in Estonia two-tier study system was introduced in 2002/03. The changes were adopted through the University Act, and as such were compulsory for all universities to follow. The new study programmes were designed to enable students to enter the labour market or continue at MA level after the completion of BA studies. Other steps related to the “Bologna
8
agenda” were approving the legislation for the Diploma Supplement (2003), introducing state funded mobility schemes for students and young institute members (2003), a decree on the correspondence of qualifications awarded under different qualification systems (2004), and legalizing the basis for recognition of foreign qualifications (2005).
The funding of higher education from the public sector as % of GDP has stayed at the same level since 1995 with a slightly decreasing trend in relative terms. In 2004 the respective number was 1.1%. The private sector accounts for about 1/3 of higher education expenditure. Today about 55% of students in Estonia pay for their studies fully themselves (please see Appendix 2).
In spite of the rapid expansion of the HE system the unemployment rate among people with tertiary education has remained low, for example in 2005 the unemployment rate was 3.8%. Also the transition of young graduates to the labour market has been relatively easy. At the same time the average age of students is growing – in 2005, the share of students “26 and over” was 34% whereas in 1995 it was only 15.3% (please see Appendix 2).
1.1.2.
Administration and legal framework
The administration of higher education is the responsibility of the Ministry of Education and Research. The ministry is assisted by a number of management and consultative bodies: Rektorite Nõukogu (Rectors' Conference), Eesti Teadus- ja Arendusnõukogu (Estonian Research and Development Council), Eesti Teadusfond (Estonian Science Foundation), Kõrghariduse Hindamise Nõukogu (Higher Education Quality Assurance Council) and others. The laws governing the HE system include: •
Universities Act (passed 12.01.1995),
•
Institutions of Professional Higher Education Act (10.06.1998),
•
Private Education Institutions Act (3.06.1998),
•
Vocational Education Schools Act (17.06.1998).
9
In 1995, the University Act was passed by the Parliament, granting broad university autonomy – free and democratic election of rector and directors, the right to possess assets and buildings, to contract a loan, to determine the wage level of employees, to decide upon the total number of students admitted and to specify the rate of fees for services offered. Other important legal documents governing the HE sector are government decrees, such as: •
The Standard of Higher Education (Kõrgharidusstandard) of 2008 which specifies requirements for higher education in Estonia and is a fundamental act for granting education licences and for the accreditation of study in higher education institutions.
•
The Statute and Form of Diploma and Academic Transcript (Diplomi ja akadeemilise õiendi statuut ja vormid) of 2003 prescribes the forms and regulations for awarding diplomas to graduates of various study programmes from different types of institutions. It requires that all HEI issue the Diploma Supplement in English from January 1, 2004. The format of the Diploma Supplement complies with the requirements set by the European Commission, European Council and UNESCO/CEPES.
•
Standards for Accreditation of Universities and Institutions of Professional Higher Education in Estonia (Ülikooli ja rakenduskõrgkooli ning nende õppekavade akrediteerimise kord ja akrediteerimisel esitatavad nõuded) from 2003 sets requirements for the accreditation of universities and professional higher education institutions on an institutional level as well as on the study programme level.
•
The list of academic degrees awarded by educational institutions (Eesti Vabariigi kvalifikatsioonide ja enne 20. augustit 1991. a antud endise NSV Liidu kvalifikatsioonide vastavus) from 2005 is a comparison of qualifications that have been obtained under different qualification systems. The decree serves the purpose of ensuring the equal rights of graduates in access to further study and the labour market.
10
•
The basic cost of a student place created on the basis of state-commissioned education (Riikliku koolitustellimuse õppekoha baasmaksumus 2008. aastal) is a government decree approved separately for each budgetary year and it sets the cost level for all different types of study programmes (Bachelor, Master, PhD, professional higher education) covered from the state budget. This is a basis for concluding the contracts between the Ministry and public or private HEIs and for the budgetary allocations of state professional higher education institutions;
•
Coefficients of study fields (Õppevaldkondade koefitsiendid) from 2002 and 2004 – classifies different study fields into clusters based on the volume of experimental and individual work (i.e. the factor for exact sciences is 2.1, for social sciences 1.1, etc).
1.1.3.
Higher Education Qualifications in Estonia
As of 1991, four systems of higher education and qualifications have been in use. In order to ensure equal opportunities and rights, comparison of the qualifications used in former systems with the qualifications of the new system is determined by the Government decree of June 2004.
Until 1991: Until 1991, the Estonian higher education institutions followed the Soviet system of higher education. In most fields of higher education, the nominal duration of study was 5 years, in a few programmes it was 4 or 4,5 years, in medicine it was 6 years. The final qualification – a Specialist’s Diploma or Diplom kõrgema kutsehariduse omandamise kohta as an original title, was awarded with an indication to a certain professional qualification: Engineer (insener), Physicist (füüsik), Geographer (geograaf), Economist (ökonomist or majandusteadlane), Lawyer (jurist), etc. with the indication of a narrow specialisation where applicable.
The first stage of post-graduate studies (aspirantuur/aspirantura) leading to the qualification of a candidate (teaduste kandidaat) normally lasted three years and
11
included original research and publication. The second stage of post-graduate studies (doktorantuur/doktorantura) led to the doctoral degree.
On 31 July 1990, a year before Estonia was declared independent the Government adopted the regulation on the approval of higher education qualifications according to which the two systems, the Soviet system and the Estonian system, became equally valid. In fact, the Soviet system ceased to function in the spring of 1991.
1991 – 1994: During this transitional period the first degree – Diploma – known as the university diploma with no degree, was the qualification that followed the structure of the Soviet-time Specialist’s Diploma. In most programmes the nominal duration of study was 5 years as the students had begun their studies in the Soviet higher education system. The diploma was awarded with a certain qualification (insener, ökonomist, bioloog etc.) or with the indication of the speciality after the completion of studies and upon the defence of a diploma thesis, or after passing the graduation examination, or both, and was generally a prerequisite for admission to master studies.
Instead of the former aspirantura, the first post-graduate research-based study programme was developed and it was renamed master study. Generally, master programme was on the same level as aspirantura in the Soviet system. The nominal duration of master study was fixed on 2 years. The graduates were awarded a MA degree after the public defence of master thesis.
1995 – 2002: According to the University Act, the first stage of higher education with the nominal duration of 4 years was fixed for the new admission from 1 January 1995. Generally, the reduction of studies was based on the development of programmes for the market-oriented economy, with higher quality standards and with more intensive courses than the former 5-year programmes leading to the qualification of a specialist’s diploma or a diploma with no degree. Despite of the use of titles like BA and MA, the Estonian higher education system was not yet a traditional bachelor-master or two-tier or undergraduate-postgraduate structure. It 12
was one system with the nominal duration of 4-5 years in most fields of study, including engineering, teacher training, law, etc.
Since 2002: As a result of a major higher education reform and the reconstruction of study programmes, for the first time Estonian higher education introduced the two-tier (bachelor-master) structure for the 2002/2003 admission, which was also called the 3+2 model. The first qualification obtained in the new structure is a bachelor’s degree. This “new” bachelor’s degree is awarded after 3 years of study (in a few programmes the nominal duration of study is 4 years) and it is not comparable with the “old” bachelor’s degree. The new degree is a bachelor-level qualification.
After graduation from the bachelor-level programmes the students can continue in the second cycle leading to the master’s degree. Master studies are devoted to indepth preparation for the speciality and include a narrower specialisation. The duration of master programme is 2 years (or 1 year after 4-year bachelor programmes). The “new” master’s degree is a master-level qualification and is the required level for professional positions where a higher qualification is needed, such as teachers, engineers, economists, lawyers, etc.
The new two-tier structure applies to most disciplines, with the exception of medicine, pharmacy, veterinary medicine, architecture, primary school teacher and civil engineering. In those disciplines the long one-tier programmes are called integrated bachelor’s and master’s programmes with the nominal duration of 5 or 6 years.
The third degree in Estonian HE system is PhD, which is defined as the first scientific degree and supposes completion of 3 or 4 years of doctoral studies.
In the Estonian higher education system there are no intermediate qualifications. All higher education diplomas and degrees issued are final higher education qualifications. 13
Professional higher education is a first level of higher education, during which a student acquires the theory and necessary skills to work in a specific profession and also to continue studies on master level. Professional higher education studies can take place in a regional institution of the university, or in a secondary education based vocational school. Practical studies form at least 30 per cent of the curriculum. At least 50 percent of the practical studies have to take place in the working environment with supervision of an instructor. If the practical studies exceed 30 percent of the curriculum, the supervision of an instructor in the working environment may be less than 50 percent, but not less than 15 percent of the practical studies determined in the curriculum. Final thesis or examination should give at least 2 credit points (3 ECTS).
1.2.
Tallinn University
Tallinn University (TU) is a public institution of higher education. Its main strengths lie in the fields of humanities and social sciences, but it also has a strong and constantly growing component of natural and exact sciences, as well as a notable tradition of teacher training and educational research.
Tallinn University is the third largest university in Estonia, consisting of 18 institutes and 4 colleges (including 2 regional colleges in Haapsalu and Rakvere). It has more than 8500 students as well as more than 400 faculty members and research staff, and is the fastest growing university in Estonia (please see also Appendix 3).
The university sees itself as providing an environment which encourages the intellectual and personal growth of all its members, institute and students alike, and has proclaimed as its values academic quality (which involves combining research and teaching), solidarity and collegiality, procedural transparency and simplicity, openness (which involves significant internationalisation) and an outward focus on society instead of isolating itself from it.
14
The University has committed itself to the strategic goal of becoming an international research university with a strong social conscience and a flexible and collegial environment for learning and personal growth, where considerable academic freedoms guaranteed to both the students and the institudes are balanced by strict quality requirements.
One of the main aims of the University is large-scale internationalisation – with its 8 academic degree programmes and a number of shorter programmes and courses offered in the English language it is already the most international university in the Baltic area, but this number will, according to plans, increase significantly over the next few years.
Basic data as of 01.10.2008 Number of students: Professional higher education (only in Haapsalu College)
84
BA students
5810
MA students
2515
PhD students
249
Total number of students Facilities’ area
8574 29 691 m2
Number of teaching staff: •
Full-time
265
•
Part-time
147
Institutes
17
Colleges
4
Number of curricula:
15
•
Professional higher
2
education •
BA
48
•
MA
71
•
Integrated
•
PhD
1.2.1.
1 13
History of Tallinn University
The history of the present Tallinn University dates back to 15 May 2002, when the representatives of four universities and research institutions in Tallinn signed agreements – one between themselves and one with the Ministry of Education as well as the City of Tallinn, that both promised to support the new venture, to establish a new university in Tallinn. Tallinn University is a result of merging several higher education institutions. The mergers took place during 2004-2005.
Legally Tallinn University began to operate after the Estonian Parliament passed an amendment to the University Law in February 2005. Predecessors of Tallinn University are the following, formerly independent HE/research institutions: •
Academic Library of Estonian Academy of Sciences,
•
Estonian Institute of Humanities,
•
Institute of History of Estonian Academy of Sciences,
•
Tallinn Pedagogical University.
The largest founder of Tallinn University was the former Tallinn Pedagogical University. It has carried on the traditions of Estonian teacher training that go back to 1919, when a Teachers’ Seminar was established in Tallinn under the guidance of leading specialists in educational sciences. Through a series of reorganisations this seminar was turned into a higher educational establishment in 1952 and finally obtained the status of a public university in 1992. Since then, it has been the fastest-growing university in Estonia, and has also expanded its scope of academic
16
activities. In 1993, the faculty of social sciences was established, with departments of sociology, government, psychology etc. In 1998, a programme of computer science was opened.
In 1998 also Haapsalu College was established to support regional development through learning and research activities. In 2002 the interpretation-translation training centre was established etc. Tallinn Pedagogical University has been notable for its social conscience and promoting an active, participatory approach to the social, political and intercultural debates in Estonia. In mid-nineties the former institutes of Academy of Sciences – Institute of Ecology and Institute of International and Social Studies were also merged to the Tallinn Pedagogical University.
1.2.2.
Mission of Tallinn University
The mission of Tallinn University is to contribute to the sustainable development of the Estonian state and society through the preparation of well-educated and qualified professionals, creation of new knowledge and application of the outcomes of research by social dialogue and academic partnership.
The University Senate adopted a Development Plan for 2006-2010 in May 2006. Seven wider goals have been set in the development plan: •
To promote an intellectual environment in Tallinn, based on academic capacity and utilising the support of international co-operation;
•
To increase regional competence in the counties of Läänemaa and LääneVirumaa in partnership with the University’s colleges (Haapsalu College and Rakvere College);
•
To open up the intellectual environment in Estonia to European dialogue and debate in order to support critical self-reflection and discussion in Estonian society;
17
•
To help increase the quality of life in Estonia through integrating research, development, study and creativity with the needs of the society;
•
To provide opportunities for life-long learning to wider target groups;
•
To foster the development of the field of education;
•
To contribute to the development of a civic society in Estonia.
Tallinn University is a public university operating in the interests of Tallinn and the wider Estonian state whilst focusing primarily on the fields of humanities and the social and natural sciences. The university adheres to the following principles in its activities: •
Quality. The university pursues the best possible quality in its activities. Following the practice of European universities, Tallinn University aims to establish quality requirements for academic degrees, positions and academic units, and develop a professional and effective administrative and support structure.
•
Internationality. The university aims to ensure the continuity and renewal of well educated and qualified graduates in Estonia while securing competitiveness of the country’s higher education in the European Union and worldwide. To this end, the university arranges regular staff exchange with foreign universities, has created a visiting fellows system and fosters staff and student integration into international professional networks, encourages preparation of curricula which are taught in full or in part in foreign languages and the preparation of modules aimed towards foreign visiting students.
•
Interdisciplinarity. The university endeavours to create an interdisciplinary academic environment based on mutually beneficial cooperation of academic units. A common academic culture will be developed respecting the specific features of different fields.
•
Broad base. The university aspires towards a holistic and balanced intellectual, creative, ethical, emotional and physical development of its members. Graduates of Tallinn University should be people with a broad
18
based education, established worldview, powers of critical analysis and equipped with skills for professional communication. •
Ideological independence. The university is open and ready for cooperation with academics from Estonia, Europe and the world without giving preference to any worldviews or historic traditions.
•
Decentralization. In its activities, the university is a decentralised body of academic units, which share common values but are independent in their activities. Integrity of the university is ensured through agreed and centrally monitored requirements for quality of output, legality of activity and collaborative management. The students, staff and researchers are the primary determinants of university activities and have major decision making powers in this regard. The university aims to develop a balanced combination of research, development and study activities.
•
Partnership. The university values close cooperation with its partners in all fields through participation in social dialogue both domestically and internationally. The university supports the development of common and balanced university spaces in Estonia, encouraging student mobility between educational institutions and enhancing quality of research, creative and development activities.
Tallinn University sets its regional objectives based on different national strategies: •
Estonian Higher Education Strategy 2006-2015 stresses the importance of improving the link between higher education and the expectations of society and students as well as the needs of the labor market. Thus, learning and research activities must be directed towards the economy and needs of the regional aspect.
•
The Implementation Plan of Human Resource Development 2007-2013 stresses that in order to support regional balanced development the cooperation between universities in providing higher education in various
19
regions through regional colleges and professional higher education institutions has to be favoured. •
According to the Estonian Regional Development Strategy 2005-2015 the role of universities and colleges in economy is growing in relation to the growth of knowledge-based economics. Higher education institutions provide the region with (highly) educated people, grow the regional human resources, take part in innovation and have to consider the demands of regional enterprises and public authorities. In regional development the important aspects are: the flexibility and innovative potential of local communities and economy; scientific research and developmental activities and work force qualifications in all of which the local higher education institutions and vocational education institutions have an important role to play.
Goals of Tallinn University’s regional activities: •
The goals of Tallinn University’s regional activities are to make its academic potential accessible to all Estonian regions and help regional development while supporting the goals and reputation of the university; to support the equal development of all regions in Estonia in the establishment of a knowledge based society.
•
Tallinn University’s regional activities are directed towards supporting regional development through applied research, studies and through training and development activities. University’s regional support strategy is based on the Triple Helix model, where academic knowledge, public authority and entrepreneurship work kclosely together.
•
In coordinating its regional activities the university considers the specific features and needs of different regions and the potential of university’s structural units.
20
In order to fulfil its goals based on development plans Tallinn University has signed cooperation contracts with Haapsalu City Government, Lääne County Government, Rakvere City Government and Lääne-Viru County Government.
The main activities of Tallinn University in order to accomplish its regional goals are: •
Work related contacts with regional representative institutions (unions of towns, local governments and entrepreneurs);
•
Developing cooperation with the city governments of Tallinn, Haapsalu, Rakvere and the respective County Governments; finding opportunities for introducing their developmental needs and plans at the university;
•
Developing an activity plan for introducing the university and its potential with more diversity in other counties; preparing and distributing respective publications and cooperating with the local media.
•
Developing existing curricula in the colleges and initiating new curricula in consideration with the local needs;
•
Offering in-service training, re-training and e-learning possibilities in order to activate local entrepreneurship and develop the job market;
•
Helping to sustain active cooperation between regional schools of different levels for the benefit of regional development (including integrated curricula between vocational and higher education);
•
Supporting the development of regional competence centres (training, counseling, development) based on the colleges;
•
Supporting the implementation of scientific potential within the regions: the development of methodology for analyzing regional development; execution of comparative analyses between regions; active participation in the development of regional innovative strategies and systems;
•
Introducing the potential of university’s applied research in the regions and determining the regional research needs;
21
•
Mapping the research and developmental needs of region’s enterprises and public organisations, offering consults, preparing applications and executing joint projects
•
Participation in the elaboration of regional development programmes.
1.2.3.
Management
TU is administered according to the traditions and within the context of Estonian laws and charters of European universities. TU is an organization with a three-level management structure. The highest collegial decision-making body is the Senate. The Senate includes the rector, vice-rectors, directors, and representatives from institutes, colleges, the library and the labour union. 1/5 of the Senate consists of students. The Senate forms commissions, which prepare issues within their areas of competence for plenary meetings of the Senate. Currently the Senate has development, economic, research and study commissions. The Senate is responsible for managerial and administrative issues.
The membership of institute and college boards includes the director, representatives of all curricula and research groups, representatives of professors and of lower academic staff, of professional community and students. The main tasks of an institute board are adoption of the statute, strategic development plans and budgets; approval of curricula and their amendments; election of lecturers, associate professors (approved by the Institute Board) and professors (approved by the Senate). The general departmental meetings include all academic and administrative staff members of the department.
The Student Union is legally defined as an autonomous structural unit of the university, equal to an institute. The highest representative body of students in TU is the Student Assembly, comprised of students from every institute and regional college and a representative of doctoral students. The daily work of the union is organised by the 3-member Student Board, which is elected by the assembly and 22
assisted by the Student Union office employees. In every institute and college there is a local student council. Student representatives participate in commissions and working-groups in every level of the university’s activities.
1.2.4.
Academic Structure
The fields of training and research in TU, according to ISCED classification are: •
Education,
•
Humanitarian sciences and arts,
•
Social and behavioural sciences,
•
Natural and exact sciences,
•
Health and well-being.
The academic structure of Tallinn University up to the end of 2007 included seven faculties: Philology, Educational Sciences, Physical Education, Fine Arts, Mathematics and Natural Sciences, Social Sciences and Estonian Institute of Humanities. The University had four colleges: Haapsalu College, Rakvere College, Catherine's College and Baltic Film and Media School. In addition, the Open University and the Academic Library belong to the university, as well as five institutes: Institute of History, Estonian Institute of Demography, the Institute of International and Social Studies, Institute of Ecology and Institute of Educational Research.
In spring 2007 the reform of the academic structure of the university was initiated. It was caused by the need to unify different structures of the institutions, which had joined the university. The aim of the reform was to integrate research and teaching in order to improve the quality of studies and the resilience of research; to simplify management and reduce administrative levels. All academic units except the Institute of Ecology offer at least one “3+2” curriculum, eight of them also have a doctoral curriculum, the Institute of Humanities and the Institute of Mathematics
23
and Natural Sciences have two doctoral studies curricula. Every academic unit has at least one research group corresponding to the requirements of target financing. The Senate approved the new structure on November 12, 2007. Starting from January 1, 2008 Tallinn University has a split-level structure and consists of 17 institutes, 4 colleges and the Academic Library of TU (please see Appendix 4).
1.2.5.
Curricular development
Tallinn University has been the fastest developing Estonian public university over the past decade. The number of students has increased from two and half thousand to more than eight thousand. In parallel with this growth, recent years have been characterised by an extensive reform in which the subject based study system has been resorted to and the Master and Doctor programmes have been opened. Both the arrangement and content of studies are in constant development.
The European 3+2 system based on the Bologna agreement dictated a principal renewal of the curricula in the University. The expectation is that the new 3+2 system gives a wider range of choice after completing the BA or professional higher education programmes, as well as intensifies the study process for the students. New curricula offer the students knowledge within their speciality as well as social competencies, develop their readiness for life-long learning and create possibilities for inter-curricular and inter-university transitions.
Also the transition process from the local credit point system to ECTS has been initiated. One academic credit in Estonia is calculated as 40 hours of work. This may be awarded for the participation in lectures, independent work or any other combination of 40 hours of student work. One academic credit in Estonia equals approximately to 1.5 ECTS credits. ECTS credits express a relative measure of the student workload. In ECTS, 60 credits represent the workload for the full academic year of study. In order to obtain a Bachelor’s degree at TU, the students are required to achieve a minimum of 120 credits (180 ECTS) over three years of study
24
and a Master’s degree either in one-year study – 40 credits (60 ECTS) or two-year study – 80 credits (120 ECTS).
The general structure of curricula in Tallinn University is uniform and has been worked out by the Study Commission of the Senate and approved by the Senate. The respective departments draw up the objectives of the curricula and education programmes within the certain confirmed rules. After a discussion in the institute council the curriculum is presented to the Study Commission for amendments and additions. The final version of the curriculum is presented to the Senate for approval. The fact that curricula are published in the University Catalogue both on paper and in an electronic version indicates that their objectives and content are made fully available to the public.
The quality assurance system of curricula in Tallinn University is being developed and will be published as the university's quality handbook scheduled to be ready in 2009 at the latest.
All curricula contain the following materials and information: 1. Title sheet of curriculum (the name of the curriculum, modules, requirements for completion of studies). 2. Course description (short description with required and recommended reading). 3. Course programme (the calendar plan of the course, which is given to students by the teacher. It consists of the title, the volume, the method of assessment, prerequisites, a short description of the subject and the name(s) of the instructor(s).
The structure of professional higher education curricula after academic year 2006/2007: •
Introductory subjects (30-45 ECTS, in which at least 25% are electives) are common for all curricula in the same field of study and they include at least 25% of electives. 25
•
Core subjects (75-90 ECTS in which at least 25% are electives) are usually organized into blocks according to the subject matter and include at least 25% of electives.
•
Open electives including minors (at least 24 ECTS) can be chosen freely amongst all subjects and minors either from TU or some other recognized universities. As a rule, a minor consists of 24-45 ECTS and provides additional competencies in a certain area of knowledge.
•
Professional placement (at least 30 ECTS) is usually in form of individual and group practices in classrooms and/or enterprises.
•
Final paper or a final examination (6-12 ECTS).
We consider it important to describe here also the “old” structure of the BA curricula, as the initial version of Applied Computer Science was developed according to this structure.
Structure of BA Curricula before academic year 2006/2007: •
General subjects (24 ECTS in which 6 ECTS are electives).
•
Introductory subjects (23 ECTS in which 3 ECTS are electives) are the same for all curricula in the same study field.
•
Core subjects (96 ECTS in which 6 ECTS are electives).
•
Open electives including minors (31 ECTS) – these subjects can be chosen freely amongst all subjects and minors announced for the coming academic year. As a rule a minor consists of 24-45 ECTS and provides additional competences in a certain area of knowledge.
•
BA thesis (6 ECTS).
Professional higher education programme and BA programme are both first level HE and a person who has completed the studies has the right to continue his or her studies in a MA programme.
26
Structure of Master’s Curricula after study year 2006/2007: •
General subjects (15-30 ECTS) at least 50% of general subjects are electives. Introductory subjects are the same for all curricula in the same study field.
•
Core subjects (45-60 ECTS) at least 25% electives.
•
Open electives (15-30 ECTS) can be freely chosen from all the subjects in TU or other universities.
•
MA thesis (15-30 ECTS) or Master’s exam is allowed in some study fields.
The most successful graduates of the Master’s programme can apply for the doctoral studies. PhD curricula are relatively broad – each PhD curriculum covers a number of Master curricula.
Structure of the PhD curricula: 1) General subjects (24-36 ECTS) in which at least 50% are electives. 2) Core subjects (24-36 ECTS), which includes inter alia teaching and research assistance (6 ECTS) as well as individual subjects (12 ECTS). Individual subjects are selected according to the doctoral thesis area. 3) PhD thesis (180 ECTS).
1.2.6.
Establishing new curricula
Proposals for opening new curricula in Tallinn University are first made by the institutes, where also the objectives and content of the curriculum are developed. Since 2001 it is required that there is a curriculum manager responsible for compiling the curriculum and strategic arrangement of studies. The respective departments/institutes set the objectives of the curricula according to the common rules and format. After the discussion in the institute council the new curriculum is presented to the Study Commission for amendments and additions.
27
According to the Statute of Curriculum the following documents should be presented to the Study commission in addition to curriculum project: 1. Relevant Appendixes to the curriculum. 2. A document explaining the reasons for the opening of the curriculum, which includes a content-based comparative analysis of the curriculum with other similar curricula in foreign and Estonian universities; a description of the knowledge and skills acquired in the course of studies (the output of the curriculum); an analysis explaining which subjects and methods provide the prerequisites for the development of the knowledge and skills; a description of the academic standards and professional competences in the field of study of the teaching staff involved in the curriculum, and the analysis of the resources required for implementing the curriculum; analysis of the need for the curriculum and the existence of potential jobs; and the tuition fee for students in non-state funded places. 3. It is also expected that recommendations from potential employers are presented. The final version of the curriculum is presented to the Senate for approval. All the curricula that are approved by the Senate will be submitted immediately to the Ministry of Education and Research for official registration.
1.3.
Haapsalu College of Tallinn University
Haapsalu College is situated in a little resort town called Haapsalu on the northwestern coast of Estonia. The initiative to establish a college in Haapsalu came from the local authorities of the Western Region of Estonia called Läänemaa who considered the impact a university college would have on raising the educational standards in the region and decreasing the amount of people leaving the region to be very significant. Haapsalu College has kept this consideration in mind and acted accordingly. The college has brought together the needs of the region and the possibilities of the big university – Tallinn University.
A regional college in its essence is an education and competence centre of the region and considers first and foremost the developmental needs of the area: on 28
one hand providing possibilities for acquiring excellent higher education and on the other hand participating actively in the local development activities. Connecting its activities to the local enterprises, organizations and establishments equals good cooperation and flexibility.
In the nineties a network of regional colleges consisting of 8 university colleges was established in Estonia (4 belonging to University of Tartu, 2 to Tallinn University and 2 to Tallinn Technical University). Today the colleges have found their role in regional development and the Government is planning means to help the colleges become regional competence centres, where entrepreneurship, science and development can unite in ensuring successful regional development.
1.3.1.
Brief timeline
Haapsalu College of Tallinn University was established after the reinstatement of the Republic of Estonia as an independent state. The mayor of Haapsalu and the director of Tallinn Pedagogical University (later Tallinn University) signed an establishment treaty on the 20th of May 1998 marking the opening of a university college in the Western Region of Estonia. Since then the strong ties to Tallinn University have been evident through strong cooperation as well as similar academic arrangements and curricula.
On the 2nd of September in 1998 opened the doors to the new higher education establishment in Haapsalu.
Since its establishment Haapsalu College has developed rapidly. In 1998 first Elementary School Teacher curriculum students were admitted, in1999 the specialty of Information Technology was opened to admission. In 2002 the specialty of Public and Business Management was added. In 2003 the first MA studies began in Government and Administration and in 2004 in Educational Guidance. In 2008
29
Health Manager was added to the existing curricula. Please see also Appendix 5 for overview of college structure.
As the new specialties were added also the amount of students grew rapidly. When in 1998/99 the amount of students studying in Haapsalu College was 22 then by 2002 with the addition of Public and Business Management and Elementary School Teacher distance studies it had grown to 235. By autumn 2008 the amount of students was 242 (please see also Appendix 6). Taking into consideration the 339 students that had successfully graduated by then, we can safely say that the number of students will keep growing over the coming years.
The general growth of Haapsalu College has brought along the need for new competent lecturers and staff to provide help with teaching, research and student management. This need has been met year by year. Compared to 1998 when the number of full-time employees in the college was 2, in spring 2007 the number was 18 – all of them specialists in their fields and some even graduates of Haapsalu College themselves.
Although Haapsalu College focuses on developing the potential and competences of our local teaching staff, it is still important to consider and include the scientific potential of Tallinn University. The cooperation between the structural units of the same fields in Tallinn and Haapsalu and the inclusion of faculty members from Tallinn in the teaching processes of Haapsalu College is very necessary and common. Curriculum development is also conducted in cooperation.
1.3.2.
The Role in Regional Development
Colleges have a central role in Tallinn University’s regional activities – they are the university’s business cards in the region. The strategic goal of Tallinn University is to develop the physical environments of Haapsalu and Rakvere colleges and support the realisation of development potential of Läänemaa and Lääne-Virumaa.
30
Haapsalu College’s Development Strategy 2008 - 2013 sets as goals: offering good quality education in various fields and on different levels; developing the existing curricula and opening new curricula according to the needs of the region; coordinating systematic in-service, re-training and scientific research and development (R&D) activities. A university college in a smaller region plays an important role in educating the population, keeping their options open in the job market and preventing them from moving to bigger urban centres.
Haapsalu College of Tallinn University is a regional education centre that coordinates cooperation with other educational establishments in the region especially vocational and other training centres and ties the region to other Estonian universities (please see also Appendix 7).
The curricula offered in the college are based on regional needs. Additional curricula are being developed right now in the fields of handicraft and product design as well as traffic safety. One of the goals is to develop similar curricula in vocational training and higher education to provide advantages for vocation students wanting to continue their studies in the region. In order to be up to date with everything happening in the region, Haapsalu College also takes part in developing the strategies and activity plans of Läänemaa County. As an education centre Haapsalu College performs as an initiator in all the developments in the region that concern the areas connected to its curricula. Regional societies are gathered in the main fields of study. Regional networking is encouraged between college students, staff, graduates, practice supervisors and specialists of the region.
The vision of the future is to become the link connecting vocation teachers to the university and becoming their in-service training centre. Through lecturers and students coming to Läänemaa from other parts of Estonia it is possible to invest new valuable competences into the regional development. Traditional regional development related conferences, seminars and e-courses are held together with the regional partners. 31
The development and research activities in Haapsalu College are closely related to BA, MA or Diploma theses supervised by university professors or other experts in the fields of study. The topics of student theses also seek to fill regional needs for research and development and support the region or the nation in general. For example the idea for launching an official Induction Year Programme for beginning teachers in Estonia on a national level was based on the theses of college graduates; Haapsalu College has been a partner in a project promoting the integration of environmentally friendly thinking and learning which included an in-service training module for Läänemaa elementary school teachers; and the students of Public and Business Management have analysed local governments under the directions of Tallinn University’s experts. In the fields of information and communication the employment and training needs of various enterprises have been analysed. Constant participation in regional e-learning development projects for introducing better knowledge and skills in ICT is one of college’s everyday priorities.
International relations play an important part in developing existing and new curricula and conducting research. Cooperation with international partners supports regional development and the students as well as staff eagerly gather new experience and perspectives through training abroad.
In the last three years Haapsalu College has been involved in several international teacher in-service training projects, providing training for vocation teachers or adult educators in cooperation with German, Belgian and Finnish partners. College has hosted Intensive Programmes for international doctoral students and will continue this activity as well as provide courses for international students in connection with Tallinn University summer school.
In 2009 a new project of innovation in entrepreneurship and education has been launched together with Finnish, Latvian and Swedish partners and various new development projects have been initiated in the fields of education, computer science and entrepreneurship. 32
The students of Haapsalu College have been practicing their skills in Spain and Germany in 2008/2009 and several new applications have been submitted for new assistantships in several European countries. College’s staff is actively using EU lifelong learning support programmes for teaching, learning and exchanging experiences in other countries such as Norway, UK, Spain, Italy, Czech Republic, Slovenia, Finland.
The common factor in the activities of Haapsalu College is cooperation with the partners in the region, in Estonia and across borders. According to Vice Rector of Tallinn University, Heli Mattisen, the college is needed in the region. Haapsalu College has become a regional education centre – to develop teaching and research activities in the region, to explore and learn about regional needs and to provide training in accordance with local trends. Illustrative overview of action network of Haapsalu College can be seen in the Appendix 8.
1.3.3.
The development plan of Haapsalu College
Haapsalu College of Tallinn University is Tallinn University’s operating authority in the Western region (Läänemaa) of Estonia, which has been established in order to support the development of the Western region through training, research and development activities.
One of the fundamental values of Haapsalu College is human resources. Lecturers and adminstrative staff have participated in various training courses, and all the research and academic activities are fully supported. Characteristic figures of Haapsalu College throughout the last decade is shown in Appendix 9.
The development plan of Haapsalu College provides college's mission and vision for the year 2013 and the teaching, research and organizational activity objectives.
33
The vision of Haapsalu College is to support the regional development through quality training, research and development activities.
College’s main values: •
Learner-centred activities;
•
Cooperation and openness;
•
Graduates with great practical skills and a desire to use them.
College’s main goals: •
Good quality education – Tallinn University’s curricula brought to the region, opening of new applied higher education curricula;
•
Development and research activities, which are connected to college’s curricula and based on the needs of the region;
•
Systematic in-service training and re-training based on the needs of the region.
By 2013, Haapsalu College: •
is a regional educational centre, especially in the fields of teacher education, information technology and public and business management;
•
has developed new professional higher education curricula in the fields of traffic safety, handicraft and product design;
•
has developed good quality practical learning environments for all existing and new curricula (including web based e-learning environments), which allow students and lecturers to develop their skills and engage in research activities;
•
has launched Läänemaa Future Studies Foundation (LETS) activities in cooperation with local governments;
•
has developed the activities of Education and Counselling Centre (HariN) to support regional teachers, parents and students;
•
has developed all necessary environments for research, development and practical activities (including handicraft and other creative activities) to
34
support the activities of a creativity centre (College as a Creativity Centre of Läänemaa); •
has increased the number of full-time lecturers and training coordinators;
•
is supporting full-time staff in taking up doctoral studies;
•
is participating with regional partners in various research and development projects;
•
is participating in educational, public administration, regional development and other social and political discussions;
•
has coordinated annually at least one research project that meets the regional needs;
•
has developed collaboration networks in all college’s activity areas to promote higher education and further training on national and international level;
•
has participated in international cooperation projects in all college’s activity fields.
College's strategic objectives are realised with the help of students, alumni and lecturers and in cooperation with Lääne County government, local authorities, Läänemaa Development Centre, other educational institutions and organisations interested in cooperation with the college.
ICT related priorities for 2009: •
Developing the multimedia module of Applied Computer Science Curriculum (including subjects like product design and creativity);
•
Developing and renewing the apprenticeship system and network;
•
Renewing computer software licenses according to the priorities and needs of the curriculum: additional licenses for multimedia studies (Adobe Master CS4 etc);
•
Developing cooperation and integration between different curricula taught in the college;
•
Developing cooperation with TU Institute of Informatics;
35
•
Integrating the thematic areas of the students’ final papers with the practical needs of the region (private and public sectors in Läänemaa and Estonia);
•
Connecting the learning process with product development projects (For example School Paper, Läänemaa postcards etc) and their marketing through a student company;
•
Maintaining existing foreign relations and planning further cooperation;
•
Joining in with the ICT and Information Society development activities of the region (tightening cooperation with Läänemaa County Government, Läänemaa Development Centre, ICT teachers’ union, Läänemaa ICT board; research through final papers);
•
Coordination of STAR (the data registry of social services) training project in cooperation with Tartu University and the Ministry of Social Affairs.
1.3.4.
Financing
Haapsalu College’s budget is part of the university budget. The budget has two components: 1) a consolidated part, which is based mainly on the number of syllabus credits earned by students in the previous academic year and the number of defended degrees, but also self-earned resources, incomes from advanced training courses etc; and 2) a targeted part for running different research and development projects. The budget is approved at the College Council meeting and the director is responsible for the implementation of the budget. The consolidated budget for 2009 was about 6,2 million EEK (mainly for covering teaching costs). The targeted budget depends on the success of different project applications (mainly different EU programmes and international cooperation). In 2008 the College’s targeted budget was 4 479 291 EEK – one of the largest budgets in the university.
As the number of state financed study places is introduced in May, the financial data for the second half of the financial year is not available when the budget is being compiled, so the budget is revised at a later stage. The preliminary budget for
36
the coming year is compiled in December. The university confirms the amended budgets after the information about the number of state financed students becomes available and the students are registered for the fall term courses.
The budget of Haapsalu College has grown steadily. The overall financial capacity is relatively good compared to other academic departments in TU. From the budget the salaries, office costs, professional travelling, investments to ICT, books etc are paid (please see Table 1).
Personnel costs (salaries and all taxes)
70%
ICT costs (hard- and software)
20%
Other costs (office costs, conference visits etc)
10%
Table 1. Budget division, costs 2008.
In the Estonian HE system the state commissions a certain number of study positions, in addition to self-paid positions every year. The number is confirmed each year by the Ministry of Education and Research separately for every study area. The amount of state financed positions for Applied Computer Science curriculum for 2008 was 20 (it has been the same since 2006). The number of state financed study places is not announced before May every year. State financed vacancies are attractive for students and give financial security to the college and the IT department. There is a relatively high number of state financed vacancies in Applied Computer Science curriculum compared to an earlier situation when the college got approximately 10-15 state financed vacancies for the previous Computer Science curricula. All these vacancies are actually allotted to Tallinn University and then it is centrally decided every year how many state financed places the college gets.
The amount for tuition fee has recently grown from 24 000 to 28 000 EEK (1 540 to 1 795 EUR) per year because the economical situation has changed. The Senate wanted to raise the tuition fee for every curriculum to increase the budget. The
37
state offers students study loans (30 000 EEK/ 1928 EUR per year) with a fixed interest rate and if the students become employed in a public organisation after graduation the state will pay their loan instead (the student still has to pay interest). Tuition fees are a part of college’s budget, but 3% of University overheads have to be paid.
Approximately 70% of the resources are targeted to direct teaching costs (salaries of lecturers, their communication and accommodation costs). The college has special agreements to provide reasonably priced accommodation for lecturers. 10% of the budget is meant for the running of administration and for the development needs (preparation of projects) and 20% is directed towards the development of the teaching environment (technical assistance and infrastructure, covering communal costs in ICT investments etc). In the latter the City Government of Haapsalu is assisting, so general communal costs play a rather limited role in the budget.
The budget enables to cover all the lecturers' salaries and to reserve some extra money for various development projects (mainly for upgrading computer labs and purchasing necessary software). It has to be mentioned here that although the payment levels of full-time staff members in the college is one of the highest in the university, it still remains much lower than it is in ICT companies.
1.3.5.
External funding
The development of the curriculum of Applied Computer Science was supported by project funding in 2007 – 2008 from European Structural Funds, priority 1.1. The project was called “Integrated development of vocational and higher education curricula in Lääne region – Applied Computer Science and Natural Tourism Management” (RIFA). The main goal of the project was to develop an integrated study model between vocational and higher education levels in order to raise the quality of education and provide continued learning possibilities from vocational to higher education.
38
The funding was granted in February 2007 (project number 1.0101.06-0457), with the total budget of 2 800 000 EEK (179 000 EUR), for one and a half years, from which structural funds covered 2 100 000 EEK (134 000 EUR) and the rest was selffinanced by the college and project partners budget.
The main external funder of the ICT infrastructure of the college in the recent years has been the Estonian Information Technology Foundation. It was founded in 2000 with the purpose of supporting ICT education in Estonia. In 2002 it started the Tiger University programme for supporting university level ICT education and application of ICT tools in public universities. From 2006 to 2009, Haapsalu College got in total approximately 900 000 EEK (57 000 EUR) for targeted financing. Following is a list of the sponsored items: •
educational literature;
•
software for ICT curricula;
•
computer lab with PC computers;
•
Mac computers for multimedia lab;
•
to renew software licences and obtain the latest versions of multimedia software.
1.3.6.
Strengths and issues
One problem is the financing of research and development. There is no stabile system for public funding of research in Estonia and the funds obtainable from the market overwhelmingly comprise of tuition fees. However, the proportion of R&D income in the college’s budget has been relative good in last years. However, a sustainable solution for R&D financing for Estonia must still be developed if there is to be considerable academic research in higher education.
The major shortcomings in financing are the high requirements for the working environment that are based on the specific nature of the curriculum (multimedia).
39
Manipulation of different media types (audio, video, etc.) places higher demands on the hardware and software solutions. This, in turn, manifests itself in increased expenditure on ICT and the acquisition of the necessary software.
So far Haapsalu College has managed to find funding for ICT investments through various projects. But now purchasing typical PC-type computers is not an eligible cost, and therefore increased self-financing must be considered. It is also difficult to purchase a large number of software licenses for laboratories through projects. One option would be to find a strong collaborator from the private sector who would be willing to support the college. At the same time, such cooperation between universities and companies in Estonia is not very common particularily in today’s difficult economical situation.
External funding has been received mainly for curriculum development. External funding is available for new courses, software and infrastructure updates, however it is not available for running routine educational practices, such as annually recurring courses. In the recent years Haapsalu College has received directed funds for the development of e-courses, foreign exchanges of staff and students etc.
40
2. PREPARATION OF THE REPORT The analysis of curriculum application is an on-going process and is administrated according to the feedback from Curriculum Council, lecturers, students, graduates and employers. The writing of the present report began in the fall sememster of 2008. The self-evaluation process is led by the curriculum advisor who is responsible for coordination of activities, keeping to deadlines, division of tasks and inclusion of other parties (such as lecturers, students, graduates and employers). For better organisation purposes an exact activity plan was drawn.
Also, a work group was formed and verified by the direcor’s order no. 493 on 18.11.2008. The members are as follows: Aimar Lints – lecturer, curriculum advisor, head of the work group; Inga Petuhhov – lecturer from Tallinn University Institute of Informatics; Janno Kriiska – lecturer, head of the college IT department; Urmas Aavasalu – student of Applied Computer Science; Rainer Aus – graduate of Computes Science (BA) curriculum of Haapsalu College; Toomas Merilo – employer (Fortum Electricity AS); Egon Erkmann – employer (Carp Studio OÜ);
Gathering information in the process of self-evaluation took place through direct communication, discussions, brainstorming and SWOT analyses. Often the direct communication situations were based on the results of feedback from courses within the curriculum that were discussed with different parties. Additional discussions were conducted with the curriculum advisor, students, graduates, lecturers and professors. Also meetings with the Curriculum Council took place regularily. Feedback on the initial text as well as ideas for corrections, additions were given electronically. Please see schedule of self-evaluation in Appendix 10.
41
All of the above mentioned people have contributed to the compilation of the present self-evaluation report, and the report has been also discussed with other students and teaching staff.
42
3. CURRICULUM The Applied Computer Science curriculum opened in Haapsalu College in 2006 fall semester is the first Applied HE curriculum in Tallinn University. Approximately 50% of the new curriculum is identical to the Computes Science 3-year BA curriculum that was offered in Haapsalu College until 2005 and still is offered in Tallinn University. This curriculum was also the basis for the new applied HE curriculum.
Therefore the new curriculum with professional orientation is based on the existing Computer Science curriculum and on a regional necessity. According to the HE standard it also creates better possibilities for including professional specialists in the teaching process which would be harder to do in an academic curriculum.
The Applied Computer Science curriculum is a 3-year curriculum similarily to the previous BA Computer Science curriculum. The main difference is in the curriculum goals. Computer Science is oriented towards software development, Applied Computer Science is oriented towards multimedia development. However, both curricula prepare for continuation of studies on MA level. Applied Computer Science provides additional skills and competences for working in a very specific field after 3 years of study.
As professional HE has very practical orientations then the biggest difference between BA level studies in Computer Science and Applied Computer Science curriculum is the larger amount (30%) of practical studies involved in the curriculum.
Curriculum’s nominal capacity is 120 CP/180 ECTS. Main (major) subjects (60 CP/ 90 ECTS) include 30% of practical subjects and in addition professional practice (20 CP/30 ECTS). The final paper has to be a 30-40 page research which analyses the student's chosen profession-related and IT related problem. Applied Computer 43
Science studies end with a defense of the research paper (4 CP/6 ECTS). The student who has completed the studies in full will receive a diploma, an academic certificate and a diploma supplement in English.
The full version of Applied Computer Science curriculum is seen in Appendix 27. The curriculum course description is in Appendix 28.
3.1.
Statistical data of curriculum
Nominal period of studies:
3 years
Capacity of studies CP/ECTS:
120 CP / 180ECTS
Registration number:
3361
Qualification granted:
Diploma in Applied Computer Science
Compulsory subjects:
70 CP / 105 ECTS
Optional subjects (including diploma thesis):
34 CP / 51 ECTS
Open electives:
16 CP / 24 ECTS
Relative structure of the curriculum: (%)
Seminars/ practical work
Total amount of assessments in the curriculum (all subjects):
Exams: 16 Graded assessments: 27 Pass/fail courses: 13
Forms of examination (all subjects): (%)
Practical 30%
60%
Creative work
Written 10%
40%
Combined 60%
Table 2. Statistical data about the Applied Computer Science curriculum.
3.2.
Rationale and history
Haapsalu College of Tallinn University has offered IT-related education since 1999 with 8 groups of graduates so far. In 1999 Tallinn University’s diploma curriculum was taught. In 2001 Tallinn University along with Haapsalu College transferred its Computer Science studies to the BA curriculum, which was accredited in 2002. The International Accreditation Commission appreciated the practical and regional
44
orientation of Haapsalu College’s curriculum and noted the following positive aspects: 1) The close cooperation with employers, companies and other institutions in the region; 2) Solving real life practical problems in teaching; 3) Involvement of active specialists in the implementation of the curriculum.
Until 2004, a number of discussions took place regarding the development of college’s Computer Science curriculum with Läänemaa County IT Council and Development Centre. Additionally there was a round table discussion including representatives from various academic institutions participating in IT training. It was recognised that in a regional college it is reasonable to provide a more practical form of IT education – professional HE. At the same time the quality and academic level of study would be guaranteed by the university's IT department, which provides similar BA and MA level education.
Based on the feedback from the International Accrediatation Committee and the regional IT authorities the development of a new professional HE curriculum in Haapsalu College began. In 2006 the first group of students started their studies according to the new Applied Computer Science curriculum.
3.3.
The objectives of the curriculum
Everyday life in an information society requires more and more dynamic multimedia solutions to bring the information into a new and innovative form (text, audio, image, animation, video and other creative solutions). A multimedia designer helps the customers to understand what kind of information can be created today, how will it be accessible to others, how can it be made interactive and then creates an application (a software solution) that fits the customer's needs. Since the area is evolving very rapidly, a major role of the multimedia designer is to introduce the wide choice of services and applications to new customers, since the clients
45
typically haven’t got an overview of all the possibilities. The client should then be assisted in recognising how the new multimedia application will help achieve their business goals. Therefore the most important characteristics of a multimedia designer are creativity, communication skills and a commercial instinct.
General objectives of the curriculum: 1) To provide basic knowledge in the field of computer science in order to create software based on the means of hypermedia and to apply it in different environments; to develop and administer the infrastructure of ICT. 2) To provide conditions in order to compete effectively in the labor market, to be motivated for continuing education and professional development. 3) To support ICT development in the Lääne region through taking care of the practical needs of local institutions and companies.
3.4.
Applied Computer Science curriculum development
In the design and modification of the curriculum of of Applied Computer Science curriculum, the curricular guidelines for Computer Science curricula CC2001 (Computing Curricula 2001) and Software Engineering 2004 (SE2004) have been considered. General standards for studies in Tallinn University (The Statute of Curriculum at Tallinn University) have also been taken into consideration.
During the curriculum reform in Tallinn University in 2006 and 2007, which corresponded with the main development period of Applied Computer Science curriculum in Haapsalu College some changes to the curriculum were applied. The most important changes were: •
Formulating objectives on curriculum and subject levels. The objectives must reflect teachers’ intentions, which must correspond with the learning outcomes – learners’ knowledge, skills and capabilities.
•
Formulating the skills related learning outcomes in the curriculum and course programmes.
46
•
Renenewing and expanding the lists of compulsory and replacement literature.
•
Credit points’ conversion to ECTS system (for comparison of ECTS credits and the Credit System in Estonia see please Appendix 11).
•
Increased proportions of electives in subject modules.
The second main curricula development took place during the European Social Fund RIFA project1 (Integrated development of vocational and higher education curricula in Lääne region – Applied Computer Science and Natural Tourism Management) from 2007 to 2008.
The main goal of RIFA was to develop an integrated study model between vocational and higher education in order to raise the quality of education and provide continued learning possibilities from vocational to higher education. The project’s model was applied in two specialities: 1) Applied Computer Science and Computer Services; 2) Natural Tourism Management and Business and Public Management.
The project carried out curriculum development in the framework of computer applications and computer services to: 1) IT experts and teachers, professors held joint seminars for curriculum development and quality improvement. Lecturers, teachers participated in organised study tours to develop the direction of multimedia; 2) IT curricula development took place in accordance with the established model. Curriculum’s course descriptions were developed with the purpose of avoiding duplication and in efforts to identify prioritised thematic areas; 3) Multimedia module was developed in cooperation with Haapsalu Vocational Education Centre; 4) Programming module was developed in cooperation with Haapsalu Vocational Education Centre; 1
Please see more information on the RIFA project website: http://rifa.hk.tlu.ee;
47
5) Databases and Information Systems module was developed in cooperation with Haapsalu Vocational Education Centre; 6) Computer Systems and Networks module was developed in cooperation with Haapsalu Vocational Education Centre; 7) The practical learning system was developed in cooperation with Haapsalu Vocational Education Centre and the county’s enterprises providing internships were mapped; 8) The teachers’ in-service training needs were determined and training plans were drawn up; 9) Specialised professional training courses for teachers of Computer Services and lecturers of Applied Computer Science were held; 10) Mentor training courses were held; 11) Teaching materials were developed, refined and adapted; 12) The necessary software was purchased for developing e-courses; 13) E-courses for supporting integration and coherence of IT curricula were developed; 14) The two curricula were introduced and advertised to potential students and employers. 15) In addition to that a variety of helpful materials were developed for the teachers and lecturers, such as ABC of Learning Management.
3.5.
Curriculum structure
The graduate of the curriculum acquires good practical skills to compete successfully on the labour market and good theoretical knowledge to continue in the MA studies. Many general subjects, as well as the majority of main lecturers originate from the other academic departments of the university and are therefore the same as the ones used for the BA curriculum in Tallinn.
The curriculum’s structure allows the graduate of IT related specialty in a vocational school facilely join the studies in College. During RIFA project a model of joint curriculum was developed and corresponding agreements were signed between the
48
college and Haapsalu Vocational Education Centre. The aim of the joint curriculum is to provide an opportunity for the Computer Service students to begin their studies at the college with a simplified programme considering their previous studies and transferring subjects. Through offering this opportunity Haapsalu College aims to motivate young people to continue their studies in higher education and do this without leaving the region.
The courses are delivered in the form of lectures, practical classes, seminars and independent work. The recommended minor is media studies. Instead of a minor, students can choose open elective courses.
The programme also demands the following language skills: one foreign language at CEFR1 B1 level, Estonian at C1 level for students who graduated from a Russianspeaking school (please see Appendix 12 for more information about CEFR levels).
Conditions for graduation: Completion of the curriculum and the defence of a diploma thesis.
3.6.
General learning outcomes
General learning outcomes of Applied Computer Science curriculum are: 1) wide knowledge base in various fields of IT; 2) knowledge about integration and implementation of IT in different spheres of society; 3) skills to analyse, design and test different kinds of hypermedia components; 4) ability to communicate with clients and business partners; 5) ability to recognise the needs for professional development and readiness for life-long learning through self-education.
The graduates may work as:
1
Common European Framework of Reference for Languages.
49
•
hypermedia programmers;
•
web programmers;
•
web designers, administrators and moderators;
•
user interface designers and programmers;
•
graphic designers and desktop publishers;
The graduates may also work as information managers or system and network administrators in small or medium-size enterprises.
3.7.
Course categories
The following course categories are defined by The Curriculum Statute of Tallinn University.
A professional higher education curriculum contains the following: A group of introductory subjects (20-30 CP / 30-40 ECTS), which give the students broader knowledge and skills in their area of study or present basic knowledge from neighbouring fields needed to support their specialised studies.
A group of core subjects (50-60 CP / 75-90 ECTS), which give the students competences in their specialty set by the aims of the curriculum and an extended understanding of the contemporary issues in their field of study. Elective courses integrated into main subjects give an opportunity for specialisation and individualisation witin the curriculum.
Professional placement (worth at least 20 CP / 30 ECTS), which provides conditions for putting specialised knowledge and skills into practice.
Final paper (4-8 CP / 6-12 ECTS), which provides opportunities for doing research; developing analytical skills in the field of interest; and improving academic writing skills.
50
Open electives (worth at least 16 CP / 24 ECTS), which create opportunities for the development and realisation of the student’s intellectual interests, including foreign language skills.
3.8.
Modules of Applied Computer Science curriculum
According to the course categories, defined by the Curriculum Statute of Tallinn University, the modules of Applied Computer Science curriculum are:
1. Introductory subjects: 30 ECTS, including 75% of electives. 2. Core subjects: 90 ECTS, which are divided into seven modules: •
Introduction to the subject field: 19 ECTS;
•
Programming: 23 ECTS;
•
Hypermedia: 24 ECTS;
•
Computer networks and information systems: 24 ECTS;
•
Electives in specialisation subjects 25%.
3. Open electives: 24 ECTS. 4. Placement practice: 30 ECTS. 5. Diploma thesis: 6 ECTS.
The division of courses within the curriculum throughout the period of study (academic years): First year: the basics of IT and support knowledge: professional foreign language, office basics, programming basics, Web programming, basics of multimedia, overview of hardware and operating systems.
Second year: Specialisation into multimedia (multimedia design, programming, software design, multimedia and networks) depending on the interests.
Third year: preparation for business practice and writing the final paper. Following courses that support the objectives of the year: statistics, e-commerce, data security, project management. 51
The full version of Applied Computer Science curriculum is seen in Appendix 25.
3.8.1.
Introductory subjects (30 ECTS)
Main objectives of introductory subjects are to improve the English language skills for specific purposes and to give an overview of IT-related laws; to provide basic knowledge in the field of mathematics and economics; to improve the readiness for good and productive communication and develop teamwork skills.
The basic introductory subjects are: IT Law and English for Specific Purpose. Basic subjects give the ability to find one’s way in the field of IT regulations and law normatives and to handle the terminology of the subject field.
The optional block of subjects provides knowledge about the fields related to and supporting IT. This block is related to business management, communication and language improvement or mathematics: •
Basics of Marketing, Basics of Economics, Organisation and Management;
•
Psychology of Social Skills and Interpersonal Communication, Teaching of Communication, Master Seminar II, English as a General Subject;
•
Statistics and Data Analysis, Discrete Mathematics and Calculus.
3.8.2.
Core subjects (90 ECTS)
Core subjects are divided into: Introduction to the subject field (19 ECTS); Programming (23 ECTS); Hypermedia (24 ECTS); Computer networks and information systems (24 ECTS).
3.8.3.
Introduction to the subject field (19 ECTS)
To provide conditions for understanding different sides and terms of information technology, and the main principles and terminology of informatics. The basic
52
subjects are: Programming Fundamentals, Databases, Computer Hardware and Operating Systems. Students can choose optionally: Web programming, Application Software. The main learning outcomes of the module are: •
Knowledge about the main principles and terminology of information technology;
•
Basic knowledge about databases and main rules of programming;
•
Skills for designing simple websites, following the rules of W3C web standard;
•
Knowledge about computer hardware components and the fundamentals of operating systems.
3.8.4.
Programming (23 ECTS)
Main objectives of the programming module are to develop necessary skills for programming and software development. The basic subjects are: Design and Development of Web Applications (PHP), Programming I (Java), Web Scripting (Javascript), Programming II (OO Java), Design and Development of Web Applications, Software Engineering.
For specialisation (to improve programming skills) the students can optionally choose between: The Web Applications of Python and Zope, Practical Programming, Programming of Graphics and Music, XML applications, Programming of Applications. The main learning outcomes of this module are: •
To selectively programme and test different applications of hypermedia for computer or mobile devices in programming languages like: PHP, JAVA, C#, ASP.NET.
•
The ability to programme interactive user interfaces and link these with databases and Web Frameworks technologies: Adobe Flex, Silverlight, Visual Studio, Ajax Control Toolkit.
•
Knowledge on software development methods, processes and technical equipment.
53
Programming today is more oriented towards the creation of the modern Web and application software. According to this Python and Zope are no longer actual and Java Object oriented programming has decreased. Ajax, PHP and different frameworks like Flex, Flash are becoming more important due the modern needs and trends.
3.8.5.
Hypermedia (24 ECTS)
The main objectives of the Hypermedia module (as Multimedia for the Web) are to provide core knowledge and skills about graphic design, audio, video and animation. Optional additional knowledge deals more with different video editing, 3D design and modelling techniques. The basic subjects are: Computer Graphics, Multimedia, Layout and Preparation for Printing, Multimedia Design, Basics of Advertising Design. Optional subjects are: 3D Modelling (technical), Designing Educational Video, Basics of Digital Photography and Video Designing. This module provides: •
Knowledge on using text, vector and raster graphics in desktop publishing and computer graphics;
•
Skills for creating and using multimedia elements;
•
Skills for creating and using audio and video effects;
•
Ability to create a good visual advertisement following the theoretical principles of composition and color schemes;
•
Knowledge about production design methods and user-centered design;
•
Skills for analysing, planning and designing hypermedia products using different development tools.
Practically all software from Adobe Design Premium content is taught, learning outcomes are oriented towards different outputs like: composing a real multimedia DVD, printing posters and photographs, real 3D shapes using a CNC milling machine.
54
3.8.6. Computer networks and information systems (24 ECTS) The module’s main goal is to build skills in the area of designing and administering IT systems; also to provide basic knowledge about business systems, project planning and e-commerce. The basic subjects are: Information Systems, Data Security, E-Commerce, Business Systems, Basics of Project Management.
These subjects are related to understanding information systems according to the IT specialty and the teachers’ practical experiences. Also students can choose additional subjects to accomplish necessary networking skills: Cisco Network Academy I, Cisco Network Academy II, Practice of Network Administration, Cryptography, Database Systems, Operating System Administration.
According to the curricula it is considered important for the students to understand the techniques for creating software according to the needs of commerce and also knowledge on multimedia integration into the network.
3.8.7.
Placement practice (30 ECTS)
The main objective of the module is to put specialised knowledge and skills into practice. It includes two main 15 ECTS practice subjects: Enterprise Practice I, Enterprise Practice II. The main learning outcomes are: •
Skills to analyse job management and information exchange processes in an enterprise;
•
Ability to resolve IT-related problems in an enterprise (with the help of a mentor);
•
Experience in working as a team member;
•
Ability to design and improve software.
The placement practices aim to expand and deepen the student’s specific skills and experiences for working in their chosen area of specialisation in a school laboratory as well as in a selected company (related to IT or media). The students have the 55
following assignments: analysing information channels and their efficiency, auditing hardware, software and user skills, completing individual work assignments, writing a practice report that describes the content, assignments and results. Students and their supervisors have to complete a proper assignment plan and schedule for the whole internship period.
Further development of the practice module includes dividing two subjects into four: Multimedia Practice, Elective Practice, Practice of Network Administration and Enterprise Practice. Smaller practice modules will help to solve problems with study loads between semesters and give the students better opportunities to improve their theoretical knowledge and practical skills.
3.8.8.
Diploma Thesis (6 ECTS)
The main objectives are to provide opportunities for research; to develop analysing skills in the field of interest; to improve academic writing skills. The learning outcomes are: •
Skills to identify and define research problems in the field of studies, to analyse and find solutions;
•
Skills to search for information and to critically analyse and interpret the results;
•
Ability to present ideas and solutions for IT-related problems, both in a written form and orally.
3.8.9.
Open Electives (24 ECTS)
The main goal is to create opportunities for the development and realisation of the students’ intellectual interests, including foreign language skills. The main outcomes of open electives are: •
Ability to read specialised literature in foreign languages;
•
Additional knowledge in the field of studies;
56
•
Professional knowledge and skills developed through specific interests and allowing personalised development in the chosen field.
3.8.10.
Language-related courses
Foreign language skills are regulated by the Estonian Ministry of Education and Research and the Curriculum Statute of Tallinn University.
Many learning materials, books and articles are in English and the students have different linguistic backgrounds (eg students who have graduated the high school 10-20 years earlier). In that reason preparatory courses in English language are organised in the college as follows: •
English I (A1 level)
•
English as a General Subject (B1 level)
•
English for Specific Purpose (B2 level)
The language level of the curriculum is B1. The students can evaluate the use of their language on a scale of Common European Framework (CEFR). CEFR divides learners into three broad divisions, which can be divided into six levels: •
A - Basic User
•
A1 - Breakthrough
•
A2 - Waystage
•
B - Independent User
•
B1 - Threshold
•
B2 - Vantage
•
C - Proficient User
•
C1 - Effective Operational Proficiency
•
C2 - Mastery
57
The CEFR describes what should the learner’s skills be in reading, listening, speaking and writing on each level. Please see Appendix 12 for more information about CEFR levels.
3.9.
Local and international comparability of the curriculum
Developments in the area of information technology are very fast creating a more urgent need for flexibility and constant growth in IT curricula. ICT development enables fundamental changes in different aspects of society. Internet and communication technology create new ways of developing the private as well public sectors. This creates a perfect setting for a well-educated IT specialist. Moreover, for the successful development of the curriculum we need to predict who are needed in the job market in 3 years’ time when the first year students graduate.
Estonian economy is oriented towards new technologies. The readiness to experiment and try new solutions has made Estonia known as a quickly evolving information society. In connection to this there is a constant need for qualified IT specialists.
To keep in step with the technical developments and ensure the implementation of new applications there is a constant need for skilled experts of the field. Experts are needed who feel at home with new technical solutions, can understand and shape the needs of clientelle. As the information technology evolves and the different information society strategies and frame documents realise themselves (eEurope1, i20102, WSIS3 etc) the need for such experts only keeps growing. The educational system must face the challenges of a knowledge society and equip young people with skills and competencies required for the new culture and the new economy (Curriculum Development Guidelines: New ICT curricula for the 21st century). 1
eEurope – An Information Society for all
2
i2010 – A European Information Society for growth and employment
3
World Summit on Information Society
58
It is hard to find an area in the modern society that has not been influenced by IT. Therefore there is a growing need for IT specialists with various skills. Institutions that provide IT related curricula need to vary them according to the specific needs of the job market. Wide-based IT knowledge may not be enough any more. Students need to find a specific area of interest and specialise in it.
According to the Career Space Consortium1, ICT graduates need a solid foundation in technical skills from both the engineering and informatics cultures, with a particular emphasis on a broad systems’ perspective. They need training in teamwork, with real experience of team projects where several activities are undertaken in parallel. They also need a basic understanding of economics, market and business issues.
In addition, ICT graduates need to have good personal skills such as problem solving abilities, awareness of the need for life long learning, readiness to understand fully the needs of the customer and their project colleagues, and awareness of cultural differences when acting in a global environment. The same skill-sets are required by SME’s (Small and Medium Sized enterprises) and by the larger companies.
Haapsalu College of Tallinn University has found its niche in teaching multimedia. Our every day lives dictate the use of more dynamic multimedia solutions to take information onto a new level: use text, sound, image, animation, video and other artistic solutions at the same time and mixed together.
1
Career Space is a consortium of major Information and Communications Technology (ICT)
companies – BT, Cisco Systems, IBM Europe, Intel, Microsoft Europe, Nokia, Nortel Networks, Philips Semiconductors, Siemens AG, Telefonica S.A. and Thales – plus EICTA, the European Information and Communications Technology Industry Association. It is working in partnership with the European Commission to encourage and enable more people to join and benefit from a dynamic and exciting e-Europe and to narrow the current skills gap that threatens Europe’s prosperity.
59
The developed curriculum considers the needs of the international labour market and the aim to train experts with skills defined by the European Commission.
A study, prepared for the Austrian-Bavarian borderland reports, shows that businesses have a clear preference for qualified personnel – persons with recognised qualifications (“Demand for ICT-specialists 2003-2005 in the EuRegio Salzburg – Berchtesgadener Land – Traunstein”, Salzburg 2003). In the study both multimedia and ICT branches are being stressed as in need for adapting further education and training models.
Applied Computer Science curriculum’s suitability according to Estonia’s national development strategies and regional policies.
The specialty is closely connected to national development orientations, since the realisation of information society’s model has to be met by a matching competence on all levels of society. Among other things there is a great demand for IT support in educational, national and local public organisations as well as in private companies and institutions. In relation to the rapid expansion of the use of ICT solutions and Internet applications is has become essential to train professionals who are able to plan and carry out the production of appropriate software.
The implementation of IT related professional HE in the region supports significantly the development of Lääne County’s enterprises, local municipalities and other organisations. The transition from academic curriculum to a professional curriculum was caused mainly by 1) a regional need for professionals who would be ready to join the labour market after 3 years of study and 2) the possibility of having substantially more practical training in the curriculum which would connect the training to meeting specific local needs.
Over the years Haapsalu College has developed a very good network of practice placement providers and its students have developed many solutions in the field of
60
multimedia (websites, info portals, multimedia presentations, advertisements, designs etc.) for the regional organisations.
The development of multimedia direction in Applied Computer Science curriculum is in many aspects based on the analysis of Euro Media Standards1 project.
In Estonia many multimedia and graphic design curricula are offered both on vocational and higher education levels. In addition there are various IT and telecommunication curricula, which in content are partly similar to multimedia and graphic design curricula. The educational institutions offering curricula in the mentioned areas are: Computer College; Estonian Information Technology College; Estonian Business School; Mainor Business School; Tallinn Technological University; Tallinn University; University of Tartu; Estonian Academy of Arts; Tartu Art College. Following is a list of IT HE curricula similar to Applied Computer Science curriculum:
Comparsion of Applied Computer Science curriculum with different Estonian BA curricula: Tallinn Technical University: •
Computer and Systems Engineering, 3 years (hardware and software engineering), 10% similarities;
•
Electronics, 3 years (electronic product engineering), 10% similarities;
•
Computer Science, 3 years (software engineering), 20 - 25% similarities;
•
Telecommunication, 3 years (Radio Frequency Engineering), 5% similarities;
•
Business Information Technology, 3 years (IT Business Consultancy), 10% similarities.
University of Tartu:
1
The aim of the European Commission funded project „Euro Media Standards” is to develop
standards for the concept, planning and realisation of further education and training in the multimedia sector.
61
•
Computer Science, 3 year (Theoretical computer science, language technology), 20% - 25% similarities;
•
Information technology, 3 years (Software engineering), 25% - 30% similarities;
•
Computer Engineering, 3 years (Computer engineering, electronics), 10% similarities.
Tallinn University: •
Computer Science, 3 years (Software engineering), 50 – 65% similarities.
Comparsion of Applied Computer Science curriculum with different Estonian higher education curricula: Haapsalu College of Tallinn University: •
Applied Computer Science, 3 years (Multimedia), 100% match.
Estonian College of Information Technology: •
IT Systems Administration, 3 years (Data communications Engineering), similarities in data communications engineering 10 - 15%;
•
IT Systems Development, 3 years (Integration/ implementation/Test Engineering), similarities in programming, information systems and networking 10 - 15%;
•
Information System Analysis, evening study 3 years (System Specialist), similarities 10 - 15%;
•
Technical Communication, evening study 3 years (Technical Support), similarities10 - 20%.
Computer College: •
Programming, 3 years, similarities10 - 20%.
Mainor Business School:
62
•
Information Technology, 3 years, (Computer Sciences), basic modules in economy with specialisation in IT (software analytic, multimedia, software developer), similarities 20 - 25%;
•
Information Technology, 3 years, (Computing), basic modules in economy with specialisation in IT (ICT management and administration, IT support, web technologies), similarities 15 -20%.
Virumaa College of Tallinn Technical University: •
Informatics, 4 years (system analytic, designer, programmer), similarities 30 - 35%.
Humanities and Arts curricula in Estonia that have similarities with Applied Computer Science curriculum: Estonian Academy of Arts (university): •
Graphic Design, 3 years BA – (theoretical studies of graphic design), similarities in graphic design basics 5%.
Baltic Film and Media School, college of Tallinn University: •
Art of Film and Video, 3 years BA (Film directing), similarities in audio and film editing courses 5% -10%.
Tartu Art College (professional higher education institution): •
Media and Advertisement Design, professional higher education 4 years – (media designers), similarities in basic computer skills (web design) and multimedia (Graphic Design, 3D editing, flash animation, video editing, audio editing) 15% - 20%.
Mainor Business School (professional higher education institution): •
Design, professional higher education, 4 years, similarities in graphic design skills 10% - 15%.
63
According to the Euro Media Standards analysis there are no specific agreements in Estonia at the moment concerning what belong to the areas of multimedia and digital media, neither are there any technologies to base this analysis on. In addition to public vocational and HE institutions, private schools also offer a few multimedia courses, which fragmentises the education market even further. The course offers in Estonia are known for being non-systematic, which is characterised by: •
overload (for example: Adobe Photoshop courses),
•
under representation (for example: Animation),
•
short and superficial courses (12-14 hours).
Comparsion of Applied Computer Science curriculum with international BA curricula: In Högskolen i Nord-Tröndelag (HiNT) there are following BA curricula: •
Multimedia Technology curriculum, similarities ~25% - 30%;
•
Games and Technology Experience curriculum, similarities ~35%.
To see detailed comparison of Applied Computer Science curriculum with HiNT curriculas, please see Appendix 13.
3.10.
Strengths and issues (Curriculum)
Main strengths of the curricula are in the following conceptual foundations: 1) The content development is a continuous process involving efforts by the curriculum adviser, lecturers, experts, specialists from the private sector and students. 2) The basis of the studies and development of the curriculum are in accordance with the development plans of Tallinn University and Haapsalu College of Tallinn University, the IT and Information society development plans of Lääne County and respective strategies on the Government level. The curriculum also follows the Curriculum Statute of Tallinn University. 3) The curriculum has been developed in line with national guidelines for ICT course content and Estonian IT professional standards. 64
4) The curriculum has been developed also in line with international guidelines for ICT course content. Curriculum Development Guidelines (New ICT curricula for the 21st century) have been followed and European Certification of Informatics Professionals (EUCIP) Core Syllabus taken as basis for curriculum development. The programme strives to be in accordance with recommendations of international standards (Software Engineering 2004) written by IEEE-CS (Computer Society of the Institute for Electrical and Electronic Engineers) and ACM (Association for Computing Machinery) as well as the framework of Euro-Inf (Informatics Education in Europe) standard. 5) The implementation of the curriculum takes place as a result of the cooperation between different universities and other colleges through cooperative projects and exchange of lecturers. This way the best ICT specialists all over Estonia can get involved. 6) One of the most important perspectives and potentials to be developed in the future is the area of educational technology. Two of the most important competences of educational technology exist side-by-side in Haapsalu College - IT and Teacher Training. The fast development of technology has brought changes and new methods of teaching to the classrooms and one of the main goals of educational technology is to use them effectively. The keywords for today's education are learning systems, interactive learning, elearning, video learning, etc, which are all more or less connected to multimedia solutions. 7) Tallinn University staff and lecturers are actively involved in the design and delivery of the RIF curriculum in Haapsalu College. College also has partners who are interested in using the skills taught in RIF curriculum and a network of private sector partners who help keep track of the changes in IT requirements and technologies and review the suitability of course contents. A representative of the private sector is a member of the Curriculum Council. 8) All students have the opportunity to gain work experience and are actively encouraged to do so. Good practical experience of working in the ICT 65
industry lasts at least 10 weeks. An additional 10 weeks minimum is spent on project work. 9) In addition to providing broad ICT related basic knowledge the curriculum enables specialisation in the area of creating multimedia or software solutions from technical as well as creative aspects. The graduates are ready to enter the labour market after 3 years of study but are equally prepared to continue studies on MA level. 10) The curriculum is characterised by a high employment rate in the subject field; a practical learning system that is thoroughly connected to the local needs; local specialists engaged in the study process. 11) The College receives feedback from employers as well as the graduates themselves during a 1-3 year period following the graduation. The feedback concerns the suitability, adequacy of education and training in relation to the job they are doing and this feedback is used to improve the curriculum. 12) The college cooperates closely with the general compulsory schools of the region and organises different events for them (Multimedia Tour, Student Academy etc.) to raise their interest for IT studies in Haapsalu. 13) As a result of the joint project between college and Haapsalu Vocational Education Centre (RIFA) the graduates of IT-related curricula in the vocational school are able to continue through Applied Computer Science curriculum on simplified terms with their previous vocational studies in IT field taken into consideration. 14) The curriculum is flexible enough and suitable for working specialists and local people interested in additional training courses. Also minor modules within the curriculum have been provided for the benefit of other curricula like Public and Business Management and Class Teacher. 15) Nominal capacity dictates that there are no class activities during the last semester, which consists of practice and writing of the final thesis.
The main issues of the curriculum are: •
The teaching is carried out only in Estonian, and for this reason, the involvement of international students in the studies is difficult. There is a 66
translated version of the curriculum in English; a large amount of study materials are in English; the majority of lecturers speak at least some English and the students study English, so the potential for future involvement of international students is strong. •
Although strong ties for cooperation have been created with a school in Norway (Högskolen i Nord-Tröndelag), which offers similar level, and kind of studies in IT, wider international connections should be created in order to ensure better foreign exchange opportunities for the students and staff as well as find cooperation possibilities in curriculum development.
•
In order to compete in the field of IT related HE it is important to find one’s own niche. At the same time it is not reasonable to train only very specialized experts in the field – does not ensure the survival of the curriculum. Therefore it is necessary to find a balance between wide based ICT knowledge and specific multimedia competences.
•
One of the goals of curriculum development in Tallinn University as a whole is to offer flexible study opportunities and allow the students to maximise their curriculum content through various electives. Because of the college’s distance from the main university it is difficult to offer the students the same choices, as they would have in TU.
•
Haapsalu College has included different partners from the private sector in curriculum development. I spite of that there is a perceived lack of interest from the private sector in RIF curriculum development and practice systems.
•
The lack of funding for mentors’ efforts keeps the companies uninterested in providing quality mentoring and practice opportunities
•
There are subjects in the curriculum that could be integrated but with the current system where the student must collect 30 ECTS in each semester it is virtually impossible to be done. A more important question that is being dealt with at the moment is balancing the subject capacity (ECTS) with the academic hours taught within this subject.
67
4. STUDY PROCESS The bases for the administration of studies are the following documents: University Act, Standard of Higher Education, the Curriculum Statute of Tallinn University, legislative documents of Tallinn University and the Regulations for Organisation of Studies at Tallinn University.
4.1.
Quantitative figures concerning the study process
Table 3 indicates statistical facts about the Applied Computer Science curricum study process.
Number of lessons per week in a semester: Spring term 2009 Fall term 2008 Amount of subjects (ECTS): Spring term 2009 Fall term 2008
Minim. 0 0 Minim. 27 30
Average extent of credited individual work per week (hours) Size of auditory study groups
Aver. 21 22 Aver.
Maxim. 38 38 Maxim.
32 32
36 36
15
Minim. Aver. 13 18 Average amount of individual written assignments per semester The amount of textbooks: • Percentage of subjects in the curriculum that don’t use textbooks: • Percentage of subjects with a possibility to buy textbooks in Estonian: • Percentage of subjects, which offer textbooks to at least 25% of the students: language? • Percentage of subjects which offer textbooks to at least 5% of the students: Table 3. Statistical facts about the RIF curricum study process
68
Maxim. 40 3
10% 25% 50% 50%
4.2.
Academic calendar and weekly schedules
The curriculum is implemented by academic terms and years. The beginning and the end of studies and dates for examination sessions are fixed in the academic calendar. Changes in the organisation of studies are made with the resolutions of TU Senate or the Vice-Rector of Academic Affairs.
The academic calendar describes study cycles by indicating specific dates, containing information on the beginning and end of studies, examination periods, deadlines for registration to courses and final papers/final exams, deadlines for registering student status and deadlines for performing study related changes and transfers. The academic calendar is approved in February each year by University Senate and is published on the university website.
The academic year lasts 40 weeks and is divided into Fall and Spring semesters (both 15 weeks), two examination periods (in January and in June) and a Christmas Holiday. Both semesters are preceded by a preliminary week during which the students are allowed to take the examinations they did not take or pass during the last semester. In the middle of each semester there is a week allocated for individual work and taking exams. The end of a second week of each semester is marked by a “red line” day, which determines the end of academic mobility during the corresponding semester (dismissals and admissions must be finished by this date, as well as the final course registration lists).
4.3.
The workload of students
The normal study load is 20 CP (30 ECTS) per semester. The students must obtain – to retain student status – at least 30 CP (45 ECTS) as a full-time student and 20 CP (30 ECTS) as a part time student per academic year. The students are expelled when they have obtained less than 10 CP (15 ECTS) in a semester or haven’t paid the tuition fee. Expelled students can restore their status by approval from the Department and Institute. A way to avoid being expelled is to take half loaded semesters but the obtained CP must not be below 10 CP (15 ECTS). 69
Those who would like to have a smaller workload could study via the Open University. As most of the students tend to work at the same time they often choose part-time studies. This delays graduation and makes it difficult to have an overview of the study progress. For example some lectures and seminars in the professional higher education take place during the week in the evenings.
There are two examination periods per academic year – in January when the fall semester ends and in June when the spring semester ends. Preliminary examinations should be taken during the last week of the semester (i.e. during week 15), although they can also be taken during the examination period, which lasts for three weeks at the end of a semester. In the middle of the semester there is one independent study week without lectures.
The distribution of studies between semesters is planned in three-year cycles, so as to provide each student with the entire range of electives during three years of study. The electives are distributed evenly, two or three per semester. Compulsory courses are repeated annually.
The basic document for the organisation of studies is the timetable compiled for one term. With the help of the timetable, it is possible to guarantee an even distribution of the study load over the whole period of studies. According to the Regulations for the Organisation of Studies, the number of obtained credits per one term is ~20. Thus, according to the timetable, there are six to eight subjects in one term.
The studies take place every day. Elective and open elective subjects take place according to the timetable of the Department of Information Technology of Haapsalu College. According to that, the number of academic hours per week differs from 12 to 38.
70
4.4.
Choice of courses and enrolment
To take a course, students have to register before the “red line” day. Registration is carried out via the registration system in web (on TU web page) or via paper registration forms at the beginning of the course. All of the courses are described in the Course Programme, which describes the main requirements, evaluation methods and compulsory reading (please see also Appendix 14). Course programme also declare requirements and general principles with regard to taking and passing exams or pass/fail evaluations, define times, topics and participation requirements in seminars and describe the course contents by main topics. Course programmes of all curricula are located electronically on the TU web page under “Subject Catalogue”. This information allows the students of TU as well as of other universities and those who are interested in continuing studies to get an overview of all the subjects offered by the University or to listen to extra courses as electives or through the Open University in addition to their curricula.
The chosen courses make up the student’s study plan (please see also Appendix 15) for the current term. Based on registrations, the college’s staff fixes the lists of attending students to each course, and eventually issue forms for examiner’s reports.
Before participating in studies at other universities the students have to consult the student counsellor and/or curriculum manager about the compatibility of the subjects with the curriculum and the counsellor has to make sure that the interests of the student are not to one-sided.
4.5.
Study organisation between college and other academic units
Study organisation between college and other academic units is regulated by the Regulations for the Organisation of Studies.
71
In order to implement cooperation between the college and other academic units, respective cooperation agreements are drawn up which establish obligations of the college and the academic units with regard to guaranteeing quality of studies. College agrees with the academic unit on the content of all courses taught and names of members of teaching staff that teach the courses.
By the date indicated in the academic calendar the college presents an order for courses for the next study year to the academic unit and makes proposals regarding the teaching staff. The academic unit informs the college to which extent the order may be fulfilled and whether the work of the necessary teaching staff falls under the workload described in their employment contracts or will be considered additional work on the basis of a separate agreement. According to the agreement with the academic unit the college will provide additional payment to the member of the teaching staff or offer a settlement for the agreed sum.
When the academic unit fails to respond to the college’s presented order within 30 calendar days, the college has a right to enter into an agreement directly with the member of teaching staff in question. Negotiations with the members of teaching staff concerning the exact times of teaching and the necessary preparations are conducted by the college; the lecture plan of the member of teaching staff prepared for the college may not overlap with his/her lecture plan in the respective academic unit.
4.6.
Forms of study
According to the Regulations for the Organisation of Studies there are three forms of study: contact studies, practice and independent work.
Contact studies are lectures, seminars, e-courses, practical work or another form of study indicated in a course program, where students and teaching staff members participate simultaneously. As a rule lecture is aimed towards providing theoretical knowledge, seminars and practical work are aimed towards teaching practical
72
application of theoretical knowledge obtained during lectures. Contact studies normally do not exceed 15 study hours per one credit point, or 20 study hours for courses of more practical nature.
Practice is training that takes place under directions of a supervisor in a working environment. The content and procedures for practice are established in Practice Guides of the IT Department of Haapsalu College.
Independent work includes independent tasks, application of obtained knowledge, problem solving, preparing presentations, reading texts on the recommended reading list, preparing written tasks (summaries, essays, research etc.).
4.7.
Study methods
The study methods and requirements for course completion are always specified in the course syllabus available to the students before the course starts. Each course has a detailed syllabus, which is more detailed than a course programme and describes topics to be covered during the course – objectives, subject content for each week, organisation of work, requirements for seminars and individual work, gives a list of required and recommended reading and sets attendance and specific assessment rules.
The study methods applied by introductory subjects put a lot of emphasis on lectures, individual work or teamwork and discussions etc. Individual work is often an extensive reading or writing assignment.
Core subjects are mostly practice-oriented and typically organized as laboratorybased courses that assume active participation in hands-on assignments and teamwork, involving both creative and research tasks. Individual work is typically research, analysis, testing or finishing a task or project started during the course.
73
4.8.
Study process
Study processes are regulated mainly by the timetable and course syllabus. Syllabuses of Applied Computer Science are accessible on web. Study materials are mainly located in a web-based environment called “The Drawer” (Sahtel). Sometimes courses of another institute use their own learning environments (IVA, Moodle, WebCT). These learning environments can also store all necessary information electronically, like study materials, practical examples, assessment criteria.
In order to mediate the study process related information more efficiently the following has been done: 1) Each student group has its own mailing list allowing communication with everybody in the group and the members of the teaching staff (addresses of all the mailing lists are located at www.hk.tlu.ee/mailman/listinfo); 2) The members of teaching staff in Haapsalu as well as in Tallinn have their own mailing lists; 3) Haapsalu College and most academic units in Tallinn have home pages: www.hk.tlu.ee and www.tlu.ee; 4) The timetable and notices are displayed on the notice board as well as on the homepage (www.hk.tlu.ee/start); 5) The timetable of public lectures and events is displayed on the webpage of HariN (Regional Education and Councelling centre) www.hk.tlu.ee/harin; 6) Electronic learning materials for all courses and teaching related files are kept
in
Haapsalu
College’s
learning
environment
“Sahtel”
(www.hk.tlu.ee/sahtel); 7) Teachers have in many applications their own public web sites, from where students can download the necessary guides and examples (eg: http://minitorn.tlu.ee/~jaagup/kool/java, http://www.tlu.ee/~rinde etc). 8) Most courses are supported by e-learning environments in order to support student
individual
studies
and
also
distant
studies
if
needed:
http://erialaseminar.hk.tlu.ee, http://moodle.e-ope.ee, http://iva.htk.tlu.ee;
74
9) Most computers related literature for individual use is available at the local library/learning centre (including e-books, magazines). Books can be ordered through an e-catalogue Ester (https://ester.nlib.ee); 10) All college students have free access to several databases of research and academic articles like EBSCO (http://search.epnet.com) or Blackwell (www.blackwell-synergy.com). The full list of these databases can be found here: http://www.elnet.ee/projektid/yhishange (everything marked with TLÜ is accessable for TU and Haapsalu College’s students).
4.9.
Regional public lectures
College holds public lectures on a regular basis, which are designed for students, as well as the region's professionals, computer enthusiasts in high schools and vocational schools. Participation in public lectures is generally optional for the students and the main purpose is to broaden the horizons of the listeners. As a rule, there are 3-4 open IT-related lectures a year. In recent years the themes and speakers have been: •
Veljo Haamer, editor of Wifi.ee portal – “Wireless datacommunication”;
•
Tõnu Saamuel, IT security expert – “Internet and hacking”;
•
Jüri Kaljundi, the founder of CV-Online – “The future of online”;
•
Aare Kirna, editor of Arvutikaitse.ee portal – “Computer protection”;
•
Hillar Aarelaid, CERT Estonia (Computer Emergency Response Team) – “What to do if a security incident has occurred?”;
•
Peeter Marvet, company Uniprint Unipress Quality manager – “Overview of tehnokratt.net blog and preprint”;
•
Linnar Viik, an IT visionary – “The national information technology policy and strategy”;
•
Henn Sarv, Microsoft Certified Professional – “Microsoft Office vs freeware office solutions”;
•
Antti Andreimann, non-profit organization Technology for Development – “Opensource E-government”;
75
•
Jaan Oruaas, Estonian Information Technology Society – “European Certificate of Informatics Professionals”;
•
Mati Heidelberg, Ministry of Economy and Communication – “Information for today, tomorrow and the day after”;
•
Anto Veldre, expert of data security – “Information security”;
•
Gavin Richardson, cartoonist from Wales – “Illustrating with Adobe Illustrator”;
•
Betty Elder, Assistant Professor of Nursing, Wichita State University – “Health Care Informatics in the United States” (via videoteleconference).
4.10.
Practice organisation
As a rule there are at least two meetings per year with the regional IT specialists, enterprise representatives and lecturers to discuss the organisational and content issues of practical training.
The general principles of practice: •
Systematic approach – each course has at least one practice period per study year;
•
The link between theoretical learning and practice is determined very precisely;
•
The mentor in the company is a key-resource – through his/her instruction good learning quality is obtained.
The practical training of the first and second year mainly takes place in the college’s computer laboratories and focuses on team work, where groups of students work on practical assignments that are connected to theoretical knowledge obtained in lectures. In this environment the mentors are lecturers connected to the themes of practice. The third year practice is individual, takes place in a company and is supervised by a local mentor.
76
Most of the practical tasks are project based – they have a specific start date and an end date, which means they can be conducted simultaneously with the studies and in the college environment. The last year’s company practice takes place separately on the company’s territory.
The roles of different parties during company practice: •
Instructor at the University – instructs the apprentices, and introduces the documentation and reporting. Reviews and verifies practice reports and, when necessary, proposes changes. Organises the defence of the company practice, during which each student presents his/her report within 10-15 minutes and adresses the questions of the listeners.
•
Apprentice – participates in a preparatory practice seminar. Draws up a practice plan and hands it in to the instructor at the college. Concludes the tasks presented to her/him. Hands in a practice report and defends it.
•
On-the-spot mentor - organises the necessary environment and tools for working; specifies training tasks for the apprentice and helps with drawing up the practice plan. Helps the apprentice to find necessary information for the tasks; assesses the apprentice in accordance with the criteria reflected in the practice diary and provides feedback on the progress of the practice. Participates, if possible, in the defence of the practice or provides a summary assessment of the practice period and the apprentice’s progress.
Practice related cooperation is done with companies all over Estonia. First and second year practice consentrates on the specific needs of regional enterprises and institutions (simpler home pages, adverts, mutimedia solutions etc). Practice tasks are worked on already before the practice period with the lecturers during theoretical classes and lectures. Before the third year company practice every student finds a suitable company and makes a preliminary practice agreement with it. Then an agreement of cooperation is signed between the company and college and a practice assignment according to the needs of the company as well as the 77
profile of the student is decided upon (there could be a few smaller assignments). To simplify the finding of suitable companies for the students and vice versa all students and companies submit their profile descriptions. An overview of the network of enterprises Haapsalu College cooperates with in the area of practical training is given in Appendix 16.
The various tasks of the practice may be: 1. Web creation – first year: Setting up simple web pages, for example, in nurseries or non-profit organisations. Students are taking web programming and graphic design-related lectures.
2. Hypermedia or educational technology practice – second year: The student can choose to specialise the practice in: a. Programming – creating more sophisticated systems (eg timetable engine development, the HarinN Center database system, learning games, etc.). The content is related to programming, databases and information agents. b. Design – creating and designing user interfaces for programming group outputs, design and printing preparation for college publications, etc.). In addition editing existing video materials and creating learning videos, etc. The learning games could be related to class teacher curriculum – the technical development of game scripts created by class teacher students. The practice is related to the courses of multimedia, design, layout and video editing.
3. Network practice – is organised in cooperation with Haapsalu Vocational Education Centre (HVEC) Computer Services students. The practice takes place in groups consisting of 2-3 college students (group leaders) and 3-5 vocation students. In addition to enhancing the students’ practical skills the goal is to develop their skills in teamwork, groupwork coordination, time and task planning skills. The practice takes place in college and HVEC facilities. The 78
mentors are teachers and lecturers connected to both curricula. Every team has to write report in the end of the practice and defend it before the supervisors and fellow students.
4. Enterprise practice - this practice takes place individually in chosen enterprises. In choosing the enterprise the student considers his/her interests. For that each student draws up a practice profile and a letter of motivation to the enterprise. A suitable enterprise may also be chosen from among the enterprises the college has previously worked with and whose profiles are known.
If a service or product that corresponds to the needs of the enterprise and follows the set criteria is developed as a result of thepractice, then the students may use the student firm (MTÜ HKTF) to market their product and for financial transactions if need be. Haapsalu College and IT Department do not make financial agreements with enterprises. These agreements are between the students and the enterprises.
For example, some of the recently marketed projects are: •
Cycling Club registration system
(http://tigu.hk.tlu.ee/praktika08/RakserSport); •
Est-Trans transportation logistics system
(http://tigu.hk.tlu.ee/praktika08/EstTrans); •
An upgrade of College’s Start page and web based time table:
(http://tigu.hk.tlu.ee/praktika08/start_kokku); •
Läänemaa County sports portal
(http://www.laanesport.ee); •
An Information system for managing bicycle racing times and protocols:
(http://tigu.hk.tlu.ee/praktika08/urmas/sport_1.0.2); •
An application for college to manage different web-based registration forms:
(http://registreeru.hk.tlu.ee); •
Multimedia CD for Haapsalu College etc.
79
Lately finding enterprises in the region that can offer challenging enough training tasks to the third year students has become a bigger problem. Presently a partner network is being developed which covers the whole of Estonia and where coherent mentoring practices and regular cooperation are the goals. To realise the idea of a practice network the assistance of previous college graduates is used in including their places of employment. An IT graduate who has also undergone an apprenticeship has the best knowledge of how to receive apprentices, how to support and instruct them so that all parties would benefit the most.
4.11.
Preparation for academic writing
Preparations for academic writing is offered every spring through courses like: HKI5020 Seminar, HKI5028 Master Seminar I and HKI5029 Master Seminar II.
To support the seminars and give access to instructive materials there is a separate web page (http://erialaseminar.hk.tlu.ee) and an e-course in IVA learning ervironment (http://iva.htk.tlu.ee).
During the first seminar (HKI5020) the college invites different guest speakers to talk about IT-related issues and give the students an independent task reading related articles. Students also write a small 5-page article about some of the issues that have been discussed during the course, post it on the special college IT-blog (http://ituudised.hk.tlu.ee) and present it to others. It gives them an opportunity to research different IT fields, strategies and newest technologies in order to be able to specialise in a certain IT area.
During the second seminar (HKI5028) the students write a seminar thesis on an ITrelated topic. The course teaches them how to research scientific articles from the internet, magazines, databases and how to write and format a research paper. Passfail assessment is made according to the seminar thesis and its presentation.
80
During the third seminar (HKI5029) every student chooses a theme for the final thesis and writes a small research project about it. The research project can be developed later to a final thesis. This seminar gives necessary skills to identify and formulate research problems in the field of studies. It is recommended that the research theme should also be connected to the student’s enterprise practice.
4.12.
Individualisation of studies
The students can have an individual study plan if they need or want to. There are optional and elective subjects determined by the curriculum, which can be selected among the subjects offered by Tallinn University and by Haapsalu College.
4.13.
Assessment of academic progress and grading scale
Assessment of courses is dictated by the Study Regulations. It allows three different types of assessment. It is the nature of the course that defines which one is applied in the following manner: •
Exam (graded);
•
Graded assessment;
•
Pass/fail (non-graded assessment).
Exam is assesses learning outcomes. All subjects of theoretical nature end with exams. All exams include a written part, except where it is not possible due to the specifics of area of specialisation. An exam is taken during the examination session following the study of a particular subject or on the examination day established by an academic unit. Graded assessment does not require a written part at the examination session. The goal of pass/fail evaluation is assessment of learning outcomes of a practical nature with the help of the “pass/fail” scale. Evaluation takes place on the basis of work outcomes of a particular course and semester. Pass/fail evaluation is given during the last contact class.
81
All students registered for the course are automatically registered for the first exam, taking place during the examination session. Their names are on the evaluation form. If the student fails to attend the exam, a mark “MI” (absent) is put next to his/her name on the list.
The examination schedule is published on the website (in the timetable of Haapsalu College) and added to the lecture schedule by an academic unit during the last week of the current semester. Teaching staff has a right to refuse the student’s admission to exam or not to consider the exam passed, if the student fails to comply with requirements and conditions regarding admission to exam and/or pass/fail evaluation. Such students may agree with the teacherof to meet the necessary requirements during next year’s semester when the course is taught again. The teacher is not obliged to allow the student to comply with requirements and conditions regarding admission to exam and/or pass/fail evaluation in form of individual work.
A student who has received a negative result has the right to repeat the particular exam two more times at the time appointed by the member of teaching staff. Improving a positive result is possible on the agreement with the member of teaching staff. In this case the result of the latest exam will be taken into account. There is a right to take exams or pass/fail evaluations again within one year from the last day of examination period that follows the subject’s study period. After the third attempt with a negative result the student has to register to take the course again through Open University or take the examination on the basis of substitute literature. Such repeated examinations, courses are conducted for a fee. The fee is established by the University Senate.
Assessment of learning outcomes is performed on the basis of a six-grade assessment system (together with verbal equivalents and content descriptions) as follows.
82
Positive grades: Grade “A”(excellent) – given for outstanding and particularly profound knowledge of both the theoretical and applied aspects of the subject, creativity and effortless skill in applying learning outcomes, considerable independent work and versatile knowledge of specialised literature. The student has acquired 91-100% of the material referred in subject syllabus.
Grade “B” (very good) – given for very good knowledge of both the theoretical and applied aspects of the subject within the limits of the subject syllabus and textbooks, very good skill in applying learning outcomes. The exam has revealed certain errors, which are neither substantive nor serious. The student has acquired 81-90% of the material referred in subject syllabus.
Grade “C” (good) – given for good knowledge of both the theoretical and applied aspects of the subject, good skills in applying learning outcomes. A certain lack of confidence and imprecision is apparent in the student’s answers pertaining to subject depth and detail. The student has acquired 71–80% of the material referred in subject syllabus.
Grade “D” (satisfactory) – given for knowledge of basic theoretical and applied principles, facts and methods of the subject and an ability to apply these in typical situations. The student’s exam answers lack confidence and suggest considerable lack in his/her knowledge of the subject. The satisfactory grade shall be considered sufficient for successful continuation of studies. The student has acquired 61–70% of the material referred in subject syllabus.
Grade “E” (poor) – given for minimum knowledge of the subject, the application of which presents serious problems that present problems in taking further subjects on the basis of this one. The student has acquired 51–60% of the material referred in subject syllabus.
83
Negative grade: Grade “F” (fail) – given in case of failure to show minimum knowledge of the subject. The student has acquired 0-50% of the material referred in subject syllabus.
The University is constantly developing its information-systems to best serve the interests of students and staff. In the present system, the assistant enters all the results of exams into the database. All the students can see their results on-line, and the assistant can produce various reports on students’ success on the basis of data in the information-system. In the future there will be a possibility for the lecturers themselves to enter the exam and assessment results into the information system, which preserves time and makes grades public for the students sooner.
The success of the students in their studies is constantly monitored in Haapsalu College and taken into account in planning courses.
4.14.
Study results
The educational routines are constantly monitored, discussed and revised as needed with the teachers. In order to support student motivation there is a resultbased support that the state gives to the best students. The college also pays stipends for good study results; for helping with important activities for the college or a one-time stipend for a good research or a useful practical solution that has been beneficial for the region’s IT spheres, college activities or developing study info systems.
The students are kept informed and encouraged to take part in different contests and competitions in photography, film making, e-marketing, 3D modelling, seminar and final paper writing etc. The achievements of individual students are monitored carefully and when underachievement or risks to fail are identified, the issues are discussed immediately with students personally.
84
4.15.
Promotion of the curriculum
The main and most direct source of information for the promotion of the curriculum is college’s home page (www.tlu.ee). There is a separate section meant for future student candidates, where they can find all the information they need about the curriculum (including full texts). Applied Computer Science curriculum is introduced separately also on the national IT learning portal StartIT (www.startit.ee).
In addition the colege has designed and printed many advertising materials: Haapsalu College’s introductory booklet in Estonian and English; brochures introducing differenet curricula, multimedia CD etc. These materials are mostly handed out either to special guests or at advertising events, fairs together with the college’s reflectors, pens, T-shirts, umbrellas, raincoats, watches etc.
At least once a year Haapsalu College has its days of open doors, where potential students can come to see what the college looks like, what is taought here and what would studying here be like. In recent years in addition to the days of open doors “student shadowing” has been offered to high school students. This gives them an opportunity to come and follow a college student around all day; take part in the lectures, seminars; talk to other students and lecturers.
In the spring the Student Academy takes place. It is organised in cooperation with Tallinn University’s Student Academy. It is a week of courses connected to the college’s curricula meant for high school students (www.tlu.ee/akadeemia).
In addition to that in the recent years the IT students have organised multimedia tours for the schools of the surrounding counties Läänemaa, Pärnumaa, Saaremaa and Hiiumaa, during which the students together with a supervisor travel through most of the schools and give brief multimedia courses to raise the youth’s interests towards computers and multimedia.
85
The experiences so far have shown that the best advertising for the college is a satisfied and successful graduate.
4.16.
Strengths and Issues (Study process)
Strengths and issues (enrolment and choice of courses): As the courses are all smaller in capacity and are mostly concentrated around one specific subject area the curriculum manager can introduce the electives to the students in the beginning of the semester and plan the timetable for the semester according to their preferences to avoid overlapping of courses and themes. The students are able to choose electives in Haapsalu from the curricula of class teacher, Public and Business Management, other IT Department’s courses and now also from Health Management curriculum.
Because of location the students in Haapsalu do not have as wide variety of courses to choose from as in Tallinn, so they can also choose to participate in the lectures in Tallinn although it is complicated due to the distance. As an alternative solution the students can individually participate in e-courses, which can be chosen from the curricula of all Estonian universities (www.e-uni.ee). If there is a wider interest in a particular course it can also be held in the form of a videoconference.
Strengths and issues (study methods) One of the main strengths of the choice of teaching methods in the Applied Computer Science curriculum is the integration between theoretical knowledge with practical skills and activities, which are based on practical, real life needs. Many teachers give the students practical assignments that originate from real life situations or are drawn up following the advice of active specialists. Therefore many of the study tasks completed by the students have been solutions created for local organisations – web pages, multimedia presentations, advertisements, web based info systems etc.
86
On the other hand, there are large numbers of relatively practical courses that require certain technical and programming skills, which all students do not share equally. To take into account individual orientation and to support the development of individual skills, following measures are taken: assignments of these courses are typically team projects with different aspects of elaboration, allowing division of tasks and learning from others. Secondly, individual support in technical and programming tasks is provided by an experienced programming lecturer in these courses.
The main issues within the study process are connected to student motivation, which is rather low in theorethical subjects. Questions that need answering: •
How to balance the schedule so as to give the students sufficient time to concentrate on reading?
•
Are all lecturers recommending reading sources in the libraries or learning materials available on the web?
•
Should there be more learning assignments related to problem solving? All lecturers don’t use enough different sets of pedagogical approaches and motivational assignments.
•
Do most learning methods emphasise teamwork?
•
How to overcome students’ social and intellectual fatigue of getting constantly involved in ever-new discussions?
•
How to balance communication if IT students have different social skills?
Strengths and issues (Assessment): The analysis of strengths and weaknesses of assesment is based on feedback from the students. Assessment related strenghts: •
Syllabi are informative;
•
The balance between individual, practical and classroom work is optimal;
•
The grading system is transparent.
87
The lecturers must be informed of ways how to ensure that the workload of the students would be constantly balanced throughout the courses. Often students leave the more complex tasks to the end of the course, which might be fatal to the completion of the course. This problem does not arise during practice periods where the work, progress, process and end result, is assessed throughout the entire practice period.
One problem is that the grading system is not well balanced in the understanding of the teachers – some results require much more work from the students than others. A generally useful approach toward assessment is to plan and agree on the assessment criteria together with the students. Also there are some problems with grading delays. The teachers have to announce the grades no later than two weeks after the exams.
Strengths and issues (study results): The studies are student-centred and adaptive to personal needs and interests. The study groups are so far relatively small, allowing personal instruction and communication between students and lecturers.
The relatively big capacity of project based courses and seminars in Applied Computer Science curriculum allows the inclusion of various active specialists and experts in the lerning processes, which gives the students a broader understanding of the field at hand. This in turn provides better learning results.
IT specialists have wider knowledge in their fields of speciality but not very strong pedagogical skills, so the college offers free pedagogical courses and mentoring to achieve better quality of teaching.
The learning outcomes of the students are often influenced by working on the side of studies which considering the empoyment issues so far has been a relatively usual practice. The students are often hired already during the first and second years of study and a chance to earn money makes their studies less important to 88
them. To improve the situation the curriculum has been made as flexible as possible, so working people would be able to attend as well. There are also technical solutions for recording the courses and providing access to study materials, presentations through Internet. Additionally the college has tried to provide extra possibilities for the students to earn money through the student firm.
89
5. STUDY ENVIRONMENT 5.1.
Quantitative indicators.
Table 4 indicates quantitative indicators of Haapsalu College’s study environment. State funded student places per year (RIF) Number of available lecture rooms for the curriculum:
Additional laboratories: Number of computers (freely available):
20 3 computer laboratories (full-time, years 1-3, daily); 2 rooms for language learning groups and 2 rooms for courses which do not need computers (available when necessary) A computer hardware laboratory, media laboratory and Cisco Networking academy laboratory All auditoriums – 6 (PC) Computer laboratory 1 – 23 (PC) Computer laboratory 2 – 17 (MAC) Computer laboratory 3 – 17 (PC) Library – 5 (PC) Laptops available for study – 2 Freely available, total – 70 Servers – 4 and for educational use – 2 Staff work places – 17 Total in Haapsalu College – 93
Total number of textbooks acquired last academic year (2008) Textbooks (title + copies) 67 (please see Appendix 16) Journals (title + copies)
Regularly 5 PCWorld: 1 Practical Computer User: 1 Digi: 1 A&A (calculus and data processing): 1 Technical World: 1
Table 4. Quantitative indicators of Haapsalu College’s study environment.
5.2.
Study Premises and Rooms
Haapsalu College of Tallinn University has 6 auditoriums for lectures and 3 computer laboratories. Information Technology Department, computer labs and the hardware lab are located all on the same floor wihich gives a possibility for better communication between students and IT Department.
90
Expenditures for furnishing computer labs in the last three years have been: •
In 2006: 646 508 EEK (41 500 EUR). Refurnishing a computer laboratory; 21 new computers Pentium D945 3.4 GHz and 19 " LCD's acquired. In addition 1 MacMini with a 19 inch LCD monitor. Intranet speed was increased to 1 Gb/s and all teaching staff members were equipped with mobile workplaces.
•
In 2007: 192 572 EEK (12 500 EUR). Necessary software licences and additional multimedia equipment for teaching multimedia were bought – Adobe CS3 Design Premium, Canon EOS 40 digital camera, video projectors.
•
In 2008: 314 958 EEK (20 000 EUR). For the new iMac laboratory 17 iMacs and extra furniture were bought, old network equipments were replaced.
Internet access service provider is EENet. Speed between Haapsalu College and EENet'i interchange is a total of ~ 10 Mbit/s, of which 6 Mbit/s are reserved for downloading and 4 Mbit/s for uploading. The external connection between EENet'i hubs (Haapsalu – Tallinn 10 Mbit/s) is shared with Haapsalu Gymnasium. Internet connection between Haapsalu College and Tallinn University is slow and it is now a main priority to increase connection speed. There is free of charge unencrypted WiFi for students to use in the college.
For videoconferencing one of the largest auditoriums (50 places) is used. As technical aids Polycom VSX 7000 conference equipment, a television set, a video projector and a smartboard panel are used.
For printing the college has 3 printers available for the students. In the Learning Centre it is possible to print in colour, scan and copy materials. Financial records of printing are maintained by the printing software called PaperCut. Every student has a user account in the network and uses it as credit storage for printing. It is also possible to pay for printing at the Learning Center.
The Learning Center on the first floor of the college also has an E-Learning Centre with five PCs, which are available to Haapsalu citizens and any other students from Estonian Universities to provide access to web based learning materials and 91
databases. This Centre is created in cooperation with Estonian E-University. For the users of E-Learning Centre there is a possibility to get assistance for registering to ecourses and performing web based research from the college’s information technologist.
Information Technology Department and the computer labs have a separate entrance, so the students have access to the labs also after working hours in order to complete their tasks. Security is ensured by a video surveillance system and an alarm system.
5.3.
Virtual learning systems
environments
and
information
The college has created various information systems in order to support learning activities. Most of them have been created and have stedily developed through the learning activities of IT students. A central system is college’s web page, which gives access to all other virtual solutions.
The web page http://www.hk.tlu.ee presents structured general information of the activities, contacts, curricula, study regulations and events of Haapsalu College (as a unit of Tallinn University).
To provide comfortable and easy access to all virtual tools and info environments of the college there is a “Start page” (www.hk.tlu.ee/start) created for this reason in particular. It opens in all the computers of the college when entering internet and gathers all the most important information – references to all the modules of the information system like time tables, materials, e-mail, mailing lists, etc). In addition to links to important web pages it provides easy search possibilities in the Internet. This is also the location for the students’ web based notice board ”Bla-bla-blaboard” for quick communication between students.
92
Probabaly the most important information providing environment for the students daily is the web based time table which enables them to comfortably see the lecture times and rooms of the whole semester. The timetable also has an attached WAP interface for better access through mobile devices. (www.hk.tlu.ee/wap). The times table can be followed by date, by year of study, specialty. Printouts can be made according to the chosen criteria. The development of the web-based timetable is one of the practical tasks of this year’s second year Applied Computer Science (RIF) students for their programming practice. In connection with that there will soon be a newer and even user-friendlier version.
A user account in college’s server is created for each student as soosn as they enter their studies. With that they get access to the web, an e-mail account (firstname.lastname@hk.tlu.ee), a virtual server space (100MB) and printing rights. I addition to that all the students are included in mailing lists and get access to the college’s learning environments called “Sahtel”. To access e-mail a web interface can be used (http://www.hk.tlu.ee/mail).
Communication between different courses is done mainly by mailing lists. Mailing lists are provided separately for each course. It allows communication with fellow students, members of teaching staff and student council. The staff members have their own mailing lists. All lists are visible at www.hk.tlu.ee/mailman/listinfo.
“Sahtel” (The Drawer), is used for web-based sharing of learning materials and other files (www.hk.tlu.ee/sahtel). It was originally programmed by Haapsalu College students as a practical task with the help of their supervisors in 2000 and has been developed since then. It is a web environment for teachers to upload and organize teaching materials for students and for students to upload their independent tasks. It is accessible from the web and intranet to all users in Haapsalu College and guest lecturers. There will also be a new version available soon, developed by the students during their practice period.
93
The second main web environment used in studies is IVA (http://iva.htk.tlu.ee). IVA is a web based learning environment created in cooperation between Tallinn University’s Education Technology Centre and TU IT Department. IVA is an adaptation of another open-source Zope product called FLE3 (Future Learning Environment 3, see http://fle3.uiah.fi). Just like FLE3, IVA is released under Gnu Public License (GPL) as free and open-source software. Anyone could download the latest version of IVA source code from home page of the IVA development project: http://www.htk.tlu.ee/iva. IVA is developed as a product of a leading open-source Web application server Zope. The development of IVA was supported (among others) by Ministry of Education and Research of Estonia, Hansapank and the Tiger University Programme of The Estonian Information Technology Foundation. It is currently available in Estonian, Russian and German. IVA enables to teach fully webbased distance study courses, but fits well as learning environment extensions for regular courses, in which cases the teachers use it for sharing course materials and gathering student’s work. IVA is used in Tallinn University and also in different vocational schools.
In cooperation with Estonian e-University in the field of e-learning development, Haapsalu College has a few courses in Moodle Course Management System. Moodle is located in Estonian e-University server, which is an ideal independent platform for cooperation through e-learning with other Estonian higher education and vocational institutions.
Monitoring learning outcomes and professional development of RIF students through an e-Portfolio environment is still in the development phase (http://portfoolio.hk.tlu.ee). The idea is to give more support for lifelong learning following the example of Teacher's Professional Development e-Portfolio project. In Teacher's Professional Development e-Portfolio every student analyses his/her professional development and creates a personal portfolio in order to gather authentic materials, find connections between them, reflect, divide them into groups if needed (skills, knowledge, personal qualities), analyse, deliver and receive feedback, and plan their professional development. 94
At the moment e-Portfolio sytem is still being implemented as an environment through whicht he RIF students could create their electronic specialised profiles. In addition to that e-Portfolio environment enables the students to keep electronic practice logs and create personal portfolios including the practical completed tasks and other assignments. E-porfolio for RIF should give an opportunity for the students to demonstrate their skills in business practice and therefore technical expectations for IT e-portfolio are much higer than in Teacher Training.
As practice includes keeping an active practice log as well as a lot of documentation the “docuWIKI” system is used for storing any knowledge created during practice periods (http://praktika.hk.tlu.ee). Wikis contains practice regulations, task descriptions, report forms and timetables. The students keep their logs there and create an overview of their activities during practice, problems and solutions.
On Tallinn University’s web page (http://www.tu.ee), the students can find necessary information concerning study organisation and everything connected to student life. In addition the students can see their grades and the list of completed courses; register to courses and give feedback on completed courses. At the moment the main problem is that TU and HC servers are separate and it is not possible to authorise college users. Therefore it is necessary for all college students to get double accounts also for TU server, which enables them to be recognised on TU web page.
As university’s feedback system does not make it possible to get sufficient feedback concerning only college students then attempts to transfer to an independent feedback system (AskPeople) are being made. The feedback questionnaires are anonymous and are located at www.hk.tlu.ee/feedback.
As there is a lot of picture and video material gathrede from various college events and learning processes there is a photo and video log kept in college server (http://kroonika.hk.tlu.ee, http://video.hk.tlu.ee). To systematise the archives there 95
are regulations to be followed in storing photo and video material. Only the best of the photos and videos as well as contest work are kept in the log.
5.4.
Hardware and software
Software necessary for teaching is usually installed at the request of teachers before the start of each semester. Computers at the labs are cloned, so each classroom has the same software and hardware configuration. Computer labs are shared by the students of different years but the tradition is that each IT student maintains and is responsible for the computer that he/she normally uses in each classroom. All laboratories are equipped with projectors, and since last year an experimental video and audio recording solution has been installed. It was created by the students for those fellow students who are not able to participate in lectures every day.
Courses on multimedia and web programming mostly take place in computer laboratory 1, which has 23 PC type computers. It is equipped with ID card readers, which provide an opportunity for authentication on Government portals, banks, and can also be used for electronic signatures. It makes it convenient for the students to sign and electronically transmit requests and applications to Tallinn University, which they would otherwise have to do on paper.
Computer laboratory 2 has 17 iMac computers and is mostly meant for multimedia, layout and design classes.
Computer laboratory 3 has 17 PC type computers and is also equipped with integrated ID card readers. This laboratory is mostly used for networking, info systems and databases related courses.
Specific configuration records of these computer labs are described in Appendix 17.
96
In the media laboratory the students can access and learn about digital printing and see a wide format printing device at work. The professional wide-format printer Epson Stylus Pro 9800 allows the use of up to 44 inch in width (about 112 cm) printmedia for high quality photo printing. In addition it can print drawings, posters and banners. The laboratory provides an opportunity to experience the preparation processes of printing materials (pre-processing photos or any other materials), printing and post-processing. Additionally a Xerox printer (220x320 mm on up to 300g paper) can be used for printing small amounts of materials prepared in desing and layout or advertising classes.
Computer laboratory 1 has technically been configured to a Cisco lab where students can participate in Cisco lectures and seminars and practically test configurating network devices. Hardware lab’s and Cisco lab’s specific configuration records are described in Appendix 17.
Special equipment in computer labs that the students have access to: 1) For 3D processing there is a special computer with software linked to the CNC milling machine Kosy2 A4 anwendungsspezifisch Z160. Work area size: ca 245 x 300 mm. In addition the 3D-scanning head (accuracy 0.2mm) can work with materials like wood, MDF, plastic and metal. Students can use 3D or vector graphic software and mill out their work. This year the students are participating in a contest designing 3D aircrafts (see: http://zope.eenet.ee/cnc). 2) Radio broadcasting equipment – a recording mixer RS-1222, studio microphones and a computer with audio mixing software. Haapsalu College used to run a school radio project in cooperation with a commercial radio Raadio 2. 3) A specially configured video-editing machine – with two screens for video editing and rendering possibilities.
97
For teaching purposes Haapsalu College is also using a digital camera (Canon EOS 40D), 3 digital video cameras (Canon XM2, Canon MV200i and JVC GZ-MG67E), tripod Manfrotto 058B, a video recorder, a TV set and a slide scanner.
Haapsalu College has a lot of servers if the amount of students and staff is taken into account. Several of them are main servers and some of them are used for educational purposes.
Brief list and short descriptions of servers: 1) Main web and intranet server (named Tera). Services: ssh, dns, http, pop3, imap, samba, mysql and e-Portfolio. 2) Debi (HC virtual domains). Services: Web domains for kroonika, infoyhiskond, ituudised, jutumull, praktika, rifa, video; 3) Smirco (a backup server and the domain controller); 4) Printserver services: PaperCut quota, Norton ghost host; 5) Tigu (educational web server and test server for IT students). Services: ssh, http, mysql, zope + plone. Domains: portfolio, peepp, kysitlus, registreeru.hk.tlu.ee; 6) Old main server (Tera) used for educational purposes. Services: ssh, dns, http, pop3, pop3s, imap, imaps, samba, mysql; 7) Software and file server (Ladu) for public and student use. Services: smb, ftp; 8) Router services: router for Wide Area Network, 2 LANs: HC and Nikolai school, public WiFi), firewall (shorewall), spam filter (amavisd-new, DCC, razor, pyzor), DHCP.
All detailed specifications are described in Appendix 17.
Basic software used in teaching: Adobe CS3 Design premium, Captivate2, Audition2, Premiere CS3, After effects, Ultra2, Pinnacle studio, Solid Edge, MS Office 2003, OpenOffice, Free Pascal.
Operating systems in use: Windows XP, Debian Linux, Mac OS X Leopard. 98
Funding: The IT infrastructure (including software) has mainly been developed with the support of external funding from EITSA (Estonian Information Technology Foundation) resources (see below for the details). Usually EITSA projects call for at least 30% of funding from the institute’s budget, which we have been able to provide. To keep up with the technological developments, in an ideal case the computers should be renewed every third year in each classroom. This objective has been included in the development plan of the college and so far has also been followed. If a computer is too old for the work the students need to do then it is replaced. At the same time no computers have ever been thrown out – they have always been either deconfigured as linux servers, placed in the hardware lab for dismantling purposes or donated to computer labs of smaller rural schools.
In recent years Tallinn University has prioritised legalising their software. But still, it has to be mentioned that college alone cannot yet afford to obtain more expensive multimedia software in full capacity as the software versions expire pretty soon. Fortunately there is a growing number of freeware available in all areas of multimedia that reduces the need for expensive commercial software.
5.5.
Libraries and Internet resources
Haapsalu College’s Learning Centre / Library is a branch office of the Academic Library of Tallinn University. Its main purpose is to provide service and guidance to students, teaching staff and regional education experts. E-Learning Centre is created for guests from other universities to provide access to web-based educational materials and databases. College also offers various e-courses related to studying and teaching.
Haapsalu College’s Learning Centre is a library that assembles literature and publications in fields of local studies (please see also Appendix 18). The library services include use of reading rooms, borrowing books, use of the databases
99
available in the library, Internet, printing and photocopying. There are also 5 computers and Internet access for public use.
Learning Centre has a contact person in the library to assist with database searches and borrowing books (ordering new books for the library as well). Learning Centre’s tight connection to the Academic Library is important in order to improve the services and make borrowing more comfortable, i.e. you can borrow a book from the Tallinn Academic Library but return it to the local Haapsalu College library and vice versa.
There is a unified electronic library catalogue (ESTER) with information from 8 main libraries in Tallinn, including the National Library, all university libraries and Tallinn Central Library. There is also another electronic catalogue, which includes information on the four Tartu University libraries. The University has a co-operation contract with the National Library that allows the academic staff to borrow books from there.
Haapsalu College has got quite a good collection of IT related books. These have mainly been obtained as a result of various projects (EITSA, TEMPUS Phare, Open Estonia Foundation etc.) and also from our partner universities. Book donations from partners in other countries have been received. Some teachers keep their own personal books in the college to enable other teachers and students to use them. The obligatory literature needed for courses of computer science is by default available in the library in the section of IT literature.
Our students can also use several electronic scientific and educational databases – EBSCO Publishing databases; SpringerLINK, Science Direct Elsevier magazines; European Research Online; Kluwer Online; Synergy, e-magazines of Blackwell Publishing; Oxford Reference Online; Cambridge University Press e-magazines and others. Access to databases is available from all the computers with a Haapsalu College IP address. Students and staff members can order a personal password
100
through e-mail, making it possible for them to get access to databases outside the college.
5.6.
Other facilities
More recently, it has been the trend that individual studies take place in the student dormitory, because it has good conditions for working with computers and is close to the college. The dormitory is located only 300 meters from the school, there is open WiFi, and many students prefer working on their own laptops. Unfortunately there are not enough places for all the students to stay, so the problems with accommodating first year students has been solved by renting special apartments for students. Some questions related to cafeteria and dining still have to be solved, because the college has no available rooms for a kitchen, so students go for lunch to the dormitory or visit local cafes nearby.
5.7.
Strengths and Issues (Study environment)
College’s strong side is a good technical base for studies and the ratio between computers and students: a computer per student. The standard of infrastructure, hardware and software available for the students is currently good. The objective of replacing the hardware every third year has been included in the Development Plan of the institute. In the future renting technical devices might be also considered.
Another strength is recurring lectures times and places, which are usually coordinated with lecturers in the beginning of each semester and remain broadly unchanged during the entire period of study. For students and teachers, it is very convenient to remember a certain classroom or laboratory and one specific day every week for a specific lecture or seminar.
As already mentioned one of the weaknesses of the college’s infrastructure is lack of room for a cafe or a diner. The problem is not so critical because there are diners and cafes nearby – within walking distance. But sometimes it is also difficult to find
101
suitable rooms for extra activities on the weekends. This can, be solved with proactive planning of activities. Some classrooms have bad ventilation and none of them have conditioners. However investment funds have been applied for from the Regional Ministry for the development of the college’s infrastructure – renovating and rebuilding (1298,5 m2) the existing building (4101,2 m2). Finding accommodation for all the students is done in cooperation with the City Government.
All college rooms and also dormitory is covered with wifi network. So the students and teachers can have a network in their laptops nearly everywhere. The problem is, that the signal strength in dormitory is not good everywhere. This problem will be solved soon by installing one additional wifi router to the first floor of dormitory.
Academic library is situated in Tallinn. The College library has made possible to borrow books from academic library directly from Haapsalu. College library also supports acquiring new literature and many materials can be found over internetresources (EBSCO, SpringerLINK, etc). Sometimes students need more directing to use electronic full-text databases. This is made in “Erialaseminar” courses.
Some software is very expensive and buying is not worthwhile (eg software for graphics and 3D processing). Some software has trial and/or educational versions, whitch are cheaper, but sometimes the rules in using this software are very strict. There are not enough resources to buy all the licences for newest software versions.
IVA learning environment is slow and in many cases difficult to understand.
102
6. STUDENTS 6.1.
Quantitative figures of students
Table 5 indicates quantitative figures of students of Haapsalu College. Contest ratio at entrance:
2006 – 30/21
(contest and actual admission)
2007 – 24/19 2008 – 26/21
Figures of student admission:
Full load
Percentage load
Open university
2006
21
-
-
2007
19
-
-
2008
21
-
-
Budgetary
Non-budgetary
students
students
2006
19
2
2007
18
1
2008
20
1
25
Average volume:
Number of compulsory
3,9 ECTS
subjects: Average age of the admitted
2006: 25
students: (in years)
2007: 24 2008: 22
Women/Men ratio: (based on last admission)
2006: 1/20 2007: 0/19 2008: 2/19
Absolute figure of graduates of the specialty of bachelor
2009: 19 (estimated)
curricula: (based on last 3 years) Average yearly drop-out: (based on last 3 years regardless of the
2006: 4
reason)
2007: 1 2008: 2
Table 5. Quantitative figures of students of Haapsalu College.
103
6.2.
Admission strategy
Initial admission is regulated by Tallinn University Admission Requirements and Procedure. Student places are classified according to sources of financing required to cover the expenses related to provision of study services. These are: •
state funded or “free” (SF) student place or student places created on the basis of the State’s educational “order”;
•
student places not covered by state funding (NSF) or self-financed or student places created on the basis of and “order” placed by a private and/or legal person, where the relationship between Tallinn University and the customer are governed by a respective contract.
Students transferred from other universities are matriculated with the order of the Vice Rector for Academic Affairs on the basis of a personal application. Applications are approved by the directors of particular curricula and academic units.
A person who has had a student place created on the basis of the State’s educational “order” and who has completed at least half of the curriculum or who has graduated from the university does not have a right to apply for studying at a SF student place at the same level of study for a period of time equal to at least three standard study periods. In case of integrated Bachelor’s/Master’s curricula such period of time should equal two standard study periods.
Student place becomes vacant after the deletion of the student from matriculation register or in connection with the transfer of a student who failed to meet full-time study requirements during the previous year to a part-time study scheme. Admission to student places that became vacant due to deletion of students from matriculation register, takes place during the first month of each semester; admission to full-time study places takes place in the beginning of an academic year by the time indicated in the academic calendar.
104
The following persons may apply for vacant SF student places: •
full-time students studying at NSF student places,
•
full-time students applying for a change of curriculum,
•
students applying for rematriculation,
•
Open University students complying with admission requirements established by the respective curriculum,
•
full-time students transferring from other universities.
Students who did not exceed the standard curriculum period in the same study area and whose estimated year of completing the studies coincides with the final year of vacant SF student places may apply for SF student place.
Student who was transferred from a full-time SF student place to a part-time NSF student place may apply to be transferred back next year on equal terms with other applicants. Applying for a vacant student place takes place on the basis of the percentage of completed standard amount of studies and weighed average grade (WAG). Students who have completed at least 90% of the studies form a list of applicants on the basis of WAG of the courses completed during the previous studies. Where the above-mentioned criterion provides equal results, candidates demonstrating better results in their area of specialisation are preferred.
The list of applicants who have beed admitted to SF student places is published on the information board of a particular academic unit and/or on the University website by the deadline of performing study-related changes and transfers.
Matriculation/re-matriculation to vacant student places takes place on the basis of a contest between students. The proposal of the head of an academic unit regarding filling vacant student places is published on the academic unit’s information board. Respective order of the Vice-Rector for Academic Affairs is made on the basis of this proposal.
105
Admissions calendar and rules are available at the College's website in section "admission information".
Admission requirements for RIF curiculum: general secondary education, entrance examination (career suitability test 100%, minimum 55%).
Admission’s information on Haapsalu College’s web page also has an attached sample career suitability test where applicants can test their level of suitability for an IT related profession before taking the real test.
Required Documents for Estonian Applicants are: •
Application form (applications will be accepted online in the admission information system SAIS www.sais.ee and at the admission desk during the announced admission period);
•
Secondary education certificate and certificate of state examinations (both original and copy, copy will be certified at the admission table);
•
Identification document (passport or ID card).
Applied Comuter Science spleciality has state-funded student places and student places not covered by state funding. Student places not covered by state funding have a tuition fee per semester: 14 000 EEK.
Various advertising events take place before the admission period begins Haapsalu Student Council members and the RIF students are mainly involved in the following: •
Participation in “Teeviit” – an education fair for high school students and graduates;
•
Multimedia tour in the schools of the surrounding counties;
•
College student’s shadowing for high school students;
•
Student Academy events for high school students;
•
Organising photo and film festivals in Lääne County.
106
6.3.
Strengths and Issues (Admission)
Contest rates and actual admission to Haapsalu College Computer Science curricula since 1999 has been varied (please see also Appendix 19). It has been influenced by the numbers of high school graduates in Estonia, the general popularity of ITrelated subject areas and the possibility to apply for many curricula at a time. In the recent years the relationship between contest and actual admission has improved.
The positive factor is that the students have made more conscious choices to study computer sciences in Haapsalu College and the dropout rate has been therefore relatively low. The problem is that in spite of the conscious decision-making, studying in Tallinn is more attractive for the youth and therefore the contestadmission ratio has been lower.
6.4.
Student body
The Student Body of Haapsalu College consists of BA, MA level and professional HE students. Students of continuing education (in-service training) courses and external students do not belong to the student body. The student status is attested by the decree of matriculation and a student identity card. Student Body is an institution, which executes students’ rights for self-government – to independently decide about and organise the matters of student life in agreement with the legislation and legislative acts, proceeding from the interests, needs, rights and obligations of students. The Student Council of Haapsalu College represents the Student Body of Tallinn University.
College students are actively involved in development activities, participating in defining and implementing college's development. The activities, responsibilities of the Student Council are as follows: •
HÜN (Haapsalu Student Council) website creation, regular renewal and maintenance;
107
•
Providing HÜN members with HÜN and HC insignia T-shirts (and other items);
•
Continued cooperation with Tallinn University and the Student Body (participation in monthly meetings, organising joint events and courses or training activities with Tallinn University Student Body or other student organisations);
•
Representing HÜN at the weekly meetings of Haapsalu College’s staff;
•
Approving the Statute of HC Student Council (HÜN);
•
Finding ways of collaboration with the college’s Alumni Union;
•
Representing Haapsalu College in the City Youth in Action (HNA) of Haapsalu City Government;
•
The promotion of Haapsalu College and the visibility of college activities in Läänemaa region;
•
Tour of Estonia to introduce the college and its curricula and recruit new students for HC;
•
Participating in local youth events;
•
Expressing opinions in the local media.
•
Writing projects and applying for support and advertising for different student initiatives and events;
•
Keeping the college log;
•
Maintaining the traditions of HC and continuing with the traditional events of HC;
•
Organising motivational events for HÜN;
•
Promoting and organising culture events;
•
Promoting and organising sports events;
Activity plan of Student Council is available at: http://www.hk.tlu.ee/?LangID=1&CatID=1793
108
6.5.
Counselling
The students’ workload in studies is divided between the semesters. Students have to make the selection of the offered electives based on personal interest and the announced list of courses. The nominal study capacity is 20 CP (30 ECTS) per semester, which is secured by the standard study plan.
Assisting the students in composing an individual plan is one of the most important aspects of counselling. Typically, in first years the students take more credits than required. The students in later studies are usually already working and therefore they tend to study less intensively. Counselling provided for the students comprises the following activities: informing, suggesting, assessing/evaluating, creating opportunities, giving feedback and supporting.
Councelling is done via: •
The elder – each group of students should have an elder who communicates essential information of the university to their group mates. The students may approach the elder with their current issues or questions, which should be solved with the help from the student council or student councils of faculties.
•
Tutor – Tutors are mainly senior students who help with the first-year students’ issues: practical life arrangements, orientation in study arrangements. The work of tutors is especially necessary during the first semester. A student can always ask the lecturer as well for an individual counselling time, if necessary.
•
Departmental coordinator – Deals with the mediation of current information on studies to the students. They mediate information on lectures (e.g. cancellations), register students in the subjects, issue assessment sheets, etc. Coordinators receive the necessary information through the departments, institute or the academic counsellor. The coordinator of their department is often the first person the students turn to
109
with their questions, therefore cooperation with other subunits and people who also consult students is most vital. •
The head of Curriculum – consults students who study in the curriculum. The curriculum advisor possesses excellent knowledge in the area of specialisation and the curriculum. Their tasks include helping to solve the students’ problems related to their studies in a particular curriculum (e.g. drawing up an individual study plan, selecting a minor, transfer of credits, selecting replacement subjects, etc).
•
Director’s assistant – consults the students in the issues related to the completion of study plans. They issue copies of academic transcripts and are in charge of credit transfers and other related issues.
Students can also turn to the Tallinn University tutoring service under the Career and Counselling Centre where they can receive assistance in connection with the selection of the area of specialisation, academic activities, career planning and psychological concerns: •
Academic counsellor – counsels students of the whole university on general issues related to the organisation of studies. The counsellor arranges dissemination of information related to the organisation of studies in the university, and is the principal supporter and source of information for academic departments and curriculum advisors. Academic counsellor works by the TU Career and Counselling Centre, which is under the Department of Academic Affairs. Thus the academic counsellor is not directly related to any faculties and the tasks primarily include distribution of independent information on the principles of the organisation of studies in the university.
•
Coordinator for Academic Affairs – is the last stage before the Vice-Rector for Academic Affairs and thus only deals with very specific cases of student counselling or cases which require exceptional solutions.
•
International Relations Office advisors and coordinators – consult the teaching staff, support personnel and students (including foreign students) 110
in the fields of the university’s international relations and give information on the opportunities for studying, working or cooperation abroad. They also consult in the visa and migration issues. Their tasks include consultancy in the
issues
of
the
EU
higher
education
programmes,
including
Socrates/Erasmus programmes. •
Career Counsellor – counsels students of the whole university in general issues related to career planning. The counsellor offers individual and group counselling, arranges workshops, events and meetings between students and employers, mediates job and practice offers via Internet and information boards. Career counsellor works by the TU Career and Counselling Centre, which is under the Department of Academic Affairs.
•
Psychologist – promotes the psychological well being of students of the whole university. The counsellor offers individual and group counselling in different psychological matters concerning both studying and personal life and arranges preventive measures for improving students’ awareness and coping skills. Psychologist works by the TU Career and Counselling Centre, which is under the Department of Academic Affairs.
Both group and individual counselling takes place according to the needs. Individual and group counselling is provided at a personal level, via the Internet (mailing lists, the website of the area of specialisation) and by phone. Mostly councelling is needed in the areas of election of elective subjects, planning of studies, difficulties in coping with the studies and other roles (work, personal life), time planning, choosing a supervisor for the diploma thesis and financial difficulties.
Feedback is also always welcome. Students are encouraged to discuss any study related problems with the staff via e-mail. This channel has been actively used, and on many occasions it has led to immediate changes in the areas that students found problematic.
111
6.6.
Financial assistance for students
Applied Computer Science students are entitled to apply for financial support. It is based on academic results, paid by the state and paid only to students studying a curriculum with state-financed positions.
Students in state-financed positions as well as in fee-based positions are entitled to apply for financial support which is divided into three types: the main scheme is meant to partly cover the study costs. In order to qualify, a student must have completed at least 75% of his/her studies of the preceding semester. Study achievements are also taken into account when allocating financial support.
The second scheme is a supplementary one, which is paid to cover travel and living costs. In order to receive this, the student has to be registered as a resident outside the local government in which the university is situated and must have completed at least 75% of his/her studies in the preceding semester.
Both support schemes are reviewed every semester. The amount is 1000 EEK (64 EUR) per month for the main scheme and 500 EEK (32 EUR) per month for the supplementary scheme.
The third type of aid, economic scheme, is paid to students whose financial circumstances are very poor. The amount is 1000 EEK (64 EUR) per month. Review of applications for financial support and making decisions on these matters are the responsibility of the Student Union that acts according to the relevant regulations approved by the legal acts (Senate + National Government).
According to university policy, orphans can study in state-financed positions and students with children can apply for a reduced study fee if they have very good academic results. The decision to reduce the study-fee is made by the College Director.
112
6.7.
Strengths and Issues (Students)
The applicants to the programme from Estonia have, as a rule, good ICT skills. This is particularly obvious with Estonian applicants, due to 1) systematic ICT education in schools, and 2) high level of technology in homes. Still there are several reasons for dropping out of Applied Computer Science specialty: study debts, leaving voluntarily, not paying tuition fee on time.
Learning and working: Some students are employed and can therefore not always devote themselves completely to their studies. At the same time the curriculum has enough flexibility to make it possible to link simultaneous learning and working. Assessment in specialised subjects is based mainly on practical work.
Supporting Students: The Estonian education system does not give much economical support to students in addition to state supported study positions and there is a lack of scholarships to support studies. Continuous negotiations with funding bodies are carried out.
To ensure that the best IT professional students don’t have to leave their studies because of economical problems there is an active student firm in the college, through which students can work on IT projects in the Western region, as well as throughout Estonia. This gives students an opportunity to participate in real life situations: a large project, a project team, long-term work in one area, financial interests, which will all help them to be better prepared for their future jobs. This gives businesses the opportunity to get high quality solutions to bigger IT related problems in the company, have an expert instructor who is responsible for the project, a project period, which is not limited with a practice period, and simpler documentation.
Improving quality of education:
113
In the current economical situation characterised by rapidly increasing demand for ICT professionals, and in particular, for experts in Web 2.0, the demand of ICT specialist on the job market is high even for the labor without higher education. In these conditions it is rather understandable that some students may not find full motivation for their studies. The best way to improve this is constant updating of the syllabi and quality assurance, particularly through feedback from the students and potential employers. The timetable should be flexible enough and also take into account the needs of working students. On the same time it shouldn’t be too inconvenient for the rest of the students.
114
7. ACADEMIC AND ADMINISTRATIVE STAFF Table 6 indicates statistical information about Haapsalu College’s academic and administrative staff. Number of elected teachers and lecturers: Full-time university lecturers Contract based teachers Total Ratio of teachers and students: (students per teacher) Teachers’ workload: (%) Full time Half time Less than half Average number of ECTS taught by one teacher: (in a RIF curriculum)
14 10 24 2,3 58% 0% 42% 9 ECTS
Average age of teachers:
37
Average tenure in the university:
10
Qualification of teachers: PhD MSc Bac Scientific publications per teacher: (considering publications by qualified teachers published year 2007/2008) Practical development projects per teacher (considering projects – software development, creation of multimedia applications etc – supervised by qualified teachers in years 2006-2008): Total amount of support staff:
1 16 7 0,4 1,2
5
Table 6. Statistical information about Haapsalu College’s academic and administrative staff.
7.1.
Filling academic posts
The academic personnel are chosen through a public contest according to the University Act, the Standard of Higher Education and official documentation (Election Decree, etc) established in Tallinn University. The basis for becoming elected is meeting the qualification standards of a certain position. The criteria for the choice are the candidate’s level of education, scientific work and teaching
115
abilities as well as practical knowledge in the field. The most important criterion, however, is the productivity of the candidate’s scientific work (the amount and quality of publications). The candidate’s suitability for the position is first evaluated by a specially constructed assessment commission. The final decision is made by a secret ballot in the university or Board of Institutes (depending on the rank of the position). A temporary contract (1-5 years) will be drawn up with the chosen employee. Professors are elected by University’s Senate.
The actual range of choice, when it comes to the academic personnel, is quite limited as the circle of suitable and compatible individuals in our small Republic is quite narrow. Limited financial resources minimize the possibility of inviting guest lecturers (from other universities and institutions). In connection with the rearrangement of the MA level and Doctorate studies (increasing the amount of students admitted, raising student allowances, etc) it can be hoped that the choice of academic personnel will widen in the future.
The administrative personnel in different departments have permanent contracts. Additional schooling and vocational courses for academic staff are arranged regularly (1-2 times per year).
7.2.
Teaching staff
According to the Standard of Higher Education of Estonian Government: 1) 100% of the the courses determined in the curriculum are taught by teachers with a completed higher education or appropriate qualifications, 75% of the curriculum is taught by teachers with MA level degrees (please see Table 7); 2) Specialised practical courses are taught by teachers who have a completed higher education or are appropriately qualified and have at least 3 years of work experience in the field; 3) At least 50% of the curriculum is taught by lecturers whose workload is at least 51 % (Please see Table 8).
116
Total number of ECTS taught by all 222 ECTS
100%
Msc, PhD:
192 ECTS
86,5%
Diploma, Bac:
30 ECTS
13,5%
222 ECTS
100%
Full-time:
166,5 ECTS
75%
Part-time (contract):
55,5 ECTS
25%
teaching stuff (based on academic levels):
Table 7. Academic leves of teaching stuff.
Total number of ECTS taught by all teaching stuff:
Table 8. Full-time and contract based teaching stuff.
The staff of Applied Computer Science curriculum consists of Haapsalu College staff and the staff of Institute of Informatics. The curriculum involves the best lecturers from other departments of the Intitutes – for instance from the Institute of Psychology, Institute of Mathematics and Natural Sciences, Institute of Political Science and Governance (please see also Appendix 20).
IT specialists in specific fields who have employment contracts with Haapsalu College and have at least 3 years of teaching experience are considered partly members of the teaching staff.
Teaching in a curriculum is an organic part of the individual workload of the lecturer in a department. If the regular workload of a staff member is exceeded, the lecturer makes a special contract stating that he/she voluntarily takes responsibility for the extra teaching. In this case they are separately paid from the funds of the college. There have been some cases when this supplementary agreement has not been reached with a desired lecturer because of an extremely high workload in some semesters. But the need for substitution has been temporary. In some cases the replacement of a teaching staff member has been caused by the need to provide
117
courses with higher quality or when the lecturer has received an unacceptably low assessment from feedback surveys. Selection and assigning of staff members and announcing courses have been the results of contemplated decisions.
Key staff members have also been included in research projects jointly done with the college and development institutions of the region (i.e. Läänemaa Development Centre). The opportunity to do empirical research in the region is a supplementary motivation for key staff members to be involved in teaching in the college. As lecturers may use assistance in specific IT releated fields, different specialists are also involved.
Teachers’ CVs are available in Appendix 21.
7.3.
In-house
Haapsalu College cannot have a lot of academic staff working for the college fulltime, as close to 300 pupils is not enough work for full-time employment as a lecturer. Therefore the college must be flexible in responding to instant needs with recruiting suitable specialists. The academic staff has developed over the years in cooperation with the Institutes of TU and through including regional specialists.
In addition to teaching many lecturers also have additional tasks: Aimar Lints – academic coordinator (Head of Curriculum) of Applied Computer Science with the responsibilities of curriculum development, advisory work, advertising for the curriculum, arraging admission of new students, organising students’ feedback and its analysis, mentoring teachers and students.
Janno Kriiska – coordination of the IT Department of Haapsalu College with the responsibilities of arranging cooperation with TU Institute of Informatics, Lääne County, Haapsalu City Government, initiating IT related projects and communicating with external partners, introducing college's activities to guests, public relations.
118
Piret Lehiste – Teacher of English for all college curricula with responsibilities of compiling methodological materials, teaching aids, preparation of methodological aids, coordinating the subsidiary specialty of teaching English in secondary school for Class Teacher curriculum, language popularisation.
7.4.
Assistant staff
Director's Assistant, Head of the Learning Centre, System Administrator, Coordinator of International Cooperation, iMac laboratory assistant are also related to the coordination of Applied Computer Science curriculum.
Katri Loik – Director's Assistant with responsibilities of drafting contracts, maintaining records of the work load of teaching staff, cooperating with TU accounting department, sharing information on teaching arrangements, all documentation connected to academic work and studies, student councelling in the area of curriculum completion, maintaining student databases.
Heidi Liivlaid – Head of the Learning Centre with responsibilities of library replenishment in cooperation with teaching staff according to needs and possibilities, compiling instructive and assisting materials for students and teachers (material preparation, copying, binding), mediating information (on web, to media, mailing lists, TU public affairs office, etc), uploading course descriptions and programmes to the internet and the central database.
Kristjan Niilo – System Administrator with responsibilities of web construction, maintenance and renovation, developing information systems (time tables, feedback systems), system use related contracts and agreements and e-mail accounts, maintenance of printing systems.
Mari Kerde – Coordinator of International Cooperation with the responsibilities of coordinating the existing student and staff exchange programmes (Erasmus, Comenius), initiating international projects and cooperation, initiating cooperation
119
with foreign universities, organising international visits to the college and conducting English courses.
Egon Erkmann – iMac Lab and Media Lab assistant (Design and Layout for printing) with the responsibilities of determining development areas in educational technology and preparing projects, finding partners for cooperation and practice placements for students, training and counselling in the field of educational technology, technical management, lending and installation.
7.5.
Publications
Appendix 22 lists the publications, conference papers and proceedings of TU and other teachers who are related to the RIF curricula, reflects the wide scope of research interests of our teachers related to the curriculum.
7.6.
Strengths and Issues (Staff)
Having full-time lecturers on academic staff can be difficult because it is hard for the college to give them full-time employment as lecturers, and if one lecturer was to teach too many different courses in one curriculum, the quality of teaching would not be the same any more. In some key areas (for example, information systems, databases etc) the teachers have part-time teaching positions only.
The fact that most of the teaching staff have full-time positions as lecturers in TU institutes, other universities or the private sector widens the spectrum of specialized experts included in teaching as well as curriculum content development. College has chosen the best lecturers from TU institutes and other Estonian universities to be part of the academic team. The added value to an applied curriculum is also the teaching staff’s expertise, active participation in the field and knowledge of the needs of the job market.
120
Difficulties can be provided by the fact that as the lecturers are fully employed elsewhere, not in the college, it is problematic to connect the research to regional needs. Also as most of the lecturers come to teach from other places in Estonia and leave right after every lecture. This can make it difficult to get good contacts with the students aside from lecture time. Therefore it is very important to have local coordinators, who can assist the students with their problems and questions on daily bases.
In order to cut down the time spent on travel and the times the lecturers have to travel to Haapsalu, some of the lectures of teachers travelling longer distances are organised into longer sessions, which sometimes consist of many days in a row. This could potentially be exhausting to the teacher as well as the students.
In order to overcome the above-mentioned difficulties, also good facilities for videoconferencing and e-learning have been created in the college. On numerous occasions lecturers have given lectures in Tallinn to the students in the classroom and at the same time via telecommunication to the students in Haapsalu. Videoconferencing has also been used for mediating lectures by a lecturer working in the United States for the time being. Many lecturers have used partly e-learning solutions in their courses, which reduces the need for contact classes and therefore the need for the lecturer to travel to Haapsalu too often.
The student-teacher ratio is relatively high in the college, but it will most probably decrease in the coming years (and consequently the work load of teaching staff) due to the demographic curve in Estonia (for example, the birth rate was almost two times higher in 1989 than in 2000).
The relatively low number of publications in journals is something the college’s academic staff has a chance to work on in the coming years. Due to the limited time and bigger workloads of the teaching staff they don’t get enough time for research and development work.
121
The chances to employ students after graduation to do research at the university are not very good, because they are typically already employed, and the university salaries are not competitive.
The actual range of choice, when it comes to the academic personnel, is quite limited as the circle of suitable and compatible individuals in our small Republic is quite narrow and limited financial resources limit the possibility of inviting guest lecturers.
Because of a relatively low salary level at the university it is difficult to employ highly qualified specialists from the industry. However, for some specific topics there are opportunities to invite highly qualified experts from industry to deliver a group of lectures or even a whole course.
All of the above represents issues that need to be addressed in the improved development plan of Haapsalu College.
8. QUALITY ASSURANCE Quality assurance of scholastic proficiency in Estonian universities is regulated by certain regulative documents (the Law of Universities, the Standard of Higher Education, Estonian Government’s regulation from October 2003).
Quality assurance for the curricula is based on the Statute of Curricula and Regulations for the Organization of Studies. Councils of curricula are formed in accordance with the resolution by the Estonian Government in October, 2003.
The following methods are used for quality assessment: •
analysis of curriculum,
•
analysis of study activities and organisation of studies,
•
analysis of resources,
122
•
analysis of feedback from students,
•
analysis of academic achievements of students,
•
analysis of feedback from employers,
•
analysis of feedback from graduates.
Quality assurance of studies (the methodology of studies, the organisation of individualised study and the improvement of learning materials) also has a lot of room for development. The quality assurance in the TU is still in an early stage of development, just like in other Estonian universities. In the past few years there have been improvements in the couselling system, in tutoring, in organising methodology seminars for lecturers and feedback polls for students about their courses in previous semesters. The efficiency of studies and quality assurance are of very high priority in Tallinn University.
Initial signals about any inconsistencies in studies come either from students, graduates, employers and boards of the curricula or by institute members.
There is a university-wide electronic evaluation system in development to assess teaching, course quality and job market subsistency for alumni. The results are taken into consideration in compiling course programmes and analysing teachers’ work. The results of the questionnaires are not public and the institute members receive individual evaluations from the Head of the Chair. As their own initiative, with the goal of more effectively managing the teaching process, the institute members also conduct surveys among the students within the framework of their courses.
Problems in study processes are regularly discussed at meetings and seminars of Departments and Chairs.
The collection, analysis and systematisation of the data concerning the graduates is done by the TU Career and Counselling Centre. From the beginning of autumn
123
semester 2004, the graduates have the opportunity to give feedback via Internet. So far the collected results indicate that the majority of graduates proceed to work in the fields connected with their speciality or have continued their studies.
Important links in the quality assurance system are the boards of the curricula. The boards of the curricula follow the provisions of Government’s Regulation No 265 Procedures of Accreditation of Universities and Institutions of Professional Higher Education and Their Curricula and Requirements for Accreditation. All 3+2 system BA and MA curricula and doctorate programmes have curriculum boards, which consist of teachers leading the curriculum, teachers from other departments and representatives of employers, graduates and students. The tasks of the board of curriculum are: •
to analyse the content of the curriculum in accordance with the goals of competency,
•
to evaluate the analysis of the feedback results (students, graduates, employers) and to make proposals for the development of curriculum,
•
to analyse the compliance of the teaching environment with the goals of the curriculum and to make propsals to the department or the university, if necessary, for the improvement of the teaching environment,
•
to analyse the involvement of the academic departments participating in the realisation of the curriculum in the development of the curriculum,
•
to make proposals for updating the curriculum and to involve specialists form outside the university in teaching,
•
8.1.
to participate in the process of developing a self-analysis report.
Feedback from students
The most important quality assurance routine is feedback from the students, collected after a course has finished. Although the university has its online forms for students’ feedback they can use to electronically state their opinions on the course and the lecturer (teaching) there are difficulties with finding information only about Haapsalu College. 124
To improve the feedback system the IT department of Haapsalu College uses an open source software “Askpeople” which is still more flexible and faster than the other tested systems. It is used for: getting feedback from students, graduates and employers.
In addition, institute members conduct surveys during or after their courses, with the goal of more effective management of the teaching process. Spontaneous feedback is also encouraged.
Feedback on RIF curriculum students has been analysed since the 2006 when the curriculum first opened and the feedback has been taken into account in planning all the following semesters. In 2006/2007 the first year Applied Computer Science students completed the feedback forms (please see also Appendix 23). Since it was the first year of RIF curriculum’s existance, it was very important to pay attention to the problems immediately. All the negative feedback was forwarded to and discussed with the lecturer in question.
The different issues in RIF curriculum throughout the three past years. In 2006/2007 first year RIF students took part in the feedback survey. The following issues emerged: The negative feedback of the first year students consentrated on the late cancellation announcements and cancellations in Basics of Marketing course. One lecturer had been late with sending his course materials. By now the feedback on accessibility of organisational study information has improved.
A bigger problem was connected to most examinations and assessment activities taking place in the same consentrated time period: 2 weeks of exam session. This was very stressful for the students. The weekly study plan was also not as intensive as expected. The students wished the lectures to take place on following days without gaps. In order to plan the time table better the lectures are given on fixed
125
days every week and the other days are filled with independent work, free electives or courses taught by local staff.
Basics of Programming course was difficult for the students because there were not enough lectures to acquire all the necessary knowledge. The amount of work that had to be done compared to other courses was very much more extensive. More complex courses now take place in smaller capacities at a time and almost every week. Feedback revealed that students were engaged in teaching and managed to complete courses on time.
Positive feedback: Most of the courses received positive feedback in most of the provided criteria. In general the students were satisfied with the coordination of the curricula and their programme. The learning environment and the study capacity were considered optimal. The teaching staff’s attitude towards the students and fair assessment were also noted as positive.
In 2007/2008 first and second year RIF students took part in the feedback survey. The following issues emerged: The first year students’ feedback showed that the Hardware course was boring at times. It was concluded then that the quality of the course had fallen since the previous year because the previous feedback had been positive. As a solution to boring lectures, it was decided that next time, the theoretical and practical activities should be more linked and teamwork should be applied. The use of different teaching methods gave positive results, for example in Elective Seminar with a written and an oral part, teamwork and guest speakers.
It was also noted that the Operating System’s course was too theoretical, teaching materials were weak as well as the contact between the students and the teacher. Administration of Operating Systems course’s number of lectures was doubled. In case of teaching various operating systems, Linux was the hardest, so teaching starts earlier now and lasts longer. 126
Cisco Web Academy caused problems because of the teaching materials being in English, but contacts with the lecturer were good. The materials in English are read and studied in an English course now, which has had one of the best feedbacks so far.
Some did not like Programming and felt that it was too complicated, but changed their minds during the next semester and wanted to go even deeper. In study organisation the students didn’t like the timetable of autumn semester because of lecture free days in the middle of the week.
The second year students didn’t like the Master Seminar because it was linked too much to content writing of academic text. Master Seminar became a course with esupport, which gave the students more freedom and flexibility in submitting their written tasks and downloading materials.
In Business Systems course the students participated in the creation of a real business system, but the groupwork organized by lecturer was poor. The lecturers have discussed giving fair assessment to teamwork, so that individual achievements could also be recognised. One of the ways could be using individual reporting and considering the team leader’s assessment.
Positive feedback: Most of the courses received positive feedback in most of the provided criteria. The general attitude of the teachers towards students was commendable. The students appreciated the staff following the course programme exactly and the courses beginning and ending on time. Multimedia and Programming course also received most positive evaluation of the course structure, lecture topics.
In 2008/2009 first, second and third year students took part in the feedback survey.
127
Most of the courses received positive feedback in most of the provided criteria. There were no negative comments about courses in the first year students’ feedback at all. On the contrary – many courses had very positive feedback. The timetables and access to study information was considered very good. However the assessment of the hardware condition was lower than it had been in the last years.
The second year students’ feedback considered the 3D Modelling course to have been a bit too short, they would have liked it as an alternative choice for some programming corses.
The content of Databases course was considered very good, the teacher very professional in his field, but weak methodically. Layout and Preparation for Printing course didn’t have clearly understandable assessment rules, and the feedback given to the students’ work was insufficient. IT and Law course received very positive feedback because the lecturer managed to make the course very interesting.
The third year students complained about the practical part of Data Security course. The number of contact classes was not considered sufficient to be prepared for the exam.
Positive comments were given to the new iMac laboratory, which still requires more time to adjust to. The condition of the hardware and software in the labs was highly appreciated.
For feedback results throughout all courses and 3 years of study please see Appendix 24.
8.2.
Feedback from graduates
The graduates have been presented with feedback requests twice: in 2005 before the first admission to Applied Computer Science curriculum to consider the opinions of BA curriculum graduates in the development phase of RIF curriculum: and in
128
2008 to find out how the graduates are doing in the labour market and how they assess the completed BA curriculum.
The feedback was conducted among the graduates of Haapsalu College’s Informatics curriculum. The goal was to find out whether the graduates of the college are handling the labour market and where they are employed. Another goal was to get the graduates’ evaluation towards course content and lecturers in Haapsalu College. This can be used to develop the curriculum and raise the quality of studies.
TU Haapsalu College had 51 Informatics specialty graduates by 2005. The feedback form was filled in by 19 of them – 37%, which does not give enough ground for thorough generalisations concerning the whole group of graduates. The feedback form had mainly multiple-choice questions and assessment related questions as well as 4 open questions. The form was anonymous.
The open questions were following: •
What else should the curriculum has contained?
•
Which courses or themes should not be included in the curriculum or should be reduced?
•
What would be your suggestions to Haapsalu College concerning curriculum development?
•
What kind of knowledge did you lack most when entering the labour market?
The graduates had often very different and contradictory answers to these questions, which can be explained, by different areas of interest and differences in the curriculum throughout the years.
129
On many occasions the need to specialise was mentioned. The graduates’ opinions on the skills needed for competing in the labour market are brought out in Appendix 25.
In 2008 the graduates’ success in competing on the labour market was evaluated to be able to plan the the enterprise practice better and compare with the data collected three years ago in 2005 (please see Appendix 26).
The feedback was conducted among the informatics specialty graduates of Haapsalu College. By 2008 TU Haapsalu College had 72 graduates of Informatics. 37 of them (52%) returned the feedback forms.
The feedback form had mostly open questions and assessment questions: •
Place of employment after graduation. Specialised work in Läänemaa or elsewhere;
•
The income rate. The choice was presented between 6000 – 30 000 EEK per month;
•
Area of expertise at work;
•
The direction suggested for the college to continue pursuing and developing (software develope, multimedia specialist, technical support, network and communication’s specialist, IT manager/project manager).
8.3.
Feedback from enterprises and industry
Feedback from enterprises and empoyers is mainly gathered through enreprsie practice feedback forms. In addition to that round table discussions and seminars are conducted for them. Based on the last feedback in 2008 the enterprises suggested that more attention should be paid to the following aspects: 1) Development of teamwork and social skills, self expression skills; 2) Dvelopment of a professional portfolio or examples of completed work (especially asked for when hireing designers, flashmasters, webmasters and programmers); 130
3) For forms of cooperation with the university the most common suggestion was providing practice placements for the students.
Since the beginning of IT curricula in Haapsalu College regular joint seminars with the enterpreneurs have been organised. These seminars have turned out to be very useful for all parties involved: 1) the students get a broad overview on the activities and problems in IT as well as find companies for their practice placements; 2) lecturers/teachers get feedback from the companies useful in curriculum and course development; 3) the companies have good opportunities to present themselves and to find (hire) new specialists.
8.4.
Curriculum council
When being developed the Curriculum Council of Applied Computer Science curriculum consisted of the following members: Toomas Merilo – lecturer of Databases in Haapsalu College; Janno Kriiska – graduate of Informatics specialty; Andrus Rinde – lecturer of Informatics Department in TU; Ago Lumeste – Estonian Wireless Network manager.
The latest list of members in the Curriculum Council is: Aimar Lints – curriculum manager of RIF; Janno Kriiska – IT graduate; Egon Erkmann – enterpreneur, Digilabor OÜ; Peeter Normak – professor, manager of MA curricula; Inga Petuhhov – lecturer in TU Informatics Department; Urmas Aavasalu – student of RIF curriculum; Andres Huul – manager of Läänemaa County Development Centre.
131
The decisions of Curriculum Council that have influenced the development of RIF curriculum: •
In 2004 a non-profit student organisation HKTF (Haapsalu kolledži tudengifirma) was registered, through which the students can market their practical solutions even today.
•
In 2004 BA curriculum’s reforming to professional HE curriculum of RIF was discussed and the first draft of the curriculum was drawn.
•
In 2005 feedback was gathered from Informatics curriculum graduates. The results of which confirmed that the curriculum should be more practical because the labour market demands practical skills.
•
In 2006 RIF curriculum was opened and the first students were admitted.
•
In May 2006 IT lecturers were gathered to discuss the question whether RIF curriculum is suitable for training IT specialists with sufficiently broad knowledge and skills. The decision was made to broaden and coordinate the content of course programmes.
•
In January 2007 a respective research was conducted (on curriculum’s suitability for training IT specialists with varied skills) and the decision was made to renew and compare the curriculum’s modules.
•
In 2007 the curriculum was conformed to the new University Statute, the curriculum and courses were renamed in respect to skills and knowledge.
•
In 2007 in connection with the RIFA project ways of tieing Haapsalu Vocational Education Centre’s Computer Services and Haapsalu Colleges Applied Computer Science curricula were developed. The goal was to be able to consider certain courses completed for the vocation students when they plan to continue in the college’s curriculum.
•
In November 2007 planning and conceptualising the Network Practice.
•
In March 2008 regional enterpreneurs were invited to the meeting of the Curriculum Council. Practice opportunities in Lääne region were discussed as well as the possibility of forming agreements between students and enterprises a half a year before the practice period begins.
132
•
In 2008 at the meeting of College Council it was decided to cut the 20 CP (30 ECTS) enterprise practice into smaller courses (multimedia practice, elective practice, network practice, enterprise practice) in order to improve the quality of practice and capacity of studies.
8.5.
Strengths and Issues (Quality Assurance)
The strength of Haapsalu College in assuring the quality of studies and curricula is regiular monitoring through feedback and reacting appropriately to the feedback. The student is a priority as well as his/her development. Due to small groups the individual approach brings good results. Regular meetings with specialists are organised for quality assurance, gathering of new ideas and analysing problems.
The weakness might be that some Council members work very intensively and are therefore rarely available for curriculum development activities. Many RIF lecturers have extra tasks to perform at the university in addition to teaching and have little time to engage in self-development, material renewal and academic research.
133
9. CO-OPERATION 9.1.
Partnerships in Estonia
Partnerships in Estonia have mostly been formed via partcipation in various national research and development projects: •
Estonian Regional Innovation Strategy (ERIS). EL 6. Programme INNOV4. Duration: June 2005 - December 2006.
•
The analyses of local governments and joint development in Lääne and Hiiu counties. Phare Baltic Sea Regional programme 2003 across border cooperation. Small project. Duration from August 2005 to June 2006.
•
KRIHVEL. Tiger Leap programme. Duration from August 2005 to September 2006.
•
Regionally available qualitu HE through e-learning development (REDEL). Europe’s Social Fund, measure 1.1. Duration from September 2004 to June 2008.
•
Learning and science laboratories’ development for ICT specialities. Tiger University. Duration 2005-2006.
•
Participation in a project called “Estonia’s colleges as regional e-education centres” initiated by Pärnu College of University of Tartu in 2004 (supported by Enterprise Estonia).
•
Networking active communication and cooperation on different topics in elearning development through EITSA http://www.e-uni.ee/main.php.
Cooperation ties with national HE and professional HE institutions and colleges of public universities in regions. The presupposition for the development and the quality of education of a regional college is good connection with the main University.
134
9.2.
Foreign Relations and Cooperation
Participation in international research and development projects in the field of IT: •
Euro Media Standards. Leonardo da Vinci 2004 - 2007.
In Euro Media Standards project Janno Kriiska was included as an advisor representing educational institutions. The results were: the establishment of a certification model; presenting a European model and guidelines for further education in multimedia.
Haapsalu College’s international cooperation: In 2007 close cooperation was established with Högskolen i Nord-Tröndelag (HiNT) in Norway. In 2007 and 2008 three visits by Haapsalu College’s staff (including IT department representatives) have taken place to create further connections for cooperation and generate new ideas for new projects in student, staff exchange and curriculum development. Plans have been made for an application (2009) for joint multimedium module, course/curriculum and practice development between HiNT and Haapsalu College.
In 2009 January an ERASMUS bilateral agreement between Haapsalu College and HiNT IT department was signed, which will provide opportunities for student and staff exchanges until 2011. Additional ERASMUS bilateral agreements have been signed between Haapsalu College and Turku University, University of Luxembourg (exchanges in IT fields).
9.3.
Strengths and issues (Co-operation)
Strengths: •
An
international
partner
institution
with
similar
specialties
and
corresponding curricula; •
The large variety of contacts in the field;
•
Intensive involvement of staff members in international activities (development projects, seminars etc).
135
Challenges: •
Local lecturers are not highly motivated to write new IT related research publications partly because of their work loads and partly because of the curriculum's practical orientation where academic research is used less;
•
Weak engagement of junior staff due to the heavy load of teaching duties;
•
Insufficient (and sometimes non-competent) technical assistance in grant writing and administering by the Department of Research and Development;
•
Insufficient availability of local enterprises for cooperation in curriculum development;
•
Difficulties in finding additional funding for desired student exchanges;
•
Absence of international (and national) cooperation strategy for IT Department.
136
10. APPENDIXES Appendix 1. Estonian Education System
6A
4 3
Doctoral study (University)
Doctoral study (8) (6A)
6A
2 1
Age
Master's study 5A (Institution of profes1 sional higher edu cation*)
Master's study and long-cycle study (medical, dental, pharmacist and veterinary training, architerctural and civil engineering studies, classteacher training) (7) (5A)
2
6
23
5
22
4
21
3
20
2
2 Vocational t raining based
1
on secondary education 1 (Vocational education institution)
19
5A
5A
24
5A Bachelor's stud y, Master's study and long- cycle study (Universit y)
midwifery study
5A
4
5A 5A
Professional
3 higher edu cation
5A 4B
Higher edu cation (l evel III)
5A
Bachelor's study (6) (5A)
2 (Institution of professional higher
education,vocational education 1 institution, university)
4B
Professional higher education (5) (5A) Vocational training based on secondary education (3 KKB) (4B) Secondary education (l evel II)
1 Additionalyear (gen. ed.)
16
12 General secondary 11 education (Upper 10 secondary school)
15
9
14
8
13
7
12
6
11
5
10
4
9
3
8
2
7
1
18 17
3A
3 Secondary vocational 2 education (Vocational 1 education institution)
3B 2 Vocational training based 1 on basic edu cation
2B
2 Vocational t raining without basic 1 education , above 17 y.
2C
2A
General secondary education (3) (3A), vocational training in upper secondary school Secondary vocational education based on basic education (3 KKPB) (3B) Vocational training based on basic education (KPB) (2B) Vocational training without basic education for persons exceeding the minimum school-leaving age (17 y.) (KPTA) (2C)
Grades 7to 9 of basic school (2) (2A) Vocational training in basic school (gr. 7 to 9, music and coreography from gr. 4)
Basic education (Basic school)
Basic education (l evel I)
Grades 1to 6 of basic school (1)
0
Pre-school education (Pre-school establishment)
6
Pre-school education (0)
5
Gradu ation d ocuments:
Notes:
2A
Basic school le aving certificate
2B
Leaving certificate on passing vocational t raining based on basic educ ation
2C
Leaving certificate on passing vocational t raining not requi ring basic educ ation (without basic educ ation , persons exceeding the minimum-sch ool leaving age)
3A
Upper secondary school le aving certificate and st ate examin ation certificate
3B
Leaving certificate on acqui ring secondary vocational edu cation (based on basic education)
4B
Leaving certificate on passing vocational t raining based on se condary educ ation
5A
Professional higher edu cation diploma
5A
Diploma certifying Bachelor's l evel deg ree
5A
Diploma certifying Master's l evel deg ree
6A
Diploma certifying Doctoral level deg ree
137
Possibili ty to engage in vocational t raining as an elective course of the n ational cu rriculum for basic school and upper se condary sch ool (in co-operation with the vocational educ ation institution under a sepa rate curriculum) The curricula for secondary vocational educ ation include gene ral educ ation subje cts in the amou nt of 40 study weeks * Master's stu dy is p rovided by way of co-operation between the institution of p rofessional higher educ ation and the universi ty
Appendix 2. Estonian higher education: statistical data Source: Ministry of Education and Research Number of institutions providing higher education (1993 - 2006) 50 45
3
7
12
10
5
1
1
18
17
1 40 35
1 14
11 13
13
30
13
9
12
25 11
20 8
7
15
8
6
6 5
5
1
4
1
5
4
4
1
10
8
7
9
9
9
9
9
6
7
7
8
8
8
9
8
8
7
7
7
7
8
6
6
6
6
6
6
6
6
6
6
6
6
6
6
90/91
93/94
94/95
95/96
96/97
97/98
98/99
99/00
00/01
01/02
02/03
03/04
04/05
05/06
10 5 0
av alik-õiguslikud ülikoolid
riigirakenduskõrgkoolid
riigikutseõppeasutused
eraülikoolid
erarakenduskõrgkoolid
erakutseõppeasutused
* avalik-õiguslikud ülikoolid – Public Universities * riigirakenduskõrgkoolid – Public Institutions of Professional Higher Education * riigikutseõppeasutused – Public Vocational Education Schools * eraülikoolid – Private Universities * erarakenduskõrgkoolid – Private Institutions Of Higher Education * erakutseõppeasutused – Private Educational Schools
Number of students in Estonian HEI-s (1993 - 2006) 80 000
Üliõpilaste arv
70 000 7%
60 000
3%
2%
0,4%
1%
Õppijad
22% 18%
40 000
15% 2%
7%
10%
20 000 10 000
3%
14%
50 000
30 000
5%
3% 3%
15% -2%
19% 16%
24% 6%
12% 25%
24% 20%
15% 26%
-4% 16%
12% 12%
4%
15%
4%
Vastuvõetud
Lõpetanud
0 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06*
*üliõpilaste arv – number of students *õppijaid – students *vastuvõetud – accepted *lõpetanud - graduated
138
State commissioned and fee-based students (1993-2006) 70 000
Üliõpilaste arv
31 603 28 613
60 000
25 506
Riigieelarveväline Riigieelarveline
21 190
50%
34 083 52%
35 828 36 901 53%
54%
47%
46%
47%
45%
50 000 43% 14 279 40 000
30 000
9 782 1 852 7%
20 000
93%
3 031 12% 88%
4 567 17% 83%
5 838
35%
28% 55%
19% 81%
65%
72%
53%
50%
48%
57%
10 000 23 212 22 452 22 667 24 234 24 760 26 342 28 384 30 931 31 796 32 022 31 576 31 932 31 386 0 93/94
94/95
95/96
96/97
97/98
98/99
99/00
00/01
01/02
02/03
03/04
04/05
05/06*
*üliõplaste arv – number of students * riigieelarveväline – fee based students * riigieelarveline – state commissioned students
Students by study areas (1993-2006) 70 000
PÕL 2%
HAR 2%
60 000
TEEN
2%
TERV 50 000
10% 2%
LOOD
10%
HUM 40 000
2%
TEHN 10%
SOTS 30 000
20 000
10 000
14%
5% 13%
5% 6% 9%
4% 11% 11% 5% 7%
5% 7% 9%
13%
14%
23%
20%
26%
28%
93/94
94/95
14% 8% 18% 33%
11%
8%
13%
9%
9% 11%
12%
12%
7%
8% 9% 9%
6% 10% 10%
14% 41%
8% 8%
8% 9%
9% 10%
10%
10%
10% 9% 11%
11%
12%
11%
12%
12%
12%
38%
38%
38%
02/03
03/04
04/05
12%
13%
16%
39%
38%
00/01
01/02
12%
12%
39%
39%
18% 34%
10%
9%
10%
12%
6% 8% 5% 8% 8% 8% 8% 13%
11%
6%
6%
8%
6%
3% 3%
6%
2%
3% 2%
36%
0 95/96
96/97
97/98
98/99
99/00
05/06*
*PÕL – agriculture *HAR – education *TEEN – services *TERV – health *LOOD – nature *HUM – humanitarian sciences *TEHN – technology *SOTS – social sciences
139
Age composition of students (1993-2006) 70 000 38%
38,6%
38,4%
37%
60 000
34% 31%
50 000 27%
25 ja enam
40 000
22% 46%
21%
30 000 21%
51%
28%
28%
20-24
48%
21%
alla 20
50%
20 000 50%
47,0%
46%
20% 22%
46%
45%
46,8%
52%
52%
27%
27%
51%
10 000 28%
28%
25%
22%
19%
19%
16%
14,7%
14,6%
0 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06*
*25 ja enam – 25 and older *alla 25 – younger than 25
Proportion of female students by study areas (2005) 100%
94% 90%
90%
88%
05/06* RE+REV
89% 89% 88%
05/06* RE 05/06* REV
80%
75% 76% 74% 70%
70%
65%
65% 58%
60% 53%
51%
50%
54% 48%
43%
43% 39%
40%
29%
30%
27% 29% 23%
20% 10% 0% Haridus
Tervis ja heaolu
Humanitaaria ja kunstid
Sotsiaalteadused, ärindus ja õigus
Põllumajandus
Teenindus
Loodus- ja täppisteadused
Tehnika, tootmine ja ehitus
*Haridus – education *Tervis ja heaolu – health and well-being *Humanitaar ja kunstid – humanitarian sciences and arts *Sotsiaalteadused, ärindus ja õigus – social sciences, business and law *Põllumajandus – agriculture *Teenindus – service *Loodus ja täppisteadused – natural and exact sciences *Tehnika, tootmine ja ehitus technology, production and construction.
140
Appendix 3. Tallinn University: statistical data Source: Tallinn University, Department of Research and Development TU number of students (1996-2007) 9000 8300
8000
7500 7200
7000
6700 5800
6000 5000
Number of Students
4000
4000 3000 2300
2000 1000 0 1996
1998
2000
2002
2004
2006
2007
TU budget 2000-2006 (milj EEK)
120 100 Laekumised RKT alusel
80 60
Laekumised tasulisest õppest
40
Laekumised teadus- ja arendustegevusest
20 0 2000 2001 2002 2003 2004 2005 2006
*Laekumised RTK alusel – budget income from state-commissioned education *Laekumised tasulisest õppest – budget income from fee based education *Laekumised teadus- ja arengutegevusest – budget income from research and development.
141
Appendix 4. Structure of Tallinn University
University Senate Quratorium
Institute of History Estonian Institute of Humanities Institute of Ecology Institute of Educational Sciences
Rector Vice Rector for Academic Affairs
Institute of Estonian Demography Institute of Estonian Language and Culture Institute of Fine Arts
Vice Rector for Research Vice Rector for Development
Institute of Germanic and Romance Languages and Culture Institute of Health Sciences and Sport Institute of Informatics
Chancellor
Institute of Information Studies
Administrative and Support Units
Personnel Department Rector's Office Department of Information Technology
Institute of Political Science and Public Administration
Department of Research and Development Department of Academic Affairs Public Relations Department International Relations Office
Institute of Psychology
Accounting Department
Institute of International and Social Studies Institute of Mathematics and Natural Sciences
Institute of Slavonic Languages and Cultures Institute of Social Work Colleges
Tallinn University Press
Other Units Academic Library
Baltic Film and Media School Haapsalu College
Open University
Rakvere College
Language Center
Catherine's College Estonian Archive Museum of Education
142
Appendix 5. Structure of Haapsalu College
Appendix 6. Number of students in Haapsalu College
08/09
242 49
07/08
234 70
06/07
259 49
Number of students
05/06
281 36
04/05
280 48
03/04
Distant students 267
Full-time students
61
Total
02/03
246 26
01/02
201
00/01
180
99/00
106
98/99
22 0
50
Graduates
100
150
200
Academ ic year
143
250
300
Appendix 7. Mission and Activity Structure of Haapsalu College
Appendix 8. Action network of Haapsalu College
144
Appendix 9. Characteristic figures of Haapsalu College Characteristic figures of Haapsalu College throughout the last decade: 1998
2004
2
2007 2
Room space used in Lihula mnt 12 building (m )
1000 m 2
2
225 m
(in addition Lihula 2 mnt.3 – 220 m )
1221 m
Number of students
22
258
271
Number of curricula
1
5
6
250
5754
13800
Including Research & Development budget (thousand EEK)
0
441
2400
Graduates of diploma and bachelor degrees
0
48
32
Master's degree graduates
0
0
38
121
245
628
Number of in-service training courses
8
13
30
Number of full-time staff
2
11
19
The number of full-time teaching staff (included in previous figure)
0
1
6
College budget (thousand EEK)
Number of participants in in-service training
Appendix 10. Schedule of self-evaluation 28.10.08 meeting with the Curriculum Council; fromation of the self-evaluation report work group; time schedule for acreditation 14.11.2008 verification of the self-evaluation work group November 2008 to January 2008 data collection and collaborative report writing by work group members 14.01.2008 all sectors and required elements of the report inserted 24.01.2009 revision of the self-evaluation report, the Department of Informatics 10.02.2009 revision of the self-evaluation report by the director of the college, head of the IT Department and head of the work group 16.02.2009 introduction of the last additions and corrections to the English language 13.03.2009 submission of the self-evaluation report to the TU Department of Studies 03.04.2009 submission of the self-evaluation report to the Center for Higher Education Accreditation
145
Appendix 11. Comparison of ECTS credits and the Credit System in Estonia The ECTS – a common language for academic recognition. ECTS, the European Credit Transfer System, was developed by Commission of the European Communities in order to provide common procedures to guarantee academic recognition of studies abroad. It provides a way of measuring and comparing learning achievements and transferring them from one institution to another. This is achieved through the use of common ECTS credit unit and a common ECTS grading scale. ECTS also improves access to information on foreign curricula.
The following elements form part of this implementation: •
Exchange of information packages with partner institutions, which provides general information on the host institution as well as detailed descriptions of the degree programs and courses available.
•
Student application forms, which are in addition to students giving personal data.
•
Learning agreements, which describes the program of study to be taken and the ECTS credits
•
to be awarded for their satisfactory completion.
•
Exchange of transcripts of records, which shows the learning achievements of the student prior to and after the period of study abroad.
•
The transcript indicates the course taken by the student, the number of ECTS credit completed and the grades awarded to the students.
•
Recognition of credits. The student should be able to continue at his/her home institution after
•
the exchange semester without any loss of time or credit.
ECTS (Europe credit transfer system) grading scale: A
EXCELLENT- outstanding performance with only minor errors
B
VERY GOOD-above the average standard but with some errors
C
GOOD- generally sound work with a number of notable errors
146
D
SATISFACTORY-fair but with significant shortcomings
E
SUFFICIENT -performance meets the minimum criteria
FX
FAIL - some more work required before the credit can be awarded
F
FAIL - considerable further work is required
ECTS credits and the Credit System in Estonia: One academic credit in Estonia is calculated as 40 hours of work. This may be awarded for a lecture series, book examination, independent research or another combination of 40 hours of student work. One academic credit in Estonia equals approximately 1.5 ECTS credits. ECTS credits express a relative measure of the student workload. In ECTS, 60 credits represent the workload for the full academic year of study.
147
Appendix 12. Common European Framework of Reference for Languages The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. level
description Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask
A1
and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple
A2 and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst B1
travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible
B2 without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for C1
expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a
C2 coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.
148
Appendix 13. International comparability of the curriculum Hรถgskolen i Nord-Trรถndelag (HiNT): Multimedia Technology curriculum, BA level. Subjects MMT100 Video Journalism MMT160 Storytelling and design MMT106 Internet Programming MMT131 Animations for the web
ECTS 15 15
10
25% graphic design Dreamweaver, Photoshop, web 90% programming
MMT150 practice session
10
60% Flash CS Internet Programming, 60% Animation for Web
MMT201 Media Production
20
Introduction to After 20% Effects and compositing
MMT205 Audio Creation
10
20% Sound editing
10
20%
10
30%
10
10%
MMT355 Multimedia in converging networks
15
10%
MMT360 Main project
15
10%
MMT335 3D production
20
10%
10 180
30% 29%
MMT236 Multimedia Productions and games for web MMT261 Publishing digital media MMT270 Development of creative industries
MMT300 Total production
10
% Common 10% video technology
not common video journalist User Interface design, storytelling theory of graphic design, SEO interaction design, animation techniques Video Journalism TV production, MultiCamera theory and practical production
Sound mixing, recording Flash game design, Programmed graphics in Flash Action Script Flash Network and media webprogramming in PHP servers organization and ,Development of a management business concept infrastructure planning for Mobile and wireless Application for mobile devices services prototype design, Studies related to the problem formulation production Introduction to the use of 3D graphics Maya 3D software finished product and Multimedia production report project
Similarities ~25% - 30%
149
Hรถgskolen i Nord-Trรถndelag (HiNT). Games and Technology Experience curriculum, BA level. Subjects MMT160 storytelling and design SPO100 Creative development methods and databases
SPO110 Basic programming MMT131 Animations for the web MMT270 Development of creative industries MMT236 Multimedia Productions and games for web
ECTS
%
Common
15 25% graphic design
15 25% database modelling structured and objectoriented programming 10 90% using JavaScript and Java. 10 60% Flash CS organization and 10 10% management
SPO200 Game Development
20 20% Flash Action Script The introduction of 10 5% programmed animation
SPO210 Network and servers
10 80% Networking Technologies
SPO220 Introduction to 3D
Introduction to modeling, texture ring, shading, 10 20% lighting, animation
MMT355 Multimedia in converging networks MET370 Research methods and statistics
Application for mobile 10 10% services research methods for 15 60% academic work
SPO300 Game Culture and technology cooperation
15
SPO380 Dissertation (Bachelor thesis) Elective courses in audio production and databases or Geographical Information (15sp)
collaboration technology 5% part Final thesis, common guidance (method seminars) and individual / group 20 70% supervision to students.
15 20% Database administration 180 36%
Similarities ~35%
150
not common User Interface design, storytelling
game and development
written school exam interaction design, animation techniques Development of a business concept Flash game design, Programmed graphics in Flash Game development MM Compressions, infrastructure planning
3D graphics in Maya, The use of 3D models in games infrastructure planning for Mobile and wireless devices data collection techniques game situations based theoretical approaches from sociology and cultural studies formulating issues related to development or deployment of games or other digital products. Audio production, Geographical Information systems
Appendix 14. Course programme Course program is a document that defines the content and prerequisites for subjects offered in a contact study form where members of teaching staff also declare requirements and general principles with regard to taking and passing exams or pass/fail evaluations, define times, topics and participation requirements of study work that takes place in form of seminars and describes the course contents by main topics.
Subject code Amount of CP/ECTS
SUBJECT NAME Estimated number of contact study hours
Goal: Short description of subject (including description of independent work according to the amount of such work): Learning outcomes: Grading form:
Exam or pass/fail evaluation
Name in English: Prerequisites: Compulsory reading: Substitute reading (list of reading materials that cover the information provided during lectures): Forms of study and requirements for participation in studies: Requirements regarding exam or pass/fail evaluation (including requirements for passing exam or pass/fail evaluation): Grading principles: Supplementary information about subject’s content, including times of compulsory seminar participation:
151
Study semester: Spring or Fall semester
Appendix 15. Example of individual study plan
HKI5030 HKI5022 HKI6008 HKI5029 HKI5009 HKI6002 IFI6003 RIM6001 PSP6047 RIJ6001 MLM6202 MLM6201
HKI5001 HKI5012 HKI5023 HKI6014 HKI5004 HKI6005 HKI5024 HKI5031 HKI5020 HKI5028
HKI5007 HKI5002 HKI5006 HKI5003 HKI5014 IFI6009 HKI5005 HKI6027 IFI6028 IFI6038 IFI6029
Applied Computer Science 2009 example Introductory subjects: 30 ECTS AP ECTS G Compulsory subjects (8 ECTS) IT and law 3 5 E English for Specific Purpose 2 3 E Electives (22 ECTS) Basics of Marketing 3 4 E Master Seminar II 2 3 P-F English as a General Subject 2 3 GA The Teaching of Communication 2 3 P-F Statistics and Data Analysis 3 5 GA Basics of Economics 3 4,5 P-F Psychology of Social Skills and 3 4,5 GA Interpersonal Communication Organisation and Management 3 4,5 E Discrete Mathematics 3 4,5 E Calculus 2 3 E Core subjects 90 ECTS AP ECTS G Introduction to the subject field (19 ECTS) Compulsory subjects (12 ECTS) Programming Fundamentals 2 3 GA Databases 2 3 GA Computer Hardware 2 3 GA Operating Systems 2 3 GA Electives (7 ECTS) Web Programming (HTML) 2 3 GA Application Software 3 4 GA Project of Speciality I 2 3 P-F Creating Web Pages 2 3 GA Seminar 3 4 P-F Master Seminar I 2 3 P-F Programming (23ECTS) Compulsory subjects (13 CP/20 ECTS) Design and Development of Web 2 3 P-F Applications (PHP) Programming I (Java) 3 5 E Web Scripting (Javascript) 2 3 P-F Programming II ( OO Java) 2 3 E Design and Development of Web 2 3 P-F Applications Software Engineering 2 3 GA Electives (3 ECTS) The Web Applications of Python and 2 3 GA Zope Practical Programming 2 3 P-F Programming of Graphics and Music 2 3 GA XML applications Programming of Applications Hypermedia (24 ECTS) Compulsory subjects (18 ECTS)
2 2
152
3 3
GA GA
I
II
III
IV
V x
VI
x x x x x x v v v x v v
x x x x v x v x x x v
x x x x x x v x v v v
HKI6001 HKI5008 HKI5033 HKI5011 HKI5034 IFI6030 HKI6028 HKI5032 HKI5010
HKI5013 HKI6010 HKI 5015 HKI 5016 HKI 5017 HKI6003 HKI6009 HKI5027 HKI6020 HKI6004 HKI5026 HKI5035 HKI5036 HKI5037 HKI5038 HKH6015
HKI5021 TOTAL
Computer Graphics 2 3 Multimedia 3 4 Layout and Preparation for Printing 2 3 Multimedia Design 3 5 Basics of Advertising Design 2 3 Electives (6 ECTS) 3D Modelling 3 4.0 Designing Educational Video 2 3.0 Basics of Digital Photography 2 3.0 Video Designing 3 5 Computer networks and information systems (24 ECTS) Compulsory subjects (18 ECTS) Information Systems 3 5 Data Security 3 4 E-Commerce 2 3 Business Systems 2 3 Basics of Project Management 2 3 Electives (6 ECTS) Cisco Network Academy I 2 3 Cisco Network Academy II 2 3 Practice of Network Administration 3 5 Cryptography 3 4 Database Systems 3 5 Operating System Administration 2 3 Practice 20 AP/ 30ECTS Practice of Multimedia 5 7,5 Elective Practice 5 7,5 Practice of Network Administration 5 7,5 Enterprise Practice 5 7,5 Free electives 16 AP/24 ECTS English I 5 7,5 subject 3 5 subject 3 5 subject 3 5 subject 2 5 subject 2 3 subject 2 3 Diploma thesis: 6 ECTS Diploma thesis 4 6 Electives: 51 Credit points/ECTS 120,0 180
153
GA GA GA E GA GA GA P-F GA
x x x x x x x x x x
E E E E E
x x x x x
P-F GA GA GA E E
v v x
H H H H H
x x x x v x x x x x x
H 10 22
9 22
9 23
10 23
10 19
x 3 12
Appendix 16. Practice network of IT Department of Haapsalu College Company/institution AT Dataref OÜ ASE Ehitusprojekt OÜ Elion Ettevõtted Aktsiaselts Ericsson Estonia AS Starline Web Services OÜ Euroland Estonia OÜ AS Medicum Haapsalu Gümnaasium Uuemõisa Algkool Eesti Kunstimuuseum Eesti Tarbijateühistute Keskühistu Rahandusministeerium Adidas Baltics Linxtelecom Estonia OÜ Haapsalu Sanatoorne Internaatkool Alarmtec AS Lääne-Elu Elcoteq Tallinn AS AS MPDE - Forum Cinemas Tallinna Reaalkool Estonian Business School Keskkonnaministeeriumi Info- ja tehnokeskus Taebla Gümnaasium Palivere Põhikool Tõstamaa Keskkool AS Jalax Infowebi AS Haapsalu Wiedemanni Gümnaasium AS Sampo Pank AS Mandator TLÜ Haridustehnoloogia Keskus AS Norby Telecom Gennet Lab AS Uptime OÜ SA Läänemaa County Haigla Raadio 2 OÜ Struktuur Meedia Fortum Elekter AS Markus Software Ltd Digilabor OÜ Haapsalu Täiskasvanute Gümnaasium OÜ Sivero Haapsalu Kutsehariduskeskus Lääne Maavalitsus A&T Elekter AS Oru vallavalitsus
Contact person Andrus Epkin Andrus Epkin Peeter Turnau Ojar Kristal Karel Lember Janne Monso Kaupo Nava Angela Leppik Rando Pajuste Ants Rehe Jaanus Sootla Andrus Suik Tarvo Tromp Rainer Aus Hedi Kumm Vaiko Luidalepp Lauri Oja Ergo Ojasoo Rando Ojassoo Veiko Somelar Airin Sulg Mirgo Gorban Kristel Tereping Kristel Tereping Marju Marjak Juliana Šindikova Tõnu Tammeoru Martin Tereping Anto Veldre Mai-Ly Kiisler Mart Laanpere Sander Ernes Villu Jürimaa Kaur Oks Teno Ilves Margus Kamlat Hannes Kirsman Toomas Merilo Priidu Paomets Egon Erkmann Vladimir Padama Ronald Esop Marelle Möll Kaido Kivioja Kalju Aigro Anneli Nõupuu
154
Haapsalu Linnavalitsus Kaitseliidu Lääne Malev Tõstamaa Keskkool Kuressaare Ametikool AS Heal Fra Mare
Erko Kalev Silvi Silde Raigo Siitam Ahti Paju Ingrid Talving
Appendix 17. Inventory Computer lab 1
Computer lab 2
Computer lab 3
Processor: Pentium D 3,4 GHz
Processor: 2,4GHz Core 2 Duo
Processor: Pentium IV 3 GHz
Memory: 2x512MB RAM
Memory: 2x1GB RAM
Memory: 2x512RAM
HDD: 80GB SATA II
HDD: 250GB
HDD: 120GB SATA
Graphics: 256MB ATI RX1300
Graphics: Radeon HD2400XT
Graphics: Nvidia FX5200
Operating system: XP Pro
Operating system: OS X 10.5
Operating system: XP Pro
Monitor: 19'' LCD
Monitor: 20'' iMac
Monitor: 17'' LCD
Total: 21 pieces
Total: 17 pieces
Total : 17 pieces
Audio headphones 21 pieces
Hardware lab
CISCO Lab:
Processor: AMD Athlon 2500+ 1,8GHz
Cisco 1600 – 8 pieces
HDD: 80GB
Cisco 2400 – 2 pieces
Memory: 514MB RAM
2900 switch – 1 pieces
Graphics: 128MB Radeon 9200SE
2950 switch – 1 pieces
Operating system: XP pro Monitor: 17'' LCD Total – 10 pieces
155
Main web and intranet server
old tera server given for
smirco (backup server and
(named Tera):
educational use:
domain controller):
IBM x3400
IBM xSeries 220
AMD Opetron ~2GHz
xeon quad core 2,3GHz
Pentium III 1,4GHz
4GB RAM
6GB RAM
1773 MB RAM
4x500GB HDD SATA II
2x148GB 15K SAS
2x73.4GB SCSI
OS: Debian Etch 64bit + XEN
OS: Suse 9.1
(ssh, dns, http, pop3, imap,
Services: ssh, dns, http, pop3,
samba, mysql). And also there
pop3s, imap, imaps, samba,
will be e-portfolio server,
mysql
printserver.
Printserver:
Debi (HK virtual domains):
Software and file server (for
P IV 2,4GHz
IBM Pentium III 800MHz 2x
public and student use):
756 MB RAM
18,2GB IBM-PSG DPSS-
AMD Duron 700MHz
120GB ja 80 GB HDD
318350N ja 2x36.8 GB Maxtor
256MB RAM
OS: Windows 2000 server SP4
Atlas 10K4_36WLS SCSI kettad
40GB + 2x400GB + 2x200GB
Teenused: printserver,
512MB RAM
HDD
PaperCut quota, Norton ghost
OS: Debian Etch
OS: Suse 9.1
host
Web domains: kroonika,
Services: smb, ftp
infoyhiskond, ituudised, jutumull, praktika, rifa, video
Tigu (educational, web
Router:
programming server):
AMD Sempron 2800 64bit
Celeron 1,7GHz
1,6GHz
756MB RAM
2x512MB RAM
2x40GB HDD
2x80GB SATA II
OS: Debian Etch
OS: Debian Etch
Services: ssh, http, mysql, zope
Services: router for Wide Area
+ plone.
Network, 2 LANs: HK and
Domains: portfolio, peepp.
Nikolai school, public WiFi),
kysitlus, registreeru.hk.tlu.ee
Firewall (shorewall), Spam filter (amavisd-new, DCC, razor, pyzor), DHCP
156
Appendix 18. IT related books in Library Aavik, J. (2006). Pikselgraafika 1-2-3: alustava photoshopperi ja digipiltniku teejuht pikselite maailmas. Tallinn: Sign Systems. Ablan, D. (2007). Digital photography for 3D imaging and animation. Indianapolis: Wiley. Adobe Premiere Pro CS3 classroom in a book: the official training workbook from Adobe Systems. (2008). San Jose, CA: Adobe Press. Angel, E. (2008). Interactive computer graphics: a top-down approach using OpenGL. Boston (Mass.): Pearson/Addison-Wesley. Ashford, R. (2007). 500 valgustamise nõuannet ja töövõtet. Tallinn: Digipraktik. Baumgärtel, T. (2006). Net.art: võrgukunsti materjalid; Net.art 2.0: uusi võrgukunsti materjale. Tallinn: Eesti Kunstiakadeemia. Beginning XML. (2007). Koost D. Hunter jt. Indianapolis, Ind.: Wrox. Bishop, S. (2008). The web collection standard edition: Adobe Dreamweaver CS3, Flash CS3 and Fireworks CS3. Boston: Thomson. Cohen, F. B. (2007). IT security governance guidebook with security program metrics on CD- ROM. Boca Raton, Fla. : Auerbach. Craig, J. W. (2003). Engineering and technical drawing: using Solid Edge version 18. Missouri: Schroff Development Corporation. Crawford, M. (2007). 500 Photoshopi nõuannet ja töövõtet: lihtne, kuid üksikasjalik teejuht paremate fotode saamiseks Photoshopi abil. Tallinn: Digipraktik. Dabner, D. (2006). Esimesed sammud digitaaldisaini maailmas: kuidas luua koduarvutiga kirjaplanke ja logosid, kutseid ja kaarte, brošüüre ja lendlehti, veebilehti, multimeediume ja palju muud. Tallinn: Digipraktik. Darie, C. (2007). Professional search engine optimization with PHP: a developer's guide to SEO. Chichester : John Wiley. Derakhshani, D. (2007). Introducing 3ds Max 9: 3D for beginners. Hoboken, N.J. : Wiley. Homann, J-P. (2008). Digital color management: principles and strategies for the standardized print production. Berlin: Springer.
157
Dumas, J. S. (2008). Moderating usability tests: principles and practice for interacting. San Francisco, CA: Morgan Kaufmann. Evans, D. (2006). Portreefoto: ainulaadne kursus, mis aitab teil saada algajast meistriks. Tallinn: Digipraktik. Evening, M. (2007). Adobe Photoshop CS3 for photographers: a professional image editor's guide to the creative use of Photoshop for the Macintosh and PC. Oxford: Focal. Faulkner, A. (2007). Adobe After Effects CS3 Professional. San Jose, CA: AdobePress. Firebaugh, R. (2007). Macromedia Flash Professional 8 game graphics. Boston, Ma: Charles River Media. Freeman, J. (2008). 500 veebi loomise lihtsat nõuannet ja töövõtet: lihtne, kõik-ühestüüpi teejuht veebilehtede ehitamise saladusteni. Tallinn: Digipraktik. Galitz, W. O. (2007). The essential guide to user interface design: an introduction to GUI design principles and techniques. Chichester: John Wiley. Griffith, A. (2007). SPSS for dummies. Hoboken, N.J. : Wiley. Hague, J. V. (2006). Flash 3D: animation, interactivity, and games. Amsterdam. Handbook of research on ePortfolios. (2006). Toim A. Jafari ja C. Kaufman. Hershey Pa. [etc.]: Idea Group Reference. Hansen, L. S. (2007). Learning and applying Solid Edge V20: step-by-step. New York: Cedar City. Harris, A. (2006). Beginning Flash game programming for dummies. Hoboken, N.J.: Wiley. Homann, J.-P. (2008). Digital color management: principles and strategies for the standardized print production. Berlin : Springer. Kelby, S. (2008). The Adobe Photoshop CS3 book for digital photographers. Indianapolis: New Riders. Kiryanova, E. (2007). Digital moviemaking with Adobe video bundle: CD-ROM: Premiere, After Effects, Photoshop, Audition, Encore DVD, Flash. Wayne : A-List. Koumi, J. (2006). Designing video and multimedia for open and flexible learning. New York: Routledge. Laaneoks, E. (2008). Sissejuhatus võrgutehnoloogiasse. Tartu: Tartu Ülikooli Kirjastus. 158
Making the transition to E-learning: strategies and issues. (2007). Koost Mark Bullen, Diane P. Janes. Hershey Pa.: Information Science Publishing. Marchewka, J. T. (2006). Information technology project management: providing measurable organizational value. Chichester : Wiley. Middleton, C. (2007). Digimuusika ja helitehnika: käsiraamat igale koduse helistuudio omanikule. Tallinn: Digipraktik. Morris, T. A. (2007). Web development & design foundations with XHTML. Boston: Pearson/Addison Wesley. Mueller, S. (2008). Upgrading and repairing PCs. Indianapolis, IN: Que. Muir, N. (2007). Microsoft Office Project 2007 for dummies. Hoboken, N.J.: Wiley. Oliver, D. (2008). 500 interneti nõuannet ja uut kasutusvõimalust. Tallinn: Digipraktik. Pardew, L. (2008). Character emotion in 2d and 3d animation. Boston, MA: Thomson Course Technology. Perkins, T. (2007). ActionScript 3.0 in Adobe Flash CS3 Professional. Berkeley, CA: Peachpit. Pihlau, J. (2003). Edukas otsing Internetis, ehk, Kuidas leida nõela heinakuhjast. Tallinn: Külim. Prayaga, L. (2008). Beginning game programming with Flash. Boston, MA: Thomson Course Technology. Professional XML. (2007). Koost Bill Evjen. Indianapolis, Ind.: Wiley. Programmeerimise eksamiülesannete kogu. (2007). Koost Helle Hein, Jüri Kiho, Reimo Palm, Eno Tõnisson. Tartu: Tartu Ülikooli Kirjastus. Rahula, V. (2006). Fotode töötlemine arvutiprogrammis Photoshop CS2: konspektiivne käsitlus. Tallinn: V. Rahula. Riim, A. (2004). Arvuti lauaraamat 2004: 100 küsimust ja vastust arvutikasutajale. Tallinn: Arvutikirjastus. Roomets, S. (2006). Üliõpilastööd ja nende vormistamine arvutil. Tallinn: S. Roomets. Rubin, J. (2008). Handbook of usability testing: how to plan, design, and conduct effective tests. Hoboken, N.J.: Wiley. Schafer, S. M. (2008). HTML, XHTML, and CSS bible. Indianapolis: Wiley. 159
Schnier, J. (2007). Flash XML applications: use AS2 and AS3 to create photo galleries, menus, and databases. Amsterdam [etc.]: Focal. Silberschatz, A. (2005). Operating system concepts. Chichester: Wiley. Simmons, J. (2007). The designer's desktop manual. Cincinnati (Ohio): HOW Books. Simmons, J. (2008). Graafilise disaini käsiraamat. Tallinn: Digipraktik. Statistilise andmetöötluse pakett SPSS 14.0: põhikursus. (2008). Koost K. Niglas. Tallinn: Tallinna Ülikooli Kirjastus. Steuer, S. (2008). The Adobe Illustrator CS3 WOW! book: tips, tricks, and techniques from 100 top illustrator artists. Berkeley (Calif.) : Peachpit Press. Tasuta tarkvara. (2006). Koost A. Sieger. Tallinn: Teabekirjastuse OÜ. Taurus, K. (2007). Operatsioonisüsteemid: praktikumijuhend. Tartu: Tartu Ülikooli Kirjastus. Tavast, A. (2003). Arvutikasutaja sõnastik: inglise-eesti. Tallinn: Ilo. Tullis, T. (2008). Measuring the user experience: collecting, analyzing, and presenting usability metrics. San Francisco, CA: Morgan Kaufmann. Van Sijll, J. (2005). Cinematic storytelling: the 100 most powerful film conventions every filmmaker must know. Studio City, CA: Michael Wiese. Wagner, R. (2007). Creating Web pages all-in-one desk reference for dummies. Hoboken, N.J.: Wiley. WarDriving & wireless penetration testing. (2007). Koost Chris Hurley ... [et al.]. Rockland, MA: Syngress. Wilkie, B. (2003). Creating special effects for TV and video. Oxford: Focal. Wilton, P. (2007). Beginning JavaScript. Indianapolis, IN: Wiley.
160
Appendix 19. Contest and actual admission Contest and actual admission to, Infotechnlology, Computer Science and Applied Computer Science curriculas.
Contest and actual admission 90 80 70 60 50 40 30 20 10 0
contest
actual admission
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 ITEH ITEH INF INF INF INF INF RIF RIF RIF
From 1999 until 2000, Infotechnology diploma curriculum; From 2001-2005, Computer Science bachelor curriculum; Since 2006, Applied Computer Science professional higher education curriculum.
161
Appendix 20. Teaching staff for Applied Computer Science curriculum
Name Full time lectures Katrin Kullasepp
Subjects taught
Practical professional experience
Date of birth
Degree
1974
PhD
Psychology
12
2006
4,5
1973
MSc
Mathematics
13
1996
4,5
Profile
Teaching since
Credits (ECTS)
Tatjana Tamberg
Psychology of Social Skills and Interpersonal Communication Discrete Mathematics
Birgit Vallm端端r
Organisation and Management
1981
MSc
Change management
3
2006
4,5
Mare Tereping
The Teaching of Communication Design and Development of Web Applications (PHP), Programming I (Java), Web Scripting (Javascript), Programming II (OO Java), Web and database interface, The Web Applications of Python and Zope, Practical Programming, Programming of Graphics and Music, XML applications, Programming of Applications Multimedia, Multimedia Design
1958
MSc
Mentoring
10
2004
3,0
1976
MSc
Programming
14
1999
32,0
Jaagup Kippar
Andrus Rinde
1971
MSc
Multimedia
19
1993
9,0
Inga Petuhhov
Programming Fundamentals, Software Engineering
1963
MSc
Technical sciences
21
2001
6,0
Kairi Osula
Statistics and Data Analysis
1974
Bac
Mathematics
11
2000
5,0
3D Modelling
1968
MSc
Mathematics and informatics
17
1992
4,0
Kalle Kivi
Aimar Lints
Project of Speciality I, Creating Web Pages, Seminar, Designing Educational Video, Video Designing, Cisco Network Academy I,Cisco Network Academy II,Practice of Network Administration, Enterprise Practice I Janno Kriiska Master Seminar I, Master Seminar II, Application Software, Basics of Digital Photography, Basics of Advertising Design, Layout and Preparation for Printing, Enterprise Practice II Piret Lehiste English I, English as a General Subject, English for Specific Purpose Contract based lectures Priidu Paomets Operating Systems, Information Systems, E-Commerce Toomas Merilo Databases, Database Systems, Business Systems Eero Johannes IT and law Saima M채nd Basics of Marketing
1980
MSc
Multimedia and Learning Systems
8
2004
44,0
1981
MSc
Management of Information Technology
6
2005
34,0
1974
MSc
Didactics of Nature Study
11
1998
13,0
1971
MSc
Computer Science
14
1997
11,0
1958
MSc
IT Engineering
20
1997
11,0
1975
Bac
Law sciences
13
1998
5,0
1963
MSc
Business councelling
11
2004
4,0
IT Project Management
1963
MSc
International Business Administration
24
2000
3,0
Teet Talviste
Operating System Administration
1982
Bac
Computer science
5
2007
3,0
Rain Koor
Computer Hardware
1980
Diploma
Computer Science
7
2005
3,0
Antti Andreimann
Data Security
1978
Diploma
IT Systems
14
1999
4,0
Rando Ojassoo
Computer Graphics
1974
Diploma
Computer Science
11
2001
3,0
Andres Huul
163
Valdo Praust Average
Cryptography
1970
MSc
37
164
Data Security
19
1994
4,0
13
10
10
Appendix 21. CVs of the teaching staff AIMAR LINTS Date and Place of Birth: 16/10/1980 E-mail: aimar@hk.tlu.ee Education: 2002 - 2004
Tallinn Pedagogical UniversityInformatics, Master’s degree in
Multimedia and Learning Systems 1999 - 2002
TPU Haapsalu CollegeDiploma in Information Technology
Additional information: general subjects taken at university: philosophy, psychology, English, German; major subjects: Application Software, Software Engineering, Computer Hardware, Multimedium, Graphical Design, Design and Development of Databases, Data Analysis, Information Systems, Programming, Operating Systems, Design of Computer Networks, Maintenance of Computers and Networks. My term paper was a multimedia CD about Haapsalu City and the diploma paper was a company’s intranet system in PHP. 1993 - 1999
Haapsalu Wiedemann Gymnasium
Specialty training 2008/04 – 2008/05
Mentor training, Tallinn University.
2007/10 – 2008/03
Teachers' course in the movie, The Tallinn University Baltic
Film and Media School. 2007/08 – 2007/09
Objectives, which will be accomplished by cooperation, by
planning and by learning, Tartu University. 2007/01-2007/04 Teaching in higher education, Tartu University. 2004/03 – 2004/05 Work ExperienceTuition for E-learning tutors. Tartu University. 06/2000 – 12/2000 Haapsalu Secondary School, System administrator /administrative work and helpdesk 04/1999 – 06/1999 Uuemõisa Elementary SchoolTeacher/Design of web pages Language Skills Estonian – native language English – speaking – very good; writing – very good;
Russian – speaking – good; writing – fair; German – speaking – fair; writing – fair Organizations: E-University
Cooperation based on e-learning and the duties of an educational
technologist. Compiling and presenting e-courses. Compiling and presenting educational videos. Participating in the networks of educational technology; organizing conferences and workshops.
JANNO KRIISKA Date of birth: 21.th November 1981; E-mail address:
kriiska@hk.tlu.ee;
Education:
2004 - 2006 Tallinn University (Management of Information Technology, Master degree); 2001 – 2004 Haapsalu College of Tallinn University (Computer Science, Bachelor degree); 1998 – 2000 Tartu Hugo Treffner Gymnasium; 1988 – 1998 Kärdla High school;
Work experience:
2006 – … Haapsalu College of Tallinn University, Head of IT Department, Lecturer of Informatics 2004 – 2006 Haapsalu College of Tallinn University, Training Coordinator of IT Department; 2003 – 2004 Haapsalu College Of Tallinn University,
Languages:
Speciality training:
Computer Trainer; Estonian (native language), English (good), German (poor), Russian (poor); 7. Apr - 21. May 2008, “Mentorkoolitus” (HTM reg nr 637). Tallinna Ülikooli Haapsalu Kolledž. 4. Mar - 21. May 2008, “Praktika planeerimine ja juhendamine” (HTM reg nr 632). Tallinna Ülikooli Haapsalu Kolledž.
166
19. - 23. May 2008, “ICT in Primary and Secondary Education, Identifying and Sparing Good Practice”, Arion study visit, Obchoni Akademie, Orlova. 13. Mar - 10. Apr 2007, “Õppimine e-kursusel”, Tallinna Ülikooli Avatud ülikooli haridustehnoloogia keskus. 24. Jan - 11. Apr 2007, Tartu Ülikooli haridusteaduskonna täienduskoolitusprogramm “Õpetamine kõrgkoolis”. 19.-21. Okt 2006, Euroopa Ülikoolide Assotsiatsiooni (EUA) sügiskonverents “European Universities As Catalysts In Promoting Regional Innovation”, Brno, Tšehhi. 10.-15. May 2005, Socrates Minerva kontaktseminar “ICT and Education”, Tomar, Portugal. 1.-15. Aug 2005, DAAD - Baltic Summer School for Technical Informatics and Information Technology, Vilnius, Leedu; 2004 EMI EWT Ida-Lääne Koolituse AS - IT-alane riigihangete koolitus; 27. Sept - 10. Okt 2004 Täiendkoolitus: Board of EU Enlightment, Faces of Enlargement, EL uusi liikmesriike ja EU suurenemisega
seotud
probleeme
tutvustav
projekt,
Denmark; Publications:
Kriiska, Janno (2008). Tulevikuvalgustid juba täna: [LEDvalgustid tänavatel]. Keskkonnatehnika, 6, 31 - 33. Kriiska, Janno (2008). Tulevikuvalgustid juba täna. Elektriala, 4, 16 - 17. Kriiska, Janno (2006). Regionaalse infoühiskonna arengukava koostamine Läänemaa näitel. [Magistritöö]. Tallinn: Tallinna Ülikool Kriiska, Janno (2009). Koostöö infoühiskonna arengute kavandamisel Läänemaal. Eisenschmidt, E. & Põld, L. (Koost.). Hariduskoostöö Läänemaal. Tallinn: Tallinna Ülikooli kirjastus.
167
ANDRES HUUL Date of birth: August 28, 1963 Contact information: E-mail: andres.huul@lak.ee Education: 1993 – 1995
Estonian Business School, Diploma of MBA Program in International Business Administration
1981 - 1985
Tallinn University, Faculty of Mathematics and Physics, Educational Sciences, Diploma of Teacher (Craft and Technology)
1978 - 1981
Graduated from Haapsalu Gymnasium (Secondary School)
Work Experience: May 2008 – … Development Centre of Läänemaa County, Manager March 2007 – March 2008 Pärnu College, University of Tartu, Head of the Department of Entrepreneurship, Manager of the Competence Center of Services Feb. 2006 – Feb.2007 Audentes Ariko AS, Trainer - Consultant July 2004 – Feb. 2006 Baltic Hotel Vana Wiru****, Managing Director Nov. 2002-July 2004 Audentes Ariko AS, Managing Director, Member of the Board Oct.-Dec. 2002
Estonian Employers' Confederation, Project Manager
Oct. 1996–July 2002 Estonian Holidays AS, Managing Director, Chairman of the Board Jan. – Oct. 1996
Lääne County Government, Development Department, Head
Feb. 1988 – Jan.1996 Wiedemanni Secondary School (Haapsalu), Director Jan. 1985 – Feb. 1988 Ruila School (Harju County), Teacher Teaching Experience: Haapsalu College, University of Tallinn, Lecturer 2009, Project Management Pärnu College, University of Tartu, Lecturer 2000 – 2008, Tourism Enterprise Management Professional societies: 1998-2000, 2002
Estonian Association of Travel Agencies, Member of the Board
1998–2002
American Society of Travel Agents, Estonia Chapter President
Training 168
2007 “Academic lecturer’s professional skills” 2004 „Helping Clients Succeed”, Franklin Covey Eesti OÜ 2004 Computer skills (MS Office, intermediate course), Audentes Ariko 2004 Team Management, Audentes Ariko 2003 Legal Issues of Labor Contractors, Heli Raidve Work Legal Assistance Bureau 2003 Neuro-Linguistic Programming (NLP), Audentes Ariko 2003 Communication and PR, Audentes Ariko 2003 Project Management, Audentes Ariko 2002 DYNAMA (computer-based marketing training), Menestystekijat OY 2002 Management of Client Relations, Invicta 2001 Travel Business Management, American Society of Travel Agents 2000 Sales Management, Tack Training International Languages: Estonian: mother tongue; English: very good, Finnish: very good, Russian: moderate
ANDRUS RINDE Date of Birth:
1st of June, 1971
E-mail:
andrus.rinde@tlu.ee
Place of work:
Tallinn University, institute of informatics
Occupation:
lecturer
Education:
1989, Tallinn Secondary School No 3 1994, Tallinn Pedagogical University 1994, individual training in multimedia, sir Sanford Fleming College (Canada) and Academy of Electronic Culture’s (Canada) 1999 individual training in multimedia, Institute of Technology Tallaght (Ireland) 2000 individual training in multimedia, Institute of Technology Tallaght (Ireland)
Career:
2008 - … lecturer, Institute of Informatics, Tallinn University 2003 - 2008
lecturer, Department of Informatics, Tallinn
Pedagogical University
169
1996-2001 assistant, Department of Informatics, Tallinn Pedagogical University 1996 -… teacher of computer informatics and school’s ITmanager, Tallinn English College 1995 – 1996 part time teacher, Department of Informatics, Tallinn Pedagogical University 1993 – 1995 computer lab manager, Tallinn Pedagogical University 1993 – 1994 part time teacher, Department of Informatics, Tallinn Pedagogical University 1990 – 1992 part time programmer of educational software, Tallinn Pedagogical University Acknowledgments: 2001 Best web page with teaching materials in Tallinn Pedagogical University 2000 Best web page introducing science or collaboration project in Tallinn Pedagogical University Teaching activities: Teaching mainly courses: "Multimedia", "Digital Media", "Multimedia Design" and "Multimedia Development" but also "Effective Computer Usage". Created teaching materials for multimedia related courses on BA, MA level and for courses: "Effective Computer Usage". Organisational and administrational activities: • contact person of Tempus JEP 07256 “Information Technology in Teacher Education” • member of computer hardware workgroup of Tempus JEP 11202
“A
New
Curriculum
in
the
Application
of
Mathematics” • contact person of Tempus JEP 11418 “Creation of Master Degree Programme in Multimedia and Learning Systems”
170
• Member of Tiger Leap's projects experts group. • Local coordinator of European eLearning 2006 programme (contract n. 2006-4529/001 – 001 ELE ELEB11). Publications: • "CD-ROM,
what
and
how?",
Arvutustehnika
ja
Andmetöötlus, 5, 6 1995 • Andrus Rinde, Kalmar Kumar "BETT 2005 – IKT hariduses", Õpetajate leht, 25.02.2005
INGA PETUHHOV Date and place of birth: February 2, 1963 E-mail: inga.petuhhov@tlu.ee Education/degree/qualification: graduation time and year of promotion: 1993-1997
Master of Engineering, Tallinn University of Technology, Department of Informatics
1981-1986
Engineer of economy, Tallinn University of Technology, Department of Economics (5 year programme - officially regarded in Estonia as equivalent to a masters degree in a new European system)
1970-1981
Tallinn 42. Secondary School
Further education: 2005 – Integrated subject and language teaching: learning and teaching in foreign language (Avatud Meele Instituut) 2001 – Teaching in university (4 courses at TU and UT Open University) Professional career 2004 - …
Lecturer Tallinn University, Institute of Informatics
2001 - 2004
Assistant lecturer, Tallinn Pedagogical University, Department of Informatics
1992 - 2001
IT technician, Assistant lecturer, Tallinn Pedagogical University, Department of Informatics
1987 – 1992 Research fellow Tallinn University of Technology, Department of Mechanics
171
1986 – 1987 Engineer, Tallinn University of Technology, Department of Mechanics Languages: Estonian – mother tongue German - very good in reading, speech and writing Russian – satisfactory in reading, basic in speech and writing English – basic in reading, rudimentary in speech and writing French, Finnish – very basic knowledge Study aids created: Teaching materials for Programming Fundamentals Teaching materials for Algorithms and Data Sructures Teaching materials for Software Engineering and UML Professional contribution to Estonian social life. Board member of Estonian Informatics Olympiad for pupils MA thesis reviews Helena Kurvits „Veebivormide disaini põhimõtted ja evalvatsioonimeetodid“ Publications 1) Jürgenson,
Rein,
Petuhhov,
Inga
(1997)
Andmeabstraktsioon
I,
(1997)
Andmeabstraktsioon
II,
Andmeabstraktsioon
III,
Andmeabstraktsioon
IV,
Andmeabstraktsioon
V,
Arvutustehnika ja Andmetöötlus. 1, 40-46 2) Jürgenson,
Rein,
Petuhhov,
Inga
Arvutustehnika ja Andmetöötlus. 2, 27-36 3) Jürgenson,
Rein,
Petuhhov,
Inga
(1997)
Arvutustehnika ja Andmetöötlus. 3, 24-29 4) Jürgenson,
Rein,
Petuhhov,
Inga
(1997)
Arvutustehnika ja Andmetöötlus. 4, 21-26 5) Jürgenson,
Rein,
Petuhhov,
Inga
(1997)
Arvutustehnika ja Andmetöötlus. 5, 31-41
KAIRI OSULA Date of birth:
07.05.1974
E-mail:
kairio@tlu.ee
Education:
172
09.2007
Tallinn University, post-graduate
student field of study:
educational sciences (teacher of computer sciences, ICT manager) 09.1991 - 06.1996
Tallinn Pedagogical University, Department of Mathematics and Informatics, Name of degree: teacher training diploma in mathematics and informatics (5 years program- officially regarded in Estonia as equivalent to a masters degree in a new European system).
09.1988 - 06.1991
Pärnu 4. High School
09.1980 - 06.1988
Pärnu 9. Elementary School
Speciality training: 03.2006
Tallinn University ”Presentation skills, speech and voice training”.
04.2004
BCS Training ”PHP”.
09.2001 – 12.2001
“Graphics design”
09.1999 – 06.2000
EHI, University of Tartu and British Council organized course: ”Learning and Teaching in Higher Education/University II”
1997
University of Sunderland. M.Sc. Decision Support Systems: Discrete Event Simulation.
Work experience: 09.1998 – 09.2007
TLU, lecturer (data analysis)
09.1998 – 08.2007
TLU, assistant (data analysis)
09.1998 – 09.2000
“Veritas” (Private Higher Educational Institution) teacher (data analysis, computer science)
09.1996 – 09.1998
Estonian Academic Library, librarian
09.1996
Pärnu Kuninga Basic School, teacher of computer science
JAAGUP KIPPAR Date of birth: 03.05.1976 E-mail: jaagup@tlu.ee Institution and position held: 2005 - 2010 Tallinn University, Informatics Institute; Lecturer (1.00) 173
1997 - 2005 Tallinn University, Informatics Institute; Teacher (1.00) Education 1994 - 2000 Tallinn Pedagogical University. Environmental sciences Bac. Can teach physics, chemistry, biology, geography, music, informatics. 1983 - 1994 Tallinn 37. secondary school Research activity: Degree information: Jaagup Kippar, MA / MSc Student, 2002, (sup) Peeter Normak, Veebiprogrammeerimise terviklik käsitlus, Tallinn University Field of research: Natural Sciences and Engineering, Computer Sciences Dissertations supervised: Avar Pentel, Master's Degree, 2006, (sup) Jaagup Kippar, Veebirakenduste rikastamine veebipõhise testimissüsteemi näitel, Tallinn University Publications: Kaipainen, M.; Normak, P.; Niglas, K.; Kippar, J.; Laanpere, M. (2008). Soft ontologies, spatial representations and multi-perspective explorability. Expert Systems, 25, 474 - 483. Niglas, K.; Kaipainen, M.; Kippar, J. (2008). Multi-perspective exploration as a tool for mixed methods research. M.M. Bergman (Eds.). Advances in Mixed Methods Research: Theories and Applications (172 - 187).Sage Publications Ltd Laanpere, Mart; Matsak, Erika; Kippar, Jaagup. (2006). Integrating a concept mapping tool into a virtual learning environment: pedagogical and technological challenges. In: Concept maps : theory, methodology, technology: proceedings of the second International Conference on Concept Mapping, CMC 2006, San José, Costa Rica Sept. 5-8, 2006: (Eds.)Cañas, Alberto J.; Novak, Joseph D.. San José, Costa Rica: -, 2006, 8 lk.. Laanpere,
Mart;
Kippar,
Jaagup;
Põldoja,
Hans
(2003).
Kodumaine
õpihaldussüsteem IVA: pedagoogiline ja tehniline kontseptsioon . A&A, 29 - 42.
RANDO OJASSOO Date of birth: 11.01.1974 Address: Eesti, Tallinn Education: 2001-2003 Tallinn University Haapsalu College, IT 174
1981-1992 Haapsalu Gymnasium Work experiences: 2008-... Art Nest OÜ, manager 2003-2008 AS Forum Cinemas, designer 1998-2003 publication Lääne Elu, editor 1994-1998 night club “Africa” Additional: Since 2001 teaching in Haapsalu College of Tallinn University Contests: 2003 Tallinn Technical University - IT multimedium contest winner. 2002 among 20 000 copy newspapers “Lääne Elu” was the winner in human interest stories (183 contestants) 2001 Mercedes-Bens A class vehicles auto club’s logo contest winner 1999 SciFiWeekly front page 3D photo „Deserted temple” (one of the biggest online SciFi magazines) Languages: Estonian – mother tongue English – writing, reading, speaking, unerstanding Russian– speaking, reading, understanding
TOOMAS MERILO Date of birth: 13.04.1958 e-mail: toomas.merilo@fortum.ee Education: 1976-1981 Tallinn Polytechnical Institute, radio technics 1965-1976 Nuia High School Training: 2006 Hacking Hands-on, Wireless hacking, Hacking Webapplications, Domina Security, 8 day course 2006 Introduction to Oracle 10g for experienced SQL users, Oracle Baltics, 2 day course 175
2002 A Short Guide to Very Large Databases, Oracle Baltic, 1 day course 2001 HP-UX system and web administration, Abobase, 5 day course 2001 Enterprise DBA: Architecture and Administration, Abobase, 5 day course 2000 UNIX basic course, Abobase, 5 day course 2000 Introduction to Oracle: SQL and PL/SQL, Abobase, 5 day course Work experiences: 2000- Fortum Elekter AS, IT-engineer 1998-2000 Haapsalu City Government, IT advisor 1994-1998 AS Läänemaa Electrics, IT-engineer 1990-1994 AGO Bürootehnika AS, programmer Additional: Since 2001 – teaching Databases in Haapsalu College of Tallinn University Languages: Estonian – mother tongue Russina – good in speaking and writing English – satisfactory in reading and writing
PIRET LEHISTE Date of Birth: 06.11.1974 E-mail: piret@hk.tlu.ee Education: 2001 – …
Tallinn University Master student of Didactics of Nature Study
1993 – 1998
Tallinn Pedagogical University BA in English Philology (minor: Teacher of German in Basic School)
1982 – 1993
Saaremaa Co-Educational Gymnasium (Kuressaare Secondary School No 1)
Work Experience: Sept. 2005 - …
Haapsalu College of Tallinn University – Department of Teacher Training – full-time Teacher of English – contract is valid till August 31, 2011.
176
Sept. 1998 – Aug. 2005
Tallinn Pedagogical University – Language Centre – full-time Teacher of English
Language skills:
Estonian
(native
language),
English
(advanced),
German (intermediate), Russian (fair) Extra activities in the past five years: Dec. 2008 – Jan. 2009
Carried out an in-service training for teachers of English in vocational schools
Spring 2008
Organized the English-language competition for the 6th form pupils in Lääne County
Dec. 2007 – Jan. 2008
Carried out an in-service training for teachers of English in vocational schools
20.-21.11.2007
Participated in the international conference „Lifelong Learning and the Brain” in Helsinki University
18.05.2007
Carried out a workshop „Educational Games” for local teachers of English
04.05.2007
Carried out a workshop „Teaching English Through Music” for local teachers of English
25.04.2007
Carried out a workshop „Interactive Teaching Materials (with the help of Adobe Captivate)” in Tallinn University
14.04.2007
Organized the English-language competition for the 6th form pupils in Lääne County
24.01.2007
Made a presentation „How to Create an Online Course” in Estonian Public Service Academy
23.08.2006 16.–18.08.2006 31.03 – 02.04. 2006
Carried out a workshop „Internet-Based Language Activities” for local teachers of English Participated in the meeting of the international project „Education for Change” in Sigulda, Latvia Participated in the international conference „New Approaches to Teaching English in a Multicultural World” in Narva College of Tartu University
Compiled Study Materials: 2006 British Background Studies – online course in IVA 2006 English-Speaking Countries – online course in IVA 177
Supervised Master Theses: 2008 Anu Suik´s „Online Learning in Estonian Secondary Schools” Riina Hiob´s „Integrating the Topic of Environment and Sustainable Development into Lessons of English” Kadi Künnapuu´s „Using Humour in the English Classroom” 2007 Kaie Kliss´s „Using Music in the English Classroom” Nele Mihkelstein´s „Developing Multiple Intelligences in the English Classroom” Kai Gagarina´s „Board Games in the English Classroom in Elementary School” Karin Allik´s „Internet-Based Language Activities” EERO JOHANNES Date of Birth: 15.04.1975 E-mail: eero.johannes@if.ee Education: Educational Institution: Tartu University, 1997, BA in law (4-years) Language Skills: Language English - Advanced Russian - Intermediate Swedish - Elementary Employment: since 27.01.2009
Working group by the Ministry of Culture preparing new
draft of copyright law since 03.12.2009
Copyright Commission
since 05.01.2004
AS If Estonian Insurance (Lawyer)
since 01.01.2006
Arbitral tribunal for resolution of insurance disputes (arbiter)
since 2001
Estonian Society of Authors of Audiovisual Work (member of the board)
Since 1996
Estonian Authors’ Society (member of the board)
01.01.2006 – 12.04.2007
Arbitral tribunal for resolution of insurance disputes (Member of the board)
14.01.2005 – 31.12.2005 Insurance Arbitration Court (Member of the board)
178
29.05.2001 – 31.12.2005 Insurance Arbitration Court (Arbiter) 01.07.2000 – 04.01.2004 AS Sampo Eesti Varakindlustus (current business name AS If Estonian Insurance) Chief underwriter. 01.01.2000 – 30.06.2000 AS Sampo Eesti Varakindlustus (current business name AS If Estonian Insurance) Insurance director 08.02.1999 – 31.12.1999 Eesti Varakindlustuse AS, AS Sampo Eesti Varakindlustus (current business name AS If Estonian Insurance) Development technologist 02.06.1997 – 31.01.1999 Balti Kindlustuse AS Project manager of liability insurance 16.08.1995 – 30.06.1996 Estonian Authors’ Society Lawyer and proxy Lecturing: 2007 - 2008 lecturing in Tallinn College of Tallinn Technical University (non-life insurance) since 1998 lecturing in Tallinn University (basics of law, copyright law, copyright law and the civil law, IT and law, legal issues related to IT-development) since 2000 teacher of internal courses of AS If Estonian Insurance
KALLE KIVI Birth: 15.03.1968 E-mail: kivik@tlu.ee Current employment: Tallinn University, Department of Informatics - lecturer. Arvutlus OÜ - member of the board Prismaton OÜ - member of the board Foreign languages: English – good, Russian – very good, Finnish - good. Education: 1995-2006
Tieturi Oy-s Helsinki; different computer training courses.
1993-2005
Esko Training Center; different accounting and economical courses
1987-1989
Army of Soviet Union
1986-1993
Tallinn Pedagogical University technical courses. Teacher training diploma in technical subjects and informatics (5 year programme
179
- officially regarded in Estonia as equivalent to a Masters degree in the new European system). 1975-1986
Põltsamaa Secondary school
Tallinn Pedagogical University, Department of Mathematics and Informatics, Name of degree: teacher training diploma in mathematics and informatics (5 year programme) - officially regarded in Estonia as equivalent to a masters degree in the new European system). Professional experience: 1992-2009
lecturer, Tallinn Pedagogical University, Department of Informatics
1995-2006
manager, EskoNeti Arvutikoolituse OÜ
1993-1995
teacher, Esko Training Center.
1991-1995
associate worker, Tallinn Pedagogical University, Department of Informatics
Additional: Throughout the past 5 years a number of published articles in “Arvutimaailm” (“Computer-land” - magazine) and in several Estonian newspapers. Composed lecture materials and training books for software and computer-drawing courses, as well as training materials for disabled people in e-training. Supervising the pro-seminar papers and the diploma papers in Tallinn Pedagogical University (later Tallinn University), Department of Informatics.
MARE TEREPING Date of birth: 22.07.1958 E-mail: mare@hk.tlu.ee Education: Tallinn Pedagogical University, Institute of Educational Research MA 2001-2003 Tallinn Pedagogical Institute Department of Culture 1977-1981 Haapsalu I High School 1965-1976 Training: Various training courses in the fields of: •
lecturer’s professional development,
•
teacher identity, 180
•
self management,
•
teacher’s balance and health,
•
mentoring young teachers,
•
conducting development interviews,
•
teacher as a researcher,
•
self validation and handling resistance,
•
critical reading and writing,
•
stress handling,
•
group work methods in teacher training,
•
understanding sexual harassment,
•
conflict and communication
•
Tallinn University Open University
•
Family Centre - You and Me
•
Tallinn University Haapsalu College
•
Institute of Open Mind
•
Ministry of Education
IN
Work experience: 2006-….Tallinn University Haapsalu College – curriculum manager of Teacher Training Department (0,5), lecturer of School Pedagogy (0,5) 1999-2001 Tallinn Pedagogical University Haapsalu College – Head of Teachre Training Department, lecturer 2001- 2006 Risti Secondary School, head teacher 1990-1999 Risti Secondary School, teacher. 1986-1990Taebla High School teacher. Languages: Estonian, English, Russian, Finnish Professional (teaching) experience: “School Pedagogy and School Management” - 3 CP “Pedagogical Communication” – 2 CP ”Study process management in today’s school” 4 CP “Learning Environment” – 3 CP
181
“Communication Skills” – 2 CP “Mentor Training” – 2 CP MA theses reviews: L. Belovas “Perekonnaõpetus gümnaasiumiastmes” 2006 L. Jõe “ Lastevanemate ja õpetajate ootused koostööle kodu ja kooli vahel” 2006 V. Karnau “Sõnaliste hinnangute rakendamine I ja II klassis” 2007 T. Nöör
“Eesti rahvuslik kultuur esimese kooliastme õppekavades Läänemaa
koolide näitel” 2007 A. Kübarsepp “ Klassijuhataja roll põhikooli õpilase arengu suunamisel” 2007 R.Vahemets “Sotsiaalne õpikeskkond ja õpilaste turvalisus” 2007 Õ. Valter “Õpihuvi languse põhjused Rapla Ühisgümnaasiumi näitel” 2007 K. Vare “Sõnaliste hinnangute kasutamine II kooliastmes” 2007 J. Veenpere
“Ebakohase käitumise põhjused, preventsioon ning ilmingute
peatamine II kooliastmes” 2007 S. Vabamäe “Õpilaste rahulolu Läänemaa koolides” 2008 K. Leesmaa “ Sotsiaalse õpikeskkonna kujundamine ühe Saaremaa põhikooli näitel” 2008 V. Marleen “Kooliürituste tähtsus õppe- ja kasvatuseesmärkide toetamisel” 2008 M. Suu “Õpetaja roll õpilaste sotsialiseerimisel” 2008 I. Vainov “Õpetajate valmisolek arenguvestluste läbiviimiseks” 2008 BA theses reviews: M. Meitsar “Algajate õpetajate toimetulek sotsiaalse õpikeskkonna kujundamisel” 2009 L. Koogas “Algajate õpetajate toimetulek sotsiaalse õpikeskkonna kujundamisel” 2009 M. Tammik “ Sotsiaalne õpikeskkond õpilaste hinnangul” 2009 A. Treialt “Aktiivõppe rakendamine II kooliastme õppetundides” 2009 Publications: Tereping, M. (2007). Kaks aastat tugiprogrammi juhina. Rmt. Eisenschmidt,E., Kippak, R. (Koost). Ülikool ja üldhariduskool – partnerid õpetajakoolituses. Tallinn: TLÜ Kirjastus, 91-96
182
PRIIDU PAOMETS Date of birth: 31. October 1971 E-mail: priidu@pld.ttu.ee Education: 1995 autumn -….
Tallinn Technical UniversityMA in Computer Technics
1990 autumn- 1995 spring
Tallinn Technical UniversityStudent of Automatics
1987 autumn- 1990 spring
Haapsalu I High SchoolVehicle specialty
1978 autumn- 1987 spring
Haapsalu I High SchoolSecondary School
Career: In autumn of 1997 carried out laboratory work in "Computers II". In autumn of 1996 carried out laboratory work in "Computers I". In April-May 1996 visit to Michigan State University in East Lansing as an exchange student. From January to April of 1996 worked at ESD Laboratory of KTH-Electrum. (KTH = Royal Institute of Technology) In November 1995 assisted a laboratory course at Helsinki University of Technology on "Design for Testability" took part in two European projects (ATSEC project of ESPRIT, and FUTEG project of Copernicus) In June 1995 assisted laboratory work for a group of students from Michigan State University, USA in "Test and Diagnostics of Digital Circuits”. In spring-semester 1995 carried out laboratory work in "Diagnostics of Digital Systems”. In July-August 1995 a guest of TIMA laboratory once again, and this time as a staff member of Tallinn Technical University . In May-June of 1994 attended TIMA laboratory at National Polytechnical Institute of Grenoble (INPG), France as a student in a TEMPUS project In the 1994 spring (February-April) took part in a course at Darmstadt Technical University, Germany. The aim of this course was to create a 8-bit microprocessor using CAD-tool "Cadence". This visit was a part of aTEMPUS project. Publications:
183
•
R.Ubar, A.Buldas, P.Paomets, J.Raik, V.Tulit. A PC-based CAD System for Training Digital Test. Proc. of the V EUROCHIP Workshop on VLSI Design Training. pp. 152-157, Dresden, Germany, Oct. 1994.
•
R.Ubar, E.Ivask, P.Paomets, J.Raik. A CAD System for Teaching Digital Test. Proc. of the 4-th Baltic Conference. pp. 369-372, Tallinn, Estonia, Oct. 1994.
•
P.Paomets, J.Raik, R.Ubar. A CAD System for ASIC Test and Design. Exhibition 'Search for Partners' at the Special Session 'European Cooperation in Science, Technology and Education. Workshop on Sampling Theory and Applications. Riga, Latvia, Sept. 1995.
•
R.Ubar, J.Raik, P.Paomets, E.Ivask, G.Jervan, A.Markus. Low-Cost CAD System for Teaching Digital Test. Proc. of the 1st European Workshop on Microelectronics Education. p. 48, Villard de Lans, France, Feb. 5-6, 1996.
•
R.Ubar, J.Raik, P.Paomets, E.Ivask, G.Jervan, A.Markus. Low-Cost CAD System for Teaching Digital Test. Microelectronics Education. World Scientific Publishing Co. Pte. Ltd. pp. 185-188, Grenoble, France, Feb. 1996.
•
G.Jervan, A.Markus, P.Paomets, J.Raik, R.Ubar. Teaching Test and Design with Turbo Tester Software. Proc. of the 3rd Advanced Training Course: Mixed Design of Integrated Circuits and Systems MIXDES'96. pp. 589-594, Lodz, Poland, May 30 - June 1, 1996.
•
J.Raik, P.Paomets. Test Synthesis from Register-Transfer Level Descriptions. Proc. of the 5-th Baltic Electronics Conference. pp. 311-314, Tallinn, Estonia, Oct. 1996.
•
G.Jervan, A.Markus, P.Paomets, J.Raik, R.Ubar. CAD Software for Digital Test and Diagnostics. Proc. of the Conference on Design and Diagnostics of Electronic Circuits and Systems '97. Ostrava, Czech Republic, May 12-14, 1997.
•
G.Jervan, A.Markus, P.Paomets, J.Raik, R.Ubar. A Set of Tools for Estimating Quality of Built-In Self-Test in Digital Circuits. Proc. of the International Symposium on Signals Circuits and Systems. pp. 362-365, Iasi, Romania, Oct. 2-3, 1997.
•
Aruanded
184
•
J.Raik, P.Paomets. Definition of Benchmarks. Technical Report FUTEG 8/95, Aug. 1995.
•
J.Krupnova, J.Raik. High Level AG-model Synthesis from VHDL. Technical Report FUTEG 10/95, Aug. 1995.
•
R.Ubar, J.Krupnova, M.Brik, P.Paomets, J.Raik, E.Ivask, G.Jervan, A.Markus. Hierarchical Test Generation System Based on Alternative Graphs. ATSEC Report, Oct. 1995.
•
Presentatsioonid
•
J.Raik, P.Paomets, G.Jervan, A.Markus. Test and Diagnostics Software for Digital Circuits. Competition for student work, Riga, Oct. 31, 1996.Presentatsioonid
•
·
J.Raik, P.Paomets, G.Jervan, A.Markus. Test and Diagnostics Software for
Digital Circuits. Competition for student work, Riga, Oct. 31, 1996. Additional: The first prize in 1994/95 contest of student work (in the field of technical sciences) of department of Culture and Education. Languages: English:
good
Russian:
good
Finnish:
Can understand
German:
Can understand
185
TATJANA TAMBERG Date of birth: 11/15/1973 E-mail:
tatjana@tlu.ee
Career: Institution and position held 2006 - 2010 Tallinn University, Faculty of Mathematics and Natural Sciences , Department of Applied Mahematics, assist. prof. (1.00) 1996 - 2006 Tallinn University, Faculty of Mathematics and Natural Sciences, Assistant (1.00) Research activity: Degree information Tatjana Tamberg, PhD Student, 2004, (sup) Peeter Puusemp, Groups and their endomorphism semigroups, Tallinn University of Technology, Faculty of Science, Department of Mathematics Tatjana Tamberg, Master's Degree, 1999, (sup) Paul Tammela,
О
положительно
проблемах определённых
нахождения квадратичных
С-типов форм
(Positive definite quadratic forms’ C-types identification problems) Tallinn University Honours & Awards 1999, Tatjana Tamberg; award of A.Humala Field of research
Natural Sciences and Engineering, Mathematics
Publications: Gramushnjak, T.; Puusemp, P. (2006). Description of a Class of 2-Groups. Journal of Nonlinear Mathematical Physics, 13, 55 - 65. Gramušnjak, Tatjana; Puusemp, Peeter (2005). A characterization of a class of groups of order 32 by their endomorphism semigroups. Algebras, Groups and Geometries, 22, 387 - 412. Tammela, Paul; Gramushnjak, Tatjana (2002). On C-types of positive definite quadratic forms. In: Analytic and Probabilistic Methods in Number Theory,
186
Proceedings of the Third International Conference in Honour of J. Kubilius, Palanga, Lithuania, 24-28 September 2001: Analytic and Probabilistic Methods in Number Theory : Third International Conference in Honour of J. Kubilius, Palanga, Lithuania, 24-28 September 2001. (Eds.)Dubickas, A.; Laurinčikas, A.; Manstavičius, E.. Vilnius: TEV, 2002, 320 - 328. Tammela, Paul; Gramušnjak, Tatjana (2001). Positiivselt määratud ruutvormide Ctüüpidest. Jõgi, A.; Puusemp, P.; Vaarman, O. (Eds.). Aastaraamat 1999 / Eesti Matemaatika Selts (7 - 12). Tartu: Eesti Matemaatika Selts Tammela, Paul; Gramušnjak, Tatjana (1998). On c-types of positive definite quadratic forms . In: Analytic number theory and space tilings : Voronoi conference, Kyiv, 1998, 7-14 sept. : abstracts: Analytic number theory and space tilings : Voronoi conference, Kyiv, 1998, 7-14 sept. Kyiv: National Academy of Science of Ukraine, 1998, 60 - 61.
Name: Katrin Kullasepp Date of birth: October 13, E-mail: katrink@tlu.ee Education: Tallinn University (PhD 2008) Tallinn University (MSc 2002) Tallinn Pedagogical University (BSc 1997) Professional positions: 2006 – 2011 Lecturer, Institute of Psychology, Tallinn University 1997 - 2006
Assistant, Department of Psychology, Tallinn University
2002 spring Estonian Institute of Humanities (Social Psychology) 2002 – 2005 Tallinn Bus Company Ltd., (Psychology of Communication) 2002, 2003, 2005 Estonian Maritime Academy (Psychology of Communication) 1999, 2001, 2002 Private School of Professional Psychology, (Introduction to Psychology) 1998 – 2001 Tallinn Pedagogical University, Faculty of Social Science, Dean’s Assistant Present professional position Tallinn University, Institute of Psychology 187
2006 – 2011 lecturer, 300 work hours per academic year (10 hours per week) Languages: Estonian (mother tongue), English (fluent), Russian Testimonial in 2008 in state contest of doctoral students' research for article “Dialogical becoming: construction of identity” Scientific and academic activities in the 5 previous years: 2005 Union of Estonian Psychologist, member 2008
Culture
and
Psychology
Cultpsy@clarku.edu;
http://mc.manuscriptcentral.com/cap, reviewer 2008 reviewed articles for the journal of Integrative Psychological and Behavioural Science 2007 Member, Editorial Board, International Journal of Dialogical Self 2007 Collaborative Research Project: The Psychological Images for Transnational Analysis (PITA) Network 2008
5th International conference on the Dialogical Self; Cambridge, United
Kingdom, oral presentation 2006 4th International conference on the Dialogical Self; Braga, Portugal, oral presentation International contacts : Clark University (USA); Chonnam National University (South-Korea); Ritsumeikan University (Japan); University of Salento (Italy); University of Bath (UK); Universidad de Valle (Kolumbia); University of Minho (Portugal) Teaching materials: I Textbooks : Kagadze, M., Kullasepp, K. (2005). Textbook of Communication and Relations for 6th grade (Suhtlemine on lahe). Tallinn: Koolibri Kagadze, M., Kraav, I., Kullasepp, K (2007). Textbook on family issues for high schools. (Perekonnaõpetuse õpik gümnaasiumile). Tallinn: Koolibri II Books for teachers: Kullasepp. K., Saat, H. (2004). Book for teachers. (Õpetajaraamat), Tallinn: Koolibri Kagadze, M., Kullasepp, K. (2005). Book for teachers. (Suhtlemine lahedaks! ) Tallinn: Koolibri 188
Books of practical exercises: Kullasepp, K., Saat, H. (2004). Psühholoogia töövihik gümnaasiumile. Tallinn: Koolibri Kagadze, M., Kullasepp, K. (2005). Suhtlemine on lahe.Tallinn: Koolibri Supervised and defended master theses: •
Hio, T. “Tunnetatud sidususe seos subjektiivse heaolu ja stressi tajumisega” (2007, MSc)
•
Liivamägi, M.H. “Eesti ja Korea tudengite tunnetatud sidususe ja eluga rahulolu erinevused suhete taustal” (2007, MSc)
•
Alla, M. Foundation Õpilasmalev Groupleaders’ Motives in Leading a Work and Leisure Camp (expected spring 2009)
•
Soans, E. Firms’ collective stands relations with colleagues: relationship and work contentnment” (expected spring 2009)
Oponent of the following master theses: •
Marja, L. “Organisatsiooni strateegiat toetav koolitussüsteem”, (2005, MSc)
•
Margus,
H.
“Subjektiivse
heaolu
orientatsioonide
seos
isiksuseomadustega”, (2007, MSc) •
Übius, Ü., “Kliendi rahulolu seos kvaliteedijuhtimisega Tallinna haridusasutuste näitel”, (2007, MSc)
•
Kadopa, B., “Partnerivaliku kriteeriumite, suhtega rahulolu ja kontrollkeskme omavahelised seosed”, (2007, MSc)
•
Korolkova, D., “Koolikiusamine ning selle seos õpilaste üldise ärevusega koolivägivalla ees”, (2007, MSc)
•
Luhaäär, K. “Stressi võimalikud allikad organisatsiooni muutuste perioodil kõnekeskuse näitel” (2006)
•
Sõmera, K. “Õpetajatöö subjektiivse vaimse koormuse hindamine”, (2007, MSc)
•
Grichini, M. “Sotsiaalne innovatsioon Eesti Noored Kooli programmi näitel” (2008, MSc)
189
SAIMA MÄND Date of birth: 26. May 1963 E-mail: saima@saima.ee Education: 1984
Tallinn Pedagogical Institute, Department of Pedagogy
1994- 96
Estonian Institute of Economic Leadership, accountants and financial manager’s studies (diploma)
2003-
Estonian
Higher
Commercial
College,
international
business
management (MBA) Work experience: 1984 – 1992 Risti, Haapsalu, Lihula, teacher 1992 – 1995 AS Läänemaa Kaup, financial manager 1995 - 1998
Haapsalu In-Service training Centre, director (Lääne County Government’s EL Phare Ecos Overture project manager “DECDEE”)
1998 - 2004
SA Haapsalu Centre of Enterprises, manager (1998 Phare/ Ecos Overture “BABS” project manager)
(1999 Phare/ Tacis (WED project manager) (2002 Leonardo Va Vinci
projekt IT Academy: E- Learning for SME’s project
manager) 2003 -
SA Safe Saaremaa head of board
2004 -
SME Consult OÜ head of board
2004 - 2005
SA Läänemaa Development Centre enterprise consultant
2005- 2006
Haapsalu City Government Phare CBC Tourism Infrastructure programme „ Haapsalu Piiskoplinnuse taastamine“ project manager
2005
Bradley Dunbar Associates Estonia OÜ project manager Phare EBI programme team leader in Ministry of Internal Affairs
Languages: Estonian, English, Russian; Training:
190
1996-97
European Union’s training programme for public servants (Strategic planning and project management)
1998
Project Management for SME Business Advisors (Baltic Educational Island Fund)
1998-99
Tourism enterprise development course (ITM Bournemoth, England)
2002
“Invicta” client focused communication
2004
EU Structural funds’ training
2004
Taxation training: Taxation laws in EU
2005
Accounting and taxation courses (Estonian Association of Tax Payers)
VALDO PRAUST Date of birth: 23. April 1970 E-mail: mois@mois.ee Education: 1993 — 2003 multiple specialised training courses 1992 —1993 Tallinn Technical University technical MA Cum Laude 1987 —1992 Tallinna Technical University management systems BA Cum Laude 1977 —1987 Kehra High School Activity: 2007 - ….. E-Health SA data security manager 1994 - …. various contracts in IT system development and data security (icl. training activities) 1999 —2007 advisor in Data Protection Inspection 1997 —1999 Data Protection specialist in Estonian Centre of Informatics 1993 —1997 Scientist in Estonian Cybernetics Institute 1992 — 1993 guest scientist in Helsinki Technical University 1989 — 1991 Management systems engineer in Cybernetics Institute One of the authors of ISKE – Estonian national information protection model methodology. Co- author of the law of digital signature and personal data protection. Educational activity: 191
1996 — … trainer in various training companies (IT; data security and digital signature) 2000 —…guest lecturer for Data Security and Cryptology in IT College 1993 —… guest lecturer for Tallinn Technical University 2002, 2004, 2006 guest lecturer for Data Security and Cryptology in Haapsalu College 2001 guest lecturer in private academy "Nord" for "Digital Signature" 2000 guest lecturer in Pedagogical University for Cryptology
IT Publications: •
"Digitaalallkiri — tee paberivabasse maailma" AS Ilo, 2001, 180 lk
•
"Infoühiskonna aabits". AS Avita, 1997, 326 lk
•
"Keerukusteooria alused. Informaatika õpperaamat nr 1". Arhus University 1996, 212 lk
•
arvukad artiklid erialases jm ajakirjanduses
•
digidokumentide
hävitamise
alase
juhendmaterjali
(http://www.ra.ee/juhised/diginfo_havitamine.pdf
,
tehtud
tellimisel);
TEET TALVISTE Birth date: 03/05/1982 E-mail: teet.talviste@gmail.com Secondary Education: Haapsalu Wiedemann Gymnasium (Estonia) Higher Education: Tallinn Pedagogical University Estonia (Bachelor) Major: 2001 - 2005, Computer Science Work Experience: 04/2007 - Elion Enterprises Data communications network administrator
192
autor Riigiarhiivi
Tasks/assignments: Administering layer 2 network. Developing management tools/scripts. EMC smarts administration. etc. Main accomplishments: Management system for one part of the network with hierarchy, monitoring, auto configuration scripts. Company data: Telecommunications, private enterprise, > 500 employees 10/2002 - 03/2005 Estonian Wireless Network/Norby Telecom Developer Tasks/assignments: Developing in-house tools, administering Linux routers and servers, developing configuration templates for networking devices. Main accomplishments: Multiple in-house monitoring and management tools. Client profile management software. Company data: Telecommunications, private enterprise, 30-100 employees 09/2000 - 06/2001 Haapsalu Wiedemann Gymnasium, Teacher (Secondary or High School). Language Skills: English
Speaking: Excellent
Writing: Excellent
Understanding: Excellent Estonian
Speaking: Excellent
Writing: Excellent
Understanding: Excellent
RAIN KOOR Date of Birth: 06/04/1980, Lääne County E-mail: tolknaz@gmail.com Education: 1999 – 2002 TPU Haapsalu College Diploma in Information Technology 1996 – 1999 Kullamaa Gymnasium (Kullamaa Keskkool) Work Experience: 09/2002 -
Elion Enterprises
IT Technician 01/2007 -
Noarootsi Parish
IT support / web server administration 193
Language skills: Estonian
native language
English speaking – very good; writing – very good Russian
speaking – fair; writing - fair
German
speaking – fair; writing – fair
194
Appendix 22. Publications, conference papers and proceedings Lecturer Katrin Kullasepp (PhD) Kullasepp, K. (2008). Dialogical becoming. Professional identity construction of psychology students. Tallinn : Tallinn University Press. Kullasepp, Katrin. (2002). Isiksuslikud näitajad kui toimetulekuressursid : nendevahelised seosed ja dünaamika. Keskkooliõpilase uurimus. [Magistritöö]. Tallinna Pedagoogikaülikool. Kagadze, M., Kraav, I., Kullasepp, K. (2007). Perekonnaõpetus: inimeseõpetuse õpik gümnaasiumile. Tallinn: Koolibri. Kullasepp, K., Saat, H. (2004). Psühholoogi : gümnaasiumi töövihik. Tallinn: Koolibri. Kagadze, M., Kullasepp, K. (2005). Suhtlemine lahedaks!: õpetajaraamat. Tallinn: Koolibri. Kagadze, M., Kullasepp, K. (2005). Suhtlemine on lahe!: 6. klassi inimeseõpetuse töövihik. Tallinn: Koolibri. Kagadze, M., Kullasepp, K. (2007). Suhtlemine on lahe : 6. klassi inimeseõpetuse töövihik. Tallinn: Koolibri. Kagadze, M., Kullasepp, K. (2005). Suhtlemine on lahe!: 6. klassi inimeseõpetuse õpik. Tallinn: Koolibri. Kullasepp, K., Saat, H. (2004). Õpetajale psühholoogiast: õpetajaraamat. Tallinn: Koolibri.
Lecturer Tatjana Tamberg (MSc) Грамушняк, T. (1999). О проблемах нахождения с-типов положительно определëнных квадратичных форм. [Mагистерская работа]. Таллинский Педагогический Университет. Gramushnjak, T.; Puusemp, P. (2006). Description of a Class of 2-Groups. Journal of Nonlinear Mathematical Physics, 13, 55 - 65. Gramušnjak, Tatjana; Puusemp, Peeter (2005). A characterization of a class of groups of order 32 by their endomorphism semigroups. Algebras, Groups and Geometries, 22, 387 - 412.
195
Tammela, Paul; Gramushnjak, Tatjana (2002). On C-types of positive definite quadratic forms. In: Analytic and Probabilistic Methods in Number Theory, Proceedings of the Third International Conference in Honour of J. Kubilius, Palanga, Lithuania, 24-28 September 2001: Analytic and Probabilistic Methods in Number Theory : Third International Conference in Honour of J. Kubilius, Palanga, Lithuania, 24-28 September 2001. (Eds.)Dubickas, A.; Laurinčikas, A.; Manstavičius, E.. Vilnius: TEV, 2002, 320 - 328. Tammela, Paul; Gramušnjak, Tatjana (2001). Positiivselt määratud ruutvormide Ctüüpidest. Jõgi, A.; Puusemp, P.; Vaarman, O. (Eds.). Aastaraamat 1999 / Eesti Matemaatika Selts (7 - 12). Tartu: Eesti Matemaatika Selts Tammela, Paul; Gramušnjak, Tatjana (1998). On c-types of positive definite quadratic forms . In: Analytic number theory and space tilings : Voronoi conference, Kyiv, 1998, 7-14 sept. : abstracts: Analytic number theory and space tilings : Voronoi conference, Kyiv, 1998, 7-14 sept. Kyiv: National Academy of Science of Ukraine, 1998, 60 - 61.
Lecturer Mare Tereping (MSc) Tereping, M. (2007). Kaks aastat tugiprogrammi juhina. Rmt. Eisenschmidt, E., Kippak, R. (Koost). Ülikool ja üldhariduskool – partnerid õpetajakoolituses. Tallinn: TLÜ Kirjastus, 91-96
Lecturer Jaagup Kippar (MSc) Kippar, J. (2002).Veebiprogrammeerimise terviklik käsitlus. [ Magistritöö]. Tallinn: Tallinna Pedagoogikaülikool. Kippar, J. (2005). Üliõpilastööd. Arvutimaailm. 1, 44-45 Kippar, J. (2004). Java rakenduste programmeerimine. Arvutimaailm. 5, 20-21. Kippar, J. (2003).Java õppematerjalid. Arvutimaailm. 10, 41-42. Laanpere, Mart., Kippar, J., Põldoja, H. (2003). Kodumaine õpihaldussüsteem IVA : pedagoogiline ja tehniline kontseptsioon. A & A. 2, 29-42. Kippar, J. (2002). Koodinäidete roll programmeerimise õpetamisel. A & A. 4, 48-51.
196
Kaipainen, M.; Normak, P.; Niglas, K.; Kippar, J.; Laanpere, M. (2008). Soft ontologies, spatial representations and multi-perspective explorability. Expert Systems, 25, 474 - 483. Niglas, K.; Kaipainen, M.; Kippar, J. (2008). Multi-perspective exploration as a tool for mixed methods research. M.M. Bergman (Eds.). Advances in Mixed Methods Research: Theories and Applications (172 - 187).Sage Publications Ltd Laanpere, Mart; Matsak, Erika; Kippar, Jaagup. (2006). Integrating a concept mapping tool into a virtual learning environment: pedagogical and tehcnological challenges. In: Concept maps: theory, methodology, technology: proceedings of the second International Conference on Concept Mapping, CMC 2006, San José, Costa Rica Sept. 5-8, 2006: (Eds.) Cañas, Alberto J.; Novak, Joseph D.. San José, Costa Rica: 2006, 8 lk.. Laanpere,
Mart;
Kippar,
Jaagup;
Põldoja,
Hans
(2003).
Kodumaine
õpihaldussüsteem IVA: pedagoogiline ja tehniline kontseptsioon. A&A, 29 - 42.
Lecturer Andrus Rinde (MSc) "CD-ROM, what and how?", Arvutustehnika ja Andmetöötlus, 5, 6 1995 Rinde, A., Kumar, K., "BETT 2005 – IKT hariduses", Õpetajate leht, 25.02.2005
Lecturer Inga Petuhhov (MSc) Jürgenson, R., Petuhhov, I. (1997). Abstraktsioon programmeerimisel: õpik. Tallinn: Tallinna Tehnikaülikool.
Lecturer Aimar Lints (MSc) Lints, A., Normak, P. (2006). IT-õpe Haapsalu kolledžis. A & A. 2, 36 - 43. Lints, A. juhendaja Laanpere, M. (2005). IVA interaktiivne kasutajatugi. [magistritöö]. Tallinn: Tallinna Ülikool. Piht, S., Lints, A. (2007). E-kursus kui huvitav õppimise võimalus. Rmt. Eisenschmidt, E., Kippak, R. (koost). Ülikool ja üldhariduskool - partnerid õpetajahariduses. Tallinn: Tallinna Ülikooli kirjastus.
197
Puust, M.; Kusnets, K.; Lints, A.; Kiigema, K.; Kusmin, M.; Piir, M.; Eskla, K. (2005). Eõpe versus administratiivsed takistused [Videosalvestis]: II paralleelsessioon: ekursus väärtustab õppeprotsessi. Tartu: TÜ IT Multimeedia talitus.
Lecturer Janno Kriiska (MSc) Kriiska, Janno (2009). Koostöö infoühiskonna arengute kavandamisel Läänemaal. Eisenschmidt, E. & Põld, L. (Koost.). Hariduskoostöö Läänemaal. Tallinn: Tallinna Ülikooli kirjastus. Kriiska, Janno (2008). Tulevikuvalgustid juba täna: [LED-valgustid tänavatel]. Keskkonnatehnika, 6, 31 - 33. Kriiska, Janno (2008). Tulevikuvalgustid juba täna. Elektriala, 4, 16 - 17. Kriiska, Janno (2006). Regionaalse infoühiskonna arengukava koostamine Läänemaa näitel. [Magistritöö]. Tallinn: Tallinna Ülikool
Lecturer Priidu Paomets (MSc) R. Ubar, A. Buldas, P. Paomets, J. Raik, V. Tulit. A PC-based CAD System for Training Digital Test. Proc. of the V EUROCHIP Workshop on VLSI Design Training. pp. 152157, Dresden, Germany, Oct. 1994. R. Ubar, E. Ivask, P. Paomets, J. Raik. A CAD System for Teaching Digital Test. Proc. of the 4-th Baltic Conference. pp. 369-372, Tallinn, Estonia, Oct. 1994. P. Paomets, J. Raik, R. Ubar. A CAD System for ASIC Test and Design. Exhibition “Search for Partners” at the Special Session European Cooperation in Science, Technology and Education. Workshop on Sampling Theory and Applications. Riga, Latvia, Sept. 1995. R. Ubar, J. Raik, P. Paomets, E. Ivask, G. Jervan, A. Markus. Low-Cost CAD System for Teaching Digital Test. Proc. of the 1st European Workshop on Microelectronics Education. p. 48, Villard de Lans, France, Feb. 5-6, 1996. R. Ubar, J. Raik, P. Paomets, E. Ivask, G. Jervan, A. Markus. Low-Cost CAD System for Teaching Digital Test. Microelectronics Education. World Scientific Publishing Co. Pte. Ltd. pp. 185-188, Grenoble, France, Feb. 1996. G. Jervan, A. Markus, P. Paomets, J. Raik, R. Ubar. Teaching Test and Design with Turbo Tester Software. Proc. of the 3rd Advanced Training Course: Mixed Design of 198
Integrated Circuits and Systems MIXDES'96. pp. 589-594, Lodz, Poland, May 30 June 1, 1996. J. Raik, P. Paomets. Test Synthesis from Register-Transfer Level Descriptions. Proc. of the 5-th Baltic Electronics Conference. pp. 311-314, Tallinn, Estonia, Oct. 1996. G. Jervan, A. Markus, P. Paomets, J. Raik, R. Ubar. CAD Software for Digital Test and Diagnostics. Proc. of the Conference on Design and Diagnostics of Electronic Circuits and Systems '97. Ostrava, Czech Republic, May 12-14, 1997. G. Jervan, A. Markus, P. Paomets, J. Raik, R. Ubar. A Set of Tools for Estimating Quality of Built-In Self-Test in Digital Circuits. Proc. of the International Symposium on Signals Circuits and Systems. pp. 362-365, Iasi, Romania, Oct. 2-3, 1997.
Lecturer Valdo Praust (MSc) Kalja, Ahto; Koop, Alo; Kuusik, Rein; Oit, Monika; Praust, Valdo; Sepp, Triin; Vapper, Tiit; Saard, Niilo (2003). Arvamused riigi infosüsteemide kohta. A & A, 3, 77 - 83. Buldas, Ahto; Roos, Meelis; Praust, Valdo; Willemson, Jan (2000). On long-term validation of E-documents. Baltic IT Review, 2(17), 53 - 56. Tepandi, Jaak; Kirt, Toomas; Siil, Imre; Praust, Valdo (1999). On the way to information society. Information technology in public administration of Estonia, 9 21. Siil, Imre; Praust, Valdo; Kirt, Toomas; Tepandi, Jaak (1999). Teel infoühiskonda. Infotehnoloogia haldusjuhtimises (9 - 25).Riigi Infosüsteemide Arenduskeskus Oit, Monika; Praust, Valdo (1998). The Estonian view on National Information Security Policy. In: Information technologies and Telecommunications in the Baltic States, Riga, April 15-18 1998: Information technologies and Telecommunications in the Baltic States, international conference, Riga, April 15-18 1998. Latvia, 1998, 92 95. Praust, Valdo (1996). Keerukusteooria alused. Tallinn: Eesti TA Kirjastus Praust, Valdo (1994). Krüptograafia kõrgtehnoloogia: kiip Clipper. Arvutimaailm, 10, 48 - 50. Praust, Valdo (1994). Krüptoloogia massidesse: algoritm DES. Arvutimaailm, 8, 17 19.
199
Praust,
Valdo
(1994). T채nap채eva kr체ptoloogia: meetodid ja standardid.
Arvutimaailm, 6, 46 - 48.
Appendix 23. Feedback questionnaire Course feedback questionnaire for students: Please give your assessment to the courses you took during previous term. In order to assess the statements below circle the number indicating your opinion: 5 - fully agree; 4 - mostly agree, 3 partly agree, partly disagree; 2 - mostly disagree; 1 - fully disagree. Your honest answers will help organize academic work better in the future. 5 4 3 2 1 1 General impression (5 - excellent; 1 - poor) 2 The subject was important for my speciality 3 Considering that 1 CP = 40 hours student work, the whole work done corresponding to CP 4 There were good opportunities to contact the teacher 5 Required reading listed in the course programme was avalilable 6 There were enough illustrative materials (board, transparencies) 7 The teacher used up-to-date materials, new research results 8 Lectures/seminars were logical and well-stuctured 9 Criteria to an exam pass/fail assessment were clear 10 Lectures/seminars started and ended on time 11 Teacher followed course programme 12 Students had opportunities to actively participate in a lecture/seminar (dialogue with teacher, discussions, group work) 13 Student participation 14 Comments, remarks and suggestions:
200
Appendix 24. Feedback from students Feedback comparison by semester
Semester I Basics of Digital Photography Web Scripting Creating Web Pages Computer Hardware
2008/2009
Programming Fundamentals
2007/2008 2006/2007
Multimedia Application Software English as a General Subject 0
1
2
3
4
5
Scale: 5 – fully agree; 4 – mostly agree, 3 – partly agree, partly disagree; 2 – mostly disagree; 1 – fully disagree.
Semester II Designing Educational Video Practical Programming Computer Graphics The Web Applications of Python and Zope Cisco Network Academy I 2007/2008 Programming I
2006/2007
Multimedia Design Operating Systems Seminar English for Specific Purpose 0
1
2
3
4
5
Scale: 5 – fully agree; 4 – mostly agree, 3 – partly agree, partly disagree; 2 – mostly disagree; 1 – fully disagree.
201
Semester III Practical Programming Operating System Administration Cisco Network Academy II Video Designing Master Seminar I Layout and Preparation for Printing
2008/2009
Databases
2007/2008
The Teaching of Communication
2006/2007
IT and law 3D Modelling Programming II Development of Web Applications 0
1
2
3
4
5
Scale: 5 – fully agree; 4 – mostly agree, 3 – partly agree, partly disagree; 2 – mostly disagree; 1 – fully disagree.
Semester IV Enterprise Practice I Business Systems Basics of Advertising Design
2008/2009 2007/2008
Software Engineering
2006/2007
Development of Web Applications Information Systems 0
1
2
3
4
5
Scale: 5 – fully agree; 4 – mostly agree, 3 – partly agree, partly disagree; 2 – mostly disagree; 1 – fully disagree.
202
Semester V Organisation and Management Basics of Economics Master Seminar II 2008/2009 E-Commerce 2007/2008 2006/2007
Data Security Psychology of Social Skills and Interpersonal Statistics and Data Analysis 0
1
2
3
4
5
Scale: 5 – fully agree; 4 – mostly agree, 3 – partly agree, partly disagree; 2 – mostly disagree; 1 – fully disagree.
Feedback of study environment and study process (autumn 2008)
autumn 2008 I course Labs software condition Labs hardware condition
II course
Schedule plan Study information III course
0
1
2
3
4
5
Scale: Scale: 5 – Excellent; 4 – pretty good; 3 – more or less; 2 – insufficent; 1 – enon-existent;
203
Appendixes 25. Feedback from IT graduates 2005 Job areas among IT graduates (2005) Job Areas among IT graduates, 2005 Layout/Design information management, teaching Programming Computer networks IT project management Databases Customer support IT management IT Security Hardware Computer training Consulting Web design System administration Software development
0
2
4
6
8
10
Scale: individual responses
Average rating of the knowledge obtained from Haapsalu College (2005). Communications Networks Databases IT systems
2,8
3,0
Practical scills and knowledge
3,2
3,4
Programming
3,8
IT base skills
4,0
Multimedia, web design
Scale: 5 – Excellent; 4 – pretty good; 3 – more or less; 2 – insufficent; 1 – non-existent;
204
The importance of skills and other factors for employment (2005) Special skills
1,4
Learning Success
2,2 2,6
Hobbies
2,6
Research theme in final thesis
2,8
Workingin foreign country Relationships (family members, relatives, acquaintances)
2,8 2,8
Studying in foreign country
2,9
Additional specialty Earlier employment relationship with the same employer
3,3 3,5
Other studies and training
3,5
Active job search
3,5
Coincidence/ good luck
3,5
Created network and contacts
3,5
Practice during studyes
3,7
Previous work experience
3,8
Language skills
3,8
Primary specialty
3,9
Personality characteristics
4,2
IT skills
Scale: individual multiple responses.
205
Appendixes 26. Feedback from IT graduates 2008 IT-related employment after graduation in Lääne County or elsewhere
Number of graduates
16 14 12 10 IT related work somewhere else
8 6
IT related work in Läänemaa County
4 2 0 2002
2003
2004
2005
2006
2007
Year of graduation
Scale: individual single responses
Income among graduates (2008)
Number of respondendents
Income among IT graduates, 2008 9 8 7 6 5 4 3 2 1 0 until 6001 – 9001 – 12 12 001 – 15 001 – 18 001 – 21 001 – 24 001 – 27 001 – more 6000 EEK 9000 EEK 000 EEK 15 000 18 000 21 000 24 000 27 000 30 000 than 30 EEK EEK EEK EEK EEK EEK 000 EEK
Scale: individual single responses
206
Job areas among IT graduates (2008) Job Areas among IT graduates, 2008 IT security Information management Web design Layout/Design Computer networks Hardware Client support Databases IT project management IT management Computer training Customer support System administration Software development Consulting Programming
0%
10%
20%
30%
40%
50%
Scale: individual multiple responses
Curriculum orientation suggestion (2008) Software developer/programer (software engineer,architect)
What orientation would you suggest to Haapsalu College 3%
Multimedia specialist/web specialist (multimedia programmer, user interface designer, web programmer)
10%
38%
Technical support specialist/computer systems specialist (tester,customer support sspecialist, hardware specialist, system engineer)
21%
Communications Network specialist (network planner, Radio Freququency engineer)
28% IT manager/project manager/business analyst (product palnner, team leader, marketing manager)
207
Appendix 27. Applied Computer Cience curriculum Faculty: Haapsalu College
3361
Name of the curriculum in Estonian
(curriculum code)
RAKENDUSINFORMAATIKA
23.08.2004
(Date of registration in Ministry of Education and Research)
Name of the curriculum in English
02.02.2004 APPLIED COMPUTER SCIENCE (approved by faculty)
21.01.2004
(approved by University Senate)
Level: professional higher education
General objectives of curriculum: 1. To provide basic knowledge in the field of computer science in order to create software based on the means of hypermedia and to apply these in different environments, and also to develop and administer the infrastructure of ICT. 2. To provide conditions in order to compete effectively in the labor market, to be motivated for continuing education and professional development. 3. To support IT development in the L채채ne region through fulfilling the practical needs of local institutions and companies. General learning outcomes of curriculum: 1. Wide knowledge base in various fields of IT; 2. Knowledge about integration and implementation of IT in different spheres; 3. Skills to analyze, design and test different kind of hypermedia components; 4. Ability to communicate with clients and business partners; 5. Ability to specify the needs for professional development and readiness for life-
208
long learning through self-education. The graduates are capable to work as: •
Hypermedia programmers;
•
Web programmers;
•
Web designers, administrators and moderators;
•
User interface designers and programmers;
•
Graphic designers and desktop publishers;
The graduates are also capable of working as information managers or system and network administrators in small or medium-size enterprises. Basic principles of curriculum: To acquire the goals, the programme is based on the following conceptual foundations: •
The curriculum is characterized by a high employment rate in the subject field; practice system that is deeply related with local needs; local specialists engaged in the study process;
•
The implementation of the curriculum takes place as a result of the cooperation with different universities and other colleges through cooperative projects and exchange of lecturers. This way the best selection of ICT specialists all over Estonia can get involved;
•
The basis of the studies and development of the curriculum are the development plans of Tallinn University and Haapsalu College of Tallinn University, the IT and Information society development plans of Lääne County and respective strategies on the government level;
•
Curriculum Development Guidelines: New ICT curricula for the 21st century, Luxembourg, 2001;
•
European Certification of Informatics Professionals (EUCIP) Core Syllabus;
•
IT professional standards I, II and III qualification levels;
•
The programme strives to be in accordance with recommendations of international standards (Software Engineering 2004) written by IEEE-CS (Computer Society of the Institute for Electrical and Electronic Engineers) and ACM (Association for Computing Machinery) as well as the framework of EuroInf standard that is currently being developed.
209
•
The Statute of Curriculum at Tallinn University.
The structure of the curriculum allows the IT graduates of vocational schools to cover the programme in two years. The graduates of the curriculum will have good practical skills to compete in the labor market as well as a good theoretical basis for continuing studies on master level either in Tallinn University or in other Estonian or foreign universities. Curriculum accreditation: Scheduled to take place in spring 2009 Load: 180 ECTS Standard period of study in years: 3 Language of instruction: Estonian ISCED-97 level: 5A1 Study field: Natural and Exact Sciences Documents issued at graduation: Diploma in Applied Computer Science and Academic Report Curriculum coordinator / contact: Aimar Lints, Master of Science in Engineering, aimar@hk.tlu.ee
Admission requirements: general secondary education Entrance examination: career suitability test 100% (minimum 55%).
Description of the curriculum structure: 1. Introductory subjects: 30 ECTS, including electives 75%. 2. Core subjects: 90 ECTS, which are divided into seven modules: Introduction to the subject field 19 ECTS Programming 23 ECTS Hypermedia 24 ECTS Computer networks and information systems 24 ECTS Electives in specialization subjects 25%.
210
3. Open electives: 24 ECTS 4. Placement practice: 30 ECTS 5. Diploma thesis: 6 ECTS
The courses are delivered in the form of lectures, practical classes, seminars and independent work. The recommended minor is media studies. Instead of a minor, students can choose open elective courses. Electives can be freely chosen. Conditions for graduation: Completion of the curriculum and the defense of a diploma thesis. The programme also demands the following language skills: one foreign language at the CEFR B2 level, Estonian at the C1 level for students having graduated from a Russianlanguage school.
Introductory subjects: 30 ECTS Objectives: To improve the English language skills for specific purposes and to give an overview of IT- related laws. To provide basic knowledge in the field of mathematics and economics. To improve the readiness for good and productive communication, and teamwork skills. AssessSubject Code
Subject
CP
ECTS ment
Compulsory subjects (8 ECTS) HKI5030
IT and law
3,0
5,0
E
HKI5022
English for Specific Purpose
2,0
3,0
E
Electives (22 ECTS) HKI6008
Basics of Marketing
3,0
4,0
GA
HKI5029
Master Seminar II
2,0
3,0
P-F
HKI5009
English as a General Subject
2,0
3,0
GA
HKI6002
The Teaching of Communication
2,0
3,0
P-F
IFI6003
Statistics and Data Analysis
3,0
5,0
GA
RIM6001
Basics of Economics
3,0
4,5
P-F
211
Psychology of Social Skills and Interpersonal PSP6047
3,0
4,5
GA
Communication RIJ6001
Organisation and Management
3,0
4,5
E
MLM6202
Discrete Mathematics
3,0
4,5
E
MLM6001
Calculus
3,0
4,5
E
Learning outcomes: The ability to find one’s way in the field of IT regulations and law normatives. The ability to handle the terminology of the subject field; Knowledge about the fields related to and supporting IT (mathematics, social sciences, economics).
Core subjects 90 ECTS 1. Introduction to the subject field (19 ECTS) Objectives: To provide conditions in order to systematically understand different sides and terms of information technology, and the main principles and terminology of informatics. AssessSubject Code
Subject
CP
ECTS ment
Compulsory subjects (12 ECTS) HKI5001
Programming Fundamentals
2,0
3,0
GA
HKI5012
Databases
2,0
3,0
GA
HKI5023
Computer Hardware
2,0
3,0
GA
HKI6014
Operating Systems
2,0
3,0
GA
Electives (7 ECTS) HKI5004
Web Programming (HTML)
2,0
3,0
GA
HKI6005
Application Software
3,0
4,0
GA
HKI5024
Project of Speciality I
2,0
3,0
P-F
HKI5031
Creating Web Pages
2,0
3,0
GA
HKI5020
Seminar
3,0
4,0
P-F
HKI5028
Master Seminar I
2,0
3,0
P-F
Learning outcomes:
212
•
Knowledge about the main principles and terminology of information technology;
•
Basic knowledge about databases and main rules of programming;
•
Skills to design simple websites, following the rules of W3C web standard.
•
Knowledge about computer hardware components and the fundamentals of operating systems.
2. Programming (23ECTS) Objectives: To build necessary skills for programming and software development. AssessSubject Code
Subject
CP
ECTS ment
Compulsory subjects (13 AP/20 ECTS) HKI5007
Design and Development of Web Applications 2,0
3,0
P-F
(PHP) HKI5002
Programming I (Java)
3,0
5,0
E
HKI5006
Web Scripting (Javascript)
2,0
3,0
P-F
HKI5003
Programming II ( OO Java)
2,0
3,0
E
HKI5014
Web and database interface
2,0
3,0
P-F
IFI6009
Software Engineering
2,0
3,0
GA
Electives (3 ECTS) HKI5005
The Web Applications of Python and Zope
2,0
3,0
GA
HKI6027
Practical Programming
2,0
3,0
P-F
IFI6028
Programming of Graphics and Music
2,0
3,0
GA
IFI6038
XML applications
2,0
3,0
GA
IFI6029
Programming of Applications
2,0
3,0
GA
Learning outcomes: •
Ability to program hypermedia software and test these applications in different programming languages;
•
Ability to program interactive user interfaces and to link these with databases;
213
•
Knowledge about software development methods, processes and technical equipment.
3. Hypermedia (24 ECTS) Objectives: To provide knowledge and skills about digital audio and video, animation; how to manipulate media files and computer graphics; basic principles about desktop publishing. To provide additional knowledge about hypermedia such as different video editing, 3D design and modelling techniques. AssessSubject Code
Subject
CP
ECTS ment
Compulsory subjects (18 ECTS) HKI6001
Computer Graphics
2,0
3,0
GA
HKI5008
Multimedia
3,0
4,0
GA
HKI5033
Layout and Preparation for Printing
2,0
3,0
GA
HKI5011
Multimedia Design
3,0
5,0
E
HKI5034
Basics of Advertising Design
2,0
3,0
GA
Electives (6 ECTS) IFI6030
3D Modelling
3,0
4.0
GA
HKI6028
Designing Educational Video
2,0
3.0
GA
HKI5032
Basics of Digital Photography
2,0
3.0
P-F
HKI5010
Video Designing
3,0
5,0
GA
Learning outcomes: •
Knowledge about using text, vector and raster graphics in desktop publishing and computer graphics;
•
Skills for creating and using multimedia elements;
•
Skills for creating and using audio and video effects;
•
Ability to create a good visual advertisement following the theoretical principles of composition and color schemes;
•
Knowledge about production design methods and user-centered design;
214
•
Skills for analyzing, planning and designing hypermedia products using different development tools.
4. Computer networks and information systems (24 ECTS) Objectives: To build skills in the field of designing and administering IT systems. To provide basic knowledge about business systems, project planning and e-commerce. Assessmen Subject Code
Subject
CP
ECTS t
Compulsory subjects (18 ECTS) HKI5013
Information Systems
3,0
5,0
E
HKI6010
Data Security
3,0
4,0
E
HKI 5015
E-Commerce
2,0
3,0
E
HKI 5016
Business Systems
2,0
3,0
E
HKI 5017
Basics of Project Management (MS Project)
2,0
3,0
E
Electives (6 ECTS) HKI6003
Cisco Network Academy I
2,0
3,0
P-F
HKI6009
Cisco Network Academy II
2,0
3,0
GA
HKI5027
Practice of Network Administration
3,0
5,0
GA
HKI6020
Cryptography
3,0
4,0
GA
HKI6004
Database Systems
3,0
5,0
E
HKI5026
Operating System Administration
2,0
3,0
E
Learning outcomes: •
Knowledge about different business models;
•
Skills for determining different organization types and structures;
•
Knowledge about the mechanisms of e-commerce;
•
Basic knowledge about project management;
•
Knowledge about the fundamentals of computer networks;
•
Knowledge about cryptography and encryption;
•
Knowledge about modern methods in data security;
•
Skills to detect and resolve security risks.
215
Placement practice (30 ECTS) Objectives: To provide conditions in order to put specialized knowledge and skills into practice. Subject Code
Subject
CP
ECTS
Assessment
HKI 5018
Enterprise Practice I
10,0
15,0
P-F
HKI 5019
Enterprise Practice II
10,0
15,0
GA
Learning outcomes: •
Skills to analyse the job management and information exchange processes in an enterprise;
•
Ability to resolve IT-related problems in an enterprise (with the help of a mentor);
•
Experience in working as a team member;
•
Ability to design and improve software.
Open Electives (24 ECTS) Objectives: To create opportunities for the development and realization of student’s intellectual interests, including foreign language skills. Learning outcomes: •
Ability to read specialized literature in foreign languages;
•
Additional knowledge in the field of studies;
•
Professional knowledge and skill set developed by specific interests and allowing
personalized development in the chosen field.
Diploma Thesis (6 ECTS) Objectives: To provide opportunities for research; to develop analysing skills in the field of interest; to improve academic writing skills.
216
Subject Code
Subject
CP
ECTS
Assessment
HKI5021
Diploma Thesis
4,0
6,0
GA
Learning outcomes: •
Skills to identify and define research problems in the field of studies, to analyze and find solutions;
•
Skills to search for information and to critically analyze and interpret the results;
•
Ability to present ideas and solutions for IT-related problems, both in a written form and orally.
217
Appendix 28. Curriculum course description Introductory subjects HKI5030
IT and law
Load 5.0 ECTS
Approx load of lecture: 45
Objective:
To create the general knowledge of the legislation regulating IT-area, get to
Semester: Autumn
know the legal risks related to the IT-area and the situations, where the advice of an expert is needed in order to optimize the risk. Course outline:
General principles of law, copyright law, neighboring rights, rights of the creator of database, the use of the works without the consent of author and/or without payment, industrial intellectual property, the rights of the data subject, public information, data with limited access, principles of the personal data processing, license agreements, author’s agreements, e-business, services of the infosociety, private remedies, IT-crimes. Individual work: study of the legal acts using electronic databases; individual analyses of the IT-cases.
Learning outcomes:
Ability to find direction in the legal norms regulating IT-area, knowing the author's rights, knowing the rights of the personal data subject.
Assessment:
Written examination. Evaluation of the legal arguments related to IT-area and analyses of short cases.
Teacher:
Eero Johannes
Course name in
IT ja õigus
Estonian: Prerequisite:
-
Required reading:
Pisuke, Heiki. Autor ja ülikool : autoriõiguse alused / Tartu Ülikooli Kirjastus, 2004 Tikk, Eneken ; Nõmper, Ants. Informatsioon ja õigus / RoschierRaidla. - Tallinn : Juura, 2007 Legal acts and other materials: autoriõiguse seadus, võlaõigusseadus, tsiviilseadustiku üldosa seadus, karistusseadustik, isikuandmete kaitse seadus, kaubamärgiseadus, infoühiskonna teenuse seadus, avaliku teabe seadus, digitaalallkirja seadus, e-raha asutuste seadus, EENet alamdomeeni registreerimise reeglistik.
Substitute reading
Legal acts and other materials: autoriõiguse seadus, võlaõigusseadus,
(reading that covers
tsiviilseadustiku üldosa seadus, karistusseadustik, isikuandmete kaitse seadus,
the course content): kaubamärgiseadus, infoühiskonna teenuse seadus, avaliku teabe seadus, digitaalallkirja seadus, e-raha asutuste seadus, EENet alamdomeeni registreerimise reeglistik
218
Web refrences: www.riigiteataja.ee; www.autor.ee; www.eau.org; www.bsa.ee www.wipo.org; www.dp.gov.eewww.epa.ee. Literature: Rosentau, Mario. Intellektuaalse omandi õigused infotehnoloogias : autori isiklikud õigused // Juridica (2007) nr. 9 Pisuke, Heiki. Autor ja ülikool : autoriõiguse alused / Tartu Ülikooli Kirjastus, 2004 Tikk, Eneken ; Nõmper, Ants. Informatsioon ja õigus / RoschierRaidla. - Tallinn : Juura, 2007 Tikk, Eneken. E-õppematerjalide autorite õiguskaitse - romantikast üksi ei piisa // A&A : [infotehnoloogia ajakiri] (2006) nr. ¾ Tikk, Eneken. Spämmi vastu aidaku end igaüks ise // Arvutimaailm (2005) nr. 1 Tikk, Eneken. Alltöövõtuga seonduvad õigusprobleemid tarkvaraarenduses // Arvutimaailm (2005) nr. 3 Tikk, Eneken. Andmebaaside õiguskaitse EL-is // Arvutimaailm (2004) nr. 5
HKI5022
English for Specific Purposes (ESP)
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To provide an opportunity to study the terminology of the area of
Semester: Spring
specialization and deepen the proficiency of oral and written language in the area of specialization, to develop the skills of reading, translating and reviewing of texts in the area of specialization, to compile a written report or project on one topic in the area of specialization and present it. Course outline:
Computer terminology. Hardware, software, peripherals. Storage devices. Printers. Operating systems. Programming languages. Internet. Browsers. Security and privacy. Computer viruses. Wordprocessing. Computer graphics. Writing on a computer-related topic and presenting it orally in front of one´s peers.
Learning outcomes:
Students know computer terminology; are able to talk about computerrelated topics covered during the term; understand computer-related texts; can present a computer-related topic both orally and in a written form.
Assessment:
Examination consisting of a written test of terminology, oral communication, and a written report and its oral presentation.
Teacher:
Piret Lehiste
Course name in
Erialane inglise keel
Estonian: Prerequisite:
HKI5009
Required reading:
Esteras, S. R. (1999). Infotech – English for Computer Users. Cambridge
219
University Press. Pyne, S. ja A. Tuck. (1996). Oxford Dictionary of Computing. London: Oxford University Press.
Test Your Vocabulary for Computing. Peter Collin Publishing Ltd. Substitute reading:
The course content cannot be substituted by reading.
HKI6008
Basics of Marketing
Load 4,0 ECTS
Approx load of lecture: 20
Objective:
To develop the skills to orientate independently in the essence of enterprise
Semester: Autumn
and enterpriser and its public importance; to teach to orientate in the legislation of Estonian Republic that regulates the activities of an enterprise, to develop equable comprehension of enterprise concepts, to teach the principles of making a business plan and composing it; to give an overview of practical experiences, the mistakes of a business plan that are made by enterprises. Course outline:
The concept of enterprise, the forms of enterprise. The legislation of Estonian Republic. Business environment and its analysis. The essence of a business plan and its composing stages. Planning, research, analyzes. The effect on the environment. Market and competition. Marketing strategy. Product and product evolving. Product lifecycle. Resource analysis. Risk analysis. Managing, staff, owners. Financing an enterprise.
Learning outcomes:
Students know marketing terminology and the basic theories of marketing; can make up a business plan.
Assessment:
Graded assessment. The grade comprises of an oral and written task. As a written task the business plan is evaluated. In the oral part of the exam the business plan is defended, feedback is given and the knowledge acquired during the lectures and from the required reading is assessed.
Teacher:
Saima Mänd
Course name in
Ettevõtluse alused
Estonian: Prerequisite:
-
Required reading:
Ettevõtja infovärav Aktiva. Ettevõtluse Arendamise Sihtasutus. (2003). www.aktiva.ee Vihalem, A. (1997). Marketing. Turg, toode ja tarbija. Tallinn: Külim. Vihalem, A. (1997). Marketing. Hind, müük, reklaam. Tallinn: Külim.
Substitute reading
Ettevõtja käsiraamat. (2001). Tallinn: Äripäeva Kirjastus.
220
HKI5029
Master Seminar II
Load 4,0 ECTS
Approx load of lecture: 20
Objective:
To provide an opportunity to get knowledge about best practices of writing
Semester: Autumn
and formatting a final thesis. Course outline:
Main principles and requirements of writing a final thesis, the structure, the requirements of formatting the paper. As individual work every student should pick a potential subject for his/her final thesis and write a small research project about it.
Learning outcomes:
Skills to identify and formulate research problems in the field of studies. Skills to seek information using digital sources and to critically analyze and interpret the results. Capabilities to present ideas and solutions for IT related problems, both in a written form and orally. Ability to format written papers as required.
Assessment:
Pass-fail assessment. A small research project is submitted for assessment as a written assignment and it will be defended in front of the audience.
Teacher:
Janno Kriiska
Course name in
Erialaseminar II
Estonian: Prerequisite:
HKI5028
Required reading:
Hirsjärvi, S., Remes, P., Sajavaara, P.( 2005). Uuri ja kirjuta. Tallinn: Medicina. Large, A. (1999). “Information seeking in the online age: principles and
practice”. Sherman, C. (2002).“The invisible Web: uncovering information sources search
engines can’t see”. Substitute reading
http://erialaseminar.hk.tlu.ee
HKI5009
English as a General Subject
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To deepen proficiency of the four language skills: reading, listening, speaking
Semester: Autumn
and writing, to learn vocabulary and grammatical structures, to give an overview of the English language and culture, to provide an opportunity to develop one’s creativity while encountering the unknown, to raise the communicative proficiency of the students. Course outline:
Systematic revision of grammar: present, past and future tenses, conditional sentences, time clauses. Advanced study of vocabulary on the following topics: worries and expectations of first year students; appearance and character, styles of clothing; sexual identity and sexual roles; friendship and love, getting married and divorced; traveling and accommodation, effects of tourism on
221
national heritage, hotel services and facilities. Lexical-grammatical exercises, role plays, idiomatic exercises. Learning outcomes:
Students can use present, past and future tenses in active and passive voice + conditional sentences; can talk about different topics covered during the term; can describe a picture; can introduce himself/herself; can ask and answer questions; can write short stories.
Assessment:
The course ends with a graded assessment consisting of a grammar test, reading and translation of 30 pages of a text in the area of specialization.
Teacher:
Piret Lehiste
Course name in
Inglise keel
Estonian: Prerequisite:
-
Required reading:
Wellman, G. (1998). Wordbuilder. Macmillan Heinemann. Läänemets, U. (2001). Everyday Topics : a conversation course for upper
secondary schools. Tallinn: Koolibri. Murphy, R. (1997). English Grammar in Use : a self-study reference and
practice book for intermediate students. Cambridge University Press. Soars, J. (1998). New Headway Upper-Intermediate Student Book. Jones, L. (1997). New Progress to First Certificate. Substitute reading:
The course content cannot be substituted by reading.
HKI6002
The Teaching of Communication
Load 3.0 ECTS
Approx load of lecture: 45
Objective:
To develop communication competence and to help to understand the
Semester: Autumn
psychological mechanism of communication in group and individual level. To give knowledge and skills to control relationships (also conflicts), to develop students self-expression skills. Course outline:
Fundamentals of communication. Communication levels and their characteristic expression mediums. Listening barriers. The concept of active listening. Skills for expressing attention. Observing skills. Reflecting skills: practising rephrasing and reflecting emotions. Role-plays for practising active listening. “I language” and its usage (announcing, answering and preventing “I” information). The concept of emotional intelligence. Expressing emotions. The concept of self-establishment and deportmental bases. Submissive, aggressive and imposing behavior. Attributing problems and choosing a communication style to deal with these.
Learning outcomes:
Students know the psychological mechanisms of communication and
222
techniques of self-expression. Assessment:
Pass-fail assessment. One part of the assessment includes attending in group work, communication exercises and discussions. The other part of the exam includes the written work that has to be presented.
Teacher:
Mare Tereping, Pille Sõrmus
Course name in
Suhtlemisõpetus
Estonian: Prerequisite:
-
Required reading:
Bolton, R. (2002). Igapäevaoskused. Tartu: Väike Vanker.
Substitute reading
Kidron, A. (1986). Suhtlemispsühholoogia. Tallinn: Valgus.
(reading that
McKay, M. jt. (2004). Suhtlemisoskused. Tartu: Väike Vanker.
covers the course
Berne, E. (2001). Suhtlemismängud. Tartu: Väike Vanker.
content):
Goleman, D. (2001). Töö emotsionaalse intelligentsusega. Tartu: Väike Vanker. Goleman, D. (2000). Emotsionaalne intelligentsus. Tartu: Väike Vanker.
IFI6003
Statistics and Data Analysis
Load 5.0 ECTS
Approx load of lecture: 60
Objective:
Statistical data and preparation for analysis. Different types of data. Descriptive
Semester: Autumn
statistics: frequency and summary tables, statistics and charts. Population and sample. Statistical inferences: confidence intervals, tests of statistical significance: t-test, chi-square test, ANOVA. Relationships: measures of association and crosstables. Parametric and nonparametric methods. The course consists of seminar type lectures and practical classes where students are expected to be actively involved. In addition every student must submit a home assignment, where (s)he demonstrates the command of all statistical data analysis techniques presented in the course. Course outline:
Statistical data and preparation for analysis. Different types of data. Descriptive statistics: frequency and summary tables, statistics and charts. Relationships: measures of association and crosstables. Population and sample. Statistical inferences: confidence intervals, tests of statistical significance: t-test, chisquare test, ANOVA. Parametric and nonparametric tests.
223
Learning outcomes:
•
Can create a data-table with an appropriate structure
•
Has got experience in setting up questions about data which lead to statistical analysis
•
Understands statistical concepts introduced during the course, knows the prerequisites for their correct application and can interpret the results of the analysis correctly
•
Can recognise different types of variables and choose appropriate statistical techniques accordingly
•
Can use the SPSS software with the aid of the manual for simple data processing and analysis
Assessment:
Graded assessment.
Teacher:
Kairi Osula (Taivo Tuuling)
Course name in
Statistika ja andmeanalüüs
Estonian: Prerequisite:
HKI6005 or basic computer skills.
Required reading:
Niglas, K. Statistika loengumaterjale. http://www.tlu.ee/~katrin/ Niglas, K. (2005). Andmeanalüüs statistikapaketi SPSS 11.00 abil. Põhikursus. Tallinn: TPÜ Kirjastus.
Substitute reading
Hirsjärvi, S., Remes, P., Sajavaara, P. (2005) Uuri ja kirjuta.
(reading that covers
Tallinn
the course content): Tooding, L.-M. (1999). Andmeanalüüs sotsiaalteadustes. Tartu. Hiob, K. (1995). Matemaatiline statistika. Algkursus koolidele. Parring, A.-M., Vähi, M., Käärik, E. (1997). Statistilise andmetöötluse algõpetus.
RIM6001
Basics of Economics
Load 4,5 ECTS
Approx load of lecture: 45
Objective:
To give basic knowledge of economy and an overview of the main economic
Semester: Autumn
processes in society. Course outline:
Basics of economics. Relations dominating in economy. Market mechanism: demand and supply. Economic role of government. The public sector and its size. Public goods, private goods and their intermediaries. When should the government intervene in the economy? The main concepts of macroeconomics. Measuring national product. Business cycle. Labor market. Inflation. Functions of central bank. Estonian monetary system and monetary policy. Essence of public finance and its functions. Budget revenues and expenditure. Taxation. Estonian fiscal policy. Basics of economic policy.
224
Economic reforms in Estonia. Competitiveness. Economic growth. Learning outcomes:
Basic knowledge of main economic processes in society.
Assessment:
Written pass-fail assessment. In order to qualify for the final assessment it is necessary to get a positive result (more than 51% of all points) in a written test. The test result will give 40% of the final grade.
Teacher:
Katrin Pihor
Course name in
Majanduse alused
Estonian: Prerequisite:
-
Required reading:
A.Arrak jt. Majanduse ABC.
Substitute reading
Stiglitz, J. (1995). Ühiskondliku sektori ökonoomika. Tallinn: Külim.
(reading that covers
Eesti majanduse konkurentsivõime. (1999). Tartu: Tartu Ülikooli Kirjastus.
the course content):
Purju, A., Tammeraid, A. (1998). Avaliku sektori ökonoomika. Tallinn: Riigikantselei. (Võrguteavik). Randveer, M., Kerem, K. (1998). Mikro- ja makromajandus. Tallinn: Riigikantselei. (Võrguteavik). Zirnask, V., Liikane, K. (1994). Raha, pangad ja finantsturud I osa. Tallinn : Hansapank. Zirnask, V., Liikane, K. (1996). Raha, pangad ja finantsturud II osa. Tallinn : Coopers & Lybrand. Raudjärv, M. (2000). Majanduspoliitika alused. Tartu : Mattimar.
PSP6047
Psychology of Social Skills and Interpersonal Communication
Load 4,5 ECTS
Approx load of lecture: 45
Objective:
To give an overview of the nature of communication, social skills and show the
Semester: Autumn
role of the individual in forming and preserving relationships. Support the students’ skills of analyzing interactions and the understanding of the impact of values, attitudes, etc on the endurance of relationships. Course outline:
The role of communication in a person’s life, the functions of communication: emotional, social, psychological, material support. The person’s own responsibility and the impact of individuality on the formation of communication style, relationship quality and its change. Identity, self-esteem as the basis of the individual’s reactions in relationship interactions. The components of communication: communication, perception, influence. Nonverbal signals and their role. Forming relationships: openness, trust, development of intimacy. Conflict in communication and relationships as a sign of individuality, needs, goals. Independent work: Students analyze a
225
previously determined TV- or radio program at home with the help of lecture material and required reading. Published media texts are analyzed in the light of lecture topics. Learning outcomes:
Understands the individual’s responsibility and role in creating a social network and one’s own position in developing it. Is able to analyze communication situations in the context of the individuals’ co-dependence, behavior reinforcement and attitude toward oneself. Develops an understanding of the relations between attitudes, beliefs and relationship quality. Is able to analyze personal relationships with the help of the acquired theories.
Assessment:
Graded assessment in the form of multiple-choice test. In order to qualify for the final assessment it is necessary to attend the seminars.
Teacher:
Katrin Kullasepp
Course name in
Suhtlemispsühholoogia
Estonian: Prerequisite:
-
Required reading:
Bolton, R. (2002). Igapäevaoskused. Tartu: Väike Vanker.
Substitute reading
Krips, H. (2003). Suhtlemisoskustest õpetamisel ja juhtimisel.
(reading that
Johnson, D. (1997). Reaching Out. Interpersonal Effectiveness and Self-
covers the course
Actualization. 6th ed.
content):
Brehm, S. (1992). Intimate relationships. 2nd ed. McKay, M., Davis, M., Fanning, P. Suhtlemisoskused.
RIJ6001
Organisation and Management
Load 5 ECTS
Approx load of lecture: 45
Objective:
The objective of the course is to provide an overview of organizational and
Semester: Autumn
managerial studies in order to enable the students to comprehend the terminology, aspects of the field, and methods, as well as to work independently with respective literature. Course outline:
The history of management. Organizational environment. Planning. Organizing. Organizational structure. Configurations: machine bureaucracy, professional bureaucracy, division structure, adhocracy. Types of managers, decision process and organizational pathologies. Motivating and leadership. Organizational culture and types of culture. Power and politics in organizations.
Learning outcomes:
The student comprehends the terminology of organizations and management. - Ability to read respective literature in Estonian and English. - Ability to solve
226
easier exercises and case studies independently. Assessment:
Graded examination.
Teacher:
Birgit Vallmüür
Course name in
Organisatsioon ja juhtimine
Estonian: Prerequisite:
-
Required reading:
Matteson, M.T. & J.M. Ivancevich (1977). Management classics. Shafritz, J.M. & J.S, Ott (1996). Classics of organization theory.
Substitute reading
H. Roots (2002). Organisatsioonikultuuri tüübid.
(reading that
R. Quinn, S. Faerman, M. Thompson & M. McGrath (1996). Becoming a Master
covers the course
Manager: A Competency Framework.
content):
H. Mintzberg (1983). Structure in Five: Designing Efective Organizations.
MLM6202
Discrete Mathematics
Load 4,5 ECTS
Approx load of lecture: 45
Objective:
To teach students to follow the correctness of proofs, to introduce the main
Semester: Spring
results of discrete mathematics and their applications, to create the bases for the acquisition of other mathematical and computer science subjects, in particular of discrete probability theory. Course outline:
Elements of logic. Predicates and quantifiers. The main rules of logic. Methods of proof. Mathematical induction. Sets, set operations. Functions, relations and their properties. Cardinality of sets and enumerable sets. The basics of counting, inclusion-exclusion. Permutations and combinations, their generalisations. Binomial theorem and multinomial theorem. Discrete probability. Solving recurrent relations. Generating functions. Graph terminology. Representing graphs and graph isomorphisms. Connectivity of graphs, Euler and Hamilton paths. Planar graphs. Graph colouring. Trees. Applications of graphs.
Learning outcomes: Assessment:
Two in-class tests (2*20 points) and two individual home tests (2*20 points). In order to qualify to sit the examination a minimum of 10 points is needed. The examination (50 points) comprises an oral (presentation of two topics) and written (test) section.
Teacher:
associate professor Ellen Redi, assistant lecturer Tatjana Gramušnjak
Course name in
Diskreetne matemaatika
Estonian: Prerequisite:
-
227
Required reading:
Kilp, M., Nummert ,U. (1994).Hulgateooria elemendid. Tartu: Tartu Ülikool. Monakov-Rogozkin, A., Normak, P., Levin A. (1986). Hulgateooria ja loogika
elemente. Tallinn: Tallinna Pedagoogiline Instituut. Redi, E. (2003). Diskreetne matemaatika: õppevahend. (käsikiri). http//www.tlu.ee/oppematerjalid/
Substitute reading
Rosen, K.H. (1995). Discrete Mathematics and its applications.
(reading that
Puusemp, P. (2000).Graafiteooria elemente: Loengukonspekt.
covers the course
Graham, R.L, Knuth, D.E., Patashnik, O. (1998). Concrete mathematics: a
content):
foundation for computer science. Addison-Wesley. Lovasz, L., Vesztergombi, K. (1999). Discrete Mathematics: Lecture Notes.
MLM6001
Calculus
Load 4,5 ECTS
Approx load of lecture: 30 lectures + 30
Semester: Autumn
practical classes Objective:
To develop student’s basic skills for using the main mathematical methods.
Course outline:
Functions, limits, continuity and differentiability. Monotonic function. Maxima and minima in practice. Approximation of functions, solution of equations by iteration. Integral and integration, numerical integration. Volume of a solid and work done by force. Cash flow as an integral. Functions of more than one variable. Partial differentiation. Error propagation. Maxima and minima problems. Optimisation within constraints. Least squares method. Exponential law in nature and in economics
Learning outcomes:
Knows mathematical truths and is able to use methods in volume of a subject, is able to prove and apply them
Assessment:
The examination grade is based on the total number of points gained from written tests completed during the semester and a final examination. The maximal number of credit points (100) is equally divided between current semester work and the final examination.
Teacher:
Prof Andi Kivinukk, assistant Ivar Porn
Course name in
Kõrgem matemaatika
Estonian: Prerequisite:
-
Required reading:
Lõhmus A., Petersen, I., Roos, H. (1982).Kõrgema matemaatika ülesannete
kogu. Tallinn: Valgus. Petersen, I., Roos, H. (1961).Kõrgema matemaatika ülesannete kogu II. Tallinn: Eesti Riiklik Kirjastus.
228
Piskunov, N. (1981). Diferentsiaal- ja integraalarvutus I. Tallinn: Valgus. Piskunov, N. (1983). Diferentsiaal- ja integraalarvutus II. Tallinn: Valgus. Reimers, E. (1988). Matemaatilise analüüsi praktikum I. Tallinn: Valgus. Tammeraid, I. (2002). Matemaatiline analüüs I. Tallinn: Tallinna Tehnikaülikooli Kirjastus. Substitute reading
-
HKI5001
Programming Fundamentals
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
The objective of the course is to provide theoretical knowledge and practical
Semester: Autumn
skills for computer programming. The course introduces the fundamental techniques of programming as a foundation for more advanced study of computer science. This course is also set up to develop the ability to think algorithmically, use known simple algorithms for data processing and other simple tasks. The student attains main concepts of procedural programming language and skills in using procedural programming language and integrated programming environments for writing, testing and debugging programs. Course outline:
Topics covered in lectures: machine level representation of data, overview of programming languages. Fundamental programming constructs: Syntax and semantics of a higher-level language variables, types, expressions, and assignment. Simple I/O conditional and iterative control structures, functions and parameter passing structured decomposition.
Learning outcomes:
Students know the basics of procedural programming; can analyse simple problems and make up algorithms to solve these; can present algorithms in a programming language and use a suitable environment to process these; can improve and test programs.
Assessment:
Graded assessment. In order to qualify for the final assessment the student must complete the individual assignment and a written test. Graded assessment is based on the results of the individual assignment (30%), written test (20%) and assessment work (50%).
Teacher:
Inga Petuhhov
Course name in
Programmeerimise alused
Estonian: Prerequisite:
-
229
Required reading:
Cooper, D., Clancy, M. (1985). Oh! Pascal! Jürgenson, R. (1998). Programmeerimise algkursus I osa.Tallinn: Tallinna Tehnikaülikool. Jentson, I. Programmeerimise
algkursus:http://www.aai.ee/~ij/algkursus/index.html Kursuse veebileht (aadress võib muutuda):http://www.cs.tlu.ee/~inga/progbaas/ Truu, A. Programmeerimise alused: Õppevahend TK õpilastele: http://www.aprote.ee/~a.truu/tk/prog.html Substitute reading
Mojena, R. (1992). Turbo Pascal. Belmont (Calif.): Wadsworth.
(reading that covers
Savitch, W. J. (1992).Turbo Pascal. An Introduction to Art and Science of
the course content):
Programming. City (Cal.): Benjamin/Cummings.
HKI5012
Databases
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
The objective of the course is to provide general knowledge and practical skills in
Semester: Autumn
order to design, administer and develop simple databases and to provide the basics of SQL. Course outline:
The architecture of databases. The design of databases. Keys. Normalization. Transactions. Independent individual work: to collect and analyse initial tasks to create a database, to make up a model of data, to normalize it, to carry it out with the help of SQL.
Learning outcomes:
Students are able to express and analyse the needs of a database; can create simple normalized high-quality databases in SQL (without the help of graphical user interfase); can use the query language creatively.
Assessment:
Graded assessment. To get a final positive grade one needs a positively graded individual project and final test.
Teacher:
Toomas Merilo
Course name in
Andmebaasid
Estonian: Prerequisite:
HKI5001 Programming Fundamentals
Required reading:
SQL handbook
Substitute reading:
Study material: http://www.hot.ee/abloeng MySQL manual.
230
HKI5023
Computer Hardware
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
The objective of the course is to give theoretical knowledge about computer
Semester: Autumn
setup, parts and overview of hardware manufacturers. Course outline:
Introduction to hardware course. The overview of PC history. The principles of the constitution of PC. Different manufacturers and architectures. Overview of the components and peripherals.
Learning outcomes:
Knowledge about computer hardware components, their working principles and compatibility.
Assessment:
Graded assessment is based on the results of one´s academic report and test. Test comprises theoretical material and identifies whether the student is able to apply the material covered during the course.
Teacher:
Teacher Rain Koor
Course name in
Riistvara
Estonian: Prerequisite:
-
Required reading:
Chambers, M., L. (2006). Arvuti ehitamine võhikutele. Tallinn: Lausuja Kirjastus. Clements, A. (2006). Principles of Computer Hardware. Oxford [etc.]: Oxford University Press.
Substitute reading
Riim, A. (2004). Arvuti lauaraamat 2004: 100 küsimust ja vastust
(reading that covers
arvutikasutajale. Arvutikirjastus.
the course content):
Mueller, S. (2006). Upgrading and repairing PCs. Que Corporation,U.S.
HKI6014
Operating Systems
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To give an overview about the history of development of the operating systems,
Semester: Spring
their composition and principles of work. Course outline:
An overview about the history of development of operating- systems. The issue of operating-systems and principles of work. Kinds of operation systems; single vs multi task. Multi-user operation systems. Memory Manager, Processor Manager, Device Manager, File Manager, Network Manager. Memory management and process management and planning algorithms. Multiprocessor systems. Virtual memory. Hidden memory. File systems. The algorithms of using the recording devices. Fault tolerance, the possibilities of its accomplishment.
Learning outcomes:
Students have general knowledge about the essence and principles of work of operating systems; know about virtual and hidden memory; are able to turn attention to different processes connected to security and fault tolerance.
231
Assessment:
Graded assessment. An oral test. 30 % of the final grade will be based on being active in lessons, completing individual exercises and writing an academic report.
Teacher:
Teacher Priidu Paomets
Course name in
Operatsioonisüsteemid
Estonian: Prerequisite:
-
Required reading:
http://www.pld.ttu.ee/~priidu/courses/index.html Tarvast, A., Hanson, V. (2003). Arvutikasutaja sõnastik: inglise-eesti. Tallinn: Ilo.
Substitute reading
Abraham S. (2000). Applied Operating System Concepts. New York [etc.]: Wiley.
(reading that covers
Flynn, I., M. (2001).Understanding Operating Systems. Pacific Grove, CA:
the course content):
Brooks/Cole Thomson Learning. Olifer, V., Olifer, N. (2002). Setjevõje operatsionnõje sistemõ. Sankt-Peterburg: Piter.
HKI5006
Web Scripting (Javascript)
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
The course provides the student with basic concepts of web scripting languages
Semester: Autumn
and areas of application. Students will also learn to use JavaScript for adding functionality and adornments to web pages, simplifying navigation and locating and storing data from web pages. Course outline:
Possibilities and restrictions of scripting languages. Introduction to JavaScript, HTML and DHTML combinations. Web-page enhancements. Programming the web server – possibilities and dangers. Databases, SQL. Data entry control. Programming of the web applications.
Learning outcomes:
Knowledge about principles of web-applications, ability to create interactive web pages where main programming is on the user side.
Assessment:
Pass-fail assessment. Presentation of group assignments. Seminars. Results of the final test.
Teacher:
Jaagup Kippar.
Course name in
Skriptikeeled veebis (Java Script)
Estonian: Prerequisite:
-
Required reading:
Wilton, P., Mcpeak, J. (2007). Beginning Javascrip . John Wiley & Sons Inc. http://www.w3schools.com/js/default.asp
Substitute reading
http://minitorn.tlu.ee/~jaagup/kool/java/loeng/kogujs/kogujs.htm
(reading that covers the course content):
232
HKI5007
Design and Development of Web Applications (PHP)
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
Providing skills to build simple and practical web applications. Providing an
Semester: Autumn
overview of network systems and most essential standards and technologies (functional options of browsers, HTML, DHTML, Java intefaces, cgi intefaces). Course outline:
Practical skills in the following fields: * using HTML and DHTML in order to create webpages, design and technology principles of webpages, * integrating Java-script and Java applets in webpage, * using cgi interface to get data from the server and to carry out a simple database application; the possibilities of .Zope server, installation, set-up. Python: syntax, scripts, objects. PHP and MySQL. Individual work: creating a web application in a chosen programming language.
Learning
Students have an ability to understand the construction of web applications
outcomes:
created with the help of different programming languages; can compare different web design instruments.
Assessment:
Pass-fail assessment. Creating a small web application individually and presenting it orally. Seminar.
Teacher:
Jaagup Kippar
Course name in
Veebirakendused ja nende loomine (PHP)
Estonian: Prerequisite:
-
Required
Gilmore, W., J. (2007). Beginning PHP and MySQL: From Novice to Professional.
reading:
APress,US.
Substitute
http://www.php.net/
reading:
http://www.mysql.com/ http://www.zope.org/ http://www.python.org/
HKI5002
Programming I (Java)
Load 5,0 ECTS
Approx load of lecture: 45
Objective:
The course provides the student with basic skills of application programming.
Semester: Spring
Students will learn to design and implement programs individually and in groups. This course will provide the learner with basic concepts of programming that will be used later in the elective programming courses. Course outline:
Variables. Operators. Simple and structured data types, streams, files, exceptions, network programs, threads, applications. Creating a programming-
233
ready model. Group work: planning, implementation, presentation of one application. Learning
Students can design and implement several application programs; know about
outcomes:
different possibilities, complexity and problems connected with program design.
Assessment:
Examination. Compiling five small consistent applications. Presentation of the group assignments. Individual tasks. Seminars.
Teacher:
Jaagup Kippar
Course name in
Programmeerimine I (Java)
Estonian: Prerequisite:
-
Required
http://minitorn.tlu.ee/~jaagup/kool/java/loeng/kogupohi/pohikursus.doc
reading: Substitute
http://java.sun.com/docs/books/tutorial/
reading (reading http://minitorn.tlu.ee/~jaagup/kool/java/ that covers the
http://minitorn.tlu.ee/~jaagup/kool/java/loeng/muu/meetrika.html
course content): http://enos.itcollege.ee/~jpoial/java/ http://www.cs.ut.ee/~kiho/progr/Aabits/
HKI5003
Programming II (OO Java)
Load 3,0 ECTS
Approx load of lecture:
Objective:
To learn to design and implement object-oriented programs both
Semester: Autumn
individually and in groups. Course outline:
Object-oriented programming. Graphics, events, animation. Creating a programming-ready model. Programming mobile applications. Java instruments in web server programming. XML. Testing. Independent work: students study the compulsory literature prescribed by the lecturer.
Learning outcomes:
Students know about the construction of an object-oriented application; can design and implement classes and interfaces; know about program testing possibilities; can create or improve different specific application programs with the help of study material.
Assessment:
Examination. Creating five small consistent applications. Seminar.
Teacher:
Jaagup Kippar
Course name in
Programmeerimine II
Estonian: Prerequisite:
-
Required reading:
http://minitorn.tlu.ee/~jaagup/kool/java/loeng/kogupohi/pohikursus.doc
Substitute reading:
http://minitorn.tlu.ee/~jaagup/kool/java/loeng/gm03/gm03.htm
234
http://minitorn.tlu.ee/~jaagup/kool/java/loeng/rak04/rak04.sxw
HKI5014
Web and database interface
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To give an overview of different possibilities of using the data of a
Semester: Spring
database in the Web; essential standards and technologies. To reinforce the knowledge about SQL in the context of web programming. To give an overview of different web and database interfaces. Course outline:
ODBC, JDBC, attachment queries. Database objects connected with hypermedia – BLOBS, etc SQL queries. Peen ja jäme klient . Oracle Forms and Reports. OAS - Oracle application server. ASP.NET, MS SQL Server. Saved procedures. Trigger processes. Functions working inside a database. Indexing and optimizing. Independent work: to write database queries and to solve tasks assigned by the lecturer.
Learning outcomes:
Students can create and improve more complicated database systems with a web interface, taking into consideration security and performance issues.
Assessment:
Pass-fail assessment. Creating a small consistent web application. Presenting individually designed practical solutions. Seminar.
Teacher:
Toomas Merilo
Course name in
Veebi- ja andmebaasi liides
Estonian: Prerequisite:
-
Required reading:
Feuerstein, S., Pribyl, B. (2000). Oracle PL/SQL programming. O'Reilly.
Substitute reading
http://otn.oracle.com/documentation/index.html
(reading that covers
http://minitorn.tlu.ee/~jaagup/oma/too/06/06/mssqlopik.doc
the course content):
IFI6009
Software Engineering
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
The objective of the course is to provide theoretical knowledge and
Semester: Spring
practical skills for building software systems that satisfy the requirements of users and customers. This course encompasses all phases of the life cycle of a software system, including needs analysis and specification, design, construction, testing, and operation and maintenance. The course introduces different software methods, processes and tools.. Course outline:
Fundamental design concepts and principles, design patterns, structured
235
design and object-oriented analysis and design. Design for re-using software lifecycle models, needs analysis, software design, implementation, testing and maintenance, tools for modelling software systems. Learning outcomes:
Has basic overview about software engineering concepts, process, lifecycle models, phases and development methodologies. Is able to analyse different problem domains and create models for these domains using UML diagrams. Can use CASE tools for representing outcomes of analysis.
Assessment:
Graded assessment
Teacher:
Inga Petuhhov
Course name in
Tarkvaratehnika
Estonian: Prerequisite:
IFI6002
Required reading:
Sommerville, I. (2001). Software Engineering. Harlow [etc.]: AddisonWesley.
Fowler, M., Scott, K. (2004). UML Distilled: A Brief Guide to the Standard
Object Modeling Language. [etc.] : Addison-Wesley.
UML-keele s천nastik. [V천rguteavik] (2000). / koostanud ja t천lkinud Mati Littover. : K체berneetika Instituut.
Substitute reading
Eriksson, H.-E., Penker, M. (2004).UML 2 Toolkit. New York [etc.]: Wiley.
(reading that covers
Larman, C. (2005). Applying UML and Patterns: An Introduction to Object-
the course content):
Oriented Analysis and Design and the Unified Process. Upper Saddle River (N.J.) : Prentice Hall PTR. Booch, G., Rumbaugh, J., Jacobson, I. (1999).The Unified Modeling
Language User Guide. Addison-Wesley Longman. Fowler, M. (2003).Patterns of Enterprise Application Architecture. Wesley. Mandel, T. (1997).The Elements of User Interface Design.
HKI6001
Computer Graphics
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To develop the knowledge about creating esthetic layout graphics and necessary technical skills to do it.
236
Semester: Spring
Course outline:
The basic principles of composition, design and coloring. Color-room and color-models. The main concepts of computer graphics. Vector and bitmap graphics. The formats of graphic files and their usage areas. Computer graphics implement areas. Introduction of graphic packets. CorelDraw vector graphics program. Posing vector graphic based tasks and solving practical tasks. Tasks that grade into bitmap graphics sphere. Working with bitmap program Adobe PhotoShop. Creating animations. Work process of graphics info and specific problems with scanning and printing. Calibrating devices. The design aspects and conception of webpages. The design of web-pages, advertising posters and logos.
Learning outcomes:
Students know the principles of composition and coloring; can design with the help of CorelDraw (vector graphics program) and Adobe PhotoShop (bitmap graphics program).
Assessment:
Graded assessment. During the course 50 points are gathered (for test and practical tasks). The final test gives 50 more points (the task is to design the symbols of a company – its logo (in bitmap and vector graphics), poster, web-page).
Teacher:
Rando Ojassoo
Course name in
Kujundusgraafika
Estonian: Prerequisite:
-
Required reading:
Sinivee, I. (2003). CorelDRAW 11. Tallinn : GT Tarkvara. McClelland, D., Ulrich-Fuller, L. (2007). Photoshop Bible. John Wiley & Sons Inc.
Substitute reading
Rahula, V. (2006). Fotode töötlemine arvutiprogrammis PHOTOSHOP CS2.
(reading that covers
Tallinn : V. Rahula.
the course content):
Bouton, G., D. (2007). .Photoshop. The express line to learning. John Wiley & Sons Inc.
HKI5008
Multimedia
Load 4,0 ECTS
Approx load of lecture: 45
Objective:
The objective of the course is to provide theoretical knowledge (basics of
Semester: Autumn
design etc) and practical skills to create multimedia- based software using different authoring tools and existing media files. Course outline:
The nature and concept of multimedia. Types of media. Principles of digitalization. Animation. Digital audio and video recording and processing. Audio and video compression. Simple 3D modeling. The
237
principles and technologies of streaming media. The course consists of seminar type lectures and practical classes where students are expected to be actively involved. In addition every student must submit an individual assignment, where (s)he demonstrates the ability and skill to create multimedia-based applications. Learning outcomes:
Student
•
understands the concept of multimedia;
•
knows the principles of digital audio and video recording and processing; • knows the principles of 2D and 3D animation;
•
knows the main technologies of streaming media; can choose multimedia elements appropriate for his or her aims;
•
can independently record and edit digital audio and video; can independently create simple 2D and 3D animations.
Assessment:
Graded assessment.
Teacher:
Andrus Rinde
Course name in
Multimeedia
Estonian: Prerequisite:
-
Required reading:
Ablan, D. (2007). Digital Photography for 3D Imaging And Animation. John Wiley & Sons Inc. Derry, R. (2006). PC Audio Editing with Adobe Audition 2.0: Broadcast,
Desktop and CD Audio Production. Focal Press. Substitute reading
Andrus Rinde loengumaterjalid.
(reading that covers
Adobe Premiere Pro CS3. (2007). Ed. by: Adobe Creative Team. Adobe
the course content):
Press, U.S.
HKI5033
Layout and Preparation for Printing
Load 3,0 ECTS
Approx load of lecture: 2,0
Objective:
To give an overview of the layout and preparation for printing. With the
Semester: Autumn
help of practical tasks students learn to prepare materials for printing, learn about the principles of design and layout. Course outline:
History of printing; concepts of typography and its development in the 20th century. The layout of a book, magazine, newspaper. Programs. Fonts. Text and its structure. Titles. Raster graphics and technical requirements. Coloring. Preparation for printing. Printfile. PDF and working with it. Independent work: layout of one booklet and preparation for its printing.
238
Learning outcomes:
Students can assess the suitability of material for printing; can prepare a text and raster graphics; have an overview of different fonts and can choose an appropriate one; can produce the layout of a booklet and prepare it for printing; know how to use a PDF file.
Assessment:
Graded assessment.
Teacher:
Janno Kriiska, Egon Erkmann
Course name in
Küljendamine ja trükiettevalmistus
Estonian: Prerequisite:
-
Required reading:
Blatner, D., Gable, G. Real. (2006). World QuarkXPress 7. Peachpit Press Publications, U.S.
Substitute reading
Smith, C. (2007). Learning InDesign CS3. O'Reilly Media, Inc, USA.
(reading that covers
Lotia, M., Tank, S. (2003). Coreldraw 9 Training Guide. BPB Publications.
the course content):
HKI5011
Multimedia Design
Load 5,0 ECTS
Approx load of lecture: 45
Objective:
The objective of the course is to give theoretical knowledge and practical
Semester: Spring
skills to create multimedia-based software. The course is also set up to develop the ability to choose appropriate types of media and methods of interaction, as well as to evaluate usability of multimedia-based software. Course outline:
Design principles. Principles of user interface design. Principles of using multimedia elements. Design of Human Computer Interaction (HCI): introduction, people and computers (input and output devices, styles of interaction, user support), evaluation (role and methods). Course consists of seminar type lectures and practical classes where students are expected to be actively involved. In addition every student must submit individual assignment, where (s)he demonstrates the ability and skills of design and creation of multimedia-based educational applications.
Learning outcomes:
• understands basic design principles; • understands the nature and usage principles of different types of digital media; • understands concept and principles of HCI; • can evaluate existing multimedia based software; • can choose multimedia elements appropriate for his or her aims; • can use at least one multimedia authoring tool and create multimedia-based applications.
Assessment:
Examination
Teacher:
Andrus Rinde
239
Course name in
Multimeediumi disain
Estonian: Prerequisite:
-
Required reading:
http://wearables.gatech.edu/papers/larry.html http://www.useit.com
Substitute reading
Perkins, T., Lynda.com (2005). ActionScript 3 in Adobe Flash CS3
(reading that covers
Professional Hands-On Training. Peachpit Press Publications,U.S.
the course content):
Adobe Flash CS3 Professional How-tos: 100 Essential Techniques. (2007). Peachpit Press: Adobe Press, U.S.
HKI5034
Advertising Design
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
The aim of the course is to provide an overview of the processes and
Semester: Spring
means of visual communication and to introduce various compositional systems, to develop the skill of design and identify hidden solutions in problem situations by means of practical tasks. Course outline:
An overview of the basics of design proceeding from the specifics of advertising. Design in the 19th and 20th centuries. Ergonomics. Symmetry and balance. Proportions. Rhythm. Scope. The aim of advertising and the role of design in achieving it. The essence of visual advertising. Stimuli in visual advertising. Visual advertising in mass media. The product and its package. Company symbols and their attributes. The working environment. The role of colour in advertising. Mechanisms of the effect of colours and their application in design. Contrasts and harmonies. Colour symbols. The phenomenon of synesthesis and using it in advertising. Colour as a component of the visual identity of a company.
Learning outcomes:
Students can propose an idea to create an advertisement for a certain target group; can design an advertisement using their knowledge about advertising psychology, text, images and coloring.
Assessment:
Graded assessment. The grade is based on all practical tasks and a report delivered during a lecture.
Teacher:
Janno Kriiska, Egon Erkmann
Course name in
Reklaamidisain
Estonian: Prerequisite:
-
Required reading:
Dabner, D. (2006). Esimesed sammud digitaaldisaini maailmas. Tallinn: Digipraktik.
240
Substitute reading
Baumgärtel, T. (2006). Net.art: võrgukunsti materjalid; Net.art 2.0: uusi
(reading that covers
võrgukunsti materjale. Eesti Kunstiakadeemia.
the course content):
MacRae, K. (2006). Desktop Publishing Manual: A Practical Introduction to
Creating Professional-looking Documents and Publications. Haynes Group
HKI 5015
E-Commerce
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To give an overview of the framework, architecture and models of e-
Semester: Autumn
commerce; of modern information exchange systems and the most important issues in the field of e-commerce. Course outline:
E-commerce terminology, aspects and components. B2B and B2C forms, mobile commerce. Methods and ways to communicate with clients. Modern electronic methods to identify products – 1D and 2D barcodes, RFID. Development methods and architectures: SOA and agile development methods: SCRUM, XP, TDD. Payment engines. Cooperation and social aspects. Independent work: to analyse one e-commercial system.
Learning outcomes:
Students can develop different e-commerce solutions.
Assessment:
Examination.
Teacher:
Priidu Paomets
Course name in
E-kommerts
Estonian: Prerequisite:
Infosüsteemid, Andmebaasisüsteemid
Required reading:
Chaffey, D. (2004). E-business and e-commerce management: strategy,
implementation and practice. Financial Times/Prentice Hall. Substitute reading:
Deitel, H., M. (2001). E-business and e-commerce: how to program. Upper Saddle River (N.J.): Prentice Hall.
HKI5016
Business Systems
Load 3,0ECTS
Approx load of lecture:
Objective:
To give an overview of the business systems used today, their
Semester: Autumn
architecture and structure. To give an overview of how to compile and develop IT strategy, how to analyse the needs of an enterprise and make up a development plan of information technology. Course outline:
Different business systems (SAP, MFG/PRO, Visual Manufacturing, Made to Manage, etc). An overview of $GL programming languages. Typical components and architecture of a business system. How to determine an
241
organization type and its structure (EUCIP A1/A2). Business models of an enterprise. How to develop the digital strategy of an enterprise. Independent work: to create a business model of an enterprise. Learning outcomes:
Students can develop business systems that support the management of an enterprise.
Assessment:
Examination. Written test, home assignments and practical work done in the computer classroom.
Teacher:
Toomas Merilo
Course name in
Ärisüsteemid
Estonian: Prerequisite:
Andmebaasisüsteemid
Required reading:
Halpin, T. (2001). Information Modeling and Relational Databases: From
Conceptual Analysis to Logical Design. Morgan Kaufmann Publishers Inc, U.S. Substitute reading:
Plowman, B. (2001). Activity Based Management: Improving Processes
and Profitability. Gower Publishing.
HKI5017
IT Project Management
Load 3,0 ECTS
Approx load of lecture:
Objective:
To provide knowledge and skills to help design and implement projects.
Course outline:
Concepts of project management. Ways of funding projects. Initiating an
Semester: Spring
IT project. IT-project plan and its elements. Recommendations and reviews. Launching an IT-project: writing a management plan, planning information administration, determining responsibilities and rights. Managing an IT-project: meetings, quality assurance, reporting, distribution of resources, etc. Creating a favourable environment in order to carry the project out: activization, teamwork; dealing with conflicts. Using project management software (e.g. MS Project). Independent work: to develop an IT project with the help of project management software. Learning outcomes:
Students understand the concepts of project management; know how to initiate and manage IT projects; can use the program MS Project.
Assessment:
Examination: 1) plan of a project; 2) recommendation to a project; 3) review of a project; 4) defending one’s project plan.
242
Teacher:
Andres Huul
Course name in
Projektijuhtimise alused
Estonian: Prerequisite:
-
Required reading:
Marchewka, J., T. (2006). Information Technology Project Management:
Providing Measurable Organizational Value. Projektijuhtimise käsiraamat I ja II osa. (1999) Tallinn: Äripäeva Kirjastus. Normak, P. (2003). Projektitaotluste koostamine ja projektide juhtimine. Loengukonspekt. www.tlu.ee/~pnormak/PJ Substitute reading
A Guide to the Project Management Body of Knowledge (PMBOK Guide):
(reading that covers
2000 Edition. (2001) Project Management Institute.
the course content):
Perens, A. (1999). Projektijuhtimine. Tallinn: Külim. Sillaots, M. (2003). Rahvusvahelise projektijuhtimise käsiraamat. http://www.audentes.ee/~martin/projekt www.sisemin.gov.ee/ministeerium/projuht.html http://ph.eau.ee/~riina/ERTA/erta.htm
HKI5013
Information Systems
Load 5,0 ECTS
Approx load of lecture:
Objective:
To learn basic conceptual framework for understanding information
Semester: Autumn
management (information processing and use, in various forms) in organizational context; to acquire practical methods for solving information management problems (information needs), incl. for building information systems (IT solutions). Course outline:
Information management: goals, problems, opportunities. Information processing needs, analysis of these needs. Information processing cycle. System solutions. Information system types and paradigms. Organizational context of the system. Organizational IT environment. Business and work systems, their support and implementation through IT. Information quality. Information architecture. System architecture. Information system development. The concept of development method. Development and modelling methods: DSDM, BSP, IDEF0. Information management culture. Information management best practice.
Learning outcomes:
Students understand the essence and advantages of different development methods of software; understand the usage of objectoriented methods and their connection with real projects; can use modelling (using both UML and DSL models) as an essential part in
243
system development; understand that the development process continues also after its installation (through maintenance, technical support and feedback). Assessment:
Examination.
Teacher:
Priidu Paomets
Course name in
InfosĂźsteemid
Estonian: Prerequisite:
-
Required reading:
http://www.pld.ttu.ee/~priidu/courses/index.html
Substitute reading
Dennis, A., Wixom, B., H., Tegarden, D. (2002). System Analysis & Design:
(reading that covers
An Object-Oriented Approach with UML. John Wiley & Sons.
the course content):
Alter, S. (2002). Information Systems. Foundation for E-Business. PrenticeHall.
HKI6010
Data Security
Load 4,0 ECTS
Approx load of lecture: 45
Objective:
The course provides the student with a systematic overview of the current
Semester: Autumn
theory and methods of data security and cryptology. The course covers the topics necessary for the practical work in the area. Course outline:
Goals of data security, dangers (incl. network), risk analysis, security policies, security strategy, usage of cryptology. Security in multi-user systems, DAC & MAC (Discrete Access Control, Mandatory Access Control), levels of security, firewalls. Methods of authentication, passwords, NIS(+), Kerberos, NT domains, LDAP catalogs, Active Directory, single sign-in. Secure programming: general – buffer overflow, C/C++, Java, WWW, PHP, SQL. Attack detection: IDS, logging. Recovery plans. PR of security. Viruses, worms, Trojans, backdoors. Practical classes include setup of the secure network and configuration of the necessary hardware and software.
Learning outcomes:
Students understand modern data security methods; can detect and solve security problems in different computer networks and computers.
Assessment:
Examination.
Teacher:
Antti Andreimann, Anto Veldre
Course name in
Andmeturve
Estonian: Prerequisite:
-
Required reading:
Praust, V. (2001). Digitaalallkiri: tee paberivabasse maailma. Tallinn: Ilo.
244
Substitute reading:
Gollmann, D. (2005). Computer Securtiy. John Wiley and Sons Ltd.
Electives HKI5004
Web Programming
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To give understanding of possibilities and dangers of web programming;
Semester: Autumn
to help program websites. Course outline:
Web development principles and tools. Popular file formats. HTML basic constructions. Style sheets. Standards and validation. Web server programming. PHP. Planning data tables. Joining tables. SQL commands. User input validation. Javascript tools and possibilities.
Learning outcomes:
Students can program a simple website.
Assessment:
Graded assessment. Tests. Home assignments.
Teacher:
Jaagup Kippar
Course name in
Veebiprogrammeerimine
Estonian: Prerequisite:
-
Required reading:
http://www.w3schools.com
Substitute reading:
Pfaffenberger, B. (2004). HTML, XHTML, and CSS. Hungry Minds Inc,U.S.
HKI5028
Master Seminar I
Load 3,0 ECTS
Approx load of lecture: 45
Objective:
To provide students with knowledge in order to write a research paper on
Semester: Autumn
an IT-related topic. Course outline:
Seminar about innovative topics in the field of informatics. Group discussions about new technologies and solutions. Making up the structure of one’s research paper and formatting it. Independent work: writing a term paper and presenting it to others.
Learning outcomes:
Students can search for IT-related news and articles from the internet, magazines, databases; know how to write a research paper.
Assessment:
Pass-fail assessment.
Teacher:
Janno Kriiska
Course name in
Erialaseminar I
Estonian: Prerequisite:
-
Required reading:
Pihlau, J. (2003). Edukas otsing Internetis, ehk, Kuidas leida nĂľela
245
heinakuhjast. Tallinn: Külim. http://erialaseminar.hk.tlu.ee Substitute reading
Tarvast, A., Hanson, V. (2003). Arvutikasutaja sõnastik: inglise-eesti.
(reading that covers
Tallinn: Ilo.
the course content):
http://ituudised.hk.tlu.ee
HKI6005
Application Software
Load 4,0 ECTS
Approx load of lecture: 45
Objective:
To give students knowledge of information processing which is useful in
Semester: Autumn
solving different tasks. Course outline:
More complicated work with MS Excel and MS Word. Rules and ideology of writing long texts, shortcuts and fields. Usage of different programs and formulas. Integrating different functions, data-tables, cross-tables, usage of different functions. Financial calculation, explaining usage of financial functions. Simple graphical processing. Installing and configuring software. At the end of the course student can operate without any external help with computers, its operating system and office software. Independent work: solving tasks given by the lecturer with the help of application programs.
Learning outcomes:
Students can use word processing, presentation and spreadsheet programs; can format written works.
Assessment:
Graded assessment: all individual work must be provided.
Teacher:
Janno Kriiska
Course name in
Rakendustarkvara
Estonian: Prerequisite:
-
Required reading:
Teacher’s materials: www.hk.tlu.ee/sahtel Lisamaterjalid on saadaval õppekeskuses: M. Langer. (1999). Word 2000 Windows: visuaalne ülevaade. Tallinn: Koge. M. Langer. (1999). Excel 2000 Windows: visuaalne ülevaade. Tallinn: Koge.
Substitute reading:
Tilk, T. (2005). Arvutiõpik MS Office. Kuressaare: T. Tilk.
HKI5024
Project of Speciality
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To give students a chance to apply their acquired computer-related
246
Semester: Spring
knowledge and skills. Course outline:
Speciality-related projects: participation in fairs, workshops; designing a software application. Drawing up an action plan, calculation, carrying the project out, reporting. It is compulsory to collaborate with schools, local municipalities or enterprises. The project is orally presented to the audience.
Learning outcomes:
Students can communicate with their clients and business partners; can design or develop software, and present it.
Assessment:
Pass-fail assessment. Students hand in their action reports.
Teacher:
Aimar Lints
Course name in
Erialane projekt
Estonian: Prerequisite:
-
Required reading:
Luckey, T. (2006). Software Project Management for Dummies. John Wiley & Sons Inc.
Substitute reading:
http://erialaseminar.hk.tlu.ee
HKI5032
Web Site Design
Load 3.0 ECTS
Approx load of lecture: 30
Objective:
To provide students with knowledge about how to design static
Semester: Autumn
webpages. Course outline:
Designing static webpages with the program Dreamweaver. Designing the web of a community or enterprise, connecting it with a style sheet. Connecting different types of media with the designed wesite.
Learning outcomes:
Students know how to design simple and more complicated static and dynamic webpages; can create a simple homepage.
Assessment:
Graded assessment.
Teacher:
Aimar Lints
Course name in
Veebilehtede koostamine
Estonian: Prerequisite:
-
Required reading:
Wagner, R. (2007). Creating Web Pages All-in-OneDesk Reference For
Dummies.Hungry Minds Inc,U.S. Substitute reading
Jenkins, S. (2007). Web Desing. The L Line, The express line to learning.
(reading that covers
Hungry Minds Inc, U.S.
the course content):
Anderson, A., S. (2007). Adobe Dreamweaver CS3 on Demand. Que
Corporation,U.S.
247
HKI5020
Seminar
Load 4,0 ECTS
Approx load of lecture: 45
Objective:
To give students a chance to express their opinion and discuss IT-related
Semester: Spring
issues. To introduce current IT fields, strategies and newest technologies in order to be able to specialize in a certain IT area. To develop analytical reasoning through writing a research paper. Course outline:
Different guest speakers talking about IT-related issues. Independent work: students read through the articles of the guest speaker published in the media before the lecture. Writing an article and posting it in the IT portal, writing a 5-page report and presenting it to others.
Learning outcomes:
Students can discuss and present IT-related issues.
Assessment:
Pass-fail asessment.
Teacher:
Aimar Lints
Course name in
Valikseminar
Estonian: Prerequisite:
-
Required reading:
Roomets, S. (2006). Üliõpilastööd ja nende vormistamine arvutil. Tallinn: S. Roomets.
Substitute reading:
http://ituudised.hk.tlu.ee
HKI5005
The Web Applications of Python and Zope
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
The course provides the students with basic concepts of the web
Semester: Spring
applications created with Zope and compare them with the ones created with other Web creation tools. Students learn how to create programs with Python and convert them into Zope modules. Course outline:
Possibilities of the Zope server, installation and configuration. Creation of the webpages. Off the shelf modules. Roles and permissions, administration. Templates for Web pages, DTML. Python: syntax, scripts, objects, libraries, error handling. Design and creation of the Zope modules. Tallinn University Learning Management System IVA.
Learning outcomes:
Students can design and improve websites working on the Zope application server; can use the programming language Python while designing and developing other applications.
Assessment:
Graded assessment. Creation of the complete solution of the simple Web
248
design. Presentation of the home assignment. Teacher:
Jaagup Kippar
Course name in
Pythoni ja Zope veebirakendused
Estonian: Prerequisite:
-
Required reading:
http://www.zope.org/Documentation/Books/ZopeBook http://www.zope.org/Documentation/ZDG
Substitute reading
http://www.zopelabs.com
(reading that covers
http://minitorn.tlu.ee/~jaagup/kool/java/loeng/muu/zopebaas.htm
the course content):
http://www.zope.org http://www.python.org
HKI6027
Practical Programming
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To enable to put into practice the skills of programming aqcuired in
Semester: Spring
previous subjects and to help gain necessary skills for working in the field of programming in the future. Course outline:
Choosing and planning for an application. Typical solutions for standard problems. User authentication and authorization. Insert check. Data backup. Graphic operations in web server. Productivity issues and solutions. Application supplementation, adding modules. Reporting and documentation. Standards for writing codes. Testing applications.
Learning outcomes:
Students can plan, design, test, record and present their application.
Assessment:
Pass-fail assessment. Application presentations. Good participation in classes.
Teacher:
Jaagup Kippar
Course name in
Praktiline programmeerimine
Estonian: Prerequisite:
-
Required reading:
Castro, E. (2006). HTML for the World Wide Web: with XHTML and CSS. Peachpit Press Publications,U.S. Teague, J. (2006). CSS, DHTML, and Ajax. Crane, D., Bibeaul, B., Sonneveld, J. (2007). Ajax in Practice. Manning
Substitute reading
Zeldman, J. (2003). Designing With Web Standards.
(reading that covers
Zope Book. http://www.zope.org/Documentation/Books/ZopeBook
the course content):
PHP: Hypertext Preprocessor. http://www.php.net http://minitorn.tlu.ee/~jaagup/kool/java/loeng/rak04/hindamine.pdf
249
IFI6028
Programming of Graphics and Music
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
Students will learn different algorithms used in programming graphics
Semester: Spring
and musics. Course outline:
Musical theory. Accords, harmony. MIDI. Modelling a musical instrument in computer. Sampled audio. Sound effects. 3D graphics. Mathemathical calculations in computer graphics. Fractals, recursion.
Learning outcomes:
Course participant knows possibilities to manipulate music and graphics in computer by programming. He/she can use existing libraries in his own applications.
Assessment:
Graded assessment.
Teacher:
Jaagup Kippar
Course name in
Graafika ja muusika programmeerimine
Estonian: Prerequisite:
-
Required reading:
http://minitorn.tlu.ee/~jaagup/kool/java/loeng/gm03/gm03.pdf
Substitute reading:
http://minitorn.tlu.ee/~jaagup/kool/java/loeng/gm03/gm03.pdf
IFI6038
XML applications
Load 3,0 ECTS
Approx load of lecture: 40
Objective:
Introducing XML possibilities. Using XML in different applications.
Course outline:
XML application areas, good and bad sides. History of language, technical
Semester: Autumn
possibilities. Syntax - elements and attributes. Description of structure of document - schemas and DTD. Describing complex types. Changing structure of document. Queries with XSL, XPath and XQuery. Using XML in different programming languages: Java, PHP, Python, C#, Visual Basic. Data trees and DOM. Big documents and SAX. XML in databases. Different XML-based formats: WML, XHTML, RSS. Examples of XMLstandards: QTI, LOM. Possibilities of XTee project in Estonia. Data communication between computers. Web Services, SOAP. In practical lessons and in homework students make different XML applications. Learning outcomes:
Course participant knows the structure of XML, can read and change configuration files written in XML, can design and write down XMLstructure of data. Can add XML input and output to his programs. Knows most popular XML-based markup languages.
Assessment:
Graded assessment
250
Teacher:
Jaagup Kippar
Course name in
XML rakendused
Estonian: Prerequisite:
-
Required reading:
XML tutvustus http://minitorn.tlu.ee/~jaagup/kool/java/loeng/rak04/xml.pdf
Substitute reading
XML kirjeldus http://www.riik.ee/xml/trans/REC-xml-19980210-ee.html
(reading that covers
XML tutorials http://www.w3schools.com
the course content):
Java XMLi rakendused http://java.sun.com/xml/index.jsp
IFI6030
3D Modelling
Load 4,0 ECTS
Approx load of lecture: 45
Objective:
The course provides an overview of the possibilities of 3D projection.
Semester: Spring
Connection with 2D drafting. Course outline:
Solid EDGE – CAD system of new generation, the best side of which is its user-friendliness. Projection based on assembly, modelling on the assembly’s background, solution of the conflicts between the details, relations between the details, the big assemblies, automatic composing of specifications, creating of 2D drafts from model, cuttings from assembly, Structure-views, Integration with office-programs, Direct connection with a lot of CAD packets, modelling of details using the constructive singularity (slot, rib, etc). Overview of 3D projection in general. Comparison with mass-used ACAD.
Learning outcomes
- ability to use the possibilities of SolidEdge; - ability to create 3D details, 'full of mass' as well as 'leaf metal'; - ability to generate 2D figures out of 3D models and vice versa; - knowledge about CAM possibilities.
Assessment:
Graded assessment.
Teacher
Kalle Kivi
Course name in
3D modelleerimine
Estonian Prerequisite:
-
Required reading:
http://www.tlu.ee/~kivik/Solid/Juhend/Solid_mat.htm Hansen, S., L. (2007). Applied Solidedge. Industrial Press, Inc
Substitute reading:
http://www.tlu.ee/~kivik/Solid/Juhend/Solid_mat.htm
HKI6028
Designing Educational Video
Load 3,0 ECTS
Approx load of lecture: 30
251
Semester: Autumn
Objective:
To creating educational videos with the help of a computer. Quick guides about camera work, filming, video edit and produce.
Course outline:
Camera work at the beginner’s level - lightning, focus, white balance, shots and framing, tripods, viewfinders, shutter. Planning and shooting home videos and interviews – interview structure, framing, composition, sound. Video editing and main video effects - import and export clips. Exporting different video formats – streaming media and storable media (DVD, VHS, VideoCD).
Learning outcomes:
Students can plan, film and edit educational videos.
Assessment:
Graded assessment.
Teacher:
Aimar Lints
Course name in
Õppevideo koostamine arvutil
Estonian: Prerequisite:
-
Required reading:
http://www.mediacollege.com
Substitute reading:
Barret, C. (2004). Digivideo käsiraamat. Tartu: El Paradiso.
HKI5032
Basics of Digital Photography
Load 3,0 ECTS
Approx load of lecture: 2,0
Objective:
To give an overview of the basics of photography, the development of
Semester: Autumn
digital photography, handling a digital camera, processing a file and printmedia. Course outline:
History of photography. Development of the camera. Film and digital camera. Mirror camera and lenses. Principles of taking photos: sensitivity, aperture, shutter speed, sharpness, composition. Photo genres. Hardand software of the digital darkroom . Photo files. RAW-file. Processing a file. Output devices. Printmedia. Saving files and photos. Independent work: taking photos, handling the camera in different situations, file processing and choosing the output.
Learning outcomes:
Students know about the essence of photography; can use a digital camera; follow the principles of photo shooting; can evaluate results and make choices; can process files and choose an appropriate output for one’s photos.
Assessment:
Pass-fail assessment.
Teacher:
Janno Kriiska, Egon Erkmann
Course name in
Digifotograafia alused
Estonian:
252
Prerequisite: Required reading:
Tilk, T. (2006). Odav ja lihtne digifoto. Kuressaare: T. Tilk. Pikselgraafika 1-2-3, Jaak Aavik
Substitute reading
Probert, I., Cope, P. (2005). Täiuslikud digifotod ühe klõpsuga. El Paradiso.
(reading that covers
Dabner, D., Herriott, L. (2006). Esimesed sammud digitaaldisaini
the course content):
maailmas. Digipraktik.
HKI5010
Video Designing
Load 5,0 ECTS
Approx load of lecture:
Objective:
To give practical skills in order to use different computer-based video
Semester: Autumn
effects with the help of special software; to provide knowledge about the systematization, recording and processing of the filmed material. Course outline:
Picture and sound editing. Video effects with the help of Adobe Aftereffects. Importing and processing video, adding special sound and video effects. Independent work: 3-minute video with special effects.
Learning outcomes:
Students can make special video effects using the program Adobe Aftereffects.
Assessment:
Graded assessment.
Teacher:
Aimar Lints
Course name in
Videotöötlus
Estonian: Prerequisite:
-
Required reading:
Kiryanov, D. Kiryanova, E. (2006). Digital Moviemaking with Adobe Video
Bundle: Premiere, After Effects, Photoshop, Audition, Encore DVD, and Flash. A-List. Substitute reading:
Adobe After Effects CS3 Professional. (2007). Ed. By Adobe Creative Team. Adobe Press, U.S.
HKI6003
Cisco Network Academy I
Load 3,0 ECTS
Approx load of lecture:
Objective:
To give an overview of networking and networking technologies.
Course outline:
Introduction to networking. Networking fundamentals. Networking
Semester: Spring
Media Cable Testing. Cabling LANs and WANs. Ethernet fundamentals. Ethernet technologies. Ethernet switching. TCP/IP Protocol Suite and IP Addressing. Routing fundamentals and subnets. TCP/IP transport and application layer. Learning outcomes:
Students know the basics of networking and different networking
253
technologies. Assessment:
Pass-fail assessment. Tests on theory, individual practical tests.
Teacher:
Aimar Lints, Indrek Viiret
Course name in
Cisco võrguakadeemia
Estonian: Prerequisite:
-
Required reading:
Cisco veebipõhised õppematerjalid
Substitute reading:
Cohen, F. (2006). IT Security Governance Guidebook With Security
Program Metrics. Auerbach Publications.
HKI6009
Cisco Network Academy II
Load 3,0 ECTS
Approx load of lecture:
Objective:
To provide information about the configuration of routers and routing
Semester: Autumn
protocols. Course outline:
WANs and routers. Introduction to routers. Configuring a Router. Learning about other devices. Managing Cisco IOS software. Routing and routing protocols. Distance Vector Routing Protocols. TCP/IP Suite Error and Control Messages. Basic router troubleshooting. Intermediate TCP/IP. Access Control Lists (ACLs).
Learning outcomes:
Students can administer and configure networking devices.
Assessment:
Graded assessment. Tests on theory, individual practical tests.
Teacher:
Aimar Lints, Indrek Viiret
Course name in
Cisco võrguakadeemia II
Estonian: Prerequisite:
-
Required reading:
Cisco veebipõhised õppematerjalid
Substitute reading:
Lockhart, A. (2006). Network Security Hacks. Oreilly & Associates Inc.
HKI5027
Practice of Network Administration
Load 5,0 ECTS
Approx load of lecture: 20
Objective:
To enable students to design, build and maintain a computer network and
Semester: Spring
solve common networking problems. Course outline:
Building and maintaining virtual networks in groups. Cabling, installing and configuring routers, installing workgroup computers and servers, installing and managing main services. The groups must cooperate with each other. Individually students must write their practice report.
Learning outcomes:
Students are able to understand and find solutions for most common
254
network problems, install and manage different operating systems, programs, databases and cooperate with other students or groups. Assessment:
Graded assessment.
Teacher:
Aimar Lints
Course name in
Võrgupraktika
Estonian: Prerequisite:
Andmebaasid, Cisco võrguakadeemia I, operatsioonisüsteemid
Required reading:
Silberschatz, A. Galvin, P., B. Gagne, G. (2005). Operating System Concepts
7. John Wiley & Sons Inc. Habraken, J., W. (2003). Sams teach yourself Microsoft Windows Server
2003 in 24 hours. Indianapolis, Ind.: Sams. Substitute reading
Linuxikasutaja käsiraamat. (2000). Tallinn: Ilo.
(reading that covers
Thornton, F., Connelly, D. Baker, B. (2006). Wardriving And Wireless
the course content):
Penetration Testing. Elsevier Science Ltd.
HKI6020
Cryptography
Load 4,0 ECTS
Approx load of lecture: 45
Objective:
To provide knowledge about algorithms of the number theory at the
Semester: Autumn
advanced level and application of the algorithms in encryption. Course outline:
Systematic overview of cryptography. Encryption terminology. Complement and inverse code. BCD codes. Symmetrical and asymmetrical encrypting algorithms, their properties and applications. Symbol systems. RSA codes. Symmetrical and public key encryption systems, strong encryption (DES, RSA, IDEA, AES). Properties and applications of the cryptographic message digest. Exhaustive overview of the digital signature and necessary infrastructure. Network security, database security and security management in organizations. Steganography – the discipline dealing with hiding data.
Learning outcomes:
Students know the properties and applications of encrypting algorithms.
Assessment:
Graded assessment. Written test.
Teacher:
Valdo Praust
Course name in
Krüptograafia
Estonian: Prerequisite:
-
Required reading:
http://www.itcollege.ee/~valdo/turve
Substitute reading
Koblitz, N. (1988). A Course in Number Theory and
(reading that covers
Cryptography.Netshaev, V.I. (1999).Elementy kriptografii: Osnoy teorii
255
the course content):
zashtshity informatsii.
HKI6004
Database Systems
Load 5,0 ECTS
Approx load of lecture: 45
Objective:
To give an overview of different database systems.
Course outline:
Integration of existing database systems. Creating a uniform database for
Semester: Spring
an organization. Converting data into information and knowledge. Installing databases. The role and activities of DBA. SQL language for DBA. Facilities and tools of DBA. Data security. Database monitoring. Creating and administering of different databases. Learning outcomes:
Students can administer a database system and an information system; can use a query language creatively; can create an efficient user interface.
Assessment:
Examination is based on theoretical knowledge. To take the exam students need positive grades for their individual assignments and a test.
Teacher:
Toomas Merilo
Course name in
Andmebaasis端steemid
Estonian: Prerequisite:
Andmebaaside projekteerimine, programmeerimise alused.
Required reading:
Suehring, S. (2002). MySQL bible. New York, NY: Wiley Pub.
Substitute reading:
http://www.hot.ee/abloeng
HKI5026
Operating System Administration
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To provide knowledge and skills in order to administer operating systems.
Course outline:
Administration of users, file systems, processes, software; configuration of
Semester: Autumn
devices; installation of operating systems; security problems; configuration of network services. Main attention is turned to Unix and Windows systems. In the classroom different administration activities are practised. Independent work: reading subject-related literature and manuals. Learning outcomes:
Students can install and administer Linux and Windows operating systems.
Assessment:
Examination. To take the exam, students must participate in practical classes and hand in their independent work.
Teacher:
Antti Andreimann, Kristjan Niilo
Course name in
Operatsioonis端steemide administreerimine ja sidumine
Estonian: Prerequisite:
-
Required reading:
Habraken, J., W. (2003). Sams teach yourself Microsoft Windows Server
256
2003 in 24 hours. Indianapolis, Ind.: Sams. Substitute reading
Flynn, I., M. (2001).Understanding Operating Systems. Pacific Grove, CA:
(reading that covers
Brooks/Cole Thomson Learning.
the course content):
Olifer, N. Olifer, V. (2002). Setjevõje operatsionnõje sistemõ. SanktPeterburg: Piter.
Practice HKI5018
Enterprise Practice I
Load 15 ECTS
Approx load of lecture: 30
Objective:
The course aims to enlarge and deepen student’s specific skills and
Semester: Spring
experience to work in their chosen area of specialization in a selected company (related with IT or media). Course outline:
Students are to do the following assignments: · Analyse information channels and their efficiency, · Audit hardware, software and user skills, · Solve an individual working assignment, · Write a practice report that describes the content, assignments and results. Students and their supervisors have to complete a proper assignment plan and schedule for the whole internship period.
Learning outcomes:
Students know about the job management and information exchange processes in a selected company; can analyse and solve tasks assigned by their supervisor.
Assessment:
Pass-fail assessment.
Teacher:
Aimar Lints
Course name in
Ettevõttepraktika I
Estonian: Prerequisite: Required reading:
Dornfest, R., Bausch, P., Calishain, T. (2006). Google Hacks 3. Oreilly & Associates Inc. http://www.arvutikaitse.ee
Substitute reading
Bishop, S., Shuman, J., E. (2007). Web Collection Revealed: Adobe
(reading that covers
Dreamweaver Cs3, Flash Cs3 & Fireworks Cs3. Thomson Delmar Learning
the course content):
http://erialaseminar.hk.tlu.ee
HKI5019
Enterprise Practice II
Load 15 ECTS
Approx load of lecture: 30
Objective:
The course aims to enlarge and deepen student’s specific skills and
Semester: Spring
experience to work in their chosen area of specialization in a selected
257
company (related with IT or media). Course outline:
Students are to do the following assignments: Analyse information channels and their efficiency, Audit hardware, software and user skills, Solve individual working assignments, Write a practice report that describes the content, assignments and results. Students and their supervisors have to complete a proper assignment plan and schedule for the whole internship period.
Learning outcomes:
Students understand the job management and information exchange processes in a selected company; can analyse and solve the tasks assigned by their supervisor; can make proposals in order to improve information technology in the company.
Assessment:
Graded assessment. The grades are given based on the proposal of supervisors and the approval of school coordinator. Students practice reports should also be presented in front of the commission.
Teacher:
Aimar Lints
Course name in
EttevĂľttepraktika II
Estonian: Prerequisite:
-
Required reading:
Lockhart, A. (2006). Network Security Hacks: Tips & Tools for Protecting
Your Privacy 2. Oreilly & Associates In Substitute reading:
Silberschatz, A, Galvin, P., B., Gagne, G. (2005). Operating System Concepts
7. John Wiley & Sons Inc.
Research Paper HKI 5021
Research Paper
Load 6,0 ECTS
Approx load of lecture:
Objective:
To give knowledge about how to set up a research problem, analyse it,
Semester: Spring
present research results; to improve students’ academic writing skills. Course outline:
Developing a topic treated during the studies or analysing a problem researched during internship. Designing an application (e.g. original software, study material, web application, etc) together with its theoretical foundations and principles.
Learning outcomes:
Students can identify and formulate problems connected to their specialization; can analyse and evaluate different solutions; can collect data and interpret it; can explain computer-related problems in a written and oral form.
Assessment:
Examination.
258
Teacher:
An appointed supervisor.
Course name in
Lõputöö
Estonian: Prerequisite:
All the subjects of the curriculum.
Required reading:
Hirsjärvi, S., Remes, P., Sajavaara, P.( 2005). Uuri ja kirjuta. Tallinn: Medicina. http://erialaseminar.hk.tlu.ee
Substitute reading
-
Practice since 2009 HKI5035
Practice of Multimedia
Load 7,5 ECTS
Approx load of lecture: 60
Objectives:
To provide theoretical knowledge and practical skills for the creation of
Semester: Spring
multimedia-based software. The course is also set up to develop the ability to choose appropriate types of media and methods of interaction, as well as to evaluate usability of multimedia-based software. Course outline:
Principles of using multimedia elements. Design of Human Computer Interaction (HCI): introduction, people and computers (input and output devices, styles of interaction, user support), evaluation (role and methods). Interaction styles in software development. Helpdesk and user support. Needs and methods for software evaluation.
Learning outcomes:
understands the nature and usage principles of different types of digital media;
•
understands concept and principles of HCI;
•
can evaluate existing multimedia based software;
•
can choose multimedia elements appropriate for his or her aims;
•
can use multimedia authoring tool to create multimedia based 2D or 3D applications.
Assessment:
Graded assessment. Every student must create a small multimedia product, and evaluate the usability of the selected software, present one’s design ideas and piece of software.
Teacher:
Aimar Lints, Andrus Rinde
Course name in
Multimeediumi praktika
Estonian: Prerequisite:
Multimedia, Multimedia Design
Required reading:
Andrus Rinde’s study materials: http://www.cs.tlu.ee/~rinde/mm_materjal Perkins, T., Lynda.com (2005). ActionScript 3 in Adobe Flash CS3
259
Professional Hands-On Training. Peachpit Press Publications, U.S. Adobe Flash CS3 Professional How-tos: 100 Essential Techniques. (2007). Peachpit Press: Adobe Press, U.S. Substitute reading:
-
HKI5036
Elective Practice
Load 7,5 ECTS
Approx load of lecture: 60
Objective:
To enable to put into practice the skills of programming acquired in
Semester: Autumn
previous subjects and to help gain necessary skills for working in the field of programming or designing in the future. Course outline:
Choosing and planning for an application. Typical solutions for standard problems. User authentication and authorisation. Insert check. Data back up. Graphic operations in web server. Productivity issues and solutions. Application supplementation, adding modules. Reporting and documentation. Standards for writing codes. Testing applications. Photo processing. Different forms of visual design. Trademark design. The concept of corporate identity. Creating company style. Different formats of advertising. Designing an advertisement. Designing animated advertisement.
Learning outcomes:
Students can create medium-level tools alone or within a group of students or programmers; can design an interface for a created application or can design print layout to advertise a product.
Assessment:
Graded assessment.
Teacher:
Janno Kriiska, Jaagup Kippar
Course name in
Valikpraktika
Estonian: Prerequisite:
Design and Development of Web Applications (PHP), Layout and Preparation for Printing
Required reading:
HTML for the World Wide Web: with XHTML and CSS.Castro, E. (2006). CSS, DHTML, and Ajax.Teague, J. (2006). Smith, C. (2007). Learning InDesign CS3. O'Reilly Media, Inc, USA. Zeldman, J. (2003). Designing With Web Standards. Zope Book. http://www.zope.org/Documentation/Books/ZopeBook PHP: Hypertext Preprocessor. http://www.php.net http://minitorn.tlu.ee/~jaagup/kool/java/loeng/rak04/hindamine.pdf
Substitute reading:
-
260
HKI5037
Practice of Network Administration
Load 7,5 ECTS
Approx load of lecture: 60
Objective:
To enable students to design, build and maintain a computer network and
Semester: Spring
solve common networking problems. Course outline:
Building and maintaining virtual networks in groups. Cabling, installing and configuring routers, installing workgroup computers and servers, installing and managing main services. The groups must cooperate with each other. Individually students must write a practice report.
Learning outcomes:
Students are able to understand and find solutions for most common network problems, install and manage different operating systems, programs, databases and cooperate with other students or groups.
Assessment:
Graded assessment.
Teacher:
Aimar Lints, Teet Talviste
Course name in
Võrgupraktika
Estonian: Prerequisite:
Cisco Network Academy I, II
Required reading:
Silberschatz, A. Galvin, P., B. Gagne, G. (2005). Operating System Concepts
7. John Wiley & Sons Inc. Habraken, J., W. (2003). Sams teach yourself Microsoft Windows Server 2003 in 24 hours. Indianapolis, Ind.: Sams.
Linuxikasutaja käsiraamat. (2000). Tallinn: Ilo. Thornton, F., Connelly, D. Baker, B. (2006). Wardriving And Wireless
Penetration Testing. Elsevier Science Ltd. Substitute reading:
-
HKI5018
Enterprise Practice
Load 7,5 ECTS
Approx load of lecture: 30
Objective:
To enlarge and deepen student’s specific skills and experience to work in
Semester: Spring
their chosen area of specialization in a selected company (related with IT or media). Course outline:
Students are to do the following assignments: Analyse information channels and their efficiency, Audit hardware, software and user skills, Solve an individual working assignment, Write a practice report that describes the content, assignments and results. Students and their supervisors have to complete a proper assignment plan and schedule for the whole internship period.
261
Learning outcomes:
Students understand the job management and information exchange processes in a selected company; can analyse and solve the tasks assigned by their supervisor; can make proposals in order to improve information technology in the company.
Assessment:
Graded assessment. The grades are given based on the proposal of supervisors and the approval of school coordinator. Students practice reports should also be presented in front of the commission.
Teacher:
Janno Kriiska, Aimar Lints
Course name in
Ettev천ttepraktika
Estonian: Prerequisite:
Practice of Multimedia, Practice of Programming, Practice of Network Administration
Required reading:
Manual for writing a practical report. Examples for writing a practical report: http://erialaseminar.hk.tlu.ee
Substitute reading:
-
IFI6048
Hardware Programming
Load 3,0 ECTS
Approx load of lecture: 30
Objective:
To get acquainted with embedded programming.
Course outline:
Binary arithmetics. History of embedded programming. Programming
Semester: Spring
languages: Assembler, C and their cooperation. Hardware architectures. Logic gates and functional blocs. Parallel and serial commands, pipeline. Interrupts, addressing modes. Creating programs, testing with emulator and debugger. Programmable devices: microcomputer, microprocessor, processor, DSP. Protocols. Registers. Basics of electronics. Includes programming microprocessors in laboratory. Learning outcomes:
Students know the basics of embedded programming.
Assessment:
Graded assessment.
Teacher:
Thomas Tasuja
Course name in
Riistvaral채hedane programmeerimine
Estonian: Prerequisite:
-
Required reading:
Hirsj채rvi, S., Remes, P., Sajavaara, P.( 2005). Uuri ja kirjuta. Tallinn: Medicina.
Substitute reading:
http://erialaseminar.hk.tlu.ee
262