Does distance education support rural development?
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Presentation at the 5th Nordic conference on Adult Learning. Reykjavík, Iceland. March 2015. Hróbjartur Árnason, University of Iceland
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Does distance education support rural development?
- 1. Does education support rural development? Some rights reserved by Örlygur Hnefill
- 2. • Background • 4 examples • 2 didactical points
- 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
- 8. • Shrinking infrastructure • Few opportunities • „Lower“ quality of life • Difficult to offer learning because students are few and scattered Challenges mentioned
- 10. Let them learn!
- 11. Using distance and flexible learning to bridge distances
- 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
- 15. Ísafjörður Nursestudents creat cohort in isolated town Synchronus, cohort in one distant location
- 16. Teacher training: Asynchrounus and blended Individual students persue studies with work, and attend F2F gatherings on campus.
- 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
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.
- Shrinking infrastructure lost jobs missing people businesses closing people leaving Lower quality of life work education sports and interests services lack sporadic accidentally meeting people café shopping museum Difficult to offer learning (or other services) Few participants Diverse skills Varied educational background Difficult to run courses Long distances between people Traditional views on life still dominate Some do not see the need to learn Others do not find suiting subjects
- 18th century
- Nursestudents creat cohort in isolated town Synchronus, cohort in one distant location Teacher training: Asynchrounus and blended Individual students persue studies with work, and attend F2F gatherings on Regional and topical research centres Attract students to rural areas for intensive courses Teachers teach online or visit university Computer school invites online participants into class People who live in rural areas can participate through their own device in classroom based teaching