Showing posts with label NKI Nettstudier. Show all posts
Showing posts with label NKI Nettstudier. Show all posts

Jun 16, 2013

Honoring EDEN's Founding President


At the opening ceremony for EDEN's annual conference in Oslo, I had the pleasure and honor to express our gratitude to Erling Ljosa, EDEN's founding president, by handing over the plaquette depicted belove.


When I was preparing to meet Erling, I came over EDEN Newsletter 1, November 1992: A word from the President, Erling Ljosa:
"I sometimes ask myself who we are, we who have been grasped by a lasting interest in this strange thing,  distance education. Are we a gang of outcasts, people who for some accidental reason have stepped outside the more firmly established educational society?  Are we technological wizards who think learning is oozing out of machines and cables?  Or are we the true visionaries looking into and trying to create the future structures of education?
The future of EDEN will grow from our ability to create links across national and regional boundaries, and between people and institutions with either similar or quite different experience, but with common interests and aims in the field of distance learning.  Europe is a fragile and complex mixture of societies and people.  I hope that by creating new and stronger links in one of the growing fields of education and training, EDEN will contribute significantly to the development of educational opportunities within the whole of Europe."
Later, at our conference dinner, Erling gave a much appreciated speech which he agreed to send me so that we could share it online. He also sendt me the picture from the first board meeting in the Interim Ex. Committee in Warszawa in the fall of 91.
From left to right: Tamás Lajos (Techn. University Budapest), Armando Trindade (Universidade Aberta), Alan Tait (repr. for John Daniel, OU), Erling Ljosa, vise minister Tadeusz Diem, Polen and an unidentified partisipant.

Dinner speech
EDEN Conference, Oslo, 14 June 2013

Dear friends – old and new,
It may seem strange to you that a person who has been out of touch and so to speak lying in his grave for about ten years, suddenly comes forward at this Conference Dinner, speaking like a ghost from the past.

Such things were more usual in earlier times. In Shakespeare’s plays there are more than 15 ghosts appearing, and, as you probably know, Henrik Ibsen dedicated a whole play to the theme. I hope, however, that my appearance tonight will not be associated with anything like the bad omens or horrors that usually follow literary ghost stories.

I just want to congratulate EDEN and all of you with what you have achieved since the conception in Budapest in 1990 and the birth in Prague in 1991.

The first pan-European meeting at the Technical University of Budapest in May 1990 gave all us who were present a strong feeling of witnessing an historic event. I was particularly impressed by the openness and strength of the appeals from Professor Tamàs Lajos and from the Polish Deputy Minister Tadeusz Diem, urging us to open all the bridges and channels of communication so longclosed in Europe. This was an invitation which could not be refused. The meeting decided that there should be a follow-up under the name of The Budapest Platform, with a Steering Committee to meet in Milton Keynes, UK, in the autumn.

The Budapest meeting had been initiated and organized by ICDE, whose President at the time was Dr. David Sewart from the Open University in the UK, and with a newly established Secretariat in Oslo. When we discussed the situation in Milton Keynes, it became clear that there were many bridges to build and channels to open up in Western Europe as well. The European Community had quite recently taken up “Open and Distance Learning” as a field of interest, and some programs had been established, particularly concerning new technologies within vocational and continuing education. Countries outside the EU itself were supposed gradually to become involved. However, we had no open and transparent frameworks, mechanisms or organizations in Western Europe which would cover the whole field. The meeting in Budapest thus offered a golden opportunity not only for Central and Eastern Europe, but for all parts of Europe and for all sectors of distance education.

The Chair of the Budapest meeting and Platform was Dr. Gottfried Leibbrandt, founding President of the Dutch Open Universiteit. As preparation for the next meeting in Prague 1991 he asked me, who was Director of a private correspondence school, and Professor Armando Trindade, Rector of the Portuguese Universidade Aberta, to help drafting a constitution for a new pan-European Network with the euphonious name EDEN. The constitution was adopted and EDEN became real. The new network aimed from the beginning towards being open to all types of institutions, networks, project participants and even individuals, membership driven with a democratic structure.

I will spare you further details or nostalgic memories. This conference is again confirming my view that EDEN on the whole has pursued a sound and sustainable strategy. Along the route you have added important new activities and has long ago proved to be an extraordinary success. We should all be grateful to the two institutions which offered initial secretarial support, first the UK Open University, then the Budapest University of Technology and Economics. And we should be very proud indeed of the dedicated and competent contributions from secretarial staff and from Executive Committee members, partners and conference participants over all these years.
I therefore propose that you join me in a toast to all you faithful gardeners of EDEN – as an old ghost I give you all the blessings I know, before returning to my rather comfortable grave!

Jun 30, 2012

The Megatrend Reports

I've now published the four Megatrend 2007 reports in this Issuu shelf:




The project's Recommendations for robust and sustainable,large-scale e-learning is also available in several languges.

Jun 27, 2012

New job opportunities

Dear colleagues and friends,

I have sent a letter of resignation to NKI, which means that I will end my work at NKI Nettstudier September 30th. Now, my ambitions are to use my competency and network to build an international education- and consultancy operation.

This has been a difficult decision. I’m really thankful for NKI’s longstanding support of my professional development which has made it possible for me to become professor of online education and president of EDEN. However, NKI is now in a tough transformation process with new opportunities and challenges. The prevailing targets and the methods of accomplishing them are making it increasingly difficult for me to feel that I’m contributing sufficiently.

I'm extremely proud of our achievements during the 25 years that have passed since I thought NKI’s first online, distance education course. You know that I care a lot about transparent and cooperative online education, especially the unique opportunities it gives to all the devoted online students and teachers. It's heartwarming to think about our individual planning system, the response and quality barometers, the learning partner services, the global student profiles and all the other innovative online education services we have pioneered. I like to think that this has been of great benefit for the 55.000 online students we have enrolled in nearly 200.000 courses since 1987.

I'm convinced that the future is bright for online education, and I hope that NKI will continue its impressive progress for 25 more years. I wish success and happiness - to all my dear friends and colleagues at NKI Nettstudier. I will miss you, and everything we have achieved together.

I believe that opportunities multiply when we look for them. Now, I look forward to build my new education- and consultancy operation and to work with my good Norwegian and international colleagues in further pursuit of quality, development and innovation in distance and online education.

With warm regards from Morten

Oct 24, 2011

Boldic Award for our Scandinavian online program in multimediajournalism


The Boldic Award 2011 was anounced Friday, October 21th in Stockholm, and it was awarded the Scandinavian project Multimedia journalistikk by NKI Nettstudier, Berghs School of Communication and the Danish School of Media and Journalism.

Kristiina Müllersdorf (Berghs) and
Morten Flate Paulsen (NKI Nettstudier)
at the Boldic Award Ceremony

Oct 8, 2011

Launching NKI's new Quality Barometers

Why I'm excited?

Because we are soon launching our new Quality Barometers for online teachers and courses - which I have spent much time and energy to design, specify and implement.

So, what are quality barometers?

Well, I perceive it as tools that continuously monitor and report quality in transparent ways. I strongly believe that transparent quality barometers are efficient and cost effective quality improvement tools.

Quality barometers are especially useful in online education environments with individual or flexible start-up and progression plans. Continuous monitoring is probably hard to implement in semester based educational environments.



NKI has several years of experience with a response barometer that monitors how much time it takes from a student submits an assignment to the teacher provides feedback and a grade. Since all students have individual progress plans and can submit their assignments 365 days a year, the response barometer continuously provides transparent information about our teachers' individual and collective response time.  During the last three months (summer vacation time included), our 140 online teachers have a collective response time of two days. I'm proud to tell that their average collective response time throughout 2010 was 1.8 days.

How could such barometers measure quality?


Thermometers measure temperatures in degrees, and ordinary barometers measure pressure in pascal or bar. I suggest that quality barometers could measure in quality in VESS (meaning VEry Satisfied or Satisfied). The idea comes from the fact that NKI uses a 5-point Likert-scale as shown in the figure. The five alternatives are Very satisfied, Satisfied, Neutral, Dissatisfied and Very Dissatisfied. With these five alternatives, we calculate the percentage of Very satisfied and Satisfied out of the total evaluations. If the evaluations are equally distributed among all five alternatives, the calculated quality would be 40%. A lower VESS reading indicates that you may have quality challenges.





How do NKI's new quality barometers for teachers work?

You have to have some patience, since I need a few more days to finish the English version of the nano-course  I'm developing to explain how it works.













I'll be back - in a few days.

Aug 14, 2011

Online Teachers Deserve Decent Support Services


How can we help online teachers excel, and which support services provide excellence in online teaching?

Mathis Bongo
with his Teacher
of the year Award
Mathis Bongo at Sámi University College received NADE's Teacher of the year Award for innovative use of technology in online education for reindeer herders. NKI Nettstudier has several times acknowledged excellence in online teaching. Bjørn Helgeby was for example awarded for outstanding online teaching both in 2000 and 2004. The laudations focused on his rapid and good feedback to students.

Aug 10, 2011

Gode nettlærere fortjener et godt støtteapparat

Hva gjør nettlærere gode, og hvordan kan nettskolene tilby et støtteapparat som bidrar til nettopp det?

Mathis Bongo (Se www.nrk.no/kanal/nrk_sapmi/1.7387731) ved Samisk Høgskole fikk nylig NFFs pris som årets nettlærer for innovativ bruk av teknologi i praktisk utdanning. NKI har også ved flere anledninger gitt spesiell anerkjennelse til utmerkede nettlærere. Bjørn Helgeby ble for eksempel utpekt som NKIs beste nettlærer både i 2000 og i 2004. Begrunnelsen var først og fremst at han ga studentene både raske og gode tilbakemeldinger.


Nov 25, 2010

Global student presentations - a unique source of knowledge about online students

This is a translation by Nicolas Lemarchand of an interview that was written by Torhild Slåtto and published in NVL

In the NKI learning environment, there are over 12,500 students, at least as many as any of the largest four State colleges in Norway. Students have been wandering around in virtual hallways for decades - now they don't need to be lonely anymore. They have a face on the internal network. Furthermore - they can choose who gets access to their profile: just themselves and NKI, fellow students, or all Internet-users. Until now more than 1,600 published their profiles on the net. And this figure is growing day by day, becoming a vast source of knowledge about who are these invisible students?