Vol. 13 - Issue 1 2017 - ISSN 1504-4831
Monday, 21 August 2017
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Volume 5 - issue 2 - 2009

Editorial: The proper place for knowledge

editorial_vol_5_issue_2Knowledge is an interesting word, which never goes out of fashion. In the political context, knowledge is something everyone hails and cherishes. An example is that the Socialist Government in Norway renamed its "Ministry of Education and Research" to the "Ministry of Knowledge". It would probably be politically wrong to defy the word "knowledge". The word "knowledge" stirs, however, different sentiments in people. In modern education, the word signifies something notable, discernable, visual or at least possible to distinguish from what it is not. In learning in higher education, knowledge is most often considered as the raw material for learning, with the little extra that distinguishes it from "information". 

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ICT - an ally and an alien The role of ICT in Swedish popular adult education organisations

Gunilla Jedeskog and Inger Landstrøm work at Linkøping University, and raise the issue about how Swedish Folk High Schools and study associations responded to the introduction of ICT. Using Actor-Network-Theory as their analytical tool they describe how human and non-human actors develop active networks of both conflicting and productive relations in a predominantly value based type of organization.

 

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Design of Customized Corporate E-Learning

Knut Arne Strand and Tor Arne Hjeltnes are colleagues at Sør-Trøndelag University College, Norway and work within the faculty of informatics and e-learning. The paper presented here deals with how a model of working with corporate customers might be productive. They show with examples from two cases how they employ collaboration and involvement, tuning of technological and content-related elements, training of instructors and tutors together with customers in order to develop and design high quality material.

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Using Competence Meetings as a Practical Reflective Method

Siv Oltedal is an associate professor at Bodø University College and shares an article with us on the topic of how the video and videoconferencing can cater for learning activities that are open and reflective. “The competence meeting” is a context for learning instigated by topics and situations well worth discussing, and aims at producing new knowledge via shared visual spaces. The article describes a competence meeting held with international participants, both theoretically and by using a video.

 

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