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
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.
This document summarizes the establishment and impact of research and education centres in rural Iceland over the past decade. It discusses how demographic changes led many to move from rural areas to Reykjavík, decreasing populations outside the capital region. In response, local education networks were established using new technologies to increase education availability across Iceland. The University of Iceland also opened nine small research centres in rural areas to conduct research better done outside the capital. These centres, along with other knowledge institutions, have formed networks and knowledge centres for cooperation across teaching, research, and regional development, providing new opportunities and impacting local life.
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.
This document summarizes the establishment and impact of research and education centres in rural Iceland over the past decade. It discusses how demographic changes led many to move from rural areas to Reykjavík, decreasing populations outside the capital region. In response, local education networks were established using new technologies to increase education availability across Iceland. The University of Iceland also opened nine small research centres in rural areas to conduct research better done outside the capital. These centres, along with other knowledge institutions, have formed networks and knowledge centres for cooperation across teaching, research, and regional development, providing new opportunities and impacting local life.
FL 2011: Digital kompetens lärarutbildningen ann öhman sandbergFramtidens Lärande
Digital kompetens lärarutbildningen presentation av Ann Öhman Sandberg, doktorand HLK Jönköping vid seminariet, Digital kompetens- en utmaning för lärarutbildningen
FL2011 Digital kompetens – en utmaning för lärarutbildningenFramtidens Lärande
Digital kompetens – en utmaning för lärarutbildningen – Har KK-stiftelsens satsning på IT i lärarutbildningen gjort skillnad?. Ann Öhman Sandberg
Doktorand, Apel forskning och utveckling.
Fäladsgårdens presentation på You BETT, anordnad av LinEducation. Föreläsningen handlar om skolans väg fråna datasal till 1-1 via Lgr 11 med hjälp av Reggio Emilia-filosofin.
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.
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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.
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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.
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
13. 100% in network – 191 students 90% in network – 25 students 50% in network – 90 students Overview of eDegree programmes D.P in Business Economics Degree programme in Business Economics D.P in Business Economics D.P in Business Economics D.P in Social Care D.P in Business Information Technology D.P’s in Information Technology (4 groups) D.P in Nursing D.P in Social Care D.P’s in Information Technology (4 groups) D.P in Social Care (Master degree) D.P in Nursing D.P in Social Care (Master degree) D.P in Business Economics D.P in Business Information Technology D.P in Business Economics (Master degree) 2003 2004 2005 2006 2007 2008
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22. Thank you for attending! The eLearning Centre of Kemi-Tornio University of Applied Sciences is at your service.