1. 1 ”Pathways in the Open Classroom” Copenhagen 2002 A Norwegian perspective and understanding of the Nordic pedagogy Ingeborg Bø Norwegian Association for Distance Education

2. 2 Presentation My own background Why BOLDIC - a Nordic – Baltic project? From a Norwegian point of view Challenges

3. EDEN the European Distance Education Network

4. 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

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7. 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. 8 NADE - Objectives promote ODL better the conditions for ODL- students and institutions develop quality guidelines and stimulate quality awareness and assessment

9. 9 NADE - Objectives (cont.) contribute to better statistics of ODL assess and validate courses eligible for public funding participate in international cooperation

10. 10 NADE Organisation 27 members a secretariat standing committee on quality standing committee on course assessment and validation projects electronic forum for adult education - www.tunet.net

11. 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. 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. 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. 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. 15 Some characteristics Distance between student and teacher Two-way communication Independence of time Independence of place Independence of pace

16. 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. 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/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. 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. 19 Open and Distance Learning in Norway – a tool in the educational policy 1914 the first institution was founded (NKS) independent distance education institutions developed 1948 Act regulating distance education education on all levels 1960 state funding to students 1977: Norwegian Institute of Distance Education

20. 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. 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. 22 NADE’s quality standards Standing committee chaired by Torstein Rekkedal, NKI Quality standards to be followed by the members Information and guidance Course development Instruction Organisation

23. 23 Some characteristics Student autonomy vs. institutional control Industrial approach (Otto Peters 1973) Open access Study groups Combined education – blended learning

24. 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. 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

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27. 27 Lifelong learning The learning citizen (OECD - Pisa report) Access to personalised learning throughout life ”Technologically enhanced learning”

28. 28 Important factors Content Service Technology Interaction between: Pedagogy – technology - organisation

29. 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. 30 Future challenges Cultural identity Small languages Personalised teaching Idividual approach Flow of Information User friendliness Access Research and knowledge about pegagocial use of ICT Digital divide Quality

31. 31 Thank you! Thank you