2. NOVA Pedictnet: USE of ICT i NOVA COOPERATION - SURVEY REPORT Mike Moulton ( on behalf of Pedictnet )

3. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no PEDICTNET – SURVEY REPORT 3 PEDICTNET  Focus: The pedagogic use of ICT  Aims: - Professional network for the exchange of knowledge and experience within the field pedagogy and the use of ICT - Support group for NOVA networks with respect to the [pedagogic] use of ICT

4. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no Ambition: COORDINATED LOCAL SUPPORT  Pedagogical support for the course planning process  Technical support for use of Learning Platforms and video meetings

5. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no DETTE ER TITTELEN PÅ PRESENTASJONEN 5 Mandate  Decision: That the Board commits NOVA EC to ask NOVA Pedictnet for - a survey to identify obstacles for making a low budget upgrading of the technical functions to facilitate the use of ICT in distance learning and video based meetings. - a suggestion to how the NOVA Strategy could be upgraded regarding use of ICT. That NOVA should consider launching a course for teachers regarding the use of ICT in distance learning.

6. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no THE SURVEY  Aim: Based on existing activities, can Pedictnet contribute to a more active and effective coorperation between NOVA institutions/networks?  Questions to the networks (10-12 networks) : - network activities? - collaboration challenges? - ICT-tools used? - ICT and improved collaboration?

7. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no NETWORK ACTIVITIES  PhD courses - clearly the main focus for most networks - professionally, the most rewarding - ’easiest’ – few structures and administrative routines  Master courses and programs - the identification and recognition of ’NOVA courses’ in individual programs - few common programs or commonly taught courses  European projects and networks - NOVA experience as positive factor

8. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no Collaboration Challenges ”There is a need for more systematic help with technical/organizational issues.” – UMB professor Master level:  Registration and admission of students to NOVA courses  Access and use of course platforms  Different block and semester periods (start, length, exam period)  Differences in academic progression, timing and weight (study points) between programs  Common master programs are logical and needed – work involved necessitates NOVA leadership action and long term support  Joint degrees (Norway) and Double degrees (Denmark)?

9. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no Collaboration Challenges PhD level:  Finding the appropriate academic level for courses  Dealing with the growing interest from outside of the Nordic countries for NOVA PhD courses  Predictable financing of courses

10. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no OVERVIEW OF PLATFORMS USED (university level) UniversityLMS Desktop video Room based video E- evaluation SLU SLUNIK Fronter Adobe Connect Tandberg HD E-vald HU-AF and HU-V Moodle, BSCW Adobe Connect Tandberg 550 (Oppgrade til HD planned) LIFE It’s learning Adobe Connect Polycom UMBFronterElluminate, Skype Polycom HD Questback

11. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no ICT-TOOLS USED BY NETWORKS  E-MAIL and telephone  LMS, web conferencing (Skype, Adobe Connect)

12. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no BEST PRACTICE EXAMPLES  Use of LMS for communication, access to learning materials and learning activities before field/PhD courses to help prepare students ”The main approach based on e- learning and fieldwork has worked well….”  Use of LMS for the delivery of a web-based course  Web conferencing for network meetings, student advising, oral exams and ”just in time” lectures  Various publishing programs to construct digital cases

13. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no ICT AND IMPROVED COLLABORATION  All network representatives had a general understanding for the possibilities of using ICT to improve collaboration within NOVA  Consideration of an increased use of ICT is dependent upon the availability of technical (and to some degree pedagogical) support  Networks themselves (especially those focused on PhD courses) were afraid to lose the qualities of face-to-face dialogue  A few networks expressed an interest in actively pursuing the use of ICT to improve network cooperation

14. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no PEDICTNET REFLECTIONS  There is a need for a strategy to bring networks small steps further in their use of ICT  NOVA must harmonize technical and administrative support  NOVA should have a policy toward developing online or blendedd courses and consider giving support to such course model development  Master level collaboration is difficult and requires a focused committment of time and resources, and, at the same time, has the most to gain from an increased use of ICT

15. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no PEDICTNET PROPOSAL: Video meetings  Aim: to introduce video tools to all networks  All networks should during 2011 test to have at least two network meetings using –Room-based video –PC-based video (Adobe Connect)  PC-based virtual test rooms created for all networks  Test equipment for PC-based and room-based video available at all local support organisations

16. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no PEDICTNET PROPOSAL: NOVA Model Courses Aim: To create some model courses using the concept of ”Constructive Alignment” and the full potential of IT to support learning during 2011 –by developing new or modifying some existing NOVA courses  Learning Outcomes, target group and location of teachers and learners in each model course decide use of IT

17. NORWEGIAN UNIVERSITY OF LIFE SCIENCES www.umb.no DETTE ER TITTELEN PÅ PRESENTASJONEN 17 LOCAL PEDICTNET SUPPORT  Finland - Outi Valkama og Kristian Lindqvist  Sweden – Peter Aspengren  Norway – Mike Moulton  Denmark – ?  Island - ?