The document discusses the use of information and communication technologies (ICT) and emerging technologies in higher education programs at the University of Nordland in Norway. It provides examples of several degree programs that have incorporated web-based and flexible learning, including a Bachelor of Nursing program, a teacher education program, and an MBA in Ecological Economics. The Centre for Life-Long Learning at the university plays a key role in developing new flexible programs supported by ICT and providing support to academic staff on web-based learning tools and pedagogical design. Initial student evaluations of the new web-based programs have been positive, but continuous evaluation and improvement is needed to ensure high quality.

1. THE USE OF ICT AND EMERGING
TECHNOLOGIES IN HIGHER EDUCATION
– CASES OF GOOD PRACTICE
Geir Hareide Hansen, University of Nordland, Norway
1 INTRODUCTION
In 2008 Bodø University College (as from January 1st 2011 has become the University of Nordland) and Centre for Life-Long
Learning initiated a new priority area called “The Flexible University” – a priority area which included a new way of thin-
king regarding the use of ICT and emerging technologies (Veletsianos, 2010) in the University’s educational programmes.
The purpose/aim of the priority area was a) to put the University in lead nationally when it comes to flexible learning and b)
become a University with a range of flexible programmes for the region (Nordland county), nationally and in the long term
2 internationally.
At the present time, University of Nordland and Centre for Life-Long Learning have been and are involved in several projects
with the purpose of using ICT and emerging technologies -
a few listed below:
• Nordic knowledge on the Web - http://nordicknowledge.net
• Bachelor in Nursing (180 ECTS) at Faculty of Professional Studies (PHS)
3 • Match Analysis (10 ECTS) at Faculty of Professional Studies (PHS)
• Teacher Education Programme for the lower primary school grades 1 to 7 and upper
primary school grades 5 to 10 (240 ECTS) at Faculty of Professional Studies (PHS)
• Classroom Management in a Virtual Learning Environment (project ended)
• MBA in Ecological Economics (90 ECTS) at Centre for Ecological Economics and Ethics at
4 Bodø Graduate School of Business
CENTRE FOR LIFE-LONG LEARNING AND WEB-BASED LEARNING
The Centre for Life-Long Learning has been, and is a major task is to give the academic sta courses, help and support
5 capacity when it comes to the development of new, flexible
programmes supported by ICT-enhanced and web-based le-
considering web-based learning, skills development in spe-
cific software, the design and structure within Fronter and
arning. The centre have up to the present date a permanent so on. All these new strategies and skills claims as well a new
sta of 3 and a part-time sta of 2 with the combination of way in the pedagogical thinking. At the Centre for Life-Long
technical and pedagogical qualifications and competence. Learning we make an assertion that the academic sta s can-
not use the same teaching methods online as they are doing
The sta s have been, and are involved in all projects consis- in the classroom or auditorium.
6 ting web-based learning – from start to end, and the main
BACHELOR IN NURSING
11
New design and structure in Fronter (LMS) based upon the aspect of usability and how you
can arrange the teaching within the LMS. See picture 1, 2, 3
7
12 TEACHING METHODS
Videos recorded with MediaSite and Camtasia Studio. See picture 4, 5
Using Microsoft Photostory 3.0. See picture 6
Other tools and resources. See picture 7, 8, 9, 10, 11, 12
8 13
FURTHER DEVELOPMENT
MBA in Ecological Economics is starting this autumn, and Centre for Life-Long Learning col-
9 14
laborates with the Centre for Ecological Economics and Ethics regarding the development of a
web-based MBA. This is a project that aims to develop best practice when it comes to usability,
design and structure within Fronter.
See picture 13, 14, 15, 16
CONCLUSIONS AND RECOMMENDATIONS
15 So far the student evaluations of the programmes are gratifying, all though there still are a lot
10 of issues to improve. This is probably the case when it comes to web-based and ICT-enhanced
courses and programmes – we always have to evaluate and keep evolving to assure the quality
students demand.
16 Time will show whether the web-based programme are as good as the campus programme –
and, we have to have in mind, the web-based programmes may be the only opportunity for
many to get some formal qualifications.
Contact information:
E-mail: geir.hareide.hansen@uin.no,
Twitter: @geirhaha
Poster Presentation at the EDEN Annual Conference, 2011
Learning and Sustainability
The New Ecosystem of Innovation and Knowledge
19-22 June 2011
www.uin.no