It is the oldest and largest university in Finland with the widest range of disciplines available. Around 36,500 students are currently enrolled in the degree programs of the university spread across 11 faculties and 11 research institutes.
As of August 1, 2005, the University complies with the standards of the Europe-wide Bologna Process and offers Bachelor, Master, Licenciate, and Doctoral degrees. Admission to degree programmes is usually determined by entrance examinations, in the case of bachelor degrees, and by prior degree results, in the case of master and postgraduate degrees. Entrance is particularly selective (circa 15% of the yearly applicants are admitted). It has been ranked a top 100 university in the world according to the 2012 QS, Times Higher Education and the Academic Rankings of World Universities.
The university is bilingual, with teaching provided both in Finnish and Swedish. Teaching in English is extensive throughout the university at Master, Licentiate, and Doctoral levels, making it a de facto third language of instruction.
Remaining true to its traditionally strong Humboldtian ethos, the University of Helsinki places heavy emphasis on high-quality teaching and research of a top international standard. It is a member of various prominent international university networks, such as Europaeum, UNICA, the Utrecht Network, and is a founding member of the League of European Research Universities.
University of Helsinki research articles from Innovation Toronto
- New search engine lets users look for relevant results faster – January 28, 2015
- Passwords No More? UAB Researchers Develop Mechanisms That Enable Users to Log in Securely Without Passwords – June 6, 2014
- Huddersfield University nanotechnology research finds big problems at the smallest scale
- ESA develops “snap-proof” space tether
- Space sailing soon: A one-kilometre-long electric sail tether was produced
- Zinc Lozenges May Shorten Common Cold Duration
The aim of this research project was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 12-year old Finnish pupils visiting a science centre exhibition.
The results showed that AR-technology experience was beneficial especially for the pupils, who otherwise belong to the lowest achieving school success group. They were reaching up the gap with other students while learning science. On the other hand, the students with the high-performance school success gained more challenge and quality for the learning outcomes.
Augmented Reality (AR) differs from Virtual reality (VR): VR is totally virtual and illusion, but AR creates mixed reality by adding visual elements into real, physical environment around us. This research group from the University of Helsinki has been doing research related to informal learning and Augmented Reality for more than a decade now. Now, only after the Pokémon phenomenon this AR-technolgoy has become known by wider audiences. However, many experts don’t consider the Pokémon technology as AR-solution, but as the recent Scientific American calls it as “location-based entertainment”.
“Utilizing ICT- and digitalization in education is much hype. The majority of the comments are based on everyday knowledge and anecdotes. The number of evidence-based education research reports is astonishingly small,” says Professor Hannu Salmi from the University of Helsinki, Finland.
“Several ICT-based educational materials are old-fashioned. The text-books have only been converted into digital form. However, by the latest technologies like AR allow to create totally new type of learning solutions and not only to transport old knowledge into a new format. Our team has been developing clearly defined phenomena like the molecule movement in the gases, gravity, sound waves, or aeroplane wing physics. This is not only for learning the knowledge based facts, but learning by doing to make the observations is developing the thinking skills – learning to learn, as well.”
“Video games and computer based entertainment and serious pc-educational games have traditionally been more beneficial for the boys. However, in this AR-case there was no gap between boys and girls in post-knowledge testing; thus the girls benefitted more from the informal learning experience than the boys,” says Helena Thuneberg, the senior researcher from the University of Helsinki. “Girls had a higher relative autonomy experience (RAI) as an important background factor for high-performance learning. Meanwhile, situation motivation was much more strongly inter-connected among the boys.”
AR seems to be also a good tool for different learners. It is bridging the gap between formal education and informal learning in an effective way.