Studentene trenger ulike tjenester for 奪 kunne jobbe effektivt under studiet, ogs奪 i gruppe- og prosjektarbeider. I dag overlates studentene stort sett til seg selv for 奪 finne ut av hva som er hensiktsmessige verkt淡y. Hvilke tjenester er tilgjengelige nasjonalt og hva slags veiledning kan UNINETT og institusjonene tilby studentene?
Bruk av LMS, nettundervisning i stor skala, hvordan lette l脱rerarbeidet - samtidig som studenten st奪r i sentrum. Samspill mellom administrasjon og l脱rer. Verkt淡yene utvikles, men m奪 tas aktivt i bruk. Oppf淡lging og evaluering av nettl脱rere.
Hermann J坦n T坦masson: Online education in VMA Then and now NVL - DISTANS
油
This document discusses the history and current state of online education at Verkmenntask坦linn 叩 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.
The document discusses how education and research activities impact rural areas in Iceland. It examines differences between the Westfjords and East Iceland regions in terms of population trends, industries, and availability of education. While the number of research institutions and distance learning opportunities have increased, migration from rural areas has not stopped. The conclusion is that concepts of quality of life and social sustainability should be considered, rather than solely linking education and research to economic goals.
Mats Lindell PhD och Sarin Simu PhD:
Presenation in Kiruna at Distans' minisymposium on Distance education as a tool for growth in northern Sweden
http://distans.wetpaint.com/page/Distance+education+as+a+tool+for+growth+in+northern+Sweden
Dejana Gluhaji: Innovation og kompetenceudviklingNVL - DISTANS
油
Dejana Gluhajic卒s presentation at the symposium "Education creates Development" - Uddannelse skaber Udvikling, in Rudk旦bing Denmark 8. march 2011
http://distans.wetpaint.com/page/Education+Creates+Development
Studentene trenger ulike tjenester for 奪 kunne jobbe effektivt under studiet, ogs奪 i gruppe- og prosjektarbeider. I dag overlates studentene stort sett til seg selv for 奪 finne ut av hva som er hensiktsmessige verkt淡y. Hvilke tjenester er tilgjengelige nasjonalt og hva slags veiledning kan UNINETT og institusjonene tilby studentene?
Bruk av LMS, nettundervisning i stor skala, hvordan lette l脱rerarbeidet - samtidig som studenten st奪r i sentrum. Samspill mellom administrasjon og l脱rer. Verkt淡yene utvikles, men m奪 tas aktivt i bruk. Oppf淡lging og evaluering av nettl脱rere.
Hermann J坦n T坦masson: Online education in VMA Then and now NVL - DISTANS
油
This document discusses the history and current state of online education at Verkmenntask坦linn 叩 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.
The document discusses how education and research activities impact rural areas in Iceland. It examines differences between the Westfjords and East Iceland regions in terms of population trends, industries, and availability of education. While the number of research institutions and distance learning opportunities have increased, migration from rural areas has not stopped. The conclusion is that concepts of quality of life and social sustainability should be considered, rather than solely linking education and research to economic goals.
Mats Lindell PhD och Sarin Simu PhD:
Presenation in Kiruna at Distans' minisymposium on Distance education as a tool for growth in northern Sweden
http://distans.wetpaint.com/page/Distance+education+as+a+tool+for+growth+in+northern+Sweden
Dejana Gluhaji: Innovation og kompetenceudviklingNVL - DISTANS
油
Dejana Gluhajic卒s presentation at the symposium "Education creates Development" - Uddannelse skaber Udvikling, in Rudk旦bing Denmark 8. march 2011
http://distans.wetpaint.com/page/Education+Creates+Development
This document discusses the changing nature of learning and education, moving from traditional classrooms to more open, flexible, and networked models of learning. Key points discussed include:
- The rise of open educational resources, massive open online courses, and opportunities for open and informal learning anywhere, anytime using existing and future technologies.
- The importance of digital literacy, problem solving, entrepreneurship and other 21st century skills in today's world.
- Creating open networks and collaborating to share resources, build communities, and recognize learning that happens outside traditional institutions.
- Ensuring quality, credibility and infrastructure as learning moves beyond the walls of the classroom.
Erindi 叩 R叩丹stefnu um uppl箪singat脱kni 鱈 fullor丹insfr脱丹slu fr叩 4. okt坦ber 2012.
From a seminar on ICT in adult education the title is "Social media expansion of the learning space"
The document discusses how learning occurs beyond traditional classrooms through digital tools and open resources. It describes how the internet allows for innovative learning models like collaborative writing tools, virtual classrooms using video chat, and open courseware from universities. The roles of teachers, students, and schools are changing to recognize learning can happen anywhere, anytime through digital and online resources.
The document discusses the history and current state of distance education at the University of Iceland. It outlines initiatives taken from 1997 onward to develop distance education programs. However, several barriers have prevented large-scale implementation, including a lack of institutional consensus on the role and value of distance education, insufficient financial resources, and resistance from some teachers. Moving forward, the document argues that distance education needs to be implemented as a university-wide policy through coordination between different parts of the university system and leadership support.
En presentasjon av skoleprosjektet " Det digitale klasserom" eller ofte kalt "Fremtidensklasserom". Prosjektet ble gjennomf淡rt i Stor-Elvdal kommune fra h淡sten 2006 og ut v奪ren 2008.
Infrastruktur som grunnlag for innovativ e-l脱ringIngrid Melve
油
Nettverksuniversitetets konferanse http://www.hint.no/forskning/konferanser/nvu_konferansen_2011_innovativ_e_laering/program_for_nvu_konferansen_2011_innovativ_e_laering diskuterer eCampus som verkt淡y for innovativ e-l脱ring
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
油
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.
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.
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.
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.
Torhild Sl奪tto: Online Education as part of a busy life in the NorthNVL - DISTANS
油
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, 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.
The document describes Otava Folk High School's online upper secondary school for adults. It offers nonstop courses in a buffet style, collaborative courses la carte, and phenomenon based learning in a kitchen style to serve various students and learning needs through an open and trusting online education.
Bridging the Distance: How distance and flexible learning is used to support ...NVL - DISTANS
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Bridging the Distance: How distance and flexible learning is used to support rural development in Iceland. A presentation by Hr坦bjartur rnason (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
Eygl坦 Bj旦rnsd坦ttir: 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.
Arnor Gu丹mundsson: 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.
Sigr炭n Krist鱈n Magn炭sd坦ttir. NVL & DISTANSNVL - DISTANS
油
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
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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.
Distans webinar how online studies can provide a flexible arena for drop outs...NVL - DISTANS
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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.
2. F淡ringer for bruk: Fag, pedagogikk,
teknologi, administrasjon, organisasjon
& lovverk
Vitenskapelig ansattes faglige integritet og fagets
egenart
Pedagogiske f淡ringer ut fra faglige m奪l &
teknologiske muligheter
Kunnskap om medier og teknologi
Studieadministrasjon
Institusjonelle rammer: pliktarbeidsreglement,
meritering, rettighetssp淡rsm奪l etc
2 19.09.2012
3. Teknologiutfordring nr 1:
Utvikling av digitale l脱remidler
Generelle problemstillinger:
Vitenskapelig ansattes egenproduksjon
Oppskalering av fleksibel utdanning
Innovasjon & implementering
Passive og aktive undervisnings- og l脱ringsformer
Verkt淡ysrelaterte problemstillinger
Videoforelesninger ulike systemer
Podcasting
L脱ringssti i LMS Hvorfor?
Multimedia
3 19.09.2012
4. Teknologiutfordring nr 2:
LMS og de nye mediene
pent eller lukket, gratis eller betaling?
Hvorfor vi ikke enda kan legge LMSene bak oss
Langsiktighet mht oppl脱ring av ansatte med ulik
digital kompetanse & ferdighet
Sikkerhet & personvern
Studieadministrasjon, ikke bare undervisning
Samspill med andre systemer (FS, plagiatkontroll)
Digital arkivering av eksamensoppgaver
Web 2.0 verkt淡yene
Fordeler og ulemper
5. Teknologier i bruk
L脱ringsplattform / LMS (Fronter)
Streamede forelesninger / Web-TV (MediaSite)
Podcast med lyd
Nettm淡te (Adobe Connect fra 01.2013)
Videokonferanser
Multimediaproduksjoner (hypertekst, film for web,
flashfilm, animert lyd)
Sosiale media / annen web 2.0 (Wiki, blogg,
Facebook, Twitter)
App (for iPhone/iPad)
5 19.09.2012
14. Facebook og Twitter
Utsnitt av en gruppe eller en side for studier i
Facebook, bilde av U-vetts Twitterprofil med
str淡mmen av tweets, lagt litt opp奪 hverandre
14 19.09.2012