The presentation focuses on the opportunities to provide online education that combines individual freedom with meaningful cooperation. Online students often seek individual flexibility and freedom. At the same time, many need or prefer cooperation and social unity . These aims are difficult to combine, so the presentation discusses online education tools and services that support both individual freedom and cooperation. The presentation also elucidates the opportunities and challenges with transparency in online learning environments and provides examples and experiences from Universidade Aberta in Portugal and NKI Nettstudier in Norway.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
A 60-minutes presentation at the www.youthstudies.eu workshop: Making a success of an international and integrated blended learning degree course. 01.07.2011, University of Oslo
Cooperative Online Education: Independence with the help of othersMorten Flate Paulsen
A 60-minutes presentation at the workshop:
New technology – new possibilities and new challenges?
Developing networks in teacher education and research
01.07.2011, University of Tromsø
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
A 60-minutes presentation at the www.youthstudies.eu workshop: Making a success of an international and integrated blended learning degree course. 01.07.2011, University of Oslo
Cooperative Online Education: Independence with the help of othersMorten Flate Paulsen
A 60-minutes presentation at the workshop:
New technology – new possibilities and new challenges?
Developing networks in teacher education and research
01.07.2011, University of Tromsø
The presentation focuses on the opportunities and challenges Campus NooA (www.nooa.no) has experienced by using Moodle to develop a Nordic open online Academy based on the theory of cooperative freedom and transparency in online education.
Abstract: The European Megatrends project has analysed 26 major e-learning successes and ten conspicuous e-learning initiatives which did not reach targeted goals. There is much to learn from the many successful European e-learning initiatives, but this article focuses on what we can learn from the ten discontinued initiatives that spent about €150M before they were closed down after an average of four years in operation. The article presents the ten discontinued initiatives comprising four consortia, two institutional initiatives and four governmental and political initiatives. It includes a discussion on why they failed and concludes with seven recommendations that are drawn from the analyses of the ten initiatives.
Campus NooA was established and accredited as a Norwegian online school by the Ministry of Education and Research in 2012. NooA’s aim is to become an international centre for online courses and programs. So far, NooA offers 50 online courses in Norwegian, English, Swedish and Danish. The courses are offered through the multilingual, open source, learning platform Moodle. All courses are completely online and based on the Theory of Cooperative Freedom and Transparency in Online Education.
The presentation focuses on how Campus NooA implements the theory and on the entrepreneurial experiences from the development of a private, Nordic open online Academy.
edX MOOC organization about Open Education and OERs repositoriesv3Manuel Castro
eMadrid presentations on OERs, on November 24th, 2018, regarding the presentation of the 1st MOOC prepared and presented by the IEEE Education Society, inside IEEEx and edX
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
An Expert Survey on the Barriers and Enablers of Open Educational PracticeseLearning Papers
Author: Stefanie Panke
This paper is a report on the findings of a literature review and an expert survey conducted in December 2010 with a self-selected panel. A total of 19 participants were recruited through the UNESCO OER mailing list and the Educational Technology and Change Journal.
Tools and strategies to enhance quality in virtual learning environments. A 45-minutes presentation at Nordic Knowledge on the Web
in Vasa, Finland, 24.11.2011
The presentation focuses on the opportunities and challenges Campus NooA (www.nooa.no) has experienced by using Moodle to develop a Nordic open online Academy based on the theory of cooperative freedom and transparency in online education.
Abstract: The European Megatrends project has analysed 26 major e-learning successes and ten conspicuous e-learning initiatives which did not reach targeted goals. There is much to learn from the many successful European e-learning initiatives, but this article focuses on what we can learn from the ten discontinued initiatives that spent about €150M before they were closed down after an average of four years in operation. The article presents the ten discontinued initiatives comprising four consortia, two institutional initiatives and four governmental and political initiatives. It includes a discussion on why they failed and concludes with seven recommendations that are drawn from the analyses of the ten initiatives.
Campus NooA was established and accredited as a Norwegian online school by the Ministry of Education and Research in 2012. NooA’s aim is to become an international centre for online courses and programs. So far, NooA offers 50 online courses in Norwegian, English, Swedish and Danish. The courses are offered through the multilingual, open source, learning platform Moodle. All courses are completely online and based on the Theory of Cooperative Freedom and Transparency in Online Education.
The presentation focuses on how Campus NooA implements the theory and on the entrepreneurial experiences from the development of a private, Nordic open online Academy.
edX MOOC organization about Open Education and OERs repositoriesv3Manuel Castro
eMadrid presentations on OERs, on November 24th, 2018, regarding the presentation of the 1st MOOC prepared and presented by the IEEE Education Society, inside IEEEx and edX
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
An Expert Survey on the Barriers and Enablers of Open Educational PracticeseLearning Papers
Author: Stefanie Panke
This paper is a report on the findings of a literature review and an expert survey conducted in December 2010 with a self-selected panel. A total of 19 participants were recruited through the UNESCO OER mailing list and the Educational Technology and Change Journal.
Tools and strategies to enhance quality in virtual learning environments. A 45-minutes presentation at Nordic Knowledge on the Web
in Vasa, Finland, 24.11.2011
How the Nordic open online Academy (NooA) uses Moodle for Cooperative Freedom and Transparency in Online Education.
A 45-minute presentation at the Online Educa in Berlin 03.12.14
Opening teaching and learning through OER and OEP - presentation at "The Belt and Road' International Community for OER at Open Education Learning week. Smart Learning Institute of Beijing Normal University
I've been invited on a couple of occasions to talk through my use of technology and disruption that is here already . This aimed at a broad Scottish College audience many of whom are not yet using blended learning with their learners and have some real fears around social learning
To Be the Global Facilitator for Inclusive, Flexible, Quality Learning and Te...icdeslides
Following up on the Qingdao declaration in the International Forum on ICT and Education 2030 Qingdao, China, July 10, 2017,Three candidate actions was suggested based on their possible impact for digital innovations in education.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
Presentation by Sandra Kucina Softic, President of EDEN, University of Zagreb University Computing Centre, at the 2019 European Distance Learning Week's first-day webinar on "Why is digital learning relevant for curriculum transformation in Higher Education? " - 11 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p6n1qh9zz2kf/ & https://www.youtube.com/watch?v=JQhG87aNGqQ
Un diálogo por la calidad: de la inspección a la inspiración, por Ingeborg Bo, miembro del Consejo de Dirección de la Fundación Europea para la Calidad en E-learning (EFQUEL).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Quality Assurance Standards for e-ASEM OER Open and Distance Learning
Tae Rim Lee, Insung Jung
Similar to Cooperative Freedom and Transparency in Online Education (20)
An ICDE introduction to my chronicle of personal anecdotes, experiences and reflections on people, events, technology and pedagogy that influenced four decades of my online education work.
Denne artikkelen presenterer og diskuterer de foreløpige erfaringene med NKIs globale personlige presentasjoner som er tilgjengelige for alle på internett. Artikkelen baserer seg på tilgjengelig systemstatistikk, syste-matisk gjennomgang av 100 vilkårlige globale presentasjoner, samt for-fatternes refleksjoner basert på observasjoner av et stort antall passord-beskyttede studentpresentasjoner og over tusen globale studentpresen-tasjoner.
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Campus NooA ble etablert og fikk offentlig godkjenning som nettskole i 2012.
NooAs mål er å bli et internasjonalt senter for nettkurs og en attraktiv partner for mennesker og virksomheter som vil lage, selge og gjennomføre fleksible og kostnadseffektive nettkurs med høy kvalitet.
NooA har 750 brukere og 50 kurs på norsk, svensk, dansk eller engelsk. Man kan starte når man vil og gjennomføre i sitt eget tempo. Kursene gjennomføres på den mangespråklige læringsplattformen Moodle. Kursene er rene nettkurs basert på teorien om kooperativ frihet og transparens i nettbasert utdanning.
Presentasjonen fokuserer på erfaringene med å bygge opp Campus NooA som en ny, privat, nordisk nettskole basert på læringsplattformen Moodle og teorien om kooperativ frihet og transparens i nettbasert utdanning. Det tar også for seg viktigheten av å ha: en læringsfilosofi, en effektiv og smidig organisasjon, en hensiktsmessig læringsplattform, effektiv kursutvikling og nødvendig markedsføring.
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Cooperative Freedom and Transparency in Online Education
1. Cooperative Freedom and
Transparency in Online Education
Morten Flate Paulsen
Professor of Online Education
A Keynote presentation at
ICICTE 2012, Rhodes, Greece, July 5, 2012
http://twitter.com/MFPaulsen www.slideshare.net/MortenFP
http://nettstudier.blogspot.com www.facebook.com/mfpaulsen
http://home.nki.no/morten www.eden-online.org/blog/
http://www.linkedin.com/in/mfpaulsen 1
http://issuu.com/mfpaulsen
2. Abstract
The presentation focuses on the opportunities to provide online
education that combines individual freedom with meaningful
cooperation. Online students often seek individual flexibility
and freedom. At the same time, many need or prefer cooperation
and social unity . These aims are difficult to combine, so the
presentation discusses online education tools and services that
support both individual freedom and cooperation. The
presentation also elucidates the opportunities and challenges
with transparency in online learning environments and provides
examples and experiences from Universidade Aberta in Portugal
and NKI Nettstudier in Norway.
2
3. About me
• Worked with online education since 1986
• Professor of Online Education at NKI Nettstudier , Norway
• President of European Distance and E-learning Network (EDEN)
• Doctor of Education from the Pennsylvania State University,
working for the American Center for the Study of Distance
Education (1990-1992)
• Adjunct Professor Athabasca University (1999 to 2005)
• Professor associado Universidade Aberta, Portugal (2009-2010)
3
4. www.eden-online.org
• 20th anniversary in 2011, 8 in secretariat, 11 in EC
• EDEN members from 400 institutions in 56 countries:
– 20th anniversary
– 200 institutional members
– 2000 potential members of NAP –
Network of Academics and Professionals
• Conferences
– Open Classroom conference ,Athens October 2011
– Annual conference, Porto June 2012
– Research Workshop, Leuven October 2012
• EU-projects with 168 institutions
• European Journal of Open, Distance and E-learning
www.eurodl.org
5. EDEN-members in Greece
• Anelixis Vocational Training Center
• e-TUTOR
• Ellinogermaniki Agogi
• Lambrakis Foundation
• University of the Aegean
5
6. Annual Conferences
22. Oslo 2013
21. Oporto 2012
Open Classroom 20. Dublin, 2011
9. Athens 2011 19. Valencia 2010
8. Oporto 2009 18. Gdansk 2009
7. Stockholm 2007 17. Lisbon 2008
6. Poitiers 2005 16. Naples 2007
5. Copenhagen 2002 15. Vienna 2006
4. Barcelona 2000 14. Helsinki 2005
3. Balatonfüred 1999 13. Budapest 2004
2. Crete 1997 12. Rhodes 2003
1. Oslo 1995 11. Granada 2002
Research Workshops 10. Stockholm 2001
8. Moscow 1999
7. Leuven 2012 7. Bologna 1998
6. Budapest 2010 6. Budapest 1997
5. Paris 2008 5. Poitiers 1996
4. Barcelona 2006 4. Birmingham 1995
3. Oldenburg 2004 3. Tallinn 1994
2. Hildesheim 2002 2. Berlin 1993
1. Prague 2000 1. Krakow 1992 6
8. November 2011
NKI Nettstudier was established as a
correspondence school in 1910
• One of Europe’s largest providers of online distance education
• About 150 000 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 12 000 online students in about 40 countries
• About 70 % women
• Individual progress plans/individual follow-up
• Thousands of potential learning partners
• Global student catalogue with 1200 profiles
• Always room for more students
• Exams at local schools and embassies
8
www.nki.no
9. What’s special with NKI Nettstudier?
400 online courses in Norwegian College, vocational and secondary
9
11. NKI: A pioneer in Online Education
1986: First LMS – specifically developed for distance learning
1987: First online distance education course
1992: Mandatory course for new NKI tutors on the Internet
1996: First web-based courses
2002: First m-learning courses
2003: Speech synthesis in all courses
2004: Individual planning system and individual follow up
according to the student’s plan
2004: Continuous tracking of turn-around time
2006: Learning partner system
2008: Global student profiles
2010: Peer counselling system for tutors
2011: Quality barometer for tutors and course materials
11
12. 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.
www.ednews.org/articles/10626/1/An-Interview-with-Morten-Flate-Paulsen-
Focusing-on-His-Theory-of-Cooperative-Freedom-in-Online-Education/Page1.html
12
13. Cooperative Freedom is discussed in my book
Online Education which is available from
http://issuu.com/mfpaulsen
13
14. More resources on Cooperative Freedom
• Cooperative online education
www.youtube.com/user/nki2008#p/a/u/2/HVXtbLg5ycE
• Online education barometers
www.youtube.com/watch?v=gyoe7dGIwkE&feature=relmfu
• Transparency in Cooperative Online Education
www.irrodl.org/index.php/irrodl/article/view/671/1267
• E-viva em Portugal http://nettstudier.blogspot.com/
• Cooperative Online Education http://seminar.net/index.php/volume-4-issue-2-2008-
previousissuesmeny-124/100-cooperative-online-education
• Cooperative Freedom and Transparency in Online Education
www.slideshare.net/MortenFP/futuralia-3400339
• Visualizing student profiles
www.slideshare.net/MortenFP/visualizing-student-profiles-through-nkis-online-catalogue-and-
student-network
• Transparency for Cooperation
http://toonlet.com/archive?m=s&i=11245
15. Six Dimensions of Freedom
Compilation of resources made by my students at
Universidade Aberta in Portugal
It is difficult to combine individual flexibility and cooperation
http://ppel4.pbworks.com/
16. One may say that:
Individual learning is conducted alone
Cooperative learning takes place in networks
Connectivism?
Collaborative learning depends on groups
16
18. Cooperative learning
• Cooperative learning seeks to develop virtual learning
environments that allow students to have optimal
individual freedom within online learning communities.
• Cooperative learning is based on voluntary participation
in a learning community
• Cooperative learning benefits from transparency
NKI’s Philosophy: We facilitate individual freedom within a
learning community in which online students serve as mutual
resources without being dependent on each other.
18
19. Tools and strategies to enhance quality
in a virtual learning environment with:
• 12.500 students
• 400 courses
• 150 part-time teachers
• 60 full-time employees
should be systematic, continuous and cost-effective
www.nki.no 19
20. Strategies and tools to enhance quality
1. Large scale online education needs systematic,
continuous and cost-effective quality measures
2. Transparency improves quality
3. Teacher Support Services
4. Quality Barometers
20
24. Scandinavian Online Program in Multimedia Journalism
www.webjournalisten.com
Audio Journalism: Berghs School of Communication (Sweden)
Video Journalism: UPDATE – Danish School of Media and Journalism
Text Journalism: NKI Distance Education (Norway)
26. Three degrees of transparency
1. Low: Private e-mail
2. Medium: Class forum
3. High: Global web2.0 services
Transparency provides better quality and more
cooperation, but both students and teachers should
be comfortable with the chosen transparency level.
26
27. Online teachers deserve decent support services
http://nettstudier.blogspot.com/2011/08/online-teachers-deserve-decent-support.html
1992: Online course for online teachers 2010: Peer counseling and self-evaluation
2004: Response Barometer 2011: Quality Barometer for Teachers 27
28. Response Barometer for Teachers
• 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 for all In 2008 NKI introduced
150 teachers in 2010 was 1.77 days. an automatic e-mail
reminder to the tutors
who had one ore more
assignments waiting for 7
days or more.
28
29. Barometer Questions
1. What to measure?
2. Which scale?
3. Transparent for whom?
4. Possible to show trends?
5. What about Evaluation Moment, Frequency and
Fatigue?
29
30. Online Education Barometers
should have individual readings
cooperative readings, aims,, warning levels
and transparent feedback loops
Ideal for Individual Start
and Progression
Transparent feedback to the right people 30
32. Evaluation Icon
As soon as a teacher provides submission feedback and enters a grade, the
far right evaluation icon shows up in the planning tool at the student’s
start page.
Click the box to open it.
33. Evaluation Button
The student has to evaluate the teacher to embed the grade.
Click the evaluation button to open the teacher evaluation window.
34. Teacher Evaluation Window
Choose the teacher satisfaction level.
The options from left to right are:
Very dissatisfied, Dissatisfied,
Neutral, Satisfied and Very Satisfied.
Then enter some optional comments
on the teacher’s work.
The chosen satisfaction level
influences the Teacher Quality
Barometer as soon as it is
submitted.
After a random time delay for
anonymity reasons, the teachers can
see the comments in their Details
Report.
35. Teacher Quality Barometer
Percentages shown in the teacher’s individual barometer and the
cooperative barometer for all 140 teachers, are updated continuously as
additional evaluations are submitted.
The impressive barometer readings show the percentages of Very satisfied and
Satisfied evaluations.
After a random anonymity delay, the student’s comments are shown in the
Teacher Details Report.
37. NKI’s transparent Teacher Quality Barometer was
launched in 2011 for further quality improvements at
Scandinavia’s leading online education provider.
On September 7, NKI’s 12.000 online students started evaluating their
teachers.
On October12, NKI’s 140 online teachers could access the online
evaluation results.
At the launch, 2000 evaluations were accrued and 88% were
either Very satisfied or Satisfied.
39. Peer Evaluation of Teachers
In 2010, NKI introduced an online course structure for systematic peer evaluation
among all the teachers. Random feedback the teachers have given on student
submissions are sent to a colleague who evaluate it and give advice on possible
improvements.
Professor Torstein Rekkedal has conducted a survey among the first participants and
concluded that they perceive it as motivating and informative. They also reported that
they learned at least as much from giving feedback as they did from receiving feedback.
They will therefore both give and receive feedback on each other's work in the future.
39
40. Teacher Self-evaluation
Last school year, the majority of the teachers also
delivered self-evaluation of one of the feedbacks
they gave on student assignments. The experiences
were so positive that future self-evaluation will be
included in an online course structure in which the
teachers will use the online submission system to
evaluate their personal presentations, activity in
forums and feedback on student submissions.
40
41. Star teachers deserve Golden Apples along
with other stars who are awarded with gold
medals, Oscars and Grammies. Therefore,
NKI has introduced a new, and hopefully
sustainable, scheme for nominating and
awarding NKI-teachers of the year.
41
42. Thank you
I care, so I share:
http://nettstudier.blogspot.com
http://home.nki.no/morten
https://twitter.com/MFPaulsen
www.slideshare.net/MortenFP
www.facebook.com/mfpaulsen
www.eden-online.org/blog
42