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
Dejana Gluhajic´s presentation at the symposium "Education creates Development" - Uddannelse skaber Udvikling, in Rudköbing Denmark 8. march 2011
http://distans.wetpaint.com/page/Education+Creates+Development
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
Dejana Gluhajic´s presentation at the symposium "Education creates Development" - Uddannelse skaber Udvikling, in Rudköbing Denmark 8. march 2011
http://distans.wetpaint.com/page/Education+Creates+Development
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.
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.
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.
The document discusses whether a blog provides a continuous service or individual experiences based on each post. It explores blogging as both a service and an experience. Blogs can take different forms, such as personal journals, knowledge logs, or filters. They can serve various purposes for both bloggers and readers, such as information sharing, community building, and professional awareness. The key is providing a consistent, clear vision and valuable content to engage readers and build a following over time.
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.
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.
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.
The document discusses whether a blog provides a continuous service or individual experiences based on each post. It explores blogging as both a service and an experience. Blogs can take different forms, such as personal journals, knowledge logs, or filters. They can serve various purposes for both bloggers and readers, such as information sharing, community building, and professional awareness. The key is providing a consistent, clear vision and valuable content to engage readers and build a following over time.
2. Io e l’EXPO - idea
• L’Expo in presa diretta
• L’Expo come può viverlo ognuno
• L’Expo di Caterina, l’Expo di Edy, l’Expo di tutti
3. Io e l’EXPO – tempistica
• Due momenti
– Prima dell’Expo
– Durante l’Expo
4. Esempi (1/2)
• Andrò all’Expo perché
• Cos’è Expo 2015 per me
• La mia ricetta a base di
• Vi presento questo personaggio
• Sono andato a quell’evento
5. Esempi (2/2)
• Raggiungere l’Expo
• Mangiare all’Expo
• Ho visitato quel padiglione
• La città sta vivendo così Expo 2015
• Dibattito
• Servizi/Mini reportage informativi strutturati
6. Io e l’EXPO - pratica
• Ognuno di noi porta la sua esperienza di Expo
– Testo
– Video
– Foto
– Reportage più elaborati con la partecipazione di
varie figure (redattori, montatori, videomaker, …)
– Mini dibattiti con la partecipazione di tutti a livello
di opinioni e parte tecnica
7. Io e l’EXPO – risultato
• L’esperienza diretta dell’Expo
• L’Expo vissuto dalle persone comuni
– Chi ci guarda, legge, ascolta può fare esattamente
le stesse cose
• Ognuno di noi può partecipare
– Mezzi realizzativi richiesti non eccessivi
• #ioelexpo
