Sigrún Kristín Magnúsdóttir. NVL & DISTANSNVL - DISTANS
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]
The document discusses the role of the International Council for Open and Distance Education (ICDE) in supporting flexible education globally. It notes that ICDE was established in 1938 and cooperates with various international organizations to promote open and distance education. ICDE aims to build capacity and support professional development in its member institutions through global conferences and knowledge sharing.
Bridging the Distance: How distance and flexible learning is used to support ...NVL - DISTANS
Bridging the Distance: How distance and flexible learning is used to support rural development in Iceland. A presentation by Hróbjartur Árnason (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
Este documento proporciona información sobre dispositivos de corte y protección. Explica que los interruptores automáticos protegen las personas e instalaciones mediante la detección de sobrecargas y cortocircuitos a través de relés térmicos, magnéticos y electrónicos. También describe los diferentes tipos de relés y sus funciones. Además, presenta la gama de productos de Legrand para corte y protección, incluidos interruptores automáticos de bastidor abierto y de caja moldeada, interruptores seccionadores, fusibles y más
Sigrún Kristín Magnúsdóttir. NVL & DISTANSNVL - DISTANS
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]
The document discusses the role of the International Council for Open and Distance Education (ICDE) in supporting flexible education globally. It notes that ICDE was established in 1938 and cooperates with various international organizations to promote open and distance education. ICDE aims to build capacity and support professional development in its member institutions through global conferences and knowledge sharing.
Bridging the Distance: How distance and flexible learning is used to support ...NVL - DISTANS
Bridging the Distance: How distance and flexible learning is used to support rural development in Iceland. A presentation by Hróbjartur Árnason (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
Este documento proporciona información sobre dispositivos de corte y protección. Explica que los interruptores automáticos protegen las personas e instalaciones mediante la detección de sobrecargas y cortocircuitos a través de relés térmicos, magnéticos y electrónicos. También describe los diferentes tipos de relés y sus funciones. Además, presenta la gama de productos de Legrand para corte y protección, incluidos interruptores automáticos de bastidor abierto y de caja moldeada, interruptores seccionadores, fusibles y más
A presentation in Swedish giving a peek at the various efforts developed at Kemi-Tornio University of Applied Sciences with an eye to making it possible for people to remain living in the remote areas of Finnish Lapland.
This presentation was delivered during the Nordic conference "Uddannelse skaber udvikling" at Rudkøbing in Denmark on 8 March, 2011.
Paul Nijbakker: Distansundervisning Innovation och InkubationNVL - DISTANS
Paul Nijbakkers presentation at the symposium "Education creates Development" - Uddannelse skaber Udvikling, in Rudköbing Denmark 8. march 2011
http://distans.wetpaint.com/page/Education+Creates+Development
Presentation på seminarium Spaning på IT i skolan - användarmönster och trender i Sverige, EU och världen av undersökningen The Survey of Schools: ICT in Education
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
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.
More Related Content
Similar to Lennart Andersson: Distansutbildning som verktyf för tillväxt in nordligasete Sverige
A presentation in Swedish giving a peek at the various efforts developed at Kemi-Tornio University of Applied Sciences with an eye to making it possible for people to remain living in the remote areas of Finnish Lapland.
This presentation was delivered during the Nordic conference "Uddannelse skaber udvikling" at Rudkøbing in Denmark on 8 March, 2011.
Paul Nijbakker: Distansundervisning Innovation och InkubationNVL - DISTANS
Paul Nijbakkers presentation at the symposium "Education creates Development" - Uddannelse skaber Udvikling, in Rudköbing Denmark 8. march 2011
http://distans.wetpaint.com/page/Education+Creates+Development
Presentation på seminarium Spaning på IT i skolan - användarmönster och trender i Sverige, EU och världen av undersökningen The Survey of Schools: ICT in Education
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
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
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 Slåtto: Online Education as part of a busy life in the NorthNVL - DISTANS
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
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, à 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.
Menntun í Dreyfbýli, Áhrif þekkingarsamfélagsins á byggðaþróun og sjálfbærni ...NVL - DISTANS
Erindi Önnu Guðrúnar Edvardsdóttur á ráðstefnu um noktun upplýsingatækni í fullorðinsfræðslu 13. sept 2013:
http://namfullordinna.is/2013-radstefna-um-notkun-upplysingataekni-i-fullordinsfraedslu/
The document describes Otava Folk High School's online upper secondary school for adults. It offers nonstop courses in a buffet style, collaborative courses à la carte, and phenomenon based learning in a kitchen style to serve various students and learning needs through an open and trusting online education.
Eygló Björnsdóttir: Do we need more flexibility? NVL - DISTANS
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.
Lennart Andersson: Distansutbildning som verktyf för tillväxt in nordligasete Sverige
1. NVL-distans i samarbete med LKF
inbjuder till
Symposium i Kiruna 27 februari 2012
Distansutbildning som verktyg för
tillväxt i nordligaste Sverige
Välkomna !
2. 9.30 Inledning NVL-Distans, Torhild Slåtto
9.40 “Hur vi arbetar med flexibel
utbildning /distansutbildning i nordligaste
Sverige”
Inspel från
Lennart Andersson LKF, Hanna Niia, LKAB
Karin Simu och Mats Lindell, LTU
12.00-13.00 Lunch, hotell Ferrum
13.00 forts. från förmiddagen
Anna Norberg, Susanna Lörstrand Unga, Umeå
universitet
“What we know about the effect of education on
rural development”
Anna Guðrún Edvardsdóttir, Islands universitet i
Reykjavik
Gruppdiskussioner
15.30 Avslutning och kaffe
3. Välkomna till Lapplands kommunalförbund !
Välkomna till Kiruna !
Ca 55 000 invånare
Över 60 000 km2 !
4. 1. Vår region – våra naturliga förutsättningar
Distansutbildning som
2. Vårt uppdrag
verktyg för tillväxt i
nordligaste Sverige
3. Våra erfarenheter av distansutbildning
och blandade undervisningsformer
5.
6. Om vi vore en egen nation…
•Då hade LKF 60% av Islands areal
•Men vi hade dubbelt så stor areal som Belgien !
Belgiens befolkningstäthet ca 340 invånare per km2
Islands befolkningstäthet ca 3 invånare per km2
(På den isfria delen ca 3.4 invånare per km2)
LKF:s befolkningstäthet ca 0.9 invånare per km2
11. 1. Vår region – våra naturliga förutsättningar
Distansutbildning som
2. Vårt uppdrag
verktyg för tillväxt i
nordligaste Sverige
3. Våra erfarenheter av distansutbildning
och blandade undervisningsformer
13. 1989-90 LKF bildas
1990- De första högskoleutbildningarna
1999- Kraftfält Norr – samverkan inom
nya områden
2004- Samverkan för Gymnasieskolorna och
Vuxenutbildningarna…
2010- Nuläget…
15. Ett kommunalförbund
med två förvaltningar:
Egen förvaltning under
Lapplands lärcentra – förvaltning
gymnasienämnden från
direkt under direktionen – från
1 januari 2010
1 juli 2010
16. Kontinuerligt arbete med behovsinventering:
Näringslivets behov
Gemensamma nämnare i
två eller flera av LKF-
Behov från offentlig
sektor
kommunerna
= tillräckliga grupper
= genomförbart !
Enskilda invånares
efterfrågan
17. •Samverkan – med varandra !
•Samverkan med arbetslivet – från start till mål !
•Samverkan med de båda nordligaste
universiteten – en förutsättning sedan 21 år!
18. 1. Vår region – våra naturliga förutsättningar
Distansutbildning som
2. Vårt uppdrag
verktyg för tillväxt i
nordligaste Sverige
3. Våra erfarenheter av distansutbildning
och blandade undervisningsformer
19. Från Lappmarksmodellen till nätbaserade utbildningar:
Studenterna reser till Lärarna reser till Färre samlingar…
samlingar samlingar
Färre fysiska möten…
?
M-star/Marratech
Lärplattformar Lärplattformar
FirstClass FirstClass
Videokonferens Videokonferens
Videokonferens
1990 1995 2000 2005 2010
20. LKF argumenterade för balans
Kvalitet i mellan samlingar – gärna på
lärcentra – och nyttjande av
fokus ? distansöverbryggande teknik.
LKF får allt oftare betona
LKF argumenterade för färre vikten av fysiska
samlingar/resor och större träffar, ämneshandledning, g
nyttjande av distansteknik ! pstudier ”live”.
Tillgänglighet prioriterades !
1990 1995 2000 2005 2010
23. Vi har några beprövade ingredienser i skafferiet…
Fysiska träffar, Adobe för mindre
gruppdiskussioner, grupper och för
närundervisning handledning
Våra lärplattformar
Arbetslivskontakter. Videokonferens med
LiA, VFU, Praktik, Proje envägs- eller
ktarbeten flervägskommunikation
24. LKF:s utvärdering av utbildningar vid studiecentrat 98-99
•Studenter på decentraliserade utbildningar från Luleå tekniska
universitet
•Studenter vid dåvarande Vårdhögskolan i Boden
•”Distansgrupper” inom Kunskapslyftet (1997-2002)
•Undervisande lärare på de berörda utbildningarna
• Totalt ca 80 studerande och ca 15 lärare tillfrågade
Gemensamt för de utvalda utbildningarna var att de innehöll tre
huvudsakliga beståndsdelar:
- Videokonferens - Skriftlig kommunikation - Samlingar
(FirstClass)
25. Syftet med utvärderingen fokuserade nyttjandet av den
nya tekniken.
Frågeställningarna handlade om ljudkvalitet,
bildkvalitet, avbrott och störningar…
Fick man tillräcklig tekniksupport?
Ansåg de studerande att lärarna hade tillräcklig kunskap
om hur tekniken skulle nyttjas och vice versa...?
26. Arbetshypotesen var att upplevda kvalitetsproblem i
utbildningarna skulle bero på tekniken i sig , eller på
kunskapen om hur den skulle nyttjas!
De tekniska frågeställningarna balanserades mot området
Kommunikation, gruppstorlek, pedagogik
27. En klar majoritet av alla upplevda kvalitetsproblem hade
inte med tekniken att göra!
Vanliga upplevda problem var
- Bristande information om helhet, schema, inte minst inför
utbildningsstarten
- Bristande struktur i kurser (och i vissa fall oförberedda lärare)
- För lite kommunikation mellan sändningar eller samlingar
Vad skulle en motsvarande utvärdering få för resultat
idag ?
28. Tankar och slutsatser:
•Det mesta vi gör idag är faktiskt ”blandade undervisningsformer” !
•Den aktuella ”blandningen” varierar och ”receptet” har avgörande
betydelse för de studerandes framgång och måluppfyllelse !
•Fungerande teknik och tekniksupport är oerhört viktigt !
•Ännu viktigare än tekniken i sig är sammanhanget vi nyttjar den i !
29. Viktigast av allt är ”gamla” pedagogiska sanningar:
•Struktur
•Tydlig information inför och under utbildningen,
•Omväxlande arbetssätt
•Möjlighet till dialog/ •Arbetslivsanknytning
gruppdynamik/aktivitet/laboration
•Att läraren behärskar kursen
•Att de studerande kan påverka sin
utbildning
•Tidig träff ”live” om utbildningen innehåller
distanskommunikation!
30. Fler egna tankar och slutsatser:
•När vi nyttjar ny teknik får inte allt bli fokuserat på den – det finns inga
patentlösningar!
•De största skillnaderna beträffande IKT-användning mellan 1998 och 2011
finns inte i utbildningssektorn utan i arbetslivet och på vår fritid!
•Vi förbereder våra studerande för en helt annan verklighet idag jämfört med
för 15 år sedan…
31.
32. Högskoleingenjörer med berg som specialitet
Publicerad 04 juni
2008
GÄLLIVARE. I helgen firade studenterna vid distanshögskolan
sin examen. Nu hägrar framtiden, jobb eller vidare studier.
- Utbildningen i bergteknik är relevant för ortens behov. Jag
vill gärna bo i Gällivare och här finns två stora gruvor, säger
Thomas Wettainen.