Bridging the Distance: How distance and flexible learning is used to support rural development in...
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Does education support rural development?Hróbjartur Árnason ,University of Iceland
photo: Some rights reserved by Örlygur Hnefill
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• Background• 4 examples• 2 didactical points
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Nordic population density• Sweden - 9,230,000• Denmark - 5,510,000• Finland - 5,330,000 • Norway - 4,755,000• Iceland - 320,000• Greenland - 57,000• Faroe Islands - 49,000
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What did we do?• Six Symposia– Practical examples– Research results– Reflections on ideas
DISTANS Network:• Toured the Nordic countries• Visited educational sites
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Distans.wetpaint.com
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• Shrinking infrastructure• Few opportunities• „Lower“ quality of life•Difficult to offer learning because students are few and scattered
Challenges mentioned
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Let them eat cake!
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Let them learn!
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Using distance and flexible learning to bridge distances
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Mariann Solberg:Flexible learning can support rural areas by giving:
• Qualified workers• Increased innovation• Even out social and geographic
inequality• Democratic participation• Personal development• Slows down emigration
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Four examples from Iceland:
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3/4Capital: Reykjavik
320.000 inhabitants100.000 km2
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ÍsafjörðurNursestudents create cohort in isolated town
Synchronus, cohort in one distant location
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Teacher training: Asynchrounus and blendedIndividual students persue studies with work, and attend F2F gatherings on campus.
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Stykkishólmur + 8 other Regional and topical research centres • Attract students to rural
areas for intensive courses• Teachers teach online or
visit university
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Háskólasetrið á HornafirðiHöfn og Kirkjubæjarklaustri
Rannsóknasetur HÍSuðurlandi, Selfossi og
Gunnarsholti
Rannsóknasetur HÍVestmannaeyjum
Háskólasetur SuðurnesjaSandgerði
Háskólasetur SnæfellsnessStykkishólmi
Rannsóknasetur HÍVestfjörðum
Bolungarvík og Patreksfirði
Rannsóknasetur HÍNorðvesturlandi
Skagaströnd
Rannsóknasetur HÍNorðausturlandi
Húsavík
Rannsóknasetur HÍAusturlandiEgilsstöðum
Nine research centres
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Computer school invites online participants into class
People who live in rural areas can participate in classroom based teaching through their own device
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Issues• Online Students tend to
connect content less to own situation
• Marianne Solberg:– find it difficult to get
students to connect learning to own life, and find their "own voice" in the subject.
• Anna Guðrún Edvardsdóttir:– Students did not question
learning content– did not relate content to
own situation
• Women did not go into new arenas
• "Education is not enough"– "Good life" – Quality of life
• Can technology increase quality of life– Isolation– OTHER people
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Meaning for didactics
• Point ONE: Create and train community
• Point TWO: Connect learning to local life
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Point ONE: "Create community" • Emphasize community in
online courses• Train online skills:
– find– connect – lead– innate– participate
• Join communities– Forums– Communities of
• practice• interest• innovation
– Social networks• Connect people better
together– locally– globally
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Point TWO:
Connect learning to local life• Duty of teachers of distance students:• Help students
– Connect content • Local meaning• Personal consequences
– Root their learning in local• issues• culture• needs
– How• Questions• Learning Projects• Flexibility
• Connect studies to– Local benefit– How can content improve
• local situation• What can I do?
– Quality of life
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More information
• On the presenter: Hróbjartur Árnason• On this project • Other presentations from this session