| 1. |
- Creelman, Alastair, 1958-, et al.
(author)
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The Nordic Alliance for Open Education - State of the art, challenges and opportunities
- 2013
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In: <em>The Joy of Learning</em> <em>Enhancing Learning Experience - Improving Learning Quality</em>. - Oslo : European Distance and E-Learning Network. - 9789638955937
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Conference paper (other academic/artistic)abstract
- Are the Nordic countries forerunners in Open Education? What is the state of the art, barriersand opportunities of Open Education in the Nordic countries? What are necessary actions onpolicy, institutional and individual levels? These are the main questions of this paper.Open Educational Resources are discussed widely on a global, European and even Nordiclevel. UNESCO, which has coined the term Open Educational Resources (OER) some 10 yearsago, published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OERWorld Congress). The Declaration shows the importance of Open Educational Resources andgives recommendations to governments and institutions around the globe. The EuropeanUnion has started a large-scale initiative on “Opening Up Education”(http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf).The concept of OER seems promising, potentially leading to educational collaborations,having potential for stimulating innovation in education, reducing cost of education, andbroadening access to education for all. However, the awareness on the opportunities of usingOERs is still low in the Nordic countries. In contrast to Open Access (for publications) orOpen Source (for software development), OER are not yet broadly known and accepted /adopted. It is highly necessary to combine the initiatives and ideas of open approaches. This isthe case at a user level as well as on policy level (see also Clements & Pawlowski, 2012).Therefore, it is important to promote OER to governments at all levels as well as toinstitutions.The Nordic countries seem to be a good ground for openness and sharing: the Nordiccountries share many values related to education and technology development; the political and governmental institutions are quite similar – there is also a tradition for exchange ofknowledge and solutions between the countries.In this paper, we briefly give an introduction to OER and reflect on the state if the art of OpenEducation in the Nordic countries. In expert workshops by the Nordic Open EducationAlliance, barriers and possible interventions to overcome them were explored. Based on these,we formulate recommendations as well as propose implementation actions. This study isbased on a position paper from the Nordic Open Education Alliance(http://www.nordlet.org/?=position).
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| 2. |
- Husebø, Dag, et al.
(author)
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Teoribruk og teoriutvikling i aksjonsforskning i møte med mangfold som samfunnsrealitet
- 2017
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In: Aksjonsforskning i Norge. - Oslo : Cappelen Damm Akademisk. - 9788202529819 - 9788202567781 ; , s. 95-112
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Book chapter (peer-reviewed)abstract
- This chapter starts from two assumptions. First, Western European societies are characterized by changing religious, ethnic and linguistic diversity. Second, this is perceived as a challenge to both existing knowledge and practice, while at the same time it lays the basis for new knowledge and practice. The chapter discusses how knowledge production and the development of new practices may come about simultaneously, using action research as a way of addressing existing social complexity. We also revisit an earlier action research project, which focused on religious education and diversity. A main aim was how to deal with sociocultural diversity as part of subject area teaching and learning. The chapter addresses how theory was used and subsequently developed through different phases of three sub-projects.
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| 3. |
- Lund Johannessen, Øystein
(author)
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"It’s just very natural" – interpersonal knowledge as a didactical device in guided classroom conversations in religious education
- 2014
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2014:2, s. 51-75
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Journal article (peer-reviewed)abstract
- This article investigates how teachers in religious education (RE) think and act as professionals while working with differences in religious and philosophy of life experiences and beliefs in class and trying to do this in respectful and inclusive ways. It analyses data from two research projects that were carried out in lower secondary school in Norway. The main research question is: What is the relationship between teachers’ contextual knowledge and knowledge of the child and how do these two dimensions of professional knowledge interact when religious education teachers try to strike a good balance between inclusion and productive learning in their teaching practice? The data analysed were drawn from three different data sets featuring three Norwegian religious education-teachers. The research was part of the EU-funded "REDCo"-project and the "Religious education and diversity" - project ["ROM"] funded by the Norwegian Research Council. The interviewees emphasized the potential of the religious education subject to contribute to a wider tolerance for difference and to support individual students in their identity management. The analysis shows, however, that considerable contextual awareness - of the classroom and of the local community - is needed to realize this potential. It also shows the importance of interpersonal knowledge between the teacher and each student if contextual awareness is to be effective in terms of inclusion, participation, wellbeing and good learning outcomes for all students.
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| 4. |
- Pawlowski, Jan, et al.
(author)
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Towards a Nordic Alliance for Open Education – a Position Paper
- 2013
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Other publication (pop. science, debate, etc.)abstract
- The paper outlines the current situation of Open Education / Open Educational Resources in the Nordic country. We show examples and practices - based on expert workshops, we discuss barriers and necessary actions to overcome those. The paper is meant to be dynamic and will be improved and further developed - be part of the process at http://www.nordlet.orgOpen Educational Resources are discussed widely on a global, European and even Nordic level. UNESCO coined the term Open Educational Resources (OER) some 10 years ago and published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OER World Congress). The Declaration shows the importance of Open Educational Resources and givesrecommendations to governments and institutions around the globe. The European Union has started a large-scale initiative on “Opening Up Education" (http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf). Both the Nordic Council and the Nordic University Co-operation (NUS) will discuss OER in 2013. These developments inspired a Nordic initiative on promoting and utilizing Open Education in the Nordic countries with a focus on creating a strong base for OER and Open Educational Practices (OEP) in the region, also with a global outreach in mind. The Nordic countries have the potential to become a forerunner in OEP and the use of OER activities in Europe: 1 The Nordic countries share many values related to education and technology development; the political and governmental institutions are quite similar and there is a tradition for exchange f knowledge and solutions between the countries. Focusing on arelatively homogeneous region llows the newly-formed group to come up with specific recommendations that can reach the ears of policy makers, be implemented in policies and practice, and be used in new project proposals. 2 Open Educational Resources could potentially be a change agent in schools as well as in universities and vocational education. Having OER as scope allows the group to use one strong prism to reflect the crossroads the educational systems have to navigate in the target countries. In this document, we will briefly give an introduction to OER and reflect on the main recommendations as well as propose implementation actions for governments and institutions.
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| 5. |
- Undseth Bakke, Sidsel, et al.
(author)
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Critical events challenging human rights and values as part of religious education
- 2016
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Conference paper (other academic/artistic)abstract
- The symposium takes the terror attacks of 22. July 2011 in Norway as a starting point for reflection on the position of values and human rights in religious education. Actions of terror directed against democracy and diverse societies are a challenge to education as a democratic and critical enterprise. It is also a challenge to understand, reflect on and work with experiences of terror and the collective memory linked to such events. The papers in this symposium approach the issue from different angles and in different ways, but a common question asked in this symposium is how religious education can and should respond to acts of terror directed against basic societal and cultural values and human rights.
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