Transparency in NKI
Unit 3 of 3
Processos Pedagógicos em eLearning
Mestrado Pedagogia do eLearning
The Final Chapter
Erica is a new student at NKI.
She decided to take a master degree to develop new
skills and knowledge in her expertise area.
During her first weeks at NKI she’s already adapted
to NKI’s online educational philosophy based on the
Theory of Cooperative Freedom.
See Unit 1 LO – Cooperative Freedom at NKI
She also developed her Individual Learning Plan and
interacts regularly with the teachers.
See Unit 2 LO – Online Teaching at NKI
But something is missing!
She wants to learn with fellow students at NKI.
But how’s that possible in a online environment?
What is Transparency?
The purpose of transparency is to enable students and teachers to see
and follow the work of each other within a learning environment.
Transparency means that Transparency Transparency means that
you and your doings are students are visible to each
visible to fellow students and other as potential partners and
Important driver for Supports
Improved Quality + Cooperative learning
How to promote Transparency?
But how Erica is going to improve her works quality and cooperate with
Transparency is not common, especially within online
Erica who? education.
Is she cute?
Students work individually, according to their individual
progress plans and, thus, they are not aware of the
activities of other students.
Copyright Atle Løkken
In their individual work students write notes, search
for literature, find relevant websites, write
This information and these products are relevant to
Transparency in Social Networks
One of the most relevant aspects of the Web 2.0 is the development of
social networking sites.
In a social networking site each
individual has a personal page and
profile, which the individual develops
Other people can view these pages
and follow activities of their ”friends.”
Socialization begins when a personal
page is connected to other personal
pages of other individuals.
Each individual builds a network of
personal relations. As a result, actions within a
social networking site are transparent.
Networking inside the LMS
Version 6 of SESAM, NKI’s LMS, is based on a
systems development philosophy stating that
the services should be personal, interactive,
dynamic, and transparent.
One of most recent innovations is the
Cooperative student catalogues.
Student catalogues are important tools for
showing students that they have access to a
A catalogue that provides relevant information
– profile - about other students is promoting
cooperation since students know more about
Creating a Profile
A student catalogue should include information:
I’ll edit my profile today
and try to find some
study partners. Allows communication, such as e-mail
But which information is addresses, telephone numbers, chatting
needed? identities, etc.
On geographical location (e.g., zip
I wonder if she codes) to facilitate identification of potential
enrolled in my
course? partners for occasional face-to-face
Progress plan so that students can
identify peers who are working with the
same study unit.
CV-type to make it possible to search for
peers who have special competencies.
Cooperative Learner Profiles
The acronym CLIP (Cooperative Learner Information Profile) has evolved as a
result of Paulsen’s deliberations on effective cooperative student catalogues.
Using CLIPs, LMSs may help students find motivated
and suitable learning partners (study buddies).
The students should
be provided with
to establish contact
and with appropriate
tools to maintain
Based on CLIPs and algorithms for teaming students, the system
should suggest partners that make cooperation interesting.
Networking as Learning Partners
The process of networking inside SESAM involves 4 steps, making it easy for
students to find learning partners.
1. Make your personal presentation.
2. Decide who may access it.
3. Search for potential learning partners.
4. Invite somebody to become your learning partner.
Transparency Supporting Learning
Transparency implies 3 positive effects on quality:
Constructive quality improvement Reactive quality improvement
We may learn from others when we We may receive feedback from
have access to their data and others when they have access to
contributions. our data and contributions.
Preventive quality improvement
We are prone to provide better quality when we
know that others have access to the information
and contributions we provide.
Thanks to the online education program at the
Norwegian Knowledge Institute I was able to get
my Master’s on Social Studies.
The learning experience was fantastic because it
gave me individual freedom to manage my
academic work and to find learning partners that
help me improved the quality of my work.
The teachers also great because they always giving
you feedback and support. Without heir help it
would be harder for me to manage all the
Now I feel confident for seeking a better job doing
what I love. I Hope you also find your freedom do
dream about the future, at NKI.
Best of luck!
During this 3 part story about Erica learning experience at
NKI, I’ve covered the following topics:
U1 – Cooperative Freedom at NKI
Introducing to NKI
Theory of Cooperative Freedom
Online Teaching Techniques
Teacher‐Students interaction in NKI
U3 – Transparency in NKI
Transparency in Online Education
Learning Partners in NKI
All Units are available at http://www.slideshare.net/hugo_dom
This work was based on the following bibliography:
• Paulsen, Morten Flate. “Cooperative Online Education.” Seminar.net.
• Paulsen, Morten Flate. “Visualizing Student Profiles through NKI's Online Catalogue and
Student Network,” Cambridge International Conference on Open Distance Learning,
Setembro 23, 2009. http://www.slideshare.net/MortenFP/visualizing‐student‐profiles‐
• Dalsgaard, Christian, Morten Flate Paulsen. “Transparency in Cooperative Online
Education.” Text.Serial.Journal, Junho 26, 2009.
• Slaatto,, Torhild, e Morten Flate Paulsen. “Learning partner - opportunities for
cooperation in distance learning.” elearningeuropa.info, Outubro 5, 2006.