Bridging the Distance: How distance and flexible learning is used to support rural development in Iceland. A presentation by Hróbjartur Árnason (University of Iceland) held on EDEN conference in Oslo 12-15 june 2013.
This presentation is part of the DISTANS networks project on "How Education can Support Rural Development": http://distans.wetpaint.com/page/Does+Education+support+rural+development%3F
4. 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
5. What did we do?
5
• Six Symposia
– Practical examples
– Research results
– Reflections on ideas
DISTANS Network:
• Toured the Nordic countries
• Visited educational sites
6.
7.
8. • Shrinking infrastructure
• Few opportunities
• „Lower“ quality of life
• Difficult to offer learning
because students are few
and scattered
Challenges mentioned
12. 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
18. Stykkishólmur
+ 8 other Regional and
topical research centres
• Attract students to rural
areas for intensive courses
• Teachers teach online or
visit university
19. Háskólasetrið á Hornafirði
Höfn og Kirkjubæjarklaustri
Rannsóknasetur HÍ
Suðurlandi, Selfossi og
Gunnarsholti
Rannsóknasetur HÍ
Vestmannaeyjum
Háskólasetur Suðurnesja
Sandgerði
Háskólasetur Snæfellsness
Stykkishólmi
Rannsóknasetur HÍ
Vestfjörðum
Bolungarvík og Patreksfirði
Rannsóknasetur HÍ
Norðvesturlandi
Skagaströnd
Rannsóknasetur HÍ
Norðausturlandi
Húsavík
Rannsóknasetur HÍ
Austurlandi
Egilsstöðum
Nine research centres
20. Computer school invites
online participants into class
People who live in rural areas can
participate in classroom based
teaching through their own device
21. 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
22. Meaning for didactics
• Point ONE:
Create and train community
• Point TWO:
Connect learning to local life
22
23. 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 23
24. 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
24
25. More information
• On the presenter: Hróbjartur Árnason
• On this project
• Other presentations from this session
Notes de l'éditeur
Our "Data"DISTANS' series of six symposia gathered together in one place local players who presented various examples of local use of technology to offer flexible learning opportunities in rural areas, local scholars who reflected on various aspects of education in rural areas and a foreign guest who offered new ideas about how technology can support adult learning or academics who offered an insight into their research and experience in this field of study. The symposia thus offered an interesting glimps and overview of what is going on in remote areas in six Nordic countries.
Shrinkinginfrastructurelost jobsmissingpeoplebusinessesclosingpeople leavingLowerquality of lifeworkeducationsports and interestsserviceslacksporadicaccidentallymeetingpeoplecaféshoppingmuseumDifficult to offer learning (or other services)FewparticipantsDiverse skillsVariededucationalbackgroundDifficulttoruncoursesLongdistancesbetweenpeopleTraditional views on life still dominateSome do not see the need to learnOthers do not find suiting subjects
18th century
Nursestudentscreatcohort in isolatedtownSynchronus, cohort in onedistantlocationTeachertraining: Asynchrounus and blendedIndividualstudentspersuestudieswithwork, and attend F2F gatheringsonRegional and topicalresearchcentresAttractstudentstoruralareas for intensivecoursesTeachersteachonline or visituniversityComputerschoolinvitesonlineparticipantsintoclassPeoplewholive in ruralareascanparticipatethroughtheirowndevice in classroombasedteaching