10 SES 10 D, Parallel Paper Session
Parallel Paper Session
In 2008 Bodø University College (as from January 1st 2011 became the University of Nordland) and Centre for Life-Long Learning (learning technologists unit) initiated a new priority area called “The Flexible University” – a priority area which included a new way of thinking regarding the use of ICT and emerging technologies (Veletsianos et al., 2010) in the University’s educational programmes. The 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 internationally.
The priority area started with at pilot project at the Faculty of Professional Studies, whereas the Bachelor in Nursing programme was the first one out in January 2010 as a web- and practice based programme. In August the same year the Teacher Education Programme followed up with a similar model. Both models consists of a combination of online courses, session based teaching and periods of practical and supervised professional training.
In this paper we seek to explore two key aspects within the web- and practice based Teacher Education Programme; the facilitating and development of new and various teaching methods where the teachers focuses on the students learning outcome, and the benefit of having a dedicated staff of support (learning technologists with technical and pedagogical skills (Bates & Sangra, 2011; Salmon, 2011)). Combined with these aspects, it is also of great importance to explore the new pedagogical challenges the academic staffs are facing regarding the shift from face-to-face teaching towards web-based and online teaching using ICT and emerging technologies (Schneckenberg, 2009), and how a learning technologists unit may support this change.
Therefore we tend to ask the following research question:
In which way does new teaching methods within web- and practice based teaching seem to be important when it comes to the development of the Teacher Education programme, and how does these methods, by using technology, both adapt and facilitate for the students activity and better learning outcome?
Anderson, T. (2008). The theory and practice of online learning (pp. xii, 472 s.). Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf Bates, T., & Sangra, A. (2011). Managing technology in higher education : strategies for transforming teaching and learning. San Francisco, Calif.: Jossey-Bass, a Wiley Imprint. Downes, S. (2008). The Future of Online Learning: Ten Years On. National Research Council Canada Gibbons, M., Limoges, C., Nowotny, H. et al. (1994). The New Productions of Knowledge. London: Sage Publications Ltd. Halleraker, J.H.(2012). The art of lecturing must be learned. Tidsskrift for Norsk Legeforening Nr. 2 – 2012 Hrepic, Z., Zollman, D., & Sanjay Rebello, N. (2007). Comparing Students’ and Experts’ Understanding of the Content of a Lecture. Journal of Science Education and Technology, 16(3), 213-224. doi: 10.1007/s10956-007-9048-4 Paulsen, M. F. (2003).Online Education and Learning Management Systems. Global E- learning in a Scandinavian Perspective. http://www.studymentor.com/. 24.05.2011. Salmon, G. (2011). E-moderating : the key to teaching and learning online (3rd ed.). New York: Routledge. Schneckenberg, D. (2009). Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research, 51(4), 411-424. doi: 10.1080/00131880903354741 Thagaard, T.(1998) Systematikk og innlevelse, en innføring i kvalitativ metode. Sandviken: Fagbokforlaget Veletsianos, G., Anderson, T., Caladine, R., Couros, A., Heller, B., Kop, R., . . . The Learning Technologies Collaborative. (2010). Emerging technologies in distance education Issues in distance education, (pp. xiv, 385p.). Retrieved from http://www.aupress.ca/index.php/books/120177 Wieman, C. (2009). Why Not Try A Scientific Approach To Science Education? Retrieved from:http://www.science20.com/carl_wieman/why_not_try_scientific_approach_science_education
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