Looking To The Future
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This document provides an agenda for a symposium on future trends in adult learning taking place on September 22nd, 2008 in Helsinki, Finland. The agenda includes presentations on topics such as e-learning in companies, predicting future learning environments in 2030, the social landscape for adult learning, and new literacies for digital generations. There will also be a brainstorming session and conclusions. Practical information is provided about registration, location, prices, and travel details.
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Hrobjartur and SolveiDEVELOPMENT OF ONLINE EDUCAMPS.pptx
From 2012 to 2019, face-to-face educamps became increasingly popular in Iceland as a method for teachers’ professional development as well as in teacher education (Jakobsdóttir, 2020; Jakobsdóttir et al., 2021). Organisation of technology training workshops as educamps, involve unstructured collective learning experience, reflect social networked learning ideas and could be considered connectivism in action (Leal Fonseca, 2011). Due to the COVID19 pandemic, when teaching and learning moved increasingly online, academic staff at University of Iceland – School of Education (UI) and at the University of Akureyri (UA) decided to experiment with moving this type of event online using Google (docs and sites) and Zoom. In this presentation we will describe the reactions and views expressed by participants of six online educamps attended by hundreds of teachers across Iceland. Participation was open and free. Three educamps were held in spring 2020 (focus on teaching at all school levels) and three in fall and spring 2020-2021 (two focused on university and upper secondary schools and one on primary and lower secondary school level). Participants were invited to complete a survey after each event. The majority thought the online educamps participation had been useful and liked this type of professional development very much. The majority expressed willingness to take advantage of this type of professional development in the future and several were interested in organising online educamps of a similar type themselves. By moving this type of professional development online synchronous sessions, it can be made far more accessible in terms of location and also in terms of time (when sessions are recorded). Technology changes are constant and there is increased need to develop digital competence of learners, teachers and other professional groups. In this regard, online educamps can provide a low-cost and sustainable model in life-long learning. They are here to stay, compliments to COVID!
Assessing the skills of adult educatators in Iceland and paving the path for ...
Adult educators enter their carriers along as many paths as they themselves are many. Few adult educators start their professional life aspiring to support the learning, training, and education of other adults, but more and more people find themselves entering this special and diverse group of educators. Some train colleagues in the art of searching for weapons in departure halls of airports. Others teach adults who never finished their secondary education and want to finally acquire their journeyman's certificate. Unlike teachers in other levels of education, the carrier path is in few instances clearly outlined in the official education systems. However, as the importance of adult learning increases in today's economy, the need for quality assurance in adult education has risen, and with it the demand for educators who have at least a minimum level of competency. This has led to a growing number of projects and initiatives aimed at identifying adult educator skills and to lay out clear roadmaps to acquire them. In this paper I will describe an Icelandic project which in some ways seems to differ from most other such projects at least in its method, and which, due to this method might have uncovered some interesting aspects of the skills adult educators do develop through their practice and which ones remain underdeveloped. The project, furthermore, developed a tool for prior learning assessment for adult educators, and a roadmap for competence development. These will be presented and discussed.
Learning, creativity and collective intelligence
Hróbjartur Árnason: University of Iceland: Keynote held on June 3. 2021 at the FLUID & IDA conference: Collective Intelligence – When Learning becomes Collective: https://www.fluid.dk/ci/
Collective intelligence in international projects
This document summarizes a presentation on collective intelligence in international projects by Hróbjartur Árnason, Jørgen Grubbe, and Torhild Slåtto. It discusses the PaaD Nordic project which investigated experiences from completed Nordic projects to understand what aspects lived on after the projects ended and why. Key findings included networks, online content/materials, practices adopted by organizations, and relevance of the project theme to partner institutions. Collaborative structures like co-creation, complementary competencies, and inclusion of various inputs were found to be important for success. Factors like social intelligence, diverse perspectives, equal participation, clarity of goals, and intensive work sessions also supported effective collaboration.
NVL Webinar - motivation and connection
This document provides tips for motivating and connecting with online learners. It recommends starting with a face-to-face meeting to greet learners and have them introduce themselves. Instructors should help learners find personal relevance in the material, encourage adapting it to their own situations, and connecting it to practical problems. The document also suggests giving timely feedback, including responses in chat and to activities, and using activities to help learners connect with each other by sharing views or responses. Regular motivational videos can help build a feeling of togetherness among online learners.
Does distance education support rural development?
Presentation at the 5th Nordic conference on Adult Learning. Reykjavík, Iceland. March 2015.
Hróbjartur Árnason, University of Iceland
Using Microsoft Teams to support collaborative learning in University courses
Presentation at ESREA 9th Triennial European Research Conference in Belgrade 19 – 22 September, 2019
Hróbjartur Árnason. University of Iceland
Adult Education - A creative process !?
The document discusses depicting adult learning as a creative process. It summarizes that modern learning theories view learning as something learners actively do, rather than something that happens to them. The document then proposes that framing adult learning as a creative process could help change adult education practices from a transmission model, where knowledge is passed from teacher to student, to one that better engages learners. It provides examples of learning theories that see learning as construction, interpretation, or building by learners. The document concludes by suggesting adult learning events should help learners creatively deal with content and situations.
Hrobjartur 2019-reimagining lifelong learning for lifelong employability
The document discusses reimagining lifelong learning for lifelong employability. It argues that learning is essential for human survival and adaptation, allowing people to acquire both skills and knowledge as well as self-knowledge. It promotes empowering communities to support learning through various local institutions and experiences outside of traditional schools. The presentation calls for reimagining the next education system to be more holistic, diverse, multi-modal, open, and focused on continuous learning throughout life to maintain employability.
Vidhorf Nemenda til Fyrirkomulags Nams a Menntavisindasvidi
Erindi haldið á Menntakviku 12.10.2018. Byggt á könnun vinnuhóps um þróun fjarnámsins við Menntavísindasvið Háskóla Íslands
Sjá upptökur og fleiri erindi: http://tiny.cc/haskolakennsla
Einstaklingsmiðun í námi með aðstoð tækninnar
Hróbjartur Árnason, Háskola Íslands
Erindi haldið á málstfu Kvasis og Leiknar. 28. mai 2015 í Reykjanesbæ
Dagskrá: http://www.fraedslumidstodvar.is/files/Dagskr%C3%A1%20m%C3%A1l%C3%BEings%20ma%C3%AD%202015_1646852668.pdf
Differentiation in teaching and learning through the use of technology
Plenum presentation at FLUID Generalforsamling 28th Mai 2015 at UC Sjælland, Slagelse, Denmark.
Hróbjartur Árnason, University of Iceland: http://namfullordinna.is
Differentiation in teaching and learning through the use of technology
Keynote from FLUID Denmarks conference on Differentiated instruction in UC Sjælland, Slagelse:
In his keynote Hróbjartur Árnason will investigate differences a teacher can expect to experience between
learners and elaborate why and how a teacher can differentiate the teaching and how various technological
tools can support such differentiation and which pedagogical principles and approaches together with useful
tools can enhance students learning. Hróbjartur Árnason is Assistant Professor for Adult & Continuing Education
at the University of Iceland. Hróbjartur has extensive experience of educating and training adult educators, both in informal settings as well as part of the Masters Programme on adult education he leads at the University of Iceland.
Aukinn sveigjanleiki í námi og kennslu með Adobe Connec
Hróbjartur Árnason, Háskóla Íslands: Um notkun Adobe Connect til að auka sveigjanleika í námi og kennslu.
Kynning haldin á kennsludegi við Heilbrigðisvísindasvið HÍ 12.12.14
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Hrobjartur and SolveiDEVELOPMENT OF ONLINE EDUCAMPS.pptx
Hrobjartur and SolveiDEVELOPMENT OF ONLINE EDUCAMPS.pptx
Assessing the skills of adult educatators in Iceland and paving the path for ...
Assessing the skills of adult educatators in Iceland and paving the path for ...
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Does distance education support rural development?
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Hrobjartur 2019-reimagining lifelong learning for lifelong employability
Hrobjartur 2019-reimagining lifelong learning for lifelong employability
Vidhorf Nemenda til Fyrirkomulags Nams a Menntavisindasvidi
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Differentiation in teaching and learning through the use of technology
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Aukinn sveigjanleiki í námi og kennslu með Adobe Connec
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