Nordic Pedagogy in ODL – A Danish View

1. Nordic Pedagogy in ODL – A Danish View Professor Annette Lorentsen Aalborg University, Denmark al@iti.auc.dk The Fluid-Eden Open Classroom Symposium, Copenhagen 5-6 December 2002

2. Conceptualising ODL • ODL opposed to on campus teaching and learning • ODL target group may be both adults and young participants • ODL is WSL/WBL

3. 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

4. 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

5. Nordic ideas of learning • Learning how: ’GAFEL’ (shared responsibility for 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

6. 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

7. Models for implementing Nordic ODL • CSCL • Parallel virtual classroom & CSCL • Training online

8. 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

9. 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?

10. 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 ODL pedagogy Nordic Main stream

11. 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