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Innovative online education at NKI Nettstudier and Universidade Aberta


A 60-minutes presentation, 26.05.2010, Berghs School of Communication, Stockholm

A 60-minutes presentation, 26.05.2010, Berghs School of Communication, Stockholm

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  • 1. Innovative online education at NKI Nettstudier and Universidade Aberta Swedish subtitle: E-learning i ett brett och djupt perspektiv; nutid och framtid och nya användningsområden    Morten Flate Paulsen The presentation is available via my homepage at: : A 60-minutes presentation, 26.05.2010, Berghs School of Communication, Stockholm
  • 2. A short introduction in Norwegian : NKI er 100 år i 2010
    • I 1910 ble Noréns Korrespondens-Institut etablert i Malmö i Sverige av Hilbert Norén. Han var en nær medarbeider av Hans Svensson Hermod som sto bak Hermods i Malmö, som startet sine første korrespondansekurs i 1893.
    • I 1926 ble flere svenske brevskoler slått sammen under navnet NKI-skolan
    • I 1959 ble det etablert et eget Norgeskontor.
    • I 1966 ble den svenske NKI-skolan lagt ned og dermed opphørte NKIs tilknytning til Sverige.
  • 3. Fra svenske brevkurs til skandinaviske kurs i multimediejournalistikk på 100 år
  • 4.
  • 5.
    • NKI Nettstudier samarbeider med NITH, Danmarks medie- og journalisthøgskole (DMJX) og Berghs School of Communication om å utvikle et nettbasert, skandinavisk studium i Multimediejournalistikk (30 studiepoeng) som skal bestå av følgende tre kurs:
    • •    NKI: Nettjournalistikk med virtuell redaksjon (10 studiepoeng)
    • •    Berghs: Audioreportasjer med Podcasting (10 studiepoeng)
    • •    DMJX: Videoreportasjer til web (10 studiepoeng)
    • Kursene skal administreres av NKI og undervisningen vil foregå på norsk, dansk og svensk. Studentene skal publisere sine artikler, videoer og lydfiler i
  • 6. YouTube and PodOmatic
  • 7.
  • 8. NKI Distance Education
    • One of Europe’s largest providers of online distance education
    • More than 110 000 enrolments in online courses since 1987
    • Broad range of subjects from secondary to master level
    • About 400 distance education courses online (all in Norwegian)
    • About 11 000 online students in about 40 countries
    • About 70 % women
    • Revenue of 14 M Euros in 2007, 9.5 M of them from online education
    • Individual progress plans/individual follow-up
    • Thousands of potential learning partners
    • Global student catalogue with 1100 profiles
    • Always room for more students
    • Exams at local schools and embassies
    • Online students get better grades
    September 2009
  • 9.
  • 10. Secondary school courses: Tonje Kvalvik 18 courses completed Vocational courses: Thor Steinsland 24 and Roger Skogberget 27 College courses: Trude Helen Flak 13 and Erma Bratic 14 Celebrating 100 000 online course enrolments in 2008 During the first 20 years, NKI’s online students enrolled in hundred thousand courses and spent many million hours of studying to reach their goals. This was celebrated August 22, 2008 with 5 students as guests of honour.
  • 11.
  • 12. Online access available for the remaining correspondence students in July 2009
  • 13. The book’s website: Some trends described in my book, which you can download from the Internet. Online Education and Learning Management Systems: Global E-learning in a Scandinavian Perspective . Part Four:  Trends and Future Developments
  • 14. The large-scale mega trend
    • The most important trend is that online education has shifted from small-scale experiments to large-scale operations.
    • E-learning is now omnipresent in education – from primary education to doctoral degrees.
    • Various degrees of blended learning
    The large-scale mega trend
  • 15. 15 years – 1K
    • Both the number of online students and the number of online courses have increased by a magnitude of 1,000.
    • The bandwidth has increased by a magnitude of 1000, from 300 bits per second to 300,000 bits per second (i.e. from text to video)
  • 16. About evolution
    • The only really revolutionary development in online education was the introduction of the Web. This development, which nobody foresaw, had the largest impact on online education.
    Source: Online Education, Page 286
  • 17. Now…
    • … the web2.0 and PLE services may have the same fundamental impact on online education
    • The most interesting characteristics of Web 2.0 is the development of social networks that are hugely successful since the users produce, share and refine information of mutual interest and benefit for all the community members .
  • 18. Transparency improves quality
  • 19. Transparency promotes cooperation Dalsgaard, C. and Paulsen, M.F. (2009) Transparency in Cooperative Online Education. IRRODL, Vol 10, No 3.
  • 20.
    • The most interesting pedagogical challenge in our lifetime is to provide online education that combines individual freedom with meaningful cooperation.
    • I have struggled with this challenge since I first introduced my Theory of Cooperative Freedom in 1992.
  • 21. Six Dimensions of Freedom It is difficult to combine individual flexibility and cooperation
  • 22. One may say that:
    • Individual learning is conducted alone
    Collaborative learning depends on groups Cooperative learning takes place in networks
  • 23. NKI provides cooperative online education
  • 24. NKI’s Philosophy on Online Learning
    • We facilitate individual freedom within a learning community in which online students serve as mutual resources without being dependent on each other.
    • We build on adult education principles and seek to foster benefits from both individual freedom and cooperation in online learning communities.
    Cooperative learning is based on voluntary participation in a learning community
  • 25. NKI Innovations in Online Education
    • 1986: First LMS
    • 1987: First online distance education course
    • 1996: First web-based courses
    • 1998: First online journal for students (Nettskoleavisen)
    • 2002: First m-learning courses
    • 2003: Speech synthesis in all courses
    • 2004: Individual planning system
    • 2004: Continuous tracking of turn around time
    • 2006: Learning partner system
    • 2008: Global student profiles
    • 2009: Individual progress reports
    Rosing Competency Award 2003 Baldic Award 2006 Tisip E-learning Award 2007
  • 26. Continuous tracking of turn around time
    • Introduced in May 2004
    • Resulted in much discussion in the teachers’ online forum
    • A few teachers voiced strong criticism, doubts and reservations
    The average response time dropped month by month during the Fall of 2004. In October it showed 3,97 days, in November 3,06 days and in December 2,76 days. Since then, the average response time has been less than 3 days except during summer holidays. In 2008 we introduced an automatic e-mail reminder to the tutors who had one ore more assignments waiting for 7 days or more.
  • 27. NKI students have individual progress plans UA students have collective progress plans Copyright Atle Løkken
  • 28. NKI introduced the individual planning system in 2004 assignments that are completed assignments that are delayed according to the plan assignments that are planned
  • 29.
  • 30. In January 2009 we started to e-mail individual monthly progress reports to all students
    • Includes personal:
    • Contact information
    • LMS settings
    • Progress report
    • Planed progress
  • 31. Lists with information about next submission number and planned submission date makes cooperation easier
  • 32. Boldic Award 2006 NKI’s Learning Partners
    • Innovative service for voluntary cooperation between students in a large online learning community
    • International award for the Baltic and Nordic countries.
    • The jury stated that NKI’s Learning Partner Service: "Furthers and develops the Nordic tradition in ODL. The learning partner concept adds a new, innovative dimension of student support to flexible distance education.“
    • Learning partner - opportunities for cooperation in distance learning
  • 33. There is an online demo explaining in Norwegian how students may find learning partners
    • Make your personal presentation
    • Decide who may access it
    • Search for potential learning partners
    • Invite somebody to become your learning partner
  • 34. Presentations May 2009
    • All 10102 users of NKI’s LMS have personal presentations which automatically list relevant information about them and their courses as shown below.
    5299 of them have added some personal information, typically a photo and a description of previous education, work experience and personal interests as shown below.
  • 35. Presentations May 2009 The default values are: Limited visibility and Don’t want LP Visibility Want LP Don’t want LP Sum Percent Closed 141 913 1054 10 Limited 2096 3469 5565 55 Open 745 1580 2325 23 Global 670 488 1158 12 Sum 3652 6450 10102 100 Percent 36 64 100  
  • 36. Google translation of the Global Catalogue at
  • 37.
    • 350 Senior students
    • 70 Fellow students
    • 55 Senior Fellow students courses
    • Kurt Karlsen completed 56 courses from 1995 to 2005
  • 38. NKI has 1600 global student presentations
  • 39. How to manage 28 self-paced courses, three kids and a job in the North Sea Thor Steinsland presented his experiences at the EDEN Research Workshop in Paris, October 2008
  • 40. There are NKI students who understand Norwegian in about 40 countries Translated by Google from
  • 41. Presented with permission from I now try to get a diploma showing that I can write. Have worked as a TV journalist … but now the Fibromyalgia pains restrains me so much that I have to work from bed in the future.
  • 42. Translated by Google from I was accepted as a psychology student at the university, but had no interpreter, so I chose to study online to combine family life and education. I need a sign language interpreter to follow traditional lectures, since I am deaf. So it is ideal with NKI, since I do not need an interpreter.
  • 43. Why the presentations are important to NKI
    • Better service since we see the human behind the e-mail addresses and student IDs
    • More cooperation since students know more about each others
    • Improved information to prospective students
  • 44. Global teacher presentations
    • Courses thought are automatically listed
    • Many teachers provide advice to students in their presentations
    • The advice is valuable also for prospective students
  • 45.
    • I wanted to use the course to demonstrate for my Portuguese MPEL-students what I mean by cooperative freedom, online teaching techniques and transparency
    Some of the MPEL-students at Futuralia Read about my experiences at:
  • 46. Processos Pedagógicos em Elearning The Course has 4 Study Units
    • The Theory of Cooperative Freedom
    • Online Teaching Techniques
    • Transparency in Online Education
    • Final report, reflection and refinement
  • 47. Each Theme has 4 Week-long Activities
    • Find, study and share materials related to the theme and organizing it together with ideas and thoughts in an annotated bibliography in your blog
    • Produce a learning object related to the theme, publish it somewhere
    • Write reviews in the forum on one annotated bibliography and one learning object published by colleagues
    • Take part in a structured discussion on issues related to the theme
  • 48. The students’ course work and personal learning environments are available via
  • 49. Activity 2: Examples of Learning Objects published in various web2.0 services!/group.php?gid=206533992596
  • 50.
  • 51. :   Cooperative Freedom in Learning   by elearninghoje
  • 52. Activity 4: Structured discussion
    • One-Question-Interviews
      • Terry Anderson: About Cooperative Freedom
      • Stephen Downes: Collaboration vs Cooperation
    • Debate: Transparency vs Privacy
    • Debate: self-paced versus group-paced progression
    • Roleplay on workload
  • 53. Mónica’s final report: Sónia’s final report:
  • 54. In summary
    • The students publish their work in blogs (Blogspot, Wordpress etc.)
    • They share it in Moodle, Facebook and Diigo
    • They make learning objects in Toonlet, Glogster, Slideshare, Youtube, Issuu, Voicetread etc.
    • It’s much work to overview this distributed learning environment
    • The “entire world” can see our work and give us feedback
    • Many tutors and students may not be comfortable with this extreme openness.
  • 55. Questions? The presentation and more information will be available via: