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Monday, December 8

  1. page next Generation Batteries edited ... Another perspective here. (2) What themes are missing from the above description that you thi…
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    Another perspective here.
    (2) What themes are missing from the above description that you think are important?
    Add your perspective here...Even if wireless power is an interesting option the development of long-lasting batteries is more important as have been shown by the success in schools with devices that last for at leat a full school day activity. peter.karlberg Dec 7, 2014 Kahoot Kahoot! is a game-based educational platform. With a new take on introducing a subject and formative assessment - through quizzing, collaboration and presentation of content - Kahoot! initiates peer-led discussions, with students left on the edge of their seats.morten.soby Dec 8, 2014
    Another perspective here.
    (3) What do you see as the potential impact of this technology on teaching, learning, or creative inquiry?
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  2. page Mobile Apps edited ... There is to little discussion on how we can develop mobile apps that gives more organized envi…
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    There is to little discussion on how we can develop mobile apps that gives more organized environment that fosters discussion and collaboration between educators and designers. vibeke.klovstad Dec 7, 2014
    How can we connect the apps with the backbones of digital resources, like the LMS, the school administrative system, the federated login service? morten.dahl Dec 7, 2014 stefan Dec 7, 2014
    App for improving students reading capacity The project is named "Læseløft Syd" and it is funded by Region Syddanmark Educational fundation.
    http://frontread.dk/ You are able to find relevant material of the project on
    http://laeseloeftsyd.wordpress.com/
    https://www.youtube.com/watch?v=kcj0rTAq4Xktt.hansenberg Dec 7, 2014

    (3) What do you see as the potential impact of this technology on teaching, learning, or creative inquiry?
    Data collection, especially images Ellef.fange.gjelstad Nov 26, 2014
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  3. page Learning Analytics edited ... Dashboard, reporting, and visualization tools thih Dec 6, 2014 Hybrid Data Infrastructure D…
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    Dashboard, reporting, and visualization tools
    thih Dec 6, 2014
    Hybrid Data Infrastructure Data infrastructure including both Grid and Cloud data management, which is scaled to protect student data locally and still send encrypted cloud data to scientific communities in order to exploit big data in analyzing and fascilitating personalied learning for individual students. (applies to Learning analytics, but still a topic on it's own.) lars.persen Nov 28, 2014
    (3) What do you see as the potential impact of this technology on teaching, learning, or creative inquiry?
    If used effectively, learning analytics can help surface early signals that indicate a student is struggling, allowing teachers and schools to address issues quickly. When correctly applied and interpreted, learning analytics will enable teachers to identify student learning-needs and subsequently tailor instruction appropriately and precisely. Learning analytics don't just measure students' progress – they can shape it. Analytics can potentially help transform education from a standard “one-sizefits- all” delivery system into a responsive and flexible framework, crafted to meet student academic needs and interests. For many years, these ideas have been a central component of adaptive software programs that make carefully calculated adjustments to keep learners motivated as they master concepts or encounter stumbling blocks.morten.soby Nov 24, 2014 thomas.skovgaard Dec 5, 2014morten.dahl Dec 7, 2014
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  4. page Challenges edited Research Question 4: Significant Challenges Impeding Technology Adoption ... five years? I…

    Research Question 4: Significant Challenges Impeding Technology Adoption
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    five years?
    INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).
    NOTE: For the purposes of voting, the Significant Challenges are sorted into three categories based on their scope and difficulty -- solvable challenges are those that we both understand and know how to solve, but seemingly lack the will; difficult challenges are ones that are more or less well-understood but for which solutions remain elusive; wicked challenges, the most difficult, are complex to even define, and thus require additional data and insights before solutions will even be possible. In your responses below, feel free to explore why the challenge is be solvable, difficult, or wicked.
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  5. page Challenges edited Research Question 4: Significant Challenges Impeding Technology Adoption ... five years? I…

    Research Question 4: Significant Challenges Impeding Technology Adoption
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    five years?
    INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).
    NOTE: TheFor the purposes of voting, the Significant Challenges
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    into three difficulty related categories based on their appearance in previous Horizon Report editionsscope and difficulty -- solvable
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    your responses to the trends below, feel
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    explore why or why not the challenge shouldis be in its specific category.solvable, difficult, or wicked.
    As you review what others have written, please add your thoughts and comments as well.
    Please "sign" each of your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: Sam Oct 27, 2014
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    Add your ideas here, with few complete sentences of description including full URLs for references (e.g. http://horizon.nmc.org). And do not forget to sign your contribution with 4 ~ (tilde) characters!
    Balancing our Connected and Unconnected Lives
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    7, 2014
    ch.tii
    ch.tii Dec 6,
    I don't subscribe to the "Digital Native" narrative (see White and Cornu 2011), if it was true, educational institutions wouldn't have to engage with this challenge, but they do. sara.mortsell Dec 6, 2014
    In the Norwegian Monitor 2013 (Monitor 2013) it is shown that high achieving students also has higher achievements with digital resources. [[user:jostein.kvisteroy|1417959848]morten.soby Dec 7, 2014sven.o.brekke Dec 7, 2014
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    12:37 pm
  6. page Trends edited Research Question 3: Key Trends Driving Educational Technology Adoption ... which Scandinavian…

    Research Question 3: Key Trends Driving Educational Technology Adoption
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    which Scandinavian schools approach our
    INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).
    Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: Sam Jul 1, 2013
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    Whenever I'm running a project at my school we do it through agile http://en.wikipedia.org/wiki/Agile_software_development philosophy. It doesn't have to do with system development even, last semester we did our own live talk show from school which was created using the same project management concept. I think agile philosophy is a great way of creating things especially in schools since we have a lot of knowledge about how we need things to be but little time to write specifications or engage completely in one project. We still need to do our everyday job while developing new solutions and ways of doing things. Agile is a flexible, fast and knowledge based bottom-up process. The result that comes us fits the users' needs, not some administrators career. martin.claesson Dec 4, 2014 karinnygards Dec 7, 2014 peter.karlberg Dec 7, 2014
    Digital Delivery is Increasingly the Norm
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    [Jette Risgaard]
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    Expansion of Digital Tests and Exams
    In Denmark national (summative) online tests exist and will expand. Online tests. Digital exams (with access to the Internet during the exams) are piloted in a number of schools and subjects and will no doubt spread to other areas and subjects. And this practice will eventually lead the changing of what is taught and the way it is taught. Digital tests and exams in Denmark jakob.harder Dec 2, 2014 At the moment there are two groups investigating how to digitise national tests in Sweden, one within the Ministry of Education and another within the National Agency for Education. Sweden will most probably introduce digital tests within a couple of years.jan.hylen Dec 5, 2014 i.e. national tests in a (limited) number of subjects and in some years, this might also change peter.karlberg Dec 7, 2014 In Norway there are sumative digital tests and exams on the national level provided by UDIR http://www.udir.no/Vurdering/Eksamen-videregaende/ Use of LMS for formative assessment varies. For higher education there is a national project with 23 universities and university colleges aiming at essay style exams for the first phase. ingrid.melve Dec 5, 2014jostein.kvisteroy Dec 7, 2014morten.soby Dec 7, 2014
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    We live in a time where the job market is under a tremendous shift. The students entering school today will meet a radically different working environment and job market than what we see today. Research suggests that about half of the current job market will shift rapidly or dissappear within a 10-20 year period. Jobs in services, administration, finances, transportation etc are very likely to be replaced either by robots, artificial intelligences or computers within this time frame. This will have a profound impact on education and what it delivers. There will be an increased need for the integration of new skills into education. Programming, creative use of IT as a design material, along with human-centered skills will see a great increase in demand. We will most likely have to re-think the notion of education being something that is provided at a single point in life by the state, as an ever shifting and evolving world will require a more rapid shift of competences in the general population. The use of technology in education will have to increase, and shift its focus from being a tool for use in other subject matters, to having an increased role in education as a tool for itself, and as a material for design and development. This will be seen throughout the educational system. Most likely this trend wont be seen from one day to another, but over a 20-year period we will probably be able to see the shift occur. karinnygards Dec 7, 2014 I believe that ICT has a role in schools both by it self and as a tool for use in "other" subjects. It is also important that the development of society almost totally digitalised is a "subject" in it self. peter.karlberg Dec 7, 2014
    Growing Ubiquity of Social Media
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    education sector.
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    in English:
    http://pure.au.dk/portal/files/54508198/Social_Media_and_Teaching._Taekke_and_Paulsen.pdf
    http://pure.au.dk/portal/files/54508198/Social_Media_and_Teaching._Taekke_and_Paulsen.pdf Link to
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    the project:
    http://www.u-p.dk/default.asp?product=278
    http://www.u-p.dk/default.asp?product=278 and Link
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    project's website:
    http://www.smee.dk
    http://www.smee.dk imvjet Nov
    Importance of Content Curation
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    Increasing Focus on Open Educational Resources
    Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is becoming a value across education. As traditional sources of authority are augmented by downloadable content, however, there is need for more curation and other forms of validation to that can communicate the credibility of a resource. Complicating the landscape in some ways, “open” has become a term often applied in very different contexts. Often mistaken to simply mean “free,” open education advocates are working towards a common vision that defines “open” more broadly — not just free in economic terms, but educational materials that are freely copiable, freely remixable, and free of barriers to access, sharing, and educational use. OER on the Agenda. As sharing is increasingly norm in teachers' practice, the adoption of OER will take off in a steady pace. This development will be fueled by increased awareness of technology as non-neutral and facilitated by meta tagging resources such as The Teacher Spider in Sweden (
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    Increasing Use of Hybrid Learning Designs
    As teachers and students alike become more familiar with and adept at using the Internet, traditional classroom pedagogies increasingly include online learning components, hybrid learning strategies, and increased focus on collaboration within the classroom. Schools that are making use of hybrid learning models are finding that using both the physical and the virtual learning environments to their highest potentials allows teachers to further personalize the learning experience, engage students in a broader variety of ways, and even extend the learning day. Hybrid models, when designed and implemented effectively, enable students to use the school day for group work and project-based activities, while using the network to access readings, videos, and other learning materials on their own time, leveraging the best of both environments. lars.persen Dec 1, 2014: Have seen teachers perfectly use co-writing tools for students writing their hypothesises before conducting chemical experiments. lars.persen Dec 1, 2014: a research report (PhD) from University of Oslo: Digital practice in collaboration between contexts -students' (9-13) use, experiences and interpretations of digital technology and the transformator between school and leisure time (Bjørgen, 2014) clearly shows that students' digital skills and abilities are not being exploited in schools, not even close. It tells how Norwegian schools not only prohibits all use of mobile phones, but also YouTube. Teachers are too often concerned about training students in technical and digital skills as such, instead of using already existing skills blended into classroom learning environments. The report also suggests a more active use of mobile technology in schools i.e. to collect data and document learning processes.
    http://forskning.no/barn-og-ungdom-skole-og-utdanning-informasjonsteknologi/2014/11/skolen-utnytter-ikke-barnas-digitale#.VG8KDTPcCgk.facebook
    Comment:
    Comment: Children's experience
    Massive Reinvention of the Personal Computer
    Computers as we know them are in the process of a massive reinvention. The computer is smaller, lighter, and better connected than ever before, without the need for wires or bulky peripherals. In many cases, smartphones and other mobile devices are sufficient for basic computing needs, and only specialized tasks require a keyboard, large monitor, and a mouse. Mobiles are connected to an ecosystem of applications supported by cloud computing technologies that can be downloaded and used instantly, for pennies. As the capabilities and interfaces of small computing devices improve, our ideas about when — or whether — a traditional computer is necessary are changing as well. stefan Dec 3, 2014 ch.tii Dec 6, 2014tt.hansenberg Dec 7, 2014jostein.kvisteroy Dec 7, 2014 This brings the need for developing app for your computer more in play. Microsoft has with their new Windows platform interacted with apps also for mobil platforms. This is just the beginning. tt.hansenberg Dec 7, 2014
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    Many municipalities became fond of hiring headmasters from outside the schoolworld, for some reason people from the armed services e.g. were highly popular for a while. Maybe teachers were considered unruly, and in need of strict leadership. This trend however seems to belong to the past. The majors proved to be lousy at democratic learning environments. But in the political arena, and among the civil servants and researchers and the "learning coaches" we find loads of people from different areas of society - officers, policemen, people who have studied media or political sciences, but damned few teachers! I believe for teaching to really focus on learning we need fewer busybodies without experience from teaching doing the research, teachertraining and governing, and more experts from within the field. ylva.pettersson Dec 6, 2014 karinnygards Dec 7, 2014
    Rethinking How Schools Work
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    http://blogs.kqed.org/mindshift/2013/12/whats-our-vision-for-the-future-of-learning/ )
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    Rethinking the Roles of Teachers
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    Rise of Data-Driven Learning and Assessment
    There is a growing interest in using new sources of data for personalizing the learning experience and for performance measurement. As learners participate in online activities, they leave an increasingly clear trail of analytics data that can be mined for insights. Learning analytics experiments and demonstration projects are currently examining ways to use that data to modify learning strategies and processes. Dashboards filter this information so that student progress can be monitored in real time. As the field of learning analytics matures, the hope is that this information will enable continual improvement of learning outcomes. / lars.persen Nov 28, 2014: Need for hybrid data infrastructure based on both Cloud and Grid Computing built into School District infrastructure to secure privacy together with exploiting big data algorithms for personalization. lars.persen Dec 1, 2014: I think we will see Learning Analytics-light models the next 3 years, as developers will use already existing tools to produce big data in a smaller scale, making it possible to push content personalized for students.
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    I agree with Martin - this has been the case in Sweden for a long time.jan.hylen Dec 5, 2014
    I Denmark we have for at least the last 3-4 years been more understandable in crediting the creation from our students. This is also one area that we in our curriculum could be more upen for giving students credits for their knowledge. We could easily Work in creating a accreditation model for giving students credits as creators. tt.hansenberg Dec 7, 2014
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    Cognitive Load Theory
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  7. page Challenges edited ... Creating Authentic Learning Opportunities Authentic learning, especially that which brings re…
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    Creating Authentic Learning Opportunities
    Authentic learning, especially that which brings real life experiences into the classroom, is still all too uncommon in schools. Authentic learning is seen as an important pedagogical strategy, with great potential to increase the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of learning strategies that incorporate real life experiences, technology, and tools that are already familiar to students, and interactions from community members are examples of approaches that can bring authentic learning into the classroom. Practices such as these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are too often failing to do. stefan Nov 30, 2014 One example of Authentic Learning is the book written by high School student in Norway, Connected Learners. The book is sold through Amazon and is used by many teachers. Writing and promoting the book opened up for many speaking and workshop opportunites for the students. ¨¨¨¨oysteinjohannessen Dec 4, 2014 Important but difficult. There are som excellent examples such as the upper secondary school YBC in Nacka, Sweden.jan.hylen Dec 5, 2014 The use of different kinds of OER:s opens new doors for the classroom to be connected to the outside world and to interact with the local as well as the worldwide community. Use of Wikipedia as a tool for engaging, and developing new learning-material, is a great example. Platforms like Wikiversity allow students to create their own OER:s in a global environment, in real collaboration with any interested party - person, organization, school, workplace etc., thus promoting real-life learning experiences as well as citizenship. Swedish teachers are forerunners in these areas and good examples can be found both in Wikiversity and in Wikimini. ylva.pettersson Dec 6, 2014 The authentic learning opportunity is also vital in order to break isolation (segregation) and having students interact with a diverse group of people. How much this matters to learning a new language and culture cannot be understated, a good example is this blog from Stockholm where two groups of students from different parts of town, and one group new in Sweden and the other well established, interacted over reading the same literature, https://ankomsten.wordpress.com/om/ sara.mortsell Dec 6, 2014vibeke.klovstad Dec 7, 2014
    Improving Usability of IT Services
    This is probably the most cost saving factor never talked about when it comes to public purchasing of IT services. Better usability can reduce the time it takes for someone to perform a task meaning more efficient and happier users. Efficient and happy is usually something good. Great usability will mean zero training (almost at least), which is a paradigm shift for officials who believe training is one of the biggest costs of implementing a system. Having good usability will increase the time the student or teacher can put into actually creating value or learning. martin.claesson Dec 3, 2014

    Integrating Personalizing Learning
    Personalized learning includes a wide variety of approaches to support self-directed and group-based learning that can be designed around each learner’s goals. . Solving this challenge means incorporating into school activities concepts such as personalized learning environments and networks, adaptive learning tools, and more. Using a growing set of free and simple resources, such as a collection of apps on a tablet, it is already quite easy to support one’s on going social and professional learning and other activities with a collection of resources and tools that is always on hand. There are two paths of development for personalized learning: the first is organized by and for the learner, which includes apps, social media, and related software. School goals and interests are driving the other path, primarily in the form of adaptive learning. In this pathway, which envisions the development of tools and data streams that are still some time away from being seen in schools, adaptive learning is enabled by intervention-focused machine intelligence that interprets data about how a student is learning and responds by changing the learning environment based on their needs. While the concept of personalized learning is fairly fluid, it is becoming more and more clear that it is individualized by design, different from person to person, and built around a vision of life-long learning. Personalized learning - Fullan: A Rich Seam - can be one of the important bricks to build a more engaging deep learning experience for students to get them engaged and motivated in the learning process. Building partnerships between students and teachers, focusing on 21st century skills in the learning process and continuous measurement, and invest heavily in both leaders and teachers capacity building. Moving in this direction will change the way of teaching and the way of learning. The aim is to create happier and more motivated students as well as more engaged teachers. This attempt to learning is being executed in the New Pedagogies for Deep Learning Project. Kirsten.Panton Dec 7, 2014morten.soby Dec 7, 2014vibeke.klovstad Dec 7, 2014Michal Fullan:
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    See: http://www.idunn.no/dk/2014/04/what_does_professional_digital_competence_mean_inteacher_e Andreas.lund Dec 7, 2014 The extent to which teacher trainers actually utilize ICT in their teaching varies a lot from person to person in Norway. Regional and local differences emerge between and within the different teacher education institutions, affecting student teachers’ digital competence. There are also discrepancies in how ICT is integrated at different institutions, and also within different fields of study. It seems as if the integration of ICT in teacher training to some extent is up to the individual teacher trainer, and as a result of this, students attending the same institutions can receive divergent levels of ICT training, depending on the teacher they have and the courses they take. Hence, students from different teacher training institutions are differently educated when it comes to ICT skills and competences.morten.soby Dec 7, 2014
    The results from the Danish report ICILS 2013 shows that Danish teachers are at the absolute top in terms of integration of ICT in teaching and in student-activities. But widely IT is used to a traditional type of teaching. ICILS 2013 - Denmarkjakob.harder Dec 2, 2014 lars.persen Dec 3, 2014: Time is a factor in building digital competence among teachers: according to last years' fight in both Denmark and Norway over how staff time outside the classroom will be spent, teachers are close to a breaching point on how many areas and tasks being put into their work week. In-faculty training and joint staff professional development time has to be re-thought. School staff cannot collectively focus equally much on digital competencies, literacy training models, physical education blended into daily routines, social skills training programs, etc. How do we solve this? How can we give school owners and leveres the overall competency of scaling professional development in a reasonable way, to support the teachers' work in the classroom? lars.persen Dec 3, 2014 The Norwegian Government is now planning to put about 1000 teachers annually in a re-education programme. Even if this is double of previous years, it still is a small number. At the same time I expect digital competence to be a major part of the extension of teacher training to a 5-year master. Given an average of 65000 Norwegian teachers over the last five years and a 5 % annual turnover of teachers, it will take at least 20 years before all teachers either have a master degree or have been through the governmental programme; in the last group digital competence courses make just a small number of the overall offered courses. I think a sum similar to the one supporting year courses for teachers in universities or univesity colleges has to be granted to school for all staff-training in order to provide them with competent lecturers and trainers from outside the school.
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    successful. Kirsten.Panton Dec 7, 2014 Improving teachers At least in Sweden it's very obvious that the current build of teachers are not equipped to develop ICT use and integrate it in learning processes (some are not even equipped to be teachers if you look at the recent OECD report). I think I'm very lucky to be working with some of the best teachers at this in my school but in general there's a bad fit between teachers working today and the potential technology is bringing. I don't expect teachers to be very advanced users of technology, they don't have to be, but they need to improve their understanding of what technology can be used for and how digital processes differ from analog. Too many are doing the same stuff they've been doing for decades but with hugely more expensive gear. martin.claesson Dec 3, 2014Ingunn.Bremnes.Stubdal Dec 3, 2014sven.o.brekke Dec 7, 2014vibeke.klovstad Dec 7,
    Keeping Formal Education Relevant
    As online learning and free educational content become more pervasive, stakeholders and administrators must seriously consider what schools can provide that cannot be replicated by other sources. It is no longer necessary for parents to send their children to school for them to become knowledgeable and gain skills that will lead them to gainful employment. There are, however, valuable skills and attitudes that can only be acquired in school settings. Soft skills, such as face-to-face communication and collaboration, for instance, are essential practices for solving problems in a world that is increasingly interconnected. Similarly, work ethic and the ability to persevere through even the toughest challenges, both social and academic, are reinforced in formal education environments. The idea is to rethink the value of education as a means of reinforcing attitudes and skills learners will need to seek credible information, work effectively in teams, and persist in achieving their goals. A recent survey by the Workforce Solutions Group found that more than 60% of employers say applicants lack “communication and interpersonal skills.” On the same note, the National Association of Colleges and Employers surveyed more than 200 employers about their top ten priorities in new hires and found that hiring managers desire people who are team players, problem solvers and can plan, organize and prioritize their work while technical skills fell lower on the list. Generally speaking, trends in hiring make it clear that soft skills such as communication and work ethic are differentiating outstanding applicants from the pile. "It is no longer necessary for parents to send their children to school for them to become knowledgeable and gain skills that will lead them to gainful employment." I do not agree. E.g. math, as taught in school, is as necessary as ever to gainful employment. Math can theoretically be learned outside school, but so can soft skills. Ellef.fange.gjelstad Nov 26, 2014 Quite a number of boys do not find (formal) education relevant, and the drop-out ratios are a big challenge to the education system – and to the society. The analysis “Use of digital learning resources – impact measurement” from 2014 shows that the use of digital learning resources can help motivate the students. Among other things the fact that the learning resource is digital itself contributes to motivation along with e.g. the variation in the learning environment and the possibility for immediate feedback that the digital learning resources provide. Use of digital learning resources – impact measurement and English abstractjakob.harder Dec 2, 2014
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    Scaling innovations in the education system is a major challenge. Teachers seem to be unwilling to accept working methods designed by others than themselves. For innovations to scale we also need more collaboration between teachers and less of the model "one teacher, one class".jan.hylen Dec 5, 2014 We have models – The EU (EUN) iTec project have experience and a methodology that can be used in the proposal for mainstreaming and scaling up. morten.soby Dec 7, 2014
    An important asset is the fact that many teachers don't want to be led or controlled. With more skill in utilizing human resources this could be turned into a key to success. This would however require for politicians and heads/managers of schools to trust teachers and treat them as professionals. ylva.pettersson Dec 6, 2014
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    4. Knowledge of how students adopt deep learning practices
    ...
    from RQ3.] Agree - and changing this culture is pivotal. School leaders need to take responsibility for including this in the school culture. Kirsten.Panton Dec 7, 20147 I feel that the teachers have been better to share materials. Instead, some teachers find it difficult to use the material developed by others. This is related to different ways of teaching. Another problem is that teachers are not good at describing how they use the material, and the material often serves as support material for the theacher. So, besides the culture to share materials we need a culture where teachers describe the pedagogical context they used the meterial. Sharing can also be knowledge in the form of examples from their teaching. Here we work with inspiration-videos. [[user:stgr|1417772760]Innovation and technology as an independent subject* Innovation and technology as an independent subject. jakob.harder Dec 2, 2014Computer Science as part of the National Curriculum, as they have in the UK. Are we even having this debate in Scandinavia? Kirsten.Panton Dec 7, 2014 Yes we do have that debate, at least in Sweden we do. I'm not in favor of creating a subject like Computing in the UK, but we do have to upgrade the importance of innovation, technology and understanding the systems. The Swedish party Moderaterna suggested in june, that coding should be an elective subject along with "craft". htmldiff2http://www.moderat.se/debatt/gor-programmering-till-amne-i-skolan htmldiff3This was something that Mehmet Kaplan, minister in charge of IT development, also rised as an option when he gave a speech at Internetdagarna the other week. I think it is important to not make it optional and I don't think creating another STEM-subject is the right way either.karinnygards Dec 7, 2014
    School Infrastructures are Under-Resourced
    Critical school infrastructures are under-resourced. Rather than encouraging researchers to build on and extend core resources, leverage shared file systems, and open accessible service APIs, institutions are narrowing their focus to what they perceive as the minimal subset of enterprise services they can afford to sustain. As a result, educators are often trying to design new, innovative learning models that must be integrated with outdated, pre-existing technology and learning management systems. lars.persen Nov 28, 2014: The problem with tenders: Municipalities and counties put out tenders for building infrastructure. When pricing is weighted more than 50% in validating the bids, they tend to buy weaker, cheaper infrastructure that is close to outdated the day it is installed. A cheap access point for wireless network in a school is a huge problem for educators using cloud Learning platforms. There also seem to be little understanding among buyers and school authorities about how to scale different parts of their infrastructure so they fit to each other. Buying 1:1 devices with a knealing network is simply bad planning. / lars.persen Nov 28, 2014 Buying 1:1 is also a challenge for many Schools: trying to fullfill expectations of a 1:1 infrastructure, some schools buy cheap, slow, computers to students, which make a problem stealing time from learning. / lars.persen Nov 28, 2014: School infrastructure, combined with exercised skills among staff at the schools is the new class distinction. There can be enormous differences between neighbouring municipalities and even neighbouring schools in the same municipality. stefan Nov 30, 2014
    ...
    Confusion Between "Teaching Digital Competence" and "Using Digital Competence to Teach Other Subjects"
    Learning digital competence is very different from using digital tools in other subjects (like language and science), just like learning to read is different from using text to explain math. However, in the discussion these are often mixed up. Some people want teacher education to teach digital competence, other to use tools in math and science. Public funding for digital education often do not specify which of the goals they want to support. Ellef.fange.gjelstad Nov 26, 2014 vibeke.klovstad Dec 7, 2014lars.persen Nov 28, 2014: Through his theories on connectivism, Stephen Downes has said that the most important competence for learning for a future work life is to be able to build and traverse networks. This is in opostition to a traditional educational thinking where i.e. exams are done on paper with no help allowed. We have to connect learning digital competence to applying the comptencies actively in learning strategies, even in exam situations. This means that we in many aspects have to re-think education within the frames of life-long Learning. stefan.reppe Dec 7, 2014 In this context there is also a need to broaden and re-frame the concept of Digital Competence as well. Here the concept of ICT as a design material, programming in education etc needs to take a stonger foot-hold. ch.tii Dec 6, 2014
    Creating an Environment Where Technology Supports Learning Equity
    Creating an environment where technology supports learning equity and does not widen the gap between high and low performers. We've seen some early signals that motivated students benefit from having access to technology while less motivated will use is as a diversion. We need to find ways to engage all students and use technology to promote their learning while keeping equity in focus. martin.claesson Dec 3, 2014sven.o.brekke Dec 7, 2014 Regarding access to digital tools / computers / tablets. It's too big differences between schools and between municipalities. Regarding the competence of teachers. There is too much variation in terms of teachers' conditions, knowledge and interests when it comes to using the technology available in the classrooms. helena.kvarnsell Dec 4, 2014
    Creating Systemic Policy and Synergies for Better Learning
    The digital dimension of the Norwegian Knowledge Promotion Reform has been insufficiently coordinated throughout the broad programmes and instruments encompassed by the reform. Digital skills were a new skills set in the reform, with a weaker knowledge base than the established skills: oral skills, reading, writing and arithmetic. With some honourable exceptions, digital skills have not been made clear in the competence objectives, forms of assessment rarely include digital tools, and forms of teaching are only relatively little adapted to the use of ICT. We need to explore the growing economic and educational imperative for new strategies and policies to achieve an ubiquitous technology environment at school, at home and in the community. Leadership in the use of educational technology requires a map and a compass to guide decision-making and action plans. To be truly useful, such roadmaps need to strike a delicate balance: they must incorporate a contextual understanding of real-world technologies, but remain grounded in pedagogical frameworks that guide their application.morten.soby Dec 7, 2014sven.o.brekke Dec 7, 2014vibeke.klovstad Dec 7, 2014
    How about a bimodal strategy, where we look at the core subjects of education where we can have a long term strategy, and the more flexible areas that needs to change over time. karinnygards Dec 7, 2014
    Focus on Technology Over Education
    ch.tii Dec 6, 2014 There is still a very strong belief that technology in itself is a saviour of education, and if we just have the tools and technologies, everything will be all right. This belief hinders development firstly by driving resources towards the technology, and secondly by limiting the development of sound vocational training for educators. As technology and society evolves in an ever more increasing speed, so teachers need to increase their loop of training, so that they are in tune with the society surrounding them. It is no longer possible to continue to teach the same content, in the same environment, using the same tools, when all of these three domains change due in part to technology. New models of continual teacher training, that is more societal, contextual and close to the needs of the current society needs to be put to place. Due to the lack of an up to date teacher training environment in these areas, such training will have to be catered for elsewhere.

    Impact of Ergonomics
    Screen quality, posture etc. often cause students to like computers less than they could have done. [[user:Ellef.fange.gjelstad|1417074763]The digital divide lars.persen Dec 1, 2014
    According to a 2013 Pew Research Centre survey, 84% of teachers said "today's digital technologies are leading to gretten disparities between affluent and disadvantaged schools". We see neighbouring schools being on extremely different levels regarding penetration of digital tools, staff skills and effective use in learning situations.
    Implementing Knowledge and Success from other Parts of Society in the Educational System
    ch.tii Dec 6, 2014 There is a tendency for the formal educational system to not look into the practices of other parts of society, be they public or private. Due to digtalisation, learning has not only changed in the formal educational system but also elsewhere in society and in the private sector. Here there are lots of knowledge to tap into, that would greatly enhance processes, projects, content and structure of education. An opening up of education into the rest of society will be needed in order for education to stay relevant in society over the long run. -I agree, the changes we have to go through to modernize education are massive and we have a lot to learn from other sectors, like the health care system. How do we create real change and value from technology, and not just exchange one tool with an other? We can learn from mistakes and imitate good examples. The music industry had to change when spotify had its big break through. Traditional newspapers and broadcast media are forced to think differently because of technology. School still has its monopoly where kids have to go to school every day. That doesn't mean we don't have to upgrade the system. karinnygards Dec 7, 2014

    Low Buyer Competency in Schools and Municipality Administrations
    ...
    Dec 6, 2014 Ordering Decisions regarding the purchase that is not based on what students and teachers need to best educate students for the future, but rather builds individuals enjoy the spirit. It can be anything from computers themselves / surf plates to cloud services.helena.kvarnsell Dec 4, 2014
    Reflexivity Over Attention to Media
    The new media environment means a lot of distraction in the classroom and most children and young people think they can multitask why they often try to play computer games or write on Facebook while the teacher teach. Therefor digital literacy must include training of students in being reflective in relation to their attention and use of media. imvjet Nov 17, 2014 ...and to train teachers to be good at class management in a multimedia world; to be able to chose for the students when necessary, open for all platforms and media when applicable, and even say no to use of technology when the task asks for other skills to be trained among students.lars.persen Dec 3, 2014
    ...
    Tradition: assessment has been intended to capture pupils achievements in a delimited subject area, at a certain time Existing models of assessment are typically at odds with: high-­‐level skills, knowledge, attitudes, self directed learning and collaborative learning. A shared understanding will better prepare teachers, researchers and policymakers to go collectively beyond current assessment practices and explore assessment practices designed for our digital age. ICT offer many opportunities for supporting
    assessment formats that can capture complex skills and competences that are otherwise difficult to assess. ICT assessment strategies have been grounded in the traditional assessment paradigm, which has for centuries dominated formal education and training and is based on the explicit testing of knowledge. We need to address a deeper notions of learning along with policymaking. Develop ICT environments and new formative assessment tools; learning analytics.morten.soby Dec 7, 2014
    Sharing digital learning resources and innovative teaching practices
    Technology makes knowledge sharing in schools and among teachers easier e.g. sharing digital learning resources, learning courses, good examples etc. jakob.harder Dec 2, 2014 lars.persen Dec 6, 2014: ...and still there is only a hard core of teachers with digital self-confidence sharing. Too many teachers are afraid of displaying how they build and use self-produced learning material online. "I know it works well with my group of students, but is it good enough for others to use?" Theory: there is not a strong tradition of collegue based assessment in Norway / Sweden (I am not sure how this is in DK). Teachers are used to a closed autonomy inside their classroom. This autonomy, and not being used to being assessed by peers make teachers being more insecure when it comes to sharing.sven.o.brekke Dec 7, 2014
    Agree - and changing this culture is pivotal. School leaders need to take responsibility for including this in the school culture. Kirsten.Panton Dec 7, 20147
    I feel that the teachers have been better to share materials. Instead, some teachers find it difficult to use the material developed by others. This is related to different ways of teaching. Another problem is that teachers are not good at describing how they use the material, and the material often serves as support material for the theacher. So, besides the culture to share materials we need a culture where teachers describe the pedagogical context they used the meterial. Sharing can also be knowledge in the form of examples from their teaching. Here we work with inspiration-videos. [[user:stgr|1417772760]Innovation and technology as an independent subject* Innovation and technology as an independent subject. jakob.harder Dec 2, 2014Computer Science as part of the National Curriculum, as they have in the UK. Are we even having this debate in Scandinavia? Kirsten.Panton Dec 7, 2014
    htmldiff1Yes we do have that debate, at least in Sweden we do. I'm not in favor of creating a subject like Computing in the UK, but we do have to upgrade the importance of innovation, technology and understanding the systems. The Swedish party Moderaterna suggested in june, that coding should be an elective subject along with "craft". htmldiff2http://www.moderat.se/debatt/gor-programmering-till-amne-i-skolan htmldiff3This was something that Mehmet Kaplan, minister in charge of IT development, also rised as an option when he gave a speech at Internetdagarna the other week. I think it is important to not make it optional and I don't think creating another STEM-subject is the right way either.karinnygards Dec 7, 2014
    Equity
    Creating an environment where technology supports learning equity and does not widen the gap between high and low performers. We've seen some early signals that motivated students benefit from having access to technology while less motivated will use is as a diversion. We need to find ways to engage all students and use technology to promote their learning while keeping equity in focus. martin.claesson Dec 3, 2014sven.o.brekke Dec 7, 2014
    Regarding access to digital tools / computers / tablets. It's too big differences between schools and between municipalities.
    Regarding the competence of teachers. There is too much variation in terms of teachers' conditions, knowledge and interests when it comes to using the technology available in the classrooms. helena.kvarnsell Dec 4, 2014
    Improving teachers
    At least in Sweden it's very obvious that the current build of teachers are not equipped to develop ICT use and integrate it in learning processes (some are not even equipped to be teachers if you look at the recent OECD report). I think I'm very lucky to be working with some of the best teachers at this in my school but in general there's a bad fit between teachers working today and the potential technology is bringing. I don't expect teachers to be very advanced users of technology, they don't have to be, but they need to improve their understanding of what technology can be used for and how digital processes differ from analog. Too many are doing the same stuff they've been doing for decades but with hugely more expensive gear. martin.claesson Dec 3, 2014Ingunn.Bremnes.Stubdal Dec 3, 2014sven.o.brekke Dec 7, 2014vibeke.klovstad Dec 7, 2014
    Usability
    This is probably the most cost saving factor never talked about when it comes to public purchasing of IT services. Better usability can reduce the time it takes for someone to perform a task meaning more efficient and happier users. Efficient and happy is usually something good. Great usability will mean zero training (almost at least), which is a paradigm shift for officials who believe training is one of the biggest costs of implementing a system. Having good usability will increase the time the student or teacher can put into actually creating value or learning. martin.claesson Dec 3, 2014
    Ordering
    Decisions regarding the purchase that is not based on what students and teachers need to best educate students for the future, but rather builds individuals enjoy the spirit. It can be anything from computers themselves / surf plates to cloud services.helena.kvarnsell Dec 4, 2014
    Focus on technology rather than education ch.tii Dec 6, 2014
    There is still a very strong belief that technology in itself is a saviour of education, and if we just have the tools and technologies, everything will be all right. This belief hinders development firstly by driving resources towards the technology, and secondly by limiting the development of sound vocational training for educators. As technology and society evolves in an ever more increasing speed, so teachers need to increase their loop of training, so that they are in tune with the society surrounding them. It is no longer possible to continue to teach the same content, in the same environment, using the same tools, when all of these three domains change due in part to technology. New models of continual teacher training, that is more societal, contextual and close to the needs of the current society needs to be put to place. Due to the lack of an up to date teacher training environment in these areas, such training will have to be catered for elsewhere.
    Systemic Policy - Synergies for Better Learning
    The digital dimension of the Norwegian Knowledge Promotion Reform has been insufficiently coordinated throughout the broad programmes and instruments encompassed by the reform. Digital skills were a new skills set in the reform, with a weaker knowledge base than the established skills: oral skills, reading, writing and arithmetic. With some honourable exceptions, digital skills have not been made clear in the competence objectives, forms of assessment rarely include digital tools, and forms of teaching are only relatively little adapted to the use of ICT. We need to explore the growing economic and educational imperative for new strategies and policies to achieve an ubiquitous technology environment at school, at home and in the community.
    Leadership in the use of educational technology requires a map and a compass to guide decision-making and action plans. To be truly useful, such roadmaps need to strike a delicate balance: they must incorporate a contextual understanding of real-world technologies, but remain grounded in pedagogical frameworks that guide their application.morten.soby Dec 7, 2014sven.o.brekke Dec 7, 2014vibeke.klovstad Dec 7, 2014
    How about a bimodal strategy, where we look at the core subjects of education where we can have a long term strategy, and the more flexible areas that needs to change over time. karinnygards Dec 7, 2014
    Implementing knowledge and success from other parts of society in the educational system ch.tii Dec 6, 2014
    There is a tendency for the formal educational system to not look into the practices of other parts of society, be they public or private. Due to digtalisation, learning has not only changed in the formal educational system but also elsewhere in society and in the private sector. Here there are lots of knowledge to tap into, that would greatly enhance processes, projects, content and structure of education. An opening up of education into the rest of society will be needed in order for education to stay relevant in society over the long run.
    -I agree, the changes we have to go through to modernize education are massive and we have a lot to learn from other sectors, like the health care system. How do we create real change and value from technology, and not just exchange one tool with an other? We can learn from mistakes and imitate good examples. The music industry had to change when spotify had its big break through. Traditional newspapers and broadcast media are forced to think differently because of technology. School still has its monopoly where kids have to go to school every day. That doesn't mean we don't have to upgrade the system. karinnygards Dec 7, 2014

    (view changes)
    12:26 pm
  8. page Challenges edited ... I don't subscribe to the "Digital Native" narrative (see White and Cornu 2011), if i…
    ...
    I don't subscribe to the "Digital Native" narrative (see White and Cornu 2011), if it was true, educational institutions wouldn't have to engage with this challenge, but they do. sara.mortsell Dec 6, 2014
    In the Norwegian Monitor 2013 (Monitor 2013) it is shown that high achieving students also has higher achievements with digital resources. [[user:jostein.kvisteroy|1417959848]morten.soby Dec 7, 2014sven.o.brekke Dec 7, 2014
    ...
    7, 2014
    Of
    Of course. A
    ...
    7, 2014
    The
    The first digital
    ch.tii Dec 6, 2014 tt.hansenberg Dec 7, 2014 stefan.reppe Dec 7, 2014 Andreas.lund Dec 7, 2014
    Informal learning is not the goal for education in school. This runs contrary to the last 200 years of school policy, and will be difficult to achieve. jostein.kvisteroy Dec 7, 2014
    ...
    Authentic learning, especially that which brings real life experiences into the classroom, is still all too uncommon in schools. Authentic learning is seen as an important pedagogical strategy, with great potential to increase the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of learning strategies that incorporate real life experiences, technology, and tools that are already familiar to students, and interactions from community members are examples of approaches that can bring authentic learning into the classroom. Practices such as these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are too often failing to do. stefan Nov 30, 2014 One example of Authentic Learning is the book written by high School student in Norway, Connected Learners. The book is sold through Amazon and is used by many teachers. Writing and promoting the book opened up for many speaking and workshop opportunites for the students. ¨¨¨¨oysteinjohannessen Dec 4, 2014 Important but difficult. There are som excellent examples such as the upper secondary school YBC in Nacka, Sweden.jan.hylen Dec 5, 2014 The use of different kinds of OER:s opens new doors for the classroom to be connected to the outside world and to interact with the local as well as the worldwide community. Use of Wikipedia as a tool for engaging, and developing new learning-material, is a great example. Platforms like Wikiversity allow students to create their own OER:s in a global environment, in real collaboration with any interested party - person, organization, school, workplace etc., thus promoting real-life learning experiences as well as citizenship. Swedish teachers are forerunners in these areas and good examples can be found both in Wikiversity and in Wikimini. ylva.pettersson Dec 6, 2014 The authentic learning opportunity is also vital in order to break isolation (segregation) and having students interact with a diverse group of people. How much this matters to learning a new language and culture cannot be understated, a good example is this blog from Stockholm where two groups of students from different parts of town, and one group new in Sweden and the other well established, interacted over reading the same literature, https://ankomsten.wordpress.com/om/ sara.mortsell Dec 6, 2014vibeke.klovstad Dec 7, 2014
    Integrating Personalizing Learning
    ...
    life-long learning.
    Personalized
    Personalized learning -
    We see four fundamental barriers currently standing between the theory and practice of deep learning, including inadequate development of the following: 1. Policies and system-level strategies that enable diffusion 2. Accepted ways of measuring deep learning 3. Adoption of new pedagogical models that foster deep learning 4. Knowledge of how students adopt deep learning practicesmorten.soby Dec 7, 2014
    Integrating Technology in Teacher Education
    ...
    mainstream teachers.
    In
    In spite of
    ...
    2, 2014
    Ideally,
    Ideally, we should
    A major challenge in the Swedish system where teacher education now is very integrated in the "ordinary" university. This means that teacher students are integrated with the other students for most of the time.jan.hylen Dec 5, 2014
    ...
    7, 2014
    The
    The extent to
    ...
    7, 2014
    Confusion between "Teaching Digital Competence" and "Using Digital Competence to Teach Other Subjects"
    Learning digital competence is very different

    The results
    from using digital toolsthe Danish report ICILS 2013 shows that Danish teachers are at the absolute top in other subjects (like languageterms of integration of ICT in teaching and science), just like learningin student-activities. But widely IT is used to reada traditional type of teaching. ICILS 2013 - Denmarkjakob.harder Dec 2, 2014 lars.persen Dec 3, 2014: Time is different from using texta factor in building digital competence among teachers: according to explain math. However,last years' fight in both Denmark and Norway over how staff time outside the discussion theseclassroom will be spent, teachers are often mixed up. Some people want teacher educationclose to teach digital competence, other to use tools in matha breaching point on how many areas and science. Public funding fortasks being put into their work week. In-faculty training and joint staff professional development time has to be re-thought. School staff cannot collectively focus equally much on digital competencies, literacy training models, physical education oftenblended into daily routines, social skills training programs, etc. How do not specify which ofwe solve this? How can we give school owners and leveres the goals they wantoverall competency of scaling professional development in a reasonable way, to support. Ellef.fange.gjelstad Nov 26, 2014 vibeke.klovstad Dec 7, 2014lars.persen Nov 28, 2014: Through his theories on connectivism, Stephen Downes has said thatsupport the most important competence for learning for a futureteachers' work lifein the classroom? lars.persen Dec 3, 2014 The Norwegian Government is now planning to put about 1000 teachers annually in a re-education programme. Even if this is double of previous years, it still is a small number. At the same time I expect digital competence to be ablea major part of the extension of teacher training to builda 5-year master. Given an average of 65000 Norwegian teachers over the last five years and traverse networks. This is in opostition to a traditional educational thinking where i.e. exams are done on paper with no help allowed. We5 % annual turnover of teachers, it will take at least 20 years before all teachers either have to connect learninga master degree or have been through the governmental programme; in the last group digital competence courses make just a small number of the overall offered courses. I think a sum similar to applying the comptencies activelyone supporting year courses for teachers in learning strategies, even in exam situations. This means that weuniversities or univesity colleges has to be granted to school for all staff-training in many aspects haveorder to re-think education withinprovide them with competent lecturers and trainers from outside the framesschool.
    The teachers lack
    of life-long Learning. stefan.reppe Dec 7, 2014
    In this context there
    digital competence is also a needthe main challenge, and several incentives are needed to broadenchange this situation. School based training, Continued Professional development and re-frame the concept of Digital Competence as well. Here the conceptlearning networks are some of these Ingunn.Bremnes.Stubdal Dec 7, 2014morten.soby Dec 7, 2014sven.o.brekke Dec 7, 2014 Traditional ICT as a design material, programmingcourses for teachers seem very outdated. Instead giving teachers time in education etc needstheir timetables to take a stonger foot-hold. ch.tiiwork together on testing out new teaching methods including new use of technology is often proved successful. Kirsten.Panton Dec 6,7, 2014
    Keeping Formal Education Relevant
    ...
    the pile.
    "It
    "It is no
    ...
    26, 2014
    Quite
    Quite a number
    ...
    impact measurement
    and
    and English abstractjakob.harder
    ...
    7, 2014
    We
    We have a
    ...
    7, 2014
    as
    as stated above,
    Managing Knowledge Obsolescence
    ...
    to us.
    It
    It is very
    ...
    26, 2014
    We
    We need a
    ...
    7, 2014
    A
    A national standardization
    ...
    7, 2014
    We
    We have to
    Safety of Student Data
    ...
    5, 2014
    This
    This is always
    Scaling Teaching Innovations
    Our organizations are not adept at moving teaching innovations into mainstream practice. Innovation springs from the freedom to connect ideas in new ways. Our schools and universities generally allow us to connect ideas only in prescribed ways — sometimes these lead to new insights, but more likely they lead to rote learning. Current organizational promotion structures rarely reward innovation and improvements in teaching and learning. A pervasive aversion to change limits the diffusion of new ideas, and too often discourages experimentation. stefan Nov 30, 2014 ch.tii Dec 6, 2014
    An important challenge is that many teachers don't want to be led or controlled. Ellef.fange.gjelstad Nov 26, 2014
    In Sweden, cities and regions across the country are running websites, aimed at school leaders, teachers and school librarians, that describes local innovations in teaching practice and collaborative professional development. These websites have recently started to collaborate, in order to share the insights and spread innovative thinking and action. http://omvarld.blogg.skolverket.se/2014/10/01/pedagogsajter-i-sverige-satsar-framat/ stefan Nov 30, 2014
    ...
    teaching practice. stefanstefan Nov 30,
    Scaling innovations in the education system is a major challenge. Teachers seem to be unwilling to accept working methods designed by others than themselves. For innovations to scale we also need more collaboration between teachers and less of the model "one teacher, one class".jan.hylen Dec 5, 2014 We have models – The EU (EUN) iTec project have experience and a methodology that can be used in the proposal for mainstreaming and scaling up. morten.soby Dec 7, 2014
    An important asset is the fact that many teachers don't want to be led or controlled. With more skill in utilizing human resources this could be turned into a key to success. This would however require for politicians and heads/managers of schools to trust teachers and treat them as professionals. ylva.pettersson Dec 6, 2014
    ...
    4. Knowledge of how students adopt deep learning practices
    Growth of School Incubators A colleague of ours (sounds almost mafia style), Per Falk (don't think he's here but he should be), launched this idea which we are kind of hooked on. Having an incubator that develops a pedagogical solutions would be a great way to make sure technology fits the needs of the teachers and students. We're seeing a lot of services and purchases being made that badly fits our special environment. In a way I do think we're our own little incubator too. martin.claesson Dec 4, 2014 Per and I (Carl Heath) have been discussing this at length. The idea is to enable staff within the educational system to innovate at an increased rate, and do this through a participatory process of co-creation where there is a lot of agency and freedom for the innovating actor. A system for designing freedom within an otherwise relatively contained environment. karinnygards Dec 7, 2014 [Editor's Note: Moved here from RQ3.] Sharing Digital Learning Resources and Innovative Teaching Practices. Technology makes knowledge sharing in schools and among teachers easier e.g. sharing digital learning resources, innovative teaching practices, learning courses, good examples etc. Hopefully the knowledge sharing will increase in the next years. jakob.harder Dec 2, 2014 peter.karlberg Dec 7, 2014 I'm seeing this happen quite a lot at our school but we want more. We're looking at a change in practice and culture which will improve the effect of our teachers. martin.claesson Dec 3, 2014 peter.karlberg Dec 7, 2014 Researchers and teacher educators at Uppsala University, have recently initiated a service - Acedu - that collect, analyze, evaluate and share good examples of teaching at all levels. stefan Dec 3, 2014 peter.karlberg Dec 7, 2014 We're creating a visibly similiar but still very different kind of beast than Acedu with our Looper project. It's focused on professional development through training by sharing video documented parts of lessons. Based on Timperley, Williams, Teitel etc. it uses cyclic movement to gradually and continuously improve the teachers actions in the classroom. It's in first stage prototyping now so we can't show you anything unfortunately. martin.claesson Dec 4, 2014 peter.karlberg Dec 7, 2014 This is already in practice but more as a bottom-up activity than as institutionalised policies. Many teachers share and learn from each other although their principals might not be aware it is happening.jan.hylen Dec 5, 2014 peter.karlberg Dec 7, 2014 [Editor's Note: Moved here from RQ3.]
    ...
    Infrastructures are Under-ResourcedCriticalUnder-Resourced
    Critical
    school infrastructures
    ...
    2, 2014
    This
    This is clearly
    ...
    3, 2014
    This
    This is clearly
    ...
    5, 2014
    I
    I know that
    Students’ Low Digital Competence
    ...
    and teachers.
    The
    The results from
    The Norwegian students have decent scores in the ICILS study, but still more than half of the students are on the lower proficiency Levels. And - to make Things "worse" - according to the study ICT use in subjects is low - especially in Math and science. So is School use is low and the digital skills are decent or good - who gets the credit? :)oysteinjohannessen Dec 4, 2014morten.soby Dec 7, 2014
    New Challenges Added by Panel
    Confusion Between "Teaching Digital Competence" and "Using Digital Competence to Teach Other Subjects"
    Learning digital competence is very different from using digital tools in other subjects (like language and science), just like learning to read is different from using text to explain math. However, in the discussion these are often mixed up. Some people want teacher education to teach digital competence, other to use tools in math and science. Public funding for digital education often do not specify which of the goals they want to support. Ellef.fange.gjelstad Nov 26, 2014 vibeke.klovstad Dec 7, 2014lars.persen Nov 28, 2014: Through his theories on connectivism, Stephen Downes has said that the most important competence for learning for a future work life is to be able to build and traverse networks. This is in opostition to a traditional educational thinking where i.e. exams are done on paper with no help allowed. We have to connect learning digital competence to applying the comptencies actively in learning strategies, even in exam situations. This means that we in many aspects have to re-think education within the frames of life-long Learning. stefan.reppe Dec 7, 2014 In this context there is also a need to broaden and re-frame the concept of Digital Competence as well. Here the concept of ICT as a design material, programming in education etc needs to take a stonger foot-hold. ch.tii Dec 6, 2014
    Impact of Ergonomics
    Screen quality, posture etc. often cause students to like computers less than they could have done. [[user:Ellef.fange.gjelstad|1417074763]The digital divide lars.persen Dec 1, 2014
    According to a 2013 Pew Research Centre survey, 84% of teachers said "today's digital technologies are leading to gretten disparities between affluent and disadvantaged schools". We see neighbouring schools being on extremely different levels regarding penetration of digital tools, staff skills and effective use in learning situations.
    Low Buyer Competency in Schools and Municipality Administrations
    lars.persen Dec 3, 2014: There is a huge spectre of technologies, programs, apps etc to chose from. At the same time we know that buyer's competency in management is reasonably low. Some counties and municipalities have built a competency within certainly areas, but will still have problems to chose from ratiltalt uker criterias; user friendliness, cost efficiency, OS dependency or platform independency, learning effect, scaling digital tools for staff etc. The secondary problem to this is that many schools buy licenses, platforms or tools based on one teacher's advice, hear-saying and mainstreaming (do what others do) and therefore have tools and licenses they never use. From our experience this is mainly a problem at top administrative level. People who are purchasing our equipment have never worked in schools or might not even be interested in schools. Money and quantity matters more than efficiency and usability which leaves us with a huge of amount of expensive stuff we can't use. Schools do this better themselves if they have the right people in place. You don't buy a bus if you're perfectly ok with riding a bike to work. martin.claesson Dec 4, 2014 I believe this is a critical factor on both high level and locally. The low competence in procurement and its effects create large scale dysfunctions in the educational system. A good example of such a tragedy is the procurement in Stockholm some years back. Its not a singular incident in any way, but most likely one of the most costly mis-managements of ICT in education ever in Sweden. See for example http://www.nyteknik.se/nyheter/it_telekom/allmant/article3699399.ece for more on this topic. ch.tii Dec 6, 2014
    Reflexivity Over Attention to Media
    The new media environment means a lot of distraction in the classroom and most children and young people think they can multitask why they often try to play computer games or write on Facebook while the teacher teach. Therefor digital literacy must include training of students in being reflective in relation to their attention and use of media. imvjet Nov 17, 2014 ...and to train teachers to be good at class management in a multimedia world; to be able to chose for the students when necessary, open for all platforms and media when applicable, and even say no to use of technology when the task asks for other skills to be trained among students.lars.persen Dec 3, 2014

    Updating Modes of Assessment
    Tradition: assessment has been intended to capture pupils achievements in a delimited subject area, at a certain time Existing models of assessment are typically at odds with: high-­‐level skills, knowledge, attitudes, self directed learning and collaborative learning. A shared understanding will better prepare teachers, researchers and policymakers to go collectively beyond current assessment practices and explore assessment practices designed for our digital age. ICT offer many opportunities for supporting
    assessment formats that can capture complex skills and competences that are otherwise difficult to assess. ICT assessment strategies have been grounded in the traditional assessment paradigm, which has for centuries dominated formal education and training and is based on the explicit testing of knowledge. We need to address a deeper notions of learning along with policymaking. Develop ICT environments and new formative assessment tools; learning analytics.morten.soby Dec 7, 2014
    Low buyer competency in schools and municipality administrations
    lars.persen Dec 3, 2014: There is a huge spectre of technologies, programs, apps etc to chose from. At the same time we know that buyer's competency in management is reasonably low. Some counties and municipalities have built a competency within certainly areas, but will still have problems to chose from ratiltalt uker criterias; user friendliness, cost efficiency, OS dependency or platform independency, learning effect, scaling digital tools for staff etc. The secondary problem to this is that many schools buy licenses, platforms or tools based on one teacher's advice, hear-saying and mainstreaming (do what others do) and therefore have tools and licenses they never use.
    From our experience this is mainly a problem at top administrative level. People who are purchasing our equipment have never worked in schools or might not even be interested in schools. Money and quantity matters more than efficiency and usability which leaves us with a huge of amount of expensive stuff we can't use. Schools do this better themselves if they have the right people in place. You don't buy a bus if you're perfectly ok with riding a bike to work. martin.claesson Dec 4, 2014
    I believe this is a critical factor on both high level and locally. The low competence in procurement and its effects create large scale dysfunctions in the educational system. A good example of such a tragedy is the procurement in Stockholm some years back. Its not a singular incident in any way, but most likely one of the most costly mis-managements of ICT in education ever in Sweden. See for example http://www.nyteknik.se/nyheter/it_telekom/allmant/article3699399.ece for more on this topic. ch.tii Dec 6, 2014
    Media reflexivity / reflexivity over attention
    The new media environment means a lot of distraction i the classroom and most children and young people think they can multitask why they often try to play computer games or write on Facebook while the teacher teach. Therefor digital literacy must include training of students in being reflective in relation to their attention and use of media. imvjet Nov 17, 2014 ...and to train teachers to be good at class management in a multimedia world; to be able to chose for the students when necessary, open for all platforms and media when applicable, and even say no to use of technology when the task asks for other skills to be trained among students.lars.persen Dec 3, 2014
    Ergonomics
    Screen quality, posture etc. often cause students to like computers less than they could have done. [[user:Ellef.fange.gjelstad|1417074763]The digital divide lars.persen Dec 1, 2014
    According to a 2013 Pew Research Centre survey, 84% of teachers said "today's digital technologies are leading to gretten disparities between affluent and disadvantaged schools". We see neighbouring schools being on extremely different levels regarding penetration of digital tools, staff skills and effective use in learning situations.
    Teachers use of ICT in teaching/Digital Competence
    The results from the Danish report ICILS 2013 shows that Danish teachers are at the absolute top in terms of integration of ICT in teaching and in student-activities. But widely IT is used to a traditional type of teaching. ICILS 2013 - Denmarkjakob.harder Dec 2, 2014
    lars.persen Dec 3, 2014: Time is a factor in building digital competence among teachers: according to last years' fight in both Denmark and Norway over how staff time outside the classroom will be spent, teachers are close to a breaching point on how many areas and tasks being put into their work week. In-faculty training and joint staff professional development time has to be re-thought. School staff cannot collectively focus equally much on digital competencies, literacy training models, physical education blended into daily routines, social skills training programs, etc. How do we solve this? How can we give school owners and leveres the overall competency of scaling professional development in a reasonable way, to support the teachers' work in the classroom?
    lars.persen Dec 3, 2014 The Norwegian Government is now planning to put about 1000 teachers annually in a re-education programme. Even if this is double of previous years, it still is a small number. At the same time I expect digital competence to be a major part of the extension of teacher training to a 5-year master. Given an average of 65000 Norwegian teachers over the last five years and a 5 % annual turnover of teachers, it will take at least 20 years before all teachers either have a master degree or have been through the governmental programme; in the last group digital competence courses make just a small number of the overall offered courses. I think a sum similar to the one supporting year courses for teachers in universities or univesity colleges has to be granted to school for all staff-training in order to provide them with competent lecturers and trainers from outside the school.
    The teachers lack of digital competence is the main challenge, and several incentives are needed to change this situation. School based training, Continued Professional development and learning networks are some of these. Ingunn.Bremnes.Stubdal Dec 7, 2014morten.soby Dec 7, 2014sven.o.brekke Dec 7, 2014
    Traditional ICT courses for teachers seem very outdated. Instead giving teachers time in their timetables to work together on testing out new teaching methods including new use of technology is often proved successful. Kirsten.Panton Dec 7, 2014

    Sharing digital learning resources and innovative teaching practices
    Technology makes knowledge sharing in schools and among teachers easier e.g. sharing digital learning resources, learning courses, good examples etc. jakob.harder Dec 2, 2014 lars.persen Dec 6, 2014: ...and still there is only a hard core of teachers with digital self-confidence sharing. Too many teachers are afraid of displaying how they build and use self-produced learning material online. "I know it works well with my group of students, but is it good enough for others to use?" Theory: there is not a strong tradition of collegue based assessment in Norway / Sweden (I am not sure how this is in DK). Teachers are used to a closed autonomy inside their classroom. This autonomy, and not being used to being assessed by peers make teachers being more insecure when it comes to sharing.sven.o.brekke Dec 7, 2014
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    Challenge Name
    Add your ideas here, with few complete sentences of description including full URLs for references (e.g. http://horizon.nmc.org). And do not forget to sign your contribution with 4 ~ (tilde) characters!
    Assessment
    Tradition: assessment has been intended to capture pupils achievements in a delimited subject area, at a certain time Existing models of assessment are typically at odds with: high-­‐level skills, knowledge, attitudes, self directed learning and collaborative learning. A shared understanding will better prepare teachers, researchers and policymakers to go collectively beyond current assessment practices and explore assessment practices designed for our digital age. ICT offer many opportunities for supporting
    assessment formats that can capture complex skills and competences that are otherwise difficult to assess. ICT assessment strategies have been grounded in the traditional assessment paradigm, which has for centuries dominated formal education and training and is based on the explicit testing of knowledge. We need to address a deeper notions of learning along with policymaking. Develop ICT environments and new formative assessment tools; learning analytics.morten.soby Dec 7, 2014

    Balancing our Connected and Unconnected Lives
    With the abundance of content, technologies, and overall participatory options, learning institutions need to lead the way to facilitating finding a balance between connected and unconnected life. With technology now at the center of many daily activities, it is important that learners understand how to balance their connected life with other developmental needs. Educational institutions should lead the way to ensure learners do not get lost and absorbed by the abundance of information and technology, and encourage mindful use of technology so that students stay aware of their digital footprint. As education aligns closer with technological trends, teachers will have to promote this balance, encouraging students to feel, digest, reflect, touch, and pursue sensorial experiences that are crucial to developing character and integrity. Finding a balance and guiding learners to personal success should be society's compromise with new generations of digital natives. Ellef.fange.gjelstad Nov 26, 2014 stefan Nov 30, 2014 Sam Dec 3, 2014oysteinjohannessen Dec 4, 2014jan.hylen Dec 5, 2014 ingrid.melve Dec 5, 2014 stefan.reppe Dec 7, 2014
    ...
    Integrating Personalizing Learning
    Personalized learning includes a wide variety of approaches to support self-directed and group-based learning that can be designed around each learner’s goals. . Solving this challenge means incorporating into school activities concepts such as personalized learning environments and networks, adaptive learning tools, and more. Using a growing set of free and simple resources, such as a collection of apps on a tablet, it is already quite easy to support one’s on going social and professional learning and other activities with a collection of resources and tools that is always on hand. There are two paths of development for personalized learning: the first is organized by and for the learner, which includes apps, social media, and related software. School goals and interests are driving the other path, primarily in the form of adaptive learning. In this pathway, which envisions the development of tools and data streams that are still some time away from being seen in schools, adaptive learning is enabled by intervention-focused machine intelligence that interprets data about how a student is learning and responds by changing the learning environment based on their needs. While the concept of personalized learning is fairly fluid, it is becoming more and more clear that it is individualized by design, different from person to person, and built around a vision of life-long learning.
    ...
    2014Michal Fullan:
    We see four fundamental barriers currently standing between the theory and practice of deep learning, including inadequate development of the following: 1. Policies and system-level strategies that enable diffusion 2. Accepted ways of measuring deep learning 3. Adoption of new pedagogical models that foster deep learning 4. Knowledge of how students adopt deep learning practicesmorten.soby Dec 7, 2014
    Integrating Technology in Teacher Education
    ...
    3. Adoption of new pedagogical models that foster deep learning
    4. Knowledge of how students adopt deep learning practices
    Growth of School Incubators A colleague of ours (sounds almost mafia style), Per Falk (don't think he's here but he should be), launched this idea which we are kind of hooked on. Having an incubator that develops a pedagogical solutions would be a great way to make sure technology fits the needs of the teachers and students. We're seeing a lot of services and purchases being made that badly fits our special environment. In a way I do think we're our own little incubator too. martin.claesson Dec 4, 2014 Per and I (Carl Heath) have been discussing this at length. The idea is to enable staff within the educational system to innovate at an increased rate, and do this through a participatory process of co-creation where there is a lot of agency and freedom for the innovating actor. A system for designing freedom within an otherwise relatively contained environment. karinnygards Dec 7, 2014 [Editor's Note: Moved here from RQ3.] Sharing Digital Learning Resources and Innovative Teaching Practices. Technology makes knowledge sharing in schools and among teachers easier e.g. sharing digital learning resources, innovative teaching practices, learning courses, good examples etc. Hopefully the knowledge sharing will increase in the next years. jakob.harder Dec 2, 2014 peter.karlberg Dec 7, 2014 I'm seeing this happen quite a lot at our school but we want more. We're looking at a change in practice and culture which will improve the effect of our teachers. martin.claesson Dec 3, 2014 peter.karlberg Dec 7, 2014 Researchers and teacher educators at Uppsala University, have recently initiated a service - Acedu - that collect, analyze, evaluate and share good examples of teaching at all levels. stefan Dec 3, 2014 peter.karlberg Dec 7, 2014 We're creating a visibly similiar but still very different kind of beast than Acedu with our Looper project. It's focused on professional development through training by sharing video documented parts of lessons. Based on Timperley, Williams, Teitel etc. it uses cyclic movement to gradually and continuously improve the teachers actions in the classroom. It's in first stage prototyping now so we can't show you anything unfortunately. martin.claesson Dec 4, 2014 peter.karlberg Dec 7, 2014 This is already in practice but more as a bottom-up activity than as institutionalised policies. Many teachers share and learn from each other although their principals might not be aware it is happening.jan.hylen Dec 5, 2014 peter.karlberg Dec 7, 2014 [Editor's Note: Moved here from RQ3.]
    School Infrastructures are Under-ResourcedCritical school infrastructures are under-resourced. Rather than encouraging researchers to build on and extend core resources, leverage shared file systems, and open accessible service APIs, institutions are narrowing their focus to what they perceive as the minimal subset of enterprise services they can afford to sustain. As a result, educators are often trying to design new, innovative learning models that must be integrated with outdated, pre-existing technology and learning management systems. lars.persen Nov 28, 2014: The problem with tenders: Municipalities and counties put out tenders for building infrastructure. When pricing is weighted more than 50% in validating the bids, they tend to buy weaker, cheaper infrastructure that is close to outdated the day it is installed. A cheap access point for wireless network in a school is a huge problem for educators using cloud Learning platforms. There also seem to be little understanding among buyers and school authorities about how to scale different parts of their infrastructure so they fit to each other. Buying 1:1 devices with a knealing network is simply bad planning. / lars.persen Nov 28, 2014 Buying 1:1 is also a challenge for many Schools: trying to fullfill expectations of a 1:1 infrastructure, some schools buy cheap, slow, computers to students, which make a problem stealing time from learning. / lars.persen Nov 28, 2014: School infrastructure, combined with exercised skills among staff at the schools is the new class distinction. There can be enormous differences between neighbouring municipalities and even neighbouring schools in the same municipality. stefan Nov 30, 2014
    This is a great challenge in Denmark. A lot could be gained if teachers were willing to document and share innovative teaching practices – and colleagues were willing to learn from these experiences and take up and re-use resources from colleagues. jakob.harder Dec 2, 2014
    ...
    The results from the Danish report ICILS 2013 shows that Danish pupils are among the top third to use computers for educational purposes, but they are not very advanced in their use of computers at home. ICILS 2013 - Denmarkjakob.harder Dec 2, 2014
    The Norwegian students have decent scores in the ICILS study, but still more than half of the students are on the lower proficiency Levels. And - to make Things "worse" - according to the study ICT use in subjects is low - especially in Math and science. So is School use is low and the digital skills are decent or good - who gets the credit? :)oysteinjohannessen Dec 4, 2014morten.soby Dec 7, 2014
    Updating Modes of Assessment
    Tradition: assessment has been intended to capture pupils achievements in a delimited subject area, at a certain time Existing models of assessment are typically at odds with: high-­‐level skills, knowledge, attitudes, self directed learning and collaborative learning. A shared understanding will better prepare teachers, researchers and policymakers to go collectively beyond current assessment practices and explore assessment practices designed for our digital age. ICT offer many opportunities for supporting
    assessment formats that can capture complex skills and competences that are otherwise difficult to assess. ICT assessment strategies have been grounded in the traditional assessment paradigm, which has for centuries dominated formal education and training and is based on the explicit testing of knowledge. We need to address a deeper notions of learning along with policymaking. Develop ICT environments and new formative assessment tools; learning analytics.morten.soby Dec 7, 2014

    Low buyer competency in schools and municipality administrations
    lars.persen Dec 3, 2014: There is a huge spectre of technologies, programs, apps etc to chose from. At the same time we know that buyer's competency in management is reasonably low. Some counties and municipalities have built a competency within certainly areas, but will still have problems to chose from ratiltalt uker criterias; user friendliness, cost efficiency, OS dependency or platform independency, learning effect, scaling digital tools for staff etc. The secondary problem to this is that many schools buy licenses, platforms or tools based on one teacher's advice, hear-saying and mainstreaming (do what others do) and therefore have tools and licenses they never use.
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    Add your ideas here with a few complete sentences of description including full URLs for references (e.g. http://horizon.nmc.org). And do not forget to sign your contribution with 4 ~ (tilde) characters!
    Agile Approaches to Change
    Whenever I'm running a project at my school we do it through agile http://en.wikipedia.org/wiki/Agile_software_development philosophy. It doesn't have to do with system development even, last semester we did our own live talk show from school which was created using the same project management concept. I think agile philosophy is a great way of creating things especially in schools since we have a lot of knowledge about how we need things to be but little time to write specifications or engage completely in one project. We still need to do our everyday job while developing new solutions and ways of doing things. Agile is a flexible, fast and knowledge based bottom-up process. The result that comes us fits the users' needs, not some administrators career. martin.claesson Dec 4, 2014 karinnygards Dec 7, 2014 peter.karlberg Dec 7, 2014

    Digital Delivery is Increasingly the Norm
    Digital delivery will one day be the norm, resulting in less face-to-face interaction. The open source movement has yielded thousands of online educational resources and a growing number of educational entrepreneurs and startups whose primary role is to create and deliver digital content. With the rise of free services including TED talks, Wikipedia, the Khan Academy, and many others, schools continue to experience a paradigm shift in which online learning represents the intersection of formal and informal learning. Massive open online courses, for example, can be taken for credit or purely for new skill acquisition or curiosity sake. More and more, teachers are interacting with students through online discussion forums and by sharing video and audio recordings. Furthermore, students are increasingly at the helm of digital content creation, producing videos and other rich media.lars.persen Dec 1, 2014: Challenge: Norway's NDLA for Upper secondary Education has risen the question on free online content vs content publishers' licensed material. 18 of 19 counties (Upper secondary school owner) is funding free online content, which means that less of financing content goes back to publishers. Is this a problem for free market principles or simply an adjustment to the liberal sharing values of the internet? Several larger municipalities are currently working on the idea of copying this form of content funding to K-12 in a shared community online, although it is put on hold untill further legal clarifications are done.
    ...
    On a policy level in Norway virtual learning is discussed as a solutions to needs like Continued Professional Education, narrow subjects, foreign languages and so on. Ingunn.Bremnes.Stubdal Dec 7, 2014
    In Sweden online learning in K12 is still considered an exception, only considered for subject that are very hard to fins teachers to (at every school in the country). Also the favored variant is real time tuition (i.e. video conference) peter.karlberg Dec 7, 2014
    Expansion of Digital Tests and Exams
    In Denmark national (summative) online tests exist and will expand. Online tests. Digital exams (with access to the Internet during the exams) are piloted in a number of schools and subjects and will no doubt spread to other areas and subjects. And this practice will eventually lead the changing of what is taught and the way it is taught. Digital tests and exams in Denmark jakob.harder Dec 2, 2014 At the moment there are two groups investigating how to digitise national tests in Sweden, one within the Ministry of Education and another within the National Agency for Education. Sweden will most probably introduce digital tests within a couple of years.jan.hylen Dec 5, 2014 i.e. national tests in a (limited) number of subjects and in some years, this might also change peter.karlberg Dec 7, 2014 In Norway there are sumative digital tests and exams on the national level provided by UDIR http://www.udir.no/Vurdering/Eksamen-videregaende/ Use of LMS for formative assessment varies. For higher education there is a national project with 23 universities and university colleges aiming at essay style exams for the first phase. ingrid.melve Dec 5, 2014jostein.kvisteroy Dec 7, 2014morten.soby Dec 7, 2014
    The Future of Employment and Computerisation
    (http://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Employment.pdf)
    We live in a time where the job market is under a tremendous shift. The students entering school today will meet a radically different working environment and job market than what we see today. Research suggests that about half of the current job market will shift rapidly or dissappear within a 10-20 year period. Jobs in services, administration, finances, transportation etc are very likely to be replaced either by robots, artificial intelligences or computers within this time frame. This will have a profound impact on education and what it delivers. There will be an increased need for the integration of new skills into education. Programming, creative use of IT as a design material, along with human-centered skills will see a great increase in demand. We will most likely have to re-think the notion of education being something that is provided at a single point in life by the state, as an ever shifting and evolving world will require a more rapid shift of competences in the general population. The use of technology in education will have to increase, and shift its focus from being a tool for use in other subject matters, to having an increased role in education as a tool for itself, and as a material for design and development. This will be seen throughout the educational system. Most likely this trend wont be seen from one day to another, but over a 20-year period we will probably be able to see the shift occur. karinnygards Dec 7, 2014 I believe that ICT has a role in schools both by it self and as a tool for use in "other" subjects. It is also important that the development of society almost totally digitalised is a "subject" in it self. peter.karlberg Dec 7, 2014

    Growing Ubiquity of Social Media
    Social media is changing the way people interact, present ideas and information, and judge the quality of content and contributions. More than 1.2 billion people use Facebook regularly according to numbers released in October 2013; a recent report by Business Insider reported 2.7 billion people — almost 40% of the world population — regularly use social media. The top 25 social media platforms worldwide share 6.3 billion accounts among them. Educators, students, alumni, and the general public routinely use social media to share news about scientific and other developments. The impact of these changes in scholarly communication and on the credibility of information remains to be seen, but it is clear that social media has found significant traction in almost every education sector.
    ...
    Massive Reinvention of the Personal Computer
    Computers as we know them are in the process of a massive reinvention. The computer is smaller, lighter, and better connected than ever before, without the need for wires or bulky peripherals. In many cases, smartphones and other mobile devices are sufficient for basic computing needs, and only specialized tasks require a keyboard, large monitor, and a mouse. Mobiles are connected to an ecosystem of applications supported by cloud computing technologies that can be downloaded and used instantly, for pennies. As the capabilities and interfaces of small computing devices improve, our ideas about when — or whether — a traditional computer is necessary are changing as well. stefan Dec 3, 2014 ch.tii Dec 6, 2014tt.hansenberg Dec 7, 2014jostein.kvisteroy Dec 7, 2014 This brings the need for developing app for your computer more in play. Microsoft has with their new Windows platform interacted with apps also for mobil platforms. This is just the beginning. tt.hansenberg Dec 7, 2014
    New Professions Entering Schools
    Traditionally schools have been made up of teachers, some principals, a janitor, and more teachers (and other pedagogs). This is quite natural of course since teaching is what schools been set up to do. When we now focus more on learning, creating an environment that supports learning, and professional development (Sweden is notoriously bad at this) new professions should enter schools. Me myself have a business degree and I work closely with our IT-pedagog who is truly more of a system developer than a pedagog. We are also thinking about hiring an HR expert to focus on professional development and the well-being of our staff because competition for the best teachers is getting more and more obvious in Sweden. All this concerns how school is structured and a greater degree of interaction together with a stronger focus on learning is emerging. Wired like a nervous system and we are creating new routes. We can't expect more of the same to do the job, we need to look at how to do things differently. And for that we need new competencies and visions. martin.claesson Dec 4, 2014
    I absolutely agree. This is important. But I am not sure it is happening.jan.hylen Dec 5, 2014
    Many municipalities became fond of hiring headmasters from outside the schoolworld, for some reason people from the armed services e.g. were highly popular for a while. Maybe teachers were considered unruly, and in need of strict leadership. This trend however seems to belong to the past. The majors proved to be lousy at democratic learning environments. But in the political arena, and among the civil servants and researchers and the "learning coaches" we find loads of people from different areas of society - officers, policemen, people who have studied media or political sciences, but damned few teachers! I believe for teaching to really focus on learning we need fewer busybodies without experience from teaching doing the research, teachertraining and governing, and more experts from within the field. ylva.pettersson Dec 6, 2014 karinnygards Dec 7, 2014

    Rethinking How Schools Work
    There is a focused movement to reinvent the traditional classroom paradigm and rearrange the entire school experience — a trend that is largely being driven by the influence of innovative learning approaches. Methods such as project- and challenge-based learning call for school structures that enable students to move from one learning activity to another more organically, removing the limitations of the traditional bell schedule. Moreover, these novel arrangements encourage renovation of classroom layouts to with the express focus of facilitating more group interaction. Century old practices in which students learn subject by subject while uniformly facing the front of the classroom are perceived by many as an antiquated approach to teaching and learning. The multidisciplinary nature of project-based learning and other contemporary approaches has brought attention to innovative designs of the school atmosphere that link each class and subject matter to each other. As learning becomes more fluid and student-centered, some teachers and administrators believe that schedules should be more flexible to allow opportunities for more authentic learning to take place and ample room for independent study. lars.persen Dec 1, 2014 ...challenging how we create and conduct exams. lars.persen Dec 1, 2014Selective vs comprehensive education: "This failure to define a clear purpose has fatally held back progress in understanding how we learn best. For if you can’t agree on a destination, how can you possibly agree on the best route? Instead, what we’re left with is a public discourse permanently afflicted by the curse of binary, oppositional arguments. The either/or positioning isn’t helped by constant political interference, resulting in a series of pendulum swings with every change of administration. Polarized arguments prevent real progress being made: selective vs. comprehensive school systems; instruction-led teaching vs inquiry-led; head vs hand; academic vs vocational; knowledge vs skills. Can you imagine doctors in the 21st century arguing over the use of flu vaccines?" (David Price: What's our visjon for the future of learning / MindShift article, November 2014 - http://blogs.kqed.org/mindshift/2013/12/whats-our-vision-for-the-future-of-learning/ )
    ...
    I Denmark we have for at least the last 3-4 years been more understandable in crediting the creation from our students. This is also one area that we in our curriculum could be more upen for giving students credits for their knowledge. We could easily Work in creating a accreditation model for giving students credits as creators. tt.hansenberg Dec 7, 2014
    I think you have to have both. stefan.reppe Dec 7, 2014
    ...
    more valuable. ¨¨¨¨
    Students as producers of digital artifacts. When we have focus on the student role as a producer, we often isolate it to digital communication as the product, but most of the items we are using are digital designed, manufactured and often distributed. The student needs knowledge, skills and competencies for producing digital artifacts as special defined subject. [Editor's Note: Moved from RQ2.]

    Shift to Deep Learning Approaches
    There is a new emphasis in the classroom on deeper learning approaches, defined by the Alliance for Excellent Education as the delivery of rich core content to students in innovative ways that allow them to learn and then apply what they have learned. Project-based Learning, Problem-Based Learning, Inquiry-Based Learning, Challenge-Based Learning and similar methods foster more active learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones are more readily accepted in schools, educators are leveraging these tools, which students already use, to connect the curriculum with real life applications. These active learning approaches are decidedly more student-centered, allowing learners to take control of how they engage with a subject and to brainstorm and implement solutions to pressing local and global problems. The hope is that if learners can connect the course material with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter. / lars.persen Nov 28, 2014: Jens Rasmussen, professor, Pedagogy at University of Århus, Denmark blogs on his work in the Norwegian Ludvigsen Governmental advisory board, says that "the teacher will have to become more of a fascilitator of structured Learning environments, applying a variety of learning methods and styles, securing that New learning is connected to prior knowledge and skiills already adapted by the students." Feedback from teachers has to be structural and point out how the students can use what they have learned in new and more challenging situations, which is a bit of a mind shift to traditional problem solving. Jens Rasmussen from the Advisory Board Blog
    ...
    ICT supported feedback and forward One of the most powerful actions for enhancing the students learning is enhanced feedback and feed forward. How can a range of ict tools be used for self, peer and teacher driven rhetorical reflection? How can we make changes in the teachers practice for using synchronous and asynchronous tools?
    From the Norwegian report on future school (Ludvigsen utvalget)morten.soby Dec 7, 2014:A broad concept of competence involves solving problems and dealing with challenges in different contexts, including cognitive, practical, social and emotional aspects of pupils’ learning. –– Research on learning shows that –– deep learning, as opposed to surface learning, has a long-term impact on pupils’ development within and across disciplines, enabling good progression in pupils’ learning efforts, –– pupils’ skills are developed through the interaction of academic, social and emotional aspects of learning, and social and emotional learning can contribute positively to the pupils’ learning outcomes in school, –– there is a clear relationship between pupils’ social and emotional competences and how they succeed later in life, and that –– it is important.morten.soby Dec 7, 2014
    Expansion of Digital Tests and Exams
    In Denmark national (summative) online tests exist and will expand. Online tests. Digital exams (with access to the Internet during the exams) are piloted in a number of schools and subjects and will no doubt spread to other areas and subjects. And this practice will eventually lead the changing of what is taught and the way it is taught. Digital tests and exams in Denmark jakob.harder Dec 2, 2014 At the moment there are two groups investigating how to digitise national tests in Sweden, one within the Ministry of Education and another within the National Agency for Education. Sweden will most probably introduce digital tests within a couple of years.jan.hylen Dec 5, 2014 i.e. national tests in a (limited) number of subjects and in some years, this might also change peter.karlberg Dec 7, 2014 In Norway there are sumative digital tests and exams on the national level provided by UDIR http://www.udir.no/Vurdering/Eksamen-videregaende/ Use of LMS for formative assessment varies. For higher education there is a national project with 23 universities and university colleges aiming at essay style exams for the first phase. ingrid.melve Dec 5, 2014jostein.kvisteroy Dec 7, 2014morten.soby Dec 7, 2014
    IOT - the Internet Of Things
    lars.persen Dec 3, 2014: Forbes predict IOT devices to tripple from 2014 to 2020, up in selling by 14% already from 2014 to 2015 to a market value of 1,7 trillion dollars, exceeding 3 trillion dollars in 2020. This is supporter by a ABI Research prediction for 30 billioner IOT devices being in use in 2020. Much of the acceleration of IOT use is happening in healthcare and agriculture, but this is also a growing part of educational technology.
    Some of the IOT adaption in schools will come in security and efficiency, but I expect us to see IOT devices or personalized IOT technology in two areas of learning within 2020: a) technology helping students with special needs; font size adaption, programmed ADL training devices and devices to help students with hearing disabilities b) In mobile learning- IOT to make homework more effective with students through IOT having full-time access to school's learning resources.
    Incubators
    A colleague of ours (sounds almost mafia style), Per Falk (don't think he's here but he should be), launched this idea which we are kind of hooked on. Having an incubator that develops a pedagogical solutions would be a great way to make sure technology fits the needs of the teachers and students. We're seeing a lot of services and purchases being made that badly fits our special environment. In a way I do think we're our own little incubator too. martin.claesson Dec 4, 2014
    Per and I (Carl Heath) have been discussing this at length. The idea is to enable staff within the educational system to innovate at an increased rate, and do this through a participatory process of co-creation where there is a lot of agency and freedom for the innovating actor. A system for designing freedom within an otherwise relatively contained environment. karinnygards Dec 7, 2014 ~~~~
    New professions entering schools
    Traditionally schools have been made up of teachers, some principals, a janitor, and more teachers (and other pedagogs). This is quite natural of course since teaching is what schools been set up to do. When we now focus more on learning, creating an environment that supports learning, and professional development (Sweden is notoriously bad at this) new professions should enter schools. Me myself have a business degree and I work closely with our IT-pedagog who is truly more of a system developer than a pedagog. We are also thinking about hiring an HR expert to focus on professional development and the well-being of our staff because competition for the best teachers is getting more and more obvious in Sweden. All this concerns how school is structured and a greater degree of interaction together with a stronger focus on learning is emerging. Wired like a nervous system and we are creating new routes. We can't expect more of the same to do the job, we need to look at how to do things differently. And for that we need new competencies and visions. martin.claesson Dec 4, 2014
    I absolutely agree. This is important. But I am not sure it is happening.jan.hylen Dec 5, 2014
    Many municipalities became fond of hiring headmasters from outside the schoolworld, for some reason people from the armed services e.g. were highly popular for a while. Maybe teachers were considered unruly, and in need of strict leadership. This trend however seems to belong to the past. The majors proved to be lousy at democratic learning environments. But in the political arena, and among the civil servants and researchers and the "learning coaches" we find loads of people from different areas of society - officers, policemen, people who have studied media or political sciences, but damned few teachers! I believe for teaching to really focus on learning we need fewer busybodies without experience from teaching doing the research, teachertraining and governing, and more experts from within the field. ylva.pettersson Dec 6, 2014 karinnygards Dec 7, 2014
    Agile
    Whenever I'm running a project at my school we do it through agile http://en.wikipedia.org/wiki/Agile_software_development philosophy. It doesn't have to do with system development even, last semester we did our own live talk show from school which was created using the same project management concept. I think agile philosophy is a great way of creating things especially in schools since we have a lot of knowledge about how we need things to be but little time to write specifications or engage completely in one project. We still need to do our everyday job while developing new solutions and ways of doing things. Agile is a flexible, fast and knowledge based bottom-up process. The result that comes us fits the users' needs, not some administrators career. martin.claesson Dec 4, 2014 karinnygards Dec 7, 2014 peter.karlberg Dec 7, 2014
    The future of employment and computerisation ~~~~
    (http://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Employment.pdf)
    We live in a time where the job market is under a tremendous shift. The students entering school today will meet a radically different working environment and job market than what we see today. Research suggests that about half of the current job market will shift rapidly or dissappear within a 10-20 year period. Jobs in services, administration, finances, transportation etc are very likely to be replaced either by robots, artificial intelligences or computers within this time frame. This will have a profound impact on education and what it delivers. There will be an increased need for the integration of new skills into education. Programming, creative use of IT as a design material, along with human-centered skills will see a great increase in demand. We will most likely have to re-think the notion of education being something that is provided at a single point in life by the state, as an ever shifting and evolving world will require a more rapid shift of competences in the general population. The use of technology in education will have to increase, and shift its focus from being a tool for use in other subject matters, to having an increased role in education as a tool for itself, and as a material for design and development. This will be seen throughout the educational system. Most likely this trend wont be seen from one day to another, but over a 20-year period we will probably be able to see the shift occur. karinnygards Dec 7, 2014 I believe that ICT has a role in schools both by it self and as a tool for use in "other" subjects. It is also important that the development of society almost totally digitalised is a "subject" in it self. peter.karlberg Dec 7, 2014

    Added as a New Trend from RQ2
    Cognitive Load Theory
    ...
    New Kinds of Fast Interaction
    Digital exercises and simulations are giving students quick response in new interactive ways. Such quick response to the learners is good for learning. Examples include spell checkers (word by word), grammar checkers (sentence by sentence), simulations, interactive exercises, DragonBox (operation by operation, equations) and Kikora (line by line, math). Ellef.fange.gjelstad Dec 2, 2014 (Ellef.fange.gjelstad Dec 2, 2014 has commercial interests in Kikora) [Editor's Note: This reads more like a trend and we are adding it to RQ3.]
    Students as producers of digital artifacts
    When we have focus on the student role as a producer, we often isolate it to digital communication as the product, but most of the items we are using are digital designed, manufactured and often distributed. The student needs knowledge, skills and competencies for producing digital artifacts as special defined subject. [Editor's Note: This fits in well with an existing trend in RQ3 -- Shift from Students as Consumers to Producers -- and we are integrating it there.]

    Synthetic Biology and DIY Biology ch.tii Dec 6, 2014
    Over the past decade biology and ICT have come to grow together in an ever more rapid speed. Over the past two to three years technology has decreased in cost exponentially, which enables for complex work in synthetic biology and DIY Bio contexts to enter the formal educational school system. Here computerisation, interaction design, biology and engineering come together in new and novel ways, and the field is thriving at the moment. Schools engage in contexts such as IGEM (
    http://igem.org/Main_Page), public DIY bio labs open up (http://www.openscience.or.at/#!/vol?) and people form clubs and organisations (http://bionyfiken.se/). The field of DIY Bio is just about where computers where in the mid 1970s, with the difference of exponential growth on a larger scale. Here both primary and secondary education will be subject to interruption as this field, in combination with the quantified self movement, will take its foothold. [Editor's Note: This reads more like a trend and we are adding it to RQ3.]
    MovedCombined with Existing Technology Topics in RQ1
    IOT - the Internet Of Things
    lars.persen Dec 3, 2014: Forbes predict IOT devices
    to RQ4 astripple from 2014 to 2020, up in selling by 14% already from 2014 to 2015 to a market value of 1,7 trillion dollars, exceeding 3 trillion dollars in 2020. This is supporter by a ABI Research prediction for 30 billioner IOT devices being in use in 2020. Much of the acceleration of IOT use is happening in healthcare and agriculture, but this is also a growing part of educational technology. Some of the IOT adaption in schools will come in security and efficiency, but I expect us to see IOT devices or personalized IOT technology in two areas of learning within 2020: a) technology helping students with special needs; font size adaption, programmed ADL training devices and devices to help students with hearing disabilities b) In mobile learning- IOT to make homework more effective with students through IOT having full-time access to school's learning resources. [Editor's Note: There is already an existing RQ1 topic for the Internet of Things, so we are moving this feedback to RQ1.]
    Combined with Existing
    Challenges in RQ4
    Growth of School Incubators
    A colleague of ours (sounds almost mafia style), Per Falk (don't think he's here but he should be), launched this idea which we are kind of hooked on. Having an incubator that develops a pedagogical solutions would be a great way to make sure technology fits the needs of the teachers and students. We're seeing a lot of services and purchases being made that badly fits our special environment. In a way I do think we're our own little incubator too. martin.claesson Dec 4, 2014
    Per and I (Carl Heath) have been discussing this at length. The idea is to enable staff within the educational system to innovate at an increased rate, and do this through a participatory process of co-creation where there is a lot of agency and freedom for the innovating actor. A system for designing freedom within an otherwise relatively contained environment. karinnygards Dec 7, 2014 [Editor's Note: This fits in well with existing challenge in RQ4 - Scaling Teaching Innovation, so we are moving it there.]

    Sharing Digital Learning Resources and Innovative Teaching Practices
    Technology makes knowledge sharing in schools and among teachers easier e.g. sharing digital learning resources, innovative teaching practices, learning courses, good examples etc. Hopefully the knowledge sharing will increase in the next years. jakob.harder Dec 2, 2014 peter.karlberg Dec 7, 2014 I'm seeing this happen quite a lot at our school but we want more. We're looking at a change in practice and culture which will improve the effect of our teachers. martin.claesson Dec 3, 2014 peter.karlberg Dec 7, 2014 Researchers and teacher educators at Uppsala University, have recently initiated a service - Acedu - that collect, analyze, evaluate and share good examples of teaching at all levels. stefan Dec 3, 2014 peter.karlberg Dec 7, 2014 We're creating a visibly similiar but still very different kind of beast than Acedu with our Looper project. It's focused on professional development through training by sharing video documented parts of lessons. Based on Timperley, Williams, Teitel etc. it uses cyclic movement to gradually and continuously improve the teachers actions in the classroom. It's in first stage prototyping now so we can't show you anything unfortunately. martin.claesson Dec 4, 2014 peter.karlberg Dec 7, 2014 This is already in practice but more as a bottom-up activity than as institutionalised policies. Many teachers share and learn from each other although their principals might not be aware it is happening.jan.hylen Dec 5, 2014 peter.karlberg Dec 7, 2014 [Editor's Note: This fits in well with RQ4 Challenge: Scaling Teaching Innovation. We are moving it there.]
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