THE USE OF ICT AND EMERGING TECHNOLOGIES IN HIGHER EDUCATION – CASES OF GOOD PRACTICE

Geir Hareide Hansen, University of Nordland, Norway

INTRODUCTIONIn 2008 Bodø University College (as from January 1st 2011 has become the University of Nordland) and Centre for Life-Long Learning initiated a new priority area called “The Flexible University” – a priority area which included a new way of thin-king regarding the use of ICT and emerging technologies (Veletsianos, 2010) in the University’s educational programmes. The purpose/aim of the priority area was a) to put the University in lead nationally when it comes to fl exible learning and b) become a University with a range of fl exible programmes for the region (Nordland county), nationally and in the long term internationally.

At the present time, University of Nordland and Centre for Life-Long Learning have been and are involved in several projects with the purpose of using ICT and emerging technologies - a few listed below:• Nordic knowledge on the Web - http://nordicknowledge.net• Bachelor in Nursing (180 ECTS) at Faculty of Professional Studies (PHS)• Match Analysis (10 ECTS) at Faculty of Professional Studies (PHS)• Teacher Education Programme for the lower primary school grades 1 to 7 and upper

primary school grades 5 to 10 (240 ECTS) at Faculty of Professional Studies (PHS)• Classroom Management in a Virtual Learning Environment (project ended)• MBA in Ecological Economics (90 ECTS) at Centre for Ecological Economics and Ethics at

Bodø Graduate School of Business

The Centre for Life-Long Learning has been, and is a major capacity when it comes to the development of new, fl exible programmes supported by ICT-enhanced and web-based le-arning. The centre have up to the present date a permanent sta� of 3 and a part-time sta� of 2 with the combination of technical and pedagogical qualifi cations and competence.

The sta� s have been, and are involved in all projects consis-ting web-based learning – from start to end, and the main

task is to give the academic sta� courses, help and support considering web-based learning, skills development in spe-cifi c software, the design and structure within Fronter and so on. All these new strategies and skills claims as well a new way in the pedagogical thinking. At the Centre for Life-Long Learning we make an assertion that the academic sta� s can-not use the same teaching methods online as they are doing in the classroom or auditorium.

CENTRE FOR LIFE-LONG LEARNING AND WEB-BASED LEARNING

BACHELOR IN NURSING

New design and structure in Fronter (LMS) based upon the aspect of usability and how you can arrange the teaching within the LMS. See picture 1, 2, 3

TEACHING METHODS

Videos recorded with MediaSite and Camtasia Studio. See picture 4, 5Using Microsoft Photostory 3.0. See picture 6Other tools and resources. See picture 7, 8, 9, 10, 11, 12

MBA in Ecological Economics is starting this autumn, and Centre for Life-Long Learning col-laborates with the Centre for Ecological Economics and Ethics regarding the development of a web-based MBA. This is a project that aims to develop best practice when it comes to usability, design and structure within Fronter.See picture 13, 14, 15, 16

FURTHER DEVELOPMENT

So far the student evaluations of the programmes are gratifying, all though there still are a lot of issues to improve. This is probably the case when it comes to web-based and ICT-enhanced courses and programmes – we always have to evaluate and keep evolving to assure the quality students demand.

Time will show whether the web-based programme are as good as the campus programme – and, we have to have in mind, the web-based programmes may be the only opportunity for many to get some formal qualifi cations.

Poster Presentation at the EDEN Annual Conference, 2011Learning and SustainabilityThe New Ecosystem of Innovation and Knowledge19-22 June 2011

Contact information: E-mail: geir.hareide.hansen@uin.no, Twitter: @geirhaha

www.uin.no

CONCLUSIONS AND RECOMMENDATIONS

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