Case Otava at Eden 2013, NVL Distans

Jun 20, 2013Download as PPTX, PDF0 likes260 views

The document describes Otava Folk High School's online upper secondary school for adults. It offers nonstop courses in a buffet style, collaborative courses à la carte, and phenomenon based learning in a kitchen style to serve various students and learning needs through an open and trusting online education.

Taru Kekkonen
Oslo June 15th, 2013
OTAVA FOLK HIGH SCHOOL
online upper secondary
school for adults
Online Education Serving Various
Students and Learning Needs

Drunken Monkey - CC BY-NC 2.0: http://flic.kr/p/3La9s/
nonstop-courses
BUFFET

morgueFree File Licence:
http://mrg.bz/vZ4CBS
collaborative courses
À LA CARTE

morgueFree File Licence. http://mrg.bz/NfpkV5
phenomenon based learning
KITCHEN

Taru Kekkonen
taru.kekkonen@otavanopisto.fi
+358 44 794 3517
Thank you!

1. The document provides resources and techniques for motivating students and using technology in the classroom, including websites, games, videos and classroom activities. 2. It suggests ways to encourage student participation and engagement, such as group work, clear instructions, and checking for understanding. 3. Assessment of student progress is mentioned, including projects, discussions and evaluating different skills like reading, speaking, listening and writing.

�ݺ�ߣshare tics. Christine Cox

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This document provides information and resources for motivating students and using technology in the classroom, including: 1. Suggestions for activities to engage students like projects, oral presentations, discussions, and games. 2. A list of online resources and materials for different ages/levels like websites, videos, and apps for phonics, vocabulary, reading, and more. 3. Guidelines for implementing technology in lessons including timing, distributing activities, and evaluating students.

General planning tics. Christine Cox

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This document provides resources and techniques for motivating students and using technology in the classroom. It includes a list of websites, games, videos and other media that teachers can use to engage students. Suggested activities incorporate technology like blogs, presentations and projects. The document also offers tips for checking understanding, encouraging participation, and introducing cultural elements. It outlines assessments and sharing of student work through projects, songs and discussions.

�ݺ�ߣshare tics. Christine Cox

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This document provides information and resources for motivating students and using technology in the classroom, including: 1) Various techniques for motivating students to learn such as projects, games, and songs. 2) A list of resources including computers, WiFi, blogs, and multimedia materials. 3) Examples of technology-based activities covering a range of skills like phonics, vocabulary, presentations, and cultural elements. 4) Links to additional online materials, videos, and games for different age groups. 5) Guidelines for assessment of students' reading, speaking, listening, writing, and project work.

�ݺ�ߣshare tics. Christine Cox

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This document provides resources and techniques for motivating students and incorporating technology into the classroom, including: 1. Suggestions for motivating students through projects, technology, and recreational activities. 2. A list of online resources and materials for teachers to use, including websites, games, videos, and digital tools. 3. Recommendations for assessing student comprehension through projects, presentations, and discussion to evaluate learning.

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This document discusses engaging learners in remote locations through interactive computer-assisted problem-based learning simulations. It describes Simprentis' OilSim simulation which teaches oil and gas industry processes. Learners work in teams to make decisions about exploration, drilling, partnering and more. Facilitators are trained to guide remote teams. Challenges include facilitating peer-to-peer and team-based learning remotely. Solutions proposed are using local educational centers, emphasizing facilitation over lecturing by teachers, and providing remote facilitators via text, voice or video.

Eygló Björnsdóttir: Do we need more flexibility? NVL - DISTANS

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The document summarizes the history and development of distance learning at the University of Akureyri in Iceland. It discusses some key milestones from 1998 to present day, including the expansion of distance programs to various locations and the increased use of online tools. It then outlines a committee formed in 2008 to develop more flexible distance options, and pilot flexible courses conducted in 2011 that allowed students more control over their study location and time. Research found students generally liked the flexibility but not all wanted it for all courses. The conclusion discusses the university's leadership in Icelandic distance education and plans to further strengthen flexible learning options.

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Arnor Guðmundsson: Towards a policy for distance learning in IcelandNVL - DISTANS

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This document outlines Iceland's policy towards distance learning. It discusses the previous policy and lessons learned regarding distributed learning, implementation, and linking to regional policies. It also discusses the ongoing work to develop a new policy, including the process, challenges, and vision. The vision is for all Icelandic students to have access to high quality distance learning that increases access to education, flexibility in studying, and reduces regional differences. The strategy focuses on students, teaching/learning, curricula, governance, funding, and research/evaluation. Next steps are to ask questions about student needs, changes in teaching/learning, curriculum structure, governance models, funding approaches, and research needs.

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This document discusses lurkers in online learning communities. It defines lurkers as those who participate by observing but do not post or post seldom. Research suggests most community participants fall into this category, with estimates that 90% lurk, 9% occasionally post, and 1% post frequently. The document examines factors that influence lurking behavior and discusses strategies to encourage more active participation, such as fostering inclusion, providing feedback, and using interactive activities and methods like brainstorming and group discussions. The goal is to increase learning and improve the experience for all community members.

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This document discusses the phenomenon of lurking in online communities and learning environments. It defines lurking as participating but never posting or posting very seldom. It notes that many people participate this way, with estimates that only about 5-20% of community members actively post. It raises questions about whether lurkers are learning from their passive participation and what factors influence why some people lurk rather than actively engage. It discusses various perspectives on lurking as a legitimate strategy for peripheral learning and knowledge brokering, and factors that could encourage more active participation like inclusion, involvement, meaning, competence and positive psychology approaches.

Is Lurking a problem?NVL - DISTANS

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1. The document discusses the phenomenon of lurking, or passive participation, in online learning communities where some learners never post or post seldom. 2. It notes different estimates for the percentage of lurkers in communities, from the commonly cited 90-9-1 rule to a suggested 55-25-20 ratio from community managers. 3. The document examines possible reasons for lurking such as individual characteristics, situational factors, and the learning environment, and considers whether lurking should be seen as a failure or a legitimate participation strategy.

Is Lurking Working?NVL - DISTANS

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The document discusses lurking in online learning communities, which refers to participating without posting or posting seldom. It examines whether lurkers are learning enough and what benefits they gain from their participation. Influencing factors on lurking include the online community, individual characteristics, online behavior, and commitment. The document suggests strategies for online course designers to plan for various types of participants and encourage participation, such as providing induction, ensuring the technology works, and giving useful feedback. It also provides examples of active learning methods and activities that can be used, such as brainstorming, discussions, and support groups.

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This document discusses learning logs, which are used to help students reflect on their own learning. It provides reasons for using learning logs, including helping students become aware of how they learn best, reflecting on their learning, arranging thoughts, and making learning visible. Learning logs can benefit both students and teachers. For students, they provide structure, allow reflecting and feedback. For teachers, they provide additional assessment material and a way to better understand students. The document then discusses several digital tools that can be used to create learning logs, including Audioboo for voice recordings, MailVu for sending voice messages, and Evernote for taking various types of notes.

Alastair Creelman: Learning Centres for Regional Development in SwedenNVL - DISTANS

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The document discusses learning centres in Sweden that aim to promote regional development. Specifically, it focuses on learning centres in Lapland that work with three northern Swedish universities to offer degree programs and higher vocational education in industries important to the region like mining, tourism, and hydroelectric engineering. The centers serve as meeting places for learning, inspiration, support and education and help increase access to education while reducing unemployment and brain drain from remote areas.

Hróbjartur Árnason: Getur menntun stutt dreyfbýlið?NVL - DISTANS

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Torhild Slåtto: Online Education as part of a busy life in the NorthNVL - DISTANS

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Online education provides flexible options that fit into busy modern lives in Northern Norway. It allows learning from anywhere using mobile devices or small computers. This includes: 1. Farmers who can listen to economics podcasts while working, to help address their financial challenges. 2. Taxi drivers who study for their license in small weekly "nano" portions while waiting for customers through a flexible online course. 3. Sami people in Nordic countries who can earn a degree in reindeer husbandry while working in the mountains, making tacit knowledge visible through project assignments and learning science relevant to their profession.

Taru Kekkonen: Onlind Education Serving Various Students and Learning NeedsNVL - DISTANS

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Otava Folk High School is an online upper secondary school for adults that offers open and trust-based education through various online courses to meet different students' learning needs. The school provides non-stop buffet-style courses, à la carte collaborative courses, and phenomenon-based learning through their kitchen model. The contact is Taru Kekkonen, who can be reached at taru.kekkonen@otavanopisto.fi or by phone at +358 44 794 3517.

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Bridging the Distance: How distance and flexible learning is used to support rural development in Iceland. A presentation by Hróbjartur Árnason (University of Iceland) held on EDEN conference in Oslo 12-15 june 2013. This presentation is part of the DISTANS networks project on "How Education can Support Rural Development": http://distans.wetpaint.com/page/Does+Education+support+rural+development%3F

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Case Otava at Eden 2013, NVL Distans

1. Taru Kekkonen Oslo June 15th, 2013 OTAVA FOLK HIGH SCHOOL online upper secondary school for adults Online Education Serving Various Students and Learning Needs

2. OPENNESS

3. TRUST

4. STUDENTS Photo: Jere Lauha

5. STUDENTS Photo: Jere Lauha

6. Drunken Monkey - CC BY-NC 2.0: http://flic.kr/p/3La9s/ nonstop-courses BUFFET

7. morgueFree File Licence: http://mrg.bz/vZ4CBS collaborative courses À LA CARTE

8. morgueFree File Licence. http://mrg.bz/NfpkV5 phenomenon based learning KITCHEN

9. Taru Kekkonen taru.kekkonen@otavanopisto.fi +358 44 794 3517 Thank you!