Net based education and learning to strengthen higher education in post

conflict Somaliland

Dalarna University

Dalarna University • 779 Employees (both full-time / part-time)

• 41 Professors

• 33 Associate professors

• 55 % Research-Level Teachers

• 56 % Women

• 71 Education programs (22 advanced level)

• 1054 courses

• 16 558 students / 6085 full time (12 000 netbased education)

• Doctoral studies in the field of Microdata Analysis.

Next Generation Learning NGL

Web-Based Teaching and Learning – Collaborative, in real time – Create the best conditions for interaction between students and teachers Development Projects – 18 projects in three schools, 45 teachers directly involved – Informal Learning Environments; Web-Based Examinations; Next Generation, Lectures in Physics

Research Environment – Graduate School TKP in collaboration with Örebro University. Ten DU Doctoral Students – Post Doc, Research Group Leaders

NGL- focus on pedagogy NGL Centre - Support

• Twenty staff members – support/development (ICT and pedagogy competence)

• Real time + collaborative working methods • Course Teaching and Learning in Higher Education.

National Reputation • NGL Conferences November 2015 • Visits from from the region, county council, industry, other

universities (20-40 per year) • Provides Lund University with technical teaching solutions and

support. eDU – New Learning Environment and Website

• Integrated teaching and learning platform and university website • Interchangeable modules

Netbased learning tools

•Fronter is Dalarna University’s web-based learning platform and is used for administrative purposes for all our courses and programmes. •Adobe Connect, or Meetings - teachers and students can meet, discuss, and share information during seminars and other group works. •Adobe Presenter transforms PowerPoint presentations easily into lectures with recorded voice and video. •”Epos” Live lecture streaming device with option to interact with the lecturer in real time

Interactive learning environment in close collaboration between student-teacher and student-student

Online Learning: The Choice of Students

Regional högskola i

en global roll

Nästa generations lärande

Global hållbar utveckling Högskolan Dalarnas roll

• Vision 2010-2015 Högskolan Dalarna ledande i nästa generations lärande

• Samproduktion av forskning, utbildning och samverkan är väl utbyggd regionalt, nationellt och internationellt

Partners

Mastersprogram in SRH

Outputs • Increase the number of Midwifery teachers in

Somaliland. • Improve the competence of teachers in nursing and

midwifery education programme at the Universities of Hargeisa, Amoud and Dalarna University.

• Evaluate the netbased master education programme in SRH care at Universities of Hargeisa and Amoud. Possibly also take this model further to Puntland and South Central region of Somalia.

• Provide scientific evidence based information to be be used in planning and development of the maternal health care.

Evaluation mastersprogram

• Survey pre and post (2012/2015) • Focus group discussions (FGDs) • Individual interviews (IDI) • Masterstudent thesis (external)

publication

“E-learning Opens a Door to the Global Community:

Novice Users’ Experiences of net based education in Somaliland University”

Mohammed Omer, Tina Klomsri, Matti Tedre, Iskra Popova, Marie Klingberg-Allvin, Fatumo Osman Collaboration between Stockholm University and Dalarna University Fortcoming in Journal of Online Learning and Teaching (JOLT)

Design, method and aim • Casestudy among 17 masterstudents • Timeframe March 2014 • Individuel interviews and group interviews • Analytical framework: The Unified Theory of

Acceptance and Use of Technology (UTAUT) The aim was to explore how students perceived e-learning technology and what factors affected students e-learning experience.

Participants background • Age ranged 23-50 • 14 female and 3 male • Bachelor degree –Campus based • Passed 4/7 courses using e-Learning

provided by Dalarna University

Results E-Learning enhance students educational experience and facilitate communication with the teachers, other students and with the global community. “e-learning makes us aware of other systems that people use to acquire knowledge. It broadens our mind compared to traditional learning” “The communication we had with our teacher was limited in traditional learning. We used to communicate with our teacher only in the classroom but with e-learning we can communicate with the teacher anytime…..”

Results The students experienced a shift in learning strategies which promoted their information literacy, computer skill and active learning processes: “In traditional learning, our knowledge was limited to lectures from our teacher and the old books that were available in our library. But with this new way of learning our knowledge has broadened. We can now browse e-books from world-class libraries.” “ The real advantage is that we are totally independent from our teachers. We find knowledge in our own way…….”

Results Barriers identified was poor internet connection, inadequate local technical and pedagogical support, and social support “We have been asked a lot of questions like: what is e-learning? How do you take lectures when there is no teacher in front of you? When you encounter a problem in your study how do you solve it when there is no teacher beside you?

Net based learning - Open and flexible that promotes lifelong

learning

• Critical thinking/problem solving • Creativity • Communication and Collaboration • ICT and Scientific literacy • Connect with the global community

• International Association of Universities (IAU), the Association of Swedish Higher Education (SUHF) funded by Swedish International Development Cooperation Agency (Sida)

• Around 160 representatives from 15 Swedish universities and their collaborative

partners in fourteen African countries in a three-day long workshop conference in Arusha, Tanzania, 27–29 april 2015.

Arusha Decleration- Learning, Technology, and Globalization Action 1: Identify effective pedagogical ICT tools for sustainable Pedagogical Learning

Environments (PLE) at all educational levels, adjusted to an ever-changing digital world.

Action 2: Support teachers’ transitions from lecturing to a collaborative engaging teaching style for a learning society.

NGL midwives