1

”Pathways in the Open Classroom”

Copenhagen 2002

A Norwegian perspective and understanding of the

Nordic pedagogy

Ingeborg BøNorwegian Association for

Distance Education

2

Presentation

• My own background• Why BOLDIC - a Nordic –

Baltic project?• From a Norwegian point of

view• Challenges

EDEN

the European Distance Education Network

Aims and principles

EDEN: a European educational association, established 1991

fostering development of ODL through provision of platforms for co-operation

open for all levels of education and training

open for institutions, individuals and networks

legally based in the UK, Secretariat in Budapest since 1997

5

6

7

Norwegian Association for Distance Education (NADE)www.nade-nff.no

• Founded in 1968 • Member organisation for

both independent and public institutions

• Consultative body for the Ministry of Education and Research

8

NADE - Objectives

promote ODL better the conditions for ODL-

students and institutionsdevelop quality guidelines and

stimulate quality awareness and assessment

9

NADE - Objectives (cont.)

contribute to better statistics of ODL

assess and validate courses eligible for public funding

participate in international cooperation

10

NADE Organisation27 membersa secretariatstanding committee on qualitystanding committee on course

assessment and validationprojectselectronic forum for adult

education - www.tunet.net

11

The aims of the BOLDIC project are:

•To establish a new tradition for transnational exchange of experience and “best practice” examples in the area of ODL.

•To maintain the uniqueness of a Nordic pedagogical approach in the area of ODL.

12

Distance education is a form of education characterised by:

•the quasi-permanent separation of teacher and learner throughout the length of the learning process •the influence of an educational organisation •the use of technical media •the provision of two way communication •the quasi-permanent absence of the learning group throughout the length of the learning process (Desmond Keegan 1990)

13

Open learning and Distance education -

• opening access to education and training provision

• freeing learners from the constraints of time and place

• offering flexible learning opportunities to individuals and groups of learners

14

Distance education

Börje Holmberg: ”guided didactic conversation” or ”teaching-learning conversations”

Two constituent elements: Mediated subject matter presentation and mediated student-tutor interaction

Empathy approach to its practice

15

Some characteristics

• Distance between student and teacher

• Two-way communication• Independence of time• Independence of place• Independence of pace

16

Terminology• Correspondence education• Distance education• Open learning• Flexible learning• Blended learning• Technology-based learning• Learning on demand• ODL• Net-based teaching• e-learning• M-learning

17

An Analysis of Online Education and Learning Management

Systems in the Nordic Countries Morten Flate Paulsen NKI Distance Education, Norway http://home.nettskolen.com/~morten/

• LMS systems widely used in Nordic education trend towards large-scale online education.• 20 institutions had experiences with 25 different LMS systems• 12 of the institutions now have more than 50 online courses. • Higher education institutions have standardization on a few national student management systems, and they prefer LMS-systems developed in the Nordic countries. •Among the 25 different LMS systems that were identified in the analysis, 16 were of Nordic origin. •E-learning standards do not seem to have had much impact on online education in the Nordic countries.

18

Study modes• Individually• ODL in combination with face to

face teaching with a tutor• In study circles• Supported by technology • An important element is student

support both from the institution and the tutor.

19

Open and Distance Learning in Norway – a tool

in the educational policy1914 the first institution was

founded (NKS) independent distance education

institutions developed1948 Act regulating distance

educationeducation on all levels 1960 state funding to students1977: Norwegian Institute of

Distance Education

20

Open and Distance Learning in Norway

1990 National Board for Distance Learning at University and College Level (SOFF)

2000 included in general act for primary and secondary education

2000 included in the action plan for the competence reform (continuing education)

21

Organisational forms

• Independent institutions accredited by the ministry

• Universities and state colleges• From single mode to dual

mode• Electronic networks• Norway network• School level

22

NADE’s quality standards

Standing committee chaired by Torstein Rekkedal, NKI

Quality standards to be followed by the members

Information and guidanceCourse developmentInstructionOrganisation

23

Some characteristics

• Student autonomy vs. institutional control

• Industrial approach (Otto Peters 1973)

• Open access• Study groups• Combined education – blended

learning

24

Cooperation and different roles

• Study organisations and distance education institutions

• Between universities• Universities and distance

education institutions• ODL-institutions and corporate

sector• ODL-institutions and public

authorities

25

Documentation of non-formal learning Additional skills from distance learning

• Independence and self-dicipline

• Own efforts and cooperation

• Reflection and ability to put ideas into words

• ICT skills

26

27

Lifelong learning

The learning citizen (OECD - Pisa report)Access to personalised

learning throughout life

”Technologically enhanced learning”

28

Important factors

ContentServiceTechnology

Interaction between:Pedagogy – technology -

organisation

29

Developments

• Information is becoming more and more digital

• Distances are becoming more and more irrelevant

• No customs on information• Global classrooms• Multimedia• ICT more accessible

30

Future challengesCultural identitySmall languagesPersonalised teachingIdividual approachFlow of InformationUser friendlinessAccess Research and knowledge about pegagocial

use of ICTDigital divideQuality

31

Thank you!

Thank you