Implementation of a “true” Flipped classroom concept at the Norwegian Defense University College (original) (raw)
Related papers
How PBL and Flipped Classroom Gave Remarkable Results in Higher Military Education Course
NTSA Proceedings , 2020
Following the new Defense educational strategy at the Norwegian Defense University College (NDUC), one of the measures has been to implement Problem Based Learning (PBL), lay the grounds for more student activity and flipped classroom. Not many papers over the years have looked at the introduction of PBL in higher military education in general or more specifically in the subject of military leadership. By rebuilding the pedagogical strategies and introduce PBL in the Military leadership (ML) course, the results have been remarkable. This follows last year's paper about the plans to implement flipped classrooms and PBL across NDUC programs and courses. It gives an overview of how a flipped classroom concept combined with PBL has transformed the military leadership course and discusses the differences between the course conducted in December last year and courses conducted before 2019. The shift from a conservative lecture-based course to a more student active and problem-solving approach is highlighted and discussed. Based on pre-and post-surveys, grade results and student feedback, both pros and cons are discussed and compared with previous results from the ML courses. The remarkable good results in student performance and other findings are analyzed and compared with exciting research and knowledge within the field of PBL and flipped classrooms. In conclusion, a summary of all findings and how these will influence the transformation of the educational programs at NDUC is highlighted. ABOUT THE AUTHORS Commander Geir Isaksen has more than 17 years in the field of Advanced Distributed Learning (ADL) and is responsible for more than 30 Defense projects in the field of digital learning methods and learning technology. He has published more than twenty papers covering different aspects of digital learning methods like mobile learning, student motivation, cognitive overload in e-learning and the use of video lectures. He has a master's degree in Information Computer Technology (ICT) & Learning from the University of Aalborg (2014) and a bachelor's degree in Electrical Engineering from Vestfold University College (1998). CDR Isaksen holds the position as a Staff Officer for digitalization and pedagogy at the NDUC/Faculty administration, where he is responsible for leading and coordinating procurement, development, and implementation of digital learning projects and pedagogical support in the use of the Defense Learning Management System (LMS). His military background is from the Navy, serving on submarines for six years as an electro officer and he is also responsible for international ADL cooperation at the NDUC and MoD funded international ADL capacity-building projects. Commander (SG) Rino Bandlitz Johansen has more than 15 years in the field of education at different levels in the Armed forces. He has published more than 15 papers covering different aspects of leadership and the military professional identity. He is also on of the authors of the recently published book "Military Leadership". He has a master's degree in military science and leadership and holds a PhD in operational psychology. Bandlitz Johansen currently holds the position as principal teacher at the NDUC in military leadership. He is responsible for the development and conduct of leadership education and chair the research group "Military leadership development-in theory and practice". His military background is from the Navy, serving at fast patrol boats for eight years where the last three as commanding officer. He also has experience from NATO article V operations in the Mediterranean. The last 15 years he has been occupied with different positions related to leadership and leadership development.
Hey, This Is What Your Teacher Needs To Start With Online Lectures
NTSA IITSEC Proceedings 2018, 2018
As a part of a huge and overturning educational reform in the Norwegian Armed Forces (NoAF), a digital strategy is being enforced. For the educational sector, this means moving more of the instruction and learning activities online. To be able to do so successfully, the teacher/instructor/lecturer plays a crucial part. An important question is what kind of support and incentives are most effective to get teacher to develop and use more online lectures.What do they need in the planning, development and implementation of these video lectures? One of the challenges in this process is that the teachers often underestimate the workload and there is not enough time set aside on their part to map out their content, prepare and develop the script and learning material. Through in-depth interviews with teachers at NoDUC, the ADL section investigated what kind of knowledge, support and training the teachers need to increase their motivation to developing video lectures. This paper will highlight the findings from these interviews and present them in context of relevant research and experiences from NoDUC's use of video lectures the last couple of years. Finally, the overall aim of the paper is to recommend a number measures needed to be taken to ensure that teachers/instructors have the sufficient knowledge and motivation to produce and use online learning activities. ABOUT THE AUTHORS Commander (CDR) Geir Isaksen has more than fifteen years in the field of Advanced Distributed Learning (ADL) and is responsible for more than 30 defense projects in the field of digital learning methods and learning technology. He has published more than 11 papers covering different fields like mobile learning, student motivation, cognitive overload in e-learning and use of video lectures. He has a master's degree in Information Computer Technology (ICT) & Learning from the University of Aalborg (2014) and a bachelor's degree in Electrical Engineering from Vestfold University College (1998). CDR Isaksen holds the position as an ADL Staff Officer at the NoDUC/ADL Section, where he is responsible for leading and coordinating procurement, development and implementation of digital learning projects and use of defense LMS. His military background is from the Navy, serving on submarines for six years as an electro officer and he is also responsible for international ADL cooperation at the NoDUC. Siren Elise Frøytlog Hole has years of experience in design and development of online learning both from the industry and for public sector. She is educated as a teacher, holds a bachelor's degree in culture and society, a master's degree in English literature, and a master's degree in science and technology studies from the University of Oslo. Hole is now a senior advisor at NoDUC/ADL section, where she manage projects, advise on pedagogical approaches to online learning content, and is part of collaboration projects on ADL.
2019
The study focuses on the use of Information and Communication Technologies (ICT) in Military Higher Education, delimited to the present moment and to the current professors and students of the Military University Institute. This study aims to analyse the relationship between ICT and teaching and learning methodologies in the context of professional military education, with emphasis on the concept of innovation in the classroom, on teaching and learning styles and on the role of ICTs in learning. The study is based on a mixed research strategy combining deductive and inductive approaches, materialized in a case study, with data collected through questionnaires, interviews and documentary analysis. This article focuses on the conceptual framework and its interconnection with the methodological strategy for the empirical study. The results presented refer to the pilot validation test of the data collection instruments and indicate that, in general, students and teachers share the same teaching-learning styles and both students and teachers show a good propensity to use ICT in the classroom.
2010
Throughout the years, Advanced Distributed Learning (ADL) became an important part of DRESMARA’s teaching and education programs. This paper presents an overview of the past and present ADL related initiatives that took place in DRESMARA, along with a short analysis of key issues related with ADL implementation. Also presents the content of a typical online complementary package that provides all the needed support for a resident course. In the end presents the latest developments and efforts to bring innovative and effective methods, practices and technology to the NATO Alliance and the Partnership for Peace Program, in order to enhance education and training initiatives and enrich DRESMARA’s course offering.
Hey, remember to add motivational design to your e-learning
2015
Student motivation is an essential component of all educational and learning processes. Without motivation, students lack cognitive presence resulting in little, if any, learning. In the traditional classroom setting, it's up to the teacher to facilitate and maintain student motivation. In an e-learning course however, there is less teacher or facilitator presence and the learner is left alone to interact with the instruction mostly alone. E-learning designers and developers must integrate appropriate motivational elements to ensure the learner sustains his/her motivation throughout the entire instruction to maximize the learning outcome. Over the past few years the Norwegian Armed Forces (NoAF) has incorporated motivational design elements focused on promoting and sustaining motivation into our e-learning courses based on John Keller's ARCS Model of Motivational Design. This paper outlines the rationale, methodology, and resulting implementation. ABOUT THE AUTHORS Commander (CDR) Geir Isaksen has more than twelve years in the field of Advanced Distributed Learning (ADL) and has been responsible for more than twenty e-learning projects, and different R&D projects in the field of elearning, m-learning, online learning, standardization and emerging technologies. CDR Isaksen has a master's degree in information computer technology & learning from the University of Aalborg (2014) and a bachelor's degree in electrical engineering, from Vestfold University College (1998). In addition, he has completed several university courses in pedagogies, learning styles and crew resource management. CDR Isaksen holds the position as an ADL Staff Officer at the Norwegian Defense University College (NoDUC)/ADL office, where he is responsible for leading and coordinating procurement, development and implementation of ADL projects. His military background is from the Navy, serving on submarines for six years as an electro engineer. CDR Isaksen spent two years as the head instructor in the technical simulator at the Royal Norwegian Submarine School before he started to work at the ADL office in 2002. He was a member of the NATO Training Group Task Group IT/ED from 2005 to 2012, where he was the ADL subgroup chairman until May 2011. As the Norwegian ADL Partnership executive director and a member of the NORDEFCO ADL forum of experts, he works closely with international cooperation. He has also been responsible for the planning and execution of the Nordic Defense ADL conference since 2006 and in 2015 he rejoined the NATO Training Group Task Group IT/ED as a Norwegian delegate. Siren Elise Frøytlog Hole has years of experience in design and development of online learning/courses and a background in digital marketing. She holds a BA in Culture and society, an MA in English literature and an MA in Science and technology studies. Hole is now a project manager and scriptwriter at Transform AS, where she works in close collaboration with NoDUC/ADL office, engaging in the production of e-learning courses from the beginning of the process until completion.