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Redefining the Role of Rural Education Partneriat at the Blue Lagoon 13th -14th september 2002

Redefining the Role of Rural Education Partneriat at the Blue Lagoon 13th -14th september 2002. Thuridur Jóhannsdóttir researcher Sigurjón Mýrdal, associate professor Iceland University of Education. Background.

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Redefining the Role of Rural Education Partneriat at the Blue Lagoon 13th -14th september 2002

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  1. Redefining the Role of Rural EducationPartneriat at the Blue Lagoon 13th -14th september 2002 Thuridur Jóhannsdóttir researcher Sigurjón Mýrdal, associate professor Iceland University of Education

  2. Background • Sigurjón: sociologist with long experience in distance education in teacher education • Thuridur: educationist with background in literature and cultural studies – ICT and education • The LATIRA project - Learning and Teaching in the Rural Arctic with teacher educators in Høgskolen i Tromsø, Norway

  3. Key-themes • In-service-education • rural community • regional development • multiculturalism • ICT in education.

  4. Purpose • to explore and compare the rural condition in the Arctic regions from a socio-cultural view • define the social and cultural context in Arctic rural communities.

  5. Project focus Strengthening in-service education of community leaders in rural areas; among them • policy makers; • spokespersons for local interest groups, e.g. • parents • distance students and • “foreign workers” - new inhabitants • representatives for local cultures • educational personnel

  6. Working mode Community leaders in cooperation with researchers will interpret and work out policy on: • the role and possibilities of education with regard to • local resources, • indigenous visions and prospects for socio-cultural development in respective communities

  7. The goal • to raise awareness of problems and possibilities in the rural condition re-define the role of • local groups, • institutions and • the schools as core nodes in their communities in order to • conceptualize community possibilities and • undertake problem-based activities of concern and benefit to the future of the community

  8. The need for participatory democracy in rural development • The importance of experiences, views and identities of people in their own communities. • The project focuses on current transformations in the rural condition and will engage in education to • raise people’s awareness of their immediate local and global situation, • explain immediate aspects of changing rural conditions • deal with social, cultural and economic changes taking place in the rural habitat. 

  9. Education and ICT for the Rural Arctic • Building up knowledge which is relevant for the rural culture or community is the crucial part and • could be aimed at with help of ICT • our task is to make models for that purpose • Relations of rural culture and ICT • What are the implications of the technologies for culture and what are the implications of the culture for technologies ?

  10. The new information technologies • must be perceived from multiple perspectives, seen both as • a factor influencing social changes • a possible device for raising community awareness of transformations taking place.

  11. The project emphasizes • improvement of • skills, • reflective knowledge • attitudes, • life-long learning, • multiculturalism • new information technologies.

  12. Envisaged Output 1- Dialogue • The project will design and organize dialogue among community leaders in the Arctic regions where the • possibilities of information technology are explored • in both distance learning models and education in general – • be it in schools, homes, communities or working places.

  13. Envisaged Output 2Courses The courses will be tailor-made for distinct communities, based on: • recorded conditions in those communities, • defined needs and new challenges related to • globalization, • changes in regional development, • the role of education in the contemporary rural community, • multiculturalism and • ICT in education.

  14. Envisaged Output 3Evaluation • It is seen as an important part of such project to simultaneously evaluate the short-term effects of the undertaking in rural communities and identify strengths and weaknesses in the project model

  15. Summary • Define the need for new knowlegde, skills and attitudes which the new conditions in the rural arctic demand – call for • Design and plan courses which apply teaching and learning models to meet new demands and needs in the rural communities of the north • Redefine the role of students, teachers and institutions such as schools • Use opportunities offered by information and communication technology –– web-sites, video-conferences etc. - to enhance construction of learning communities in the Rural Arctic

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