Using Microsoft Teams to support collaborative learning in University courses
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Presentation at ESREA 9th Triennial European Research Conference in Belgrade 19 – 22 September, 2019 Hróbjartur Árnason. University of Iceland
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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!
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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.
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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.
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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.
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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.
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Hróbjartur Árnason, University of Iceland
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Sjá upptökur og fleiri erindi: http://tiny.cc/haskolakennsla
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Hróbjartur Árnason, Háskola Íslands
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Dagskrá: http://www.fraedslumidstodvar.is/files/Dagskr%C3%A1%20m%C3%A1l%C3%BEings%20ma%C3%AD%202015_1646852668.pdf
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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.
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Kynning haldin á málþingi um sveigjanlega kennslu.
https://kennslumidstod.hi.is/index.php/um-okkur/frettir/162-haskolakennsla-i-takt-vidh-timann-malthing-um-blandadh-nam-faerni-og-taekifaeri
https://kennslumidstod.hi.is/index.php/upptoekur-fra-malstofum-malthingum-fyrirlestrum-og-vidhtoelum/173-haskolakennsla-i-takt-vidh-timann-myndbond
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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
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Dagskrá: http://www.fraedslumidstodvar.is/files/Dagskr%C3%A1%20m%C3%A1l%C3%BEings%20ma%C3%AD%202015_1646852668.pdf
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Hróbjartur Árnason, University of Iceland: http://namfullordinna.is
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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
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tools can enhance students learning. Hróbjartur Árnason is Assistant Professor for Adult & Continuing Education
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Hróbjartur Árnason, Háskóla Íslands: Um notkun Adobe Connect til að auka sveigjanleika í námi og kennslu.
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Kynning haldin mánudaginn 19. mai í Háskóla Íslands til að kynna möguleika sem Adobe Connect býður uppá til að auka sveigjanleika í háskólanámi og kennslu
Hróbjartur Árnason: Fjarfundakerfið Adobe Connect notað á fjölbreytilegan hát...
Kynning haldin á málþingi um sveigjanlega kennslu.
https://kennslumidstod.hi.is/index.php/um-okkur/frettir/162-haskolakennsla-i-takt-vidh-timann-malthing-um-blandadh-nam-faerni-og-taekifaeri
https://kennslumidstod.hi.is/index.php/upptoekur-fra-malstofum-malthingum-fyrirlestrum-og-vidhtoelum/173-haskolakennsla-i-takt-vidh-timann-myndbond
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Using Microsoft Teams to support collaborative learning in University courses
- 1. Hróbjartur Árnason University of Iceland Hrobjartur@hi.is Using Microsoft Teams to support collaborative learning in university courses
- 2. Hróbjartur Árnason hrobjartur@hi.is 2019 2
- 3. Hróbjartur Árnason hrobjartur@hi.is 2019 3
- 4. Hróbjartur Árnason hrobjartur@hi.is 2019 4
- 5. Hróbjartur Árnason hrobjartur@hi.is 2019 5
- 6. Hróbjartur Árnason hrobjartur@hi.is 2019 6
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- 8. Hróbjartur Árnason hrobjartur@hi.is 2019 8
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- 11. Hróbjartur Árnason hrobjartur@hi.is 2019 11
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- 13. Hróbjartur Árnason hrobjartur@hi.is 2019 13 Hróbjartur Árnason University of Iceland Hrobjartur@hi.is