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  • 1.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Roma, Education, and Higher Education policies: The International Context and the Case of Sweden2015Rapport (Övrigt vetenskapligt)
  • 2.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Sweden’s Double Decade for Roma Inclusion: An Examination of Education Policy in Context2017Ingår i: European Education: Issues and Studies, ISSN 1056-4934, E-ISSN 1944-7086, Vol. 49, nr 1, 36-55 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article analyzes the Swedish Strategy for Roma Inclusion. Drawing on interviews and documentary materials produced around the Strategy by official sources and Roma organizations, we describe its background, rationale, and evolution, as well as the rifts it has revealed around the issues of minority representation and the framing of inclusion. We describe the Strategy as a framework for education policy, aligned with the European Framework for Roma integration, and discuss it in relation to issues of representation, inclusion, and policy formation. We argue that, at the discursive level, the Strategy has engaged positively with the politics of Roma inclusion and has introduced a number of new issues in the public debate. However, at the same time it has given rise to policy tensions that reflect inadequate representation of and discussions with Roma stakeholders. For policy makers this has presented opportunities to rethink the design of the Strategy and to opt for an open final text that allows for a more versatile and flexible set of policy options to emerge at the local level.

  • 3. Hedman, Ann-Louise
    et al.
    Johansson, Petra
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    SFI som Blended Learning2013Ingår i: Symposium 2012: lärarrollen i Svenska som andraspråk / [ed] Mikael Olofsson, Stockholm: Stockholms universitets förlag, 2013, 227-238 s.Konferensbidrag (Övrigt vetenskapligt)
  • 4.
    Irvine, Joe
    et al.
    University of Highlands and Islands.
    Stewart, Linda
    University of Highlands and Islands.
    Karácsonyi, Zoltan
    University of Debrecen.
    Szabó, Tünde
    University of Debrecen.
    Kolehmainen, Jari
    University of Tampere.
    Alarinta, Juha
    University Consortium of Seinäjoki.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Innovation Strategy Development For Remote, Rural And Less Favoured Regions2014Ingår i: Practitioners Proceedings 2014 University-IndustryInteraction Conference: Challenges and Solutions for Fostering Entrepreneurial Universities and Collaborative Innovation, 2014, 51-70 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper addresses the development of strategies to increase innovation in remote rural and less favouredregions. Many of the strategies aimed at developing innovation emanates from policy makers incentrally located urban conurbations and are assumed to be universally applicable. An example is thetriple helix model for economic development based around the idea of universities, business and publicsector organisations all coming together to foster innovation and economic prosperity.In many remote, rural and less-favoured localities there may not be a university or other knowledgeintensiveinstitution present. In fact, in some areas the public sector may also be weak and there may noteven be many local businesses operating. In those areas the social and community groups play the dominantrole.Therefore how can appropriate innovation strategies and policies be developed for remote, rural and lessfavoured regions that fully meet the needs of those areas? This question was addressed by theUNICREDS project.UNICREDS was an EU INTERREG IVC funded project including partners from remote, rural and lessfavoured regions from across the EU including the UK, Scandinavia and central Europe. The approachtaken by the project included assessments, a survey and reviews of best practice. This produced a largenumber of case studies and a wealth of insightful data on how innovation works in these regions andsuggested a new approach for future policy development in these regions.The main conclusion was that a one size fits all strategy for innovation is not effective for those regionswhose innovation system is not well advanced. For these areas much greater effort is required by policymakers to introduce locally developed processes and mechanisms that better reflect the needs of the majorregional stakeholders. Moreover, cultural and organisational innovations are also required within eachstakeholder to ensure a more effective contribution is made by universities to regional innovation processes.A new model aimed at assisting policy makers to develop innovation strategies for remote, rural and lessfavoured areas is also described.

  • 5.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Lars, Norqvist
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital didactical designs: reimagining designs for teaching and learning2015Ingår i: Educational development in a changing world, 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    In order to progress in educational development, digitaldidactical designs area promising approach. Ourthreestudies show principlesof new designs including a) new learning goals where more than one correct answer exists, b) focus on learning as a process in informal-in-formal learning using guided reflections, c) making learning visible in different products. The studies illustratethatit is time for re-consideringestablished concepts of teaching–higher educationmovesfrom course-based learning into learning expeditions.

  • 6.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital Didactics: Scaffolding a New Normality of Learning2013Ingår i: Open Education 2030: contributions to the JRC-IPTS Call for Vision Papers. Part III: Higher Education, - , 2013, 129-134 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Higher education is like an old building that is being constantly augmented with new technological fixes, but the authors propose that it is time to radically question and rethink education, to build a new house from bottom up in order to construct a new normality, which we propose to call “Digital Didactics”.

  • 7.
    Kolehmainen, Jari
    et al.
    Tampere University.
    Irvine, Joe
    Stewart, Linda
    Karácsonyi, Zoltan
    Szabó, Tünde
    Alarinta, Juha
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Quadruple Helix, Innovation and the Knowledge-Based Development: Lessons from Remote, Rural and Less-Favoured Regions2016Ingår i: Journal of the Knowledge Economy, ISSN 1868-7865, E-ISSN 1868-7873, Vol. 7, nr 1, 23-42 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper addresses the dynamics of knowledge-based development of remote, rural and less-favoured regions. Many of the regional strategies and policies aimed at developing innovation emanate from policymakers in centrally located urban conurbations and are assumed to be universally applicable. An example is the classical “triple helix” model and its successors for economic development based around the idea of universities, business and public sector organisations all coming together to foster innovation and economic prosperity. In many remote, rural and less-favoured localities, there may not be a university or other knowledge-intensive institution present which makes a difference from the point of view of local development agendas. In many regions, also the business community may be scattered and insufficiently developed in terms of innovation. And furthermore, this kind of region may also have a weak public sector to enhance innovativeness. In such regions, social and community groups may often play the dominant entrepreneurial role. The community may also play a significant role in remote, rural and less-favoured regions where the basic elements of “triple helix” model are present. In this respect the concept of a “quadruple helix” is highly beneficial. This is the case, because innovation processes are becoming increasingly open to different stakeholders. In this paper, four illustrative cases of knowledge-based development processes and policies in remote, rural and less-favoured regions are analysed by using a “double-coin model of knowledge-based regional development” which places the quadruple helix model at the very heart of knowledge-based regional development.

  • 8.
    Morin, Dominique
    et al.
    BRGM, Bureau de Recherches Géologiques et Minières.
    Lips, Andor
    BRGM, Bureau de Recherches Géologiques et Minières.
    Pinches, Tony
    Mintek, Randburg, South Africa.
    Huisman, Jacco
    Paques, El Balk, The Netherlands.
    Frías Gomez, Carlos
    Técnicas Reunidas, Madrid, Spain.
    Norberg, Anders
    Skeria, Skellefteå.
    Eric, Forssberg
    Luleå tekniska universitet.
    BioMinE: integrated project for the development of biotechnology for metal-bearing materials in Europe2006Ingår i: Hydrometallurgy, ISSN 0304-386X, Vol. 83, nr 1-4, 69-76 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Biohydrometallurgy is the offspring of the unexpected union of biotechnology and metallurgy. From specific properties of some extreme biotopes, active principles of interactions between microbial metabolisms and minerals have been extracted to be used as efficient metallurgical processes.

    Many profitable industrial operations based on these bioprocesses have been running to recover copper, gold, uranium or cobalt for instance and many other applications have been designed.

    Europe was quite active in this area in the past, but currently the leadership is in South Africa, America and Australia.

    BioMinE (Biotechnology for Metal-bearing material In Europe) is a large integrated project launched with the support of the European Commission. It is aimed at stimulating synergies between the most relevant universities, research and industrial organisations to develop new concepts in this technical field that allow a better exploitation of the mineral resources in the future.

    The main technical subject is the investigation of the opportunities to apply bioleach processes to primary and secondary resources of metal-bearing materials. The second technical area of the project in terms of effort is the study of the recovery of metals from pregnant bioleach solution using biological reagents. All along the project duration, these investigations are focussed on the relevant resources in Europe screened according to an iterative process. The integration of the innovative pathways of processing will be evaluated up to the pilot scale whenever it is appropriate.

    The Consortium of BioMinE comprises 35 partners from industry (12 including 5 SMEs) research organisations (9) universities (14) and government (2). The participants are from 12 EU member states, from 1 candidate country (Romania), and from South Africa (INCO Country).

    The overall budget of the project is 17.9 million Euros, with a contribution from the European Commission of 11.6 million Euros. Started on November 1, 2004, the project will last 4 years.

    An overview of BioMinE in the general context of the biohydrometallurgy development is the subject of this presentation.

  • 9.
    Morin, Dominique
    et al.
    BRGM, Bureau de Recherches Géologiques et Minières.
    Pinches, Tony
    Mintek, Randburg, South Africa.
    Huisman, Jacco
    Paques, AB Balk, The Netherlands.
    Frías, Carlos
    Técnicas Reunidas, Madrid, Spain.
    Norberg, Anders
    Skeria, Skellefteå.
    Forssberg, Eric
    Luleå tekniska universitet.
    Progress after three years of BioMinE-Research and Technological Development project for a global assessment of biohydrometallurgical processes applied to European non-ferrous metal resources2008Ingår i: Hydrometallurgy, ISSN 0304-386X, Vol. 94, nr 1-4, 58-68 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BioMinE is an integrated project under the sixth framework programme of research supported by the European Commission, which started in November 2004 and will last until October 2008 (Ref. NMP2-CT-2005-500329). It is dedicated to the evaluation of biohydrometallurgy to improve the exploitation of the European non-ferrous metal resources in a sustainable way. At the end of 2007, the Consortium of BioMinE comprised 37 partners from industry (13 including 6 Small or Medium Enterprises), research organisations (8), universities (15), and government (1). The participants are from 13 EU member states and from Serbia and South Africa (INCO Countries). For more details see http://biomine.brgm.fr.

    The three main kinds of resources considered for bioleaching studies are:

    - Copper polymetallics (concentrates and tailings),

    - Zinc polymetallics (zinc and zinc polymetallic concentrates)

    - Secondary wastes (tailings, rock and metallurgical wastes, etc.)

    For each of these resources, amenability studies of application of bioleaching technologies by various approaches have been undertaken or still ongoing. Further processing assessment will be conducted up to the demonstration scale. Technological improvements have been made to apply bioleaching in the context of the European resources in terms of complexity and sustainability requirements. The relevant fundamental studies covering bio-prospecting, molecular ecology, biochemistry, and genetics areas aimed at improving the understanding and the control of the selected technologies have given original results.

    Much progress has also been obtained in the use of the microbial sulfate-reducing process to polish effluents and to recover metals from leachates containing low concentrations of metals. The finding of micro-organisms thriving at low and high temperature, respectively 8 and 65 °C, leads to an extension of the application range of the process. It has been also observed that this process could be pushed down to pH 4.5 and 4 creating opportunities of selective metal recovery as metal sulphides. It has also been demonstrated that sulphate can be removed at high concentrations, as well as arsenic or selenium. The next step in this work is pilot testing. This will allow to determine scale-up criteria and to assess the residual metal concentration under actual conditions.

    The pilot-scale demonstration operations, as well as the techno-economic and comparative sustainability assessments will be achieved during 2008, the last year of the project.

    The prototypes of the learning objects for training about biohydrometallurgy accessible by internet have been elaborated. A public output of this work is accessible at http://wiki.biomine.skelleftea.se/wiki. The basic knowledge thus delivered is aimed at disseminating the understanding of the origins and use of biohydrometallurgy.

    Contacts with mining operators in Europe have been taken and collaboration schemes have been established in various ways according to the respective contexts. When a high potential of technical involvement could be foreseen, a direct participation of the mining operators in the project was favoured, this led to integrate KGHM (Pol), Boliden (Sw) and Copper Institute of Bor (Serbia) into the consortium of partners.

    When no direct technical commitment was conceivable at the first stage, collaboration was established with companies with the most urgent requirement to have access to the relevant resource.

  • 10.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Emergent Technologies in Higher Education: Google Glass and Telepresence Robots2014Ingår i: Supporting Teaching and Learning in the Digital Age, 2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In this paper, we demonstrate the use of new emergent technology in higher education. We present two examples, first, Google Glass in dental education, secondly, telepresence robots for communication among teachers and students across spaces. With both of the cases, we want to illustrate how technology can be adopted for education when a re-design of teaching and learning takes place. Moreover, the two empirical cases show that we need to radical think through our established concepts of ICT-enhanced, technology-enhanced learning ways from course-based learning into learning expeditions.

  • 11.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Reflektioner kring universitet, region och IKTstödd utbildning: Bilaga till slutrapport i projektet "Omvärldsbevakning på utbildningsområdet", 2008-2010, Umeå Universitet, dnr 102-363-092010Rapport (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    ”Blended learning”, eller integrering av IKT-verktyg och –funktioner i all utbildning, medför stora möjligheter till kvalitets- och effektivitetsförbättringar. Den för då, mer eller mindre automatiskt, även med sig ökad flexibilitet i utbildningen för alla deltagande parter – en egenskap som kan användas för att förenkla och effektivisera UmU:s utbildningsutbud. På så sätt kan också den s k järntriangeln i utbildning möjligen brytas eller i alla fall bearbetas: kvalitet går att kombinera med effektivitet och god tillgänglighet, tidigare har man bara kunnat bestämma två hörn i triangeln.

    Detta möjliggör en omvänd strategi mot en tidigare, kanske inte ens uttalad, som använt IKT främst för att förflytta projektbetonad utbildning till otraditionella studenter utanför huvudcampus, medan utbildning på campus fortsatt i traditionella former, med mindre IKTmodifieringar.

    För den enskilda läraren har undervisning på campus resp IKT-stödd undervisning varit mycket skilda utmaningar, och delvis fått skilda utövare. De borde nu kunna förenas i samma större synsätt och metodik, och IKT kan implementeras genom belönande steg-för-steg-strategier istället för att kontrastera emot den undervisningsform lärarna känner att de behärskar. Allt detta utgör egentligen en slags tids- och processorientering av utbildning, från att tidigare ofta varit mera plats- och förmedlingsbetonad.

    Universitetet har med ökad ”blended learning” också möjlighet att nedbringa antalet distributionsformer för utbildning från nuvarande fyra till två, och att samla studenter med olika villkor gällande tid och rum i samma studiegrupper, s k kombinerade studiegrupper, en utveckling som redan tydligt påbörjats på UmU. Detta medverkar också till att lösa upp en del logistiska utmaningar som blivit allt allvarligare i nuvarande utbildning utanför Umeå: kraven att rekrytera separata och lönsamma grupper per distributionsform, att kunna anpassa till lokal arbetsmarknad och skapa kontinuitet och bredd i utbudet – och allt detta samtidigt. I samband med detta borde UmU:s relation till studiemiljöerna utanför huvudcampus; två nya campus och en mängd lärcentra inom och utanför kommunalförbund, definieras och målsättas tydligare och rollfördelningar med samarbetspartners fastställas, t ex i en typ av franchisingavtal.

    Dessa möjligheter sammantaget kan rätt nyttjade innebära en stor konkurrensfördel för UmU, eller om man så vill utgöra en hoppfull överlevnadsmekanism, särskilt inför perioden 2012-2021 med en förväntad nedgång av unga traditionella studentgrupper med uppåt 40%. Utbildningsnivåerna i norra Sverige, med tydligt undantag bara av Umeå, är ofta anmärkningsvärt låga och bådar inte gott inför framtida konkurrenskraft i norr – och då inte heller för universitetet i sin regionala miljö på lång sikt. En satsning på att då nå fler otraditionella regionala studenter i samverkan med aktörer i regionen, och då inbegripa en synkron regional dialog om framtidens arbetsmarknad, kunde vara en ömsesidigt mycket gynnsam situation för både universitetet och regionen under perioden 2012-2017.

  • 12.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    A Blended Review of Salman Khan: The One World Schoolhouse2014Ingår i: Lifelong Learning in Europe, ISSN 1239-6826, Vol. 4Artikel, recension (Övrigt vetenskapligt)
    Abstract [en]

    The book The One World Schoolhouse is over two years old, and has been reviewed before. I have been asked to review and discuss it from a perspective of “blended learning”. I am not a researcher in math education, but am researching and problematizing blended learning and education logistics. Thus this task is an interesting one. I will begin with a shorter book review and then discuss the concept of “blended learning” in relation to Khan’s book and Khan Academy.

  • 13.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Education Strategist, Campus Skellefteå.
    Blended Learning and New Education Logistics in Northern Sweden2012Ingår i: Game Changers: Education and information technologies / [ed] Oblinger, Diana, Boulder: Educause Publications , 2012, 1, 327-330 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 14.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    From blended learning to learning onlife: ICTs, time and access in higher education2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating the dichotomy between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs.

  • 15.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). Campus Skellefteå, Skellefteå Kommun.
    Tid som perspektiv på "blended learning"2013Ingår i: Reformation, revolution, evolution: universitetslärandet ur ett tidsperspektiv / [ed] Erik Lindenius, Umeå: Umeå universitet , 2013, 69-93 s.Konferensbidrag (Refereegranskat)
  • 16.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Användning av MOOCs i organisationer och på lärcentra2015Ingår i: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, 52-53 s.Konferensbidrag (Övrigt vetenskapligt)
  • 17.
    Norberg, Anders
    et al.
    Campus Development Unit, Skellefteå Council, Skellefteå.
    Dziuban, Charles D
    University of Central Florida.
    Moskal, Patsy M
    University of Central Florida.
    A Time Based Blended Learning Model2011Ingår i: On the Horizon, ISSN 1074-8121, Vol. 19, nr 3, 207-216 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose – This paper seeks to outline a time-based strategy for blended learning that illustrates course design and delivery by framing students' learning opportunities in synchronous and asynchronous modalities.

    Design/methodology/approach – This paper deconstructs the evolving components of blended learning in order to identify changes induced by digital technologies for enhancing teaching and learning environments.

    Findings – This paper hypothesizes that blended learning may be traced back to early medieval times when printed material provided the first asynchronous learning opportunities. However, the digitalization of contemporary learning environments results in a de-emphasis on teaching and learning spaces. When time becomes the primary organizing construct for education in a technology-supported environment, blending possibilities emerge around five components: migration, support, location, learner empowerment, and flow.

    Research limitations/implications – This study enables the readers to conceptualize blended learning as a combination of modern media, communication modes, times and places in a new kind of learning synthesis in place of traditional classrooms and technology with the teacher serving as a facilitator of a collective learning process.

    Practical implications – The major implication of this paper is that modern learning technologies have freed students and educators from the lock in of classroom space as being the primary component of blended learning, thereby emphasizing learning rather than teaching in the planning process.

    Originality/value – This paper proposes a new model of blended learning in which physical teaching environments give way to time. Time and synchronicity become the primary elements of the learning environments. In addition, the authors suggest that the time-based model as an educational “new normal” results in technologies as enablers rather than disruptors of learning continuity.

  • 18.
    Norberg, Anders
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Händel, Åsa
    Arvidsjaur kommun, Lärcentrum.
    Ödling, Per
    Inst för Elektro- och informationsteknik, Lunds universitet.
    Using MOOCs at Learning Centers in Northern Sweden2015Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 16, nr 6, 137-151 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper describes the use of globally accessible Massive Open Online Courses, MOOCs, for addressing the needs of lifelong learners at community learning centers in Northern Sweden, by the forming "glonacal" or "blended" MOOCs. The Scandinavian "study circle" concept is used to facilitate the studying of MOOCs. Although the technical possibilities for Swedish universities to offer accessible education are constantly increasing, most Swedish universities do not, at present, prioritize courses for off-campus students. The available web courses in asynchronous formats are difficult to master for untraditional learners and leaves the learning centers with limited possibilities. Therefore, a Nordplus Horizontal project 2014-2016 with partners in three Nordic countries is developing models for the use of MOOCs in learning centers and organisations. A small pilot course case at the learning centre in Arvidsjaur and its outcomes is presented, including the interactions with Lund University which has an ongoing piloting project on use and examination of MOOCs. This concept development is discussed as a blended learning design and as a "glonacal" phenomenon with Marginson and Rhoades' "glonacal agency heuristics" (2002) forming a background for an actor analysis. Future scenarios are outlined. 

  • 19.
    Norberg, Anders
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Are you Working in the Kitchen?: European Perspectives on Blended Learning2014Ingår i: Blended learning: research perspectives, volume 2 / [ed] Charles Dziuban, Charles Graham, Anthony G. Picciano, Routledge, 2014, 251-267 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 20.
    Norberg, Anders
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Behöver vi nya ord för att tala om framtidens utbildning?2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Utbildning i kollektiv form, dvs i större grupper studerande under särskilt utsedda lärare, i avskildhet och under bestämd tid, kan i våra äldsta skriftliga källor spåras tillbaka till Sumer för 3500 år sedan och utbildningen av skrivare. Det ersatte då lärlingsmodellen, som ansågs för inneffektiv och för belastande för mästarens egen skrivproduktion. Sedan dess har mycket hänt och varierat, men t ex klassrummet, ett överföringstänkande och en avgränsad normaltid har ofta bestått, liksom avskildheten från arbetslivet. Utbildning är inte lätt att ändra eller styra om, och riskerna kan kännas stora. Den fyller en samhällsfunktion för kompetensförsörjning och, säger kritikerna, för social reproduktion av maktstrukturer och samhällsklasser. Ordet "föreläsning" vittnar om tidig medeltids långa uppläsningar ur den enda källskrift som fanns till hands. När tryckkonsten slog igenom antogs det att föreläsningen skulle bli överflödig, men som vi vet har den t o m i digitala tider även fått ett slags uppsving. "Distanslärande" andas en tanke om centrum och periferi och om att klara sig utan klassrum som normalitet, eftersom den mest närliggande tolkningen att lära sig någon annanstans än där man som student befinner sig, är orimlig. Dock har ju en kommunikation för lärande, med människor som har och kan förklara kunskap, underlättats mycket på senare år, liksom tillgång till det mesta av dokument och media varhelst man befinner sig. Vad gör vi av detta ochhur begränsas vi i vår kreativitet av vår terminologi?"Kurs" handlar om ett definierat kunskaps- och färdighetsblock som ofta tidigare förmedlades på ett enda sätt och var starkt knuten till en normaltid för inlärning. Lär man sig inte som alla andra ocht ex behöver mera tid eller vill själv avgränsa stoffet så misslyckas man lätt med studierna. Nu har vi kanske andra och fler möjligheter om vi tänker efter. Många begränsningar i hur lärprocesser kan se ut och konstrueras har försvunnit, men inte ur vårföreställningsvärld, kanske p g a de traditionella ord vi använder? Behöver vi, för att arbeta med framtidens lärprocesser som kan ske överallt och av många olika skäl, nya ord som inte är så belastade, åtminstone för heuristiska ändamål? Tänk om vi i stället för att tala om "kurs" istället skulle tala om sociala "learing expeditions", eller istället för "distansutbildning" som kan innebära olika saker, tala om...? Rundabordssamtalet diskuterar föreställningsvärld och språk runtomkring utbildningsutvecklingoch framtid.

  • 21.
    Norberg, Anders
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Stöckel, B.
    Antti, M-L.
    Time Shifting and Agile Time Boxes in Course DesignManuskript (preprint) (Övrigt vetenskapligt)
  • 22.
    Szabó, Tünde
    et al.
    University of Debrecen.
    Karácsonyi, Zoltan
    University of Debrecen.
    Irvine, Joe
    University of Highlands and Islands.
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Education Strategist, Campus Skellefteå.
    Stewart, Linda
    University of Highlands and Islands.
    Spatial characteristics of higher education in different European regions2013Ingår i: AZ ELMÉLET ÉS A GYAKORLAT TALÁLKOZÁSA A TÉRINFORMATIKÁBAN IV, Debrecen: Debrecen University Press , 2013, 415-422 s.Konferensbidrag (Refereegranskat)
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