Distans 2013-14

Apr 2, 2014Download as PPTX, PDF0 likes510 views

NVL - DISTANS

Yfirlit yfir starfsemi DISTANS árin 2013-14

Íbúafjöldi og
þéttleiki byggðar
• Svíðþjóð - 9,230,000
• Danmörk - 5,510,000
• Finnland - 5,330,000
• Noregur - 4,755,000
• Ísland - 320,000
• Grænland - 57,000
• Færeyjar - 49,000

What did we do?
4
2012-2013:
Taskforce D-0seven

Styður menntun
virkilega við
dreifbýlið???

• D-00 seven til atlögu við
D-0seven til atlögu við…

Náms- og starfsráðgjöf í
gegnum fjarfundabúnað

Er lýðræði eitthvað til að flagga fyrir?

2Nordic Bridges for Lifelong Learning
Jun 10, 2014 to Jun 11, 2014
Hitum upp með veffundum
Ses vi den 9. apríl
kl. 11-12???

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.

norDist sociallearningNVL - DISTANS

��

OERRH Data Report 2013-2015: Informal LearnersOER Hub

��

In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination. The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.

Is Lurking a problem or an opportunityNVL - DISTANS

��

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.

Presentation funkon16-is lurking workingNVL - DISTANS

��

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

��

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.

Kan Fjernvejledning Stötte UdkantsomraaderNVL - DISTANS

��

Taru Kekkonen: Learning LogsNVL - DISTANS

��

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

��

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

��

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

��

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

��

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.

Menntun í Dreyfbýli, Áhrif þekkingarsamfélagsins á byggðaþróun og sjálfbærni ...NVL - DISTANS

��

Case Otava at Eden 2013, NVL DistansNVL - DISTANS

��

Bridging the Distance: How distance and flexible learning is used to support ...NVL - DISTANS

��

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

Utdanningsrelevante teknologier i bruk ved ui tNVL - DISTANS

��

Utbildning på distansNVL - DISTANS

��

Pedagogisk kvalitet i nettstudierNVL - DISTANS

��

Mathis bongo kautokeino_170912NVL - DISTANS

��

Hvordan tilby høyere utdanning av god kvalitetNVL - DISTANS

��

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

��

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.

Hermann Jón Tómasson: Online education in VMA – Then and now NVL - DISTANS

��

This document discusses the history and current state of online education at Verkmenntaskólinn á Akureyri (VMA), a comprehensive and vocational training college in Akureyri, Iceland. It outlines who takes online courses at VMA, how the courses are structured and taught, and provides statistics about online students in 2011. Key points covered include how instructional methods have shifted from email to online learning platforms like Moodle, the responsibilities of both teachers and students, and VMA's focus on establishing quality standards to improve their online education program.

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

��

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.

Sigrún Kristín Magnúsdóttir. NVL & DISTANSNVL - DISTANS

��

The Nordic Network for Adult Learning (NVL) is a decentralized organization that promotes lifelong learning and competence development across the Nordic region. [1] It has strategic goals related to quality assurance, cross-sector cooperation, personal development, and disseminating information on priority themes. [2] NVL operates through an open and flexible structure led by the Nordic Council of Ministers, with national coordinators and projects in Denmark, Finland, Sweden, Norway, and autonomous areas. [3]

Lennart Andersson: Distance Education in Northern SwedenNVL - DISTANS

��

The document discusses distance education programs in northern Sweden's Lapland region. It notes that the region covers over 60,000 square kilometers but has a population density of only 0.9 residents per square kilometer, much lower than neighboring countries. The document outlines the region's experience with distance education programs dating back to the 1990s and how the approach has shifted from in-person meetings to incorporating more learning platforms and video conferencing. It also summarizes an evaluation of early distance education programs that found technical issues were not the primary problems, and that clear communication, structure, and connecting coursework to students' lives were most important.

Lennart Andersson: Distansutbildning som verktyf för tillväxt in nordligasete...NVL - DISTANS

��

Distans webinar how online studies can provide a flexible arena for drop outs...NVL - DISTANS

��

The document discusses how online studies can provide a flexible option for students who have dropped out of traditional schooling. It notes that online courses are open 24/7, allowing students to access material anywhere in the world at any time. This flexibility makes online education suitable for those with jobs involving shift work, travel, or family responsibilities. The document also outlines different models for online collaboration, including open courses, reservation-only courses, and project-based learning. It argues that online education can adapt to students' lives rather than requiring students to adapt to the school schedule. Teachers must also become comfortable with flexibility, uncertainty, and adapting lesson plans.

UtvildningssamverkanNVL - DISTANS

��

Distans 2013-14

1. … Skoðar hvernig tækni styður við nám, kennslu og lýðræði…… photo: Some rights reserved by Örlygur Hnefill og dreifbýli…. NVL – DISTANS

2. Íbúafjöldi og þéttleiki byggðar • Svíðþjóð - 9,230,000 • Danmörk - 5,510,000 • Finnland - 5,330,000 • Noregur - 4,755,000 • Ísland - 320,000 • Grænland - 57,000 • Færeyjar - 49,000

3. Látum þau læra!

4. What did we do? 4 2012-2013: Taskforce D-0seven

5. Styður menntun virkilega við dreifbýlið???

6. „Notum tæknina til að brúa fjarlægðir…“

8. • D-00 seven til atlögu við D-0seven til atlögu við…

9. Sir Ken Robinson

10. Sugata Mitra

11. Náms- og starfsráðgjöf í gegnum fjarfundabúnað

12. Hvalveiðimenn norðursins & D-0Seven +2:

15. Er lýðræði eitthvað til að flagga fyrir?

16. 2Nordic Bridges for Lifelong Learning Jun 10, 2014 to Jun 11, 2014 Hitum upp með veffundum Ses vi den 9. apríl kl. 11-12???

Editor's Notes

#5: Our "Data"DISTANS' series of six symposia gathered together in one place local players who presented various examples of local use of technology to offer flexible learning opportunities in rural areas, local scholars who reflected on various aspects of education in rural areas and a foreign guest who offered new ideas about how technology can support adult learning or academics who offered an insight into their research and experience in this field of study. The symposia thus offered an interesting glimps and overview of what is going on in remote areas in six Nordic countries.

�ݺ�ߣ

Distans 2013-14

Recommended

More Related Content

More from NVL - DISTANS (20)

Distans 2013-14

Editor's Notes