Nordic Pedagogy in ODL – A Danish View

Professor Annette LorentsenAalborg University, Denmark

al@iti.auc.dk

The Fluid-Eden Open Classroom Symposium, Copenhagen 5-6 December 2002

Conceptualising ODL

ODL opposed to on campus teaching and learning

ODL target group may be both adults and young participants

ODL is WSL/WBL

ODL as….?

… a translation/transformation of on campus teaching and learning Basic concepts in classroom teaching have to be

transformed/translated

… a new interpretation and implementation of our ideas of teaching and learning in a new context Basic ideas of learning have to be restated

(reinterpreted) and implemented under new conditions

Key issues now

Restating our ideas of learning What are the key concepts behind good learning

processes

Implementing these ideas in an ODL context Looking - as open minded as possible - at experience,

models, problems and challenges

Comparing Nordic ODL pedagogy with ’traditional’ ODL pedagogy Marketing Nordic design of ODL

Nordic ideas of learning

Learning how: ’GAFEL’ (shared responsibilityfor learning processes)

Learning what: A totality of competencies Learning where: In a room (non linearity) Learner role: Active, contributing, interactive Teacher role: Educationalist, person, expert Backbone of learning: Dialogue, discussion, materials

Looking at Nordic ODL implementations

Interviewing Danish universities on creating a new portal for ODL activities

Visiting Norwegian universities as part of an evaluation of SOFF supported activities

Evaluating Distum research activities on ODL in Sweden

Interviewing Finnish universities taking part in EU projects on networked learning

Models for implementing Nordic ODL

CSCL Parallel virtual classroom & CSCL Training online

Implementing Nordic ODL- Problems and challenges

How to create a community - a necessary precondition for active, contributing, interactive learning processes

How to create genuine dialogue and discussion How to further collaboration online How to give teachers competencies and tools to

act as proper Nordic ODL teachers How to give students tools and competencies to

take on a co-responsability for their own learning

Nordic design of ODL- a niche product world-wide?

Comparing Nordic ODL pedagogy with main stream ODL pedagogy

Is Nordic ODL pedagogy better? For what and why?

How to market Nordic ODL pedagogy?

ODL pedagogy Nordic Main stream

Process perspective Participants co-

responsible Broad definition of

professional competencies Additional citizen

competencies intended Learning in rooms

With problems & chaos Active, contributing

participants Complex teacher role

Shifting teacher-participant relations

Dialogue & discussion as important as materials

Product perspective Provider responsible Professional competencies

subject related

Learning as paths With curriculum & direction

Active participants – but a more reactive activity

Expert teacher role Stable teacher-participant

relation Materials of utmost

importance

Conclusions A Nordic ODL pedagogy model exists But not all Nordic ODL use it However, teachers want to We need back up to secure implementation

and continuation of project results And we need better descriptions and analysis

of the model (research) And more good examples (best practice) And joint action to promote the model and its

strenghts