NDLA makes Khan Academy available in Norwegian

Love at first sight. How did the partnership come about?

While I was working with producing the resources in Mathematics for NDLA, I had my eyes open to news in the teaching of Maths in particular, and digital learning in general, says Elisabet–  I learned about Khan Academy as early as 2009. I met their contact person in Norway, Jonas Ghouchbar, and we realized that we had a lot of common goals. Jonas was a student who had found Khan Academy useful in his own learning. As a volunteer enthusiast he took responsibility for a Norwegian version.  We started cooperating and translated a couple of videos and made new soundtracks. Then we published them on NDLA. We have also had a presentation together at the national conference about technology in learning, NKUL, and we established a partnership in 2013. Since then Khan Academy has gradually enabled us to translate more of their content. At NKUL 2014  Matt Wahl from Khan Academy was one of the keynote speakers. During the school year 2014 – 2015 NDLA has given priority to taking this partnership a step further. The aim is to establish a test page and then a Norwegian live page during spring 2015. Consequently, 800 videos about Maths and 100 000 tasks including their framework have to be translated into Norwegian. This is an enormous job, but it requires less resources than producing everything from scratch.

– Why is the collaboration with Khan Academy such a gem for NDLA?

–  No doubt it is because of Khan Academy’s enormous international reputation and the great number of learning resources! For NDLA this is a quick road to excellent resources. Many clever people are working with the development of Khan Academy both regarding technology and content. Famous companies and people donate money to the work. By translating the resources, we can profit from them in our schools too. Here the great advantage of open learning resources is demonstrated.  Side effects as collaboration with similar  educational environments in Norway are also very useful.  Denmark has already come far and have a Danish test page already. The learning material is translated all over the world, Spanish and German are big languages with many users. Korea and Japan have started. So Khan Academy is really spreading all over the world!

– It must be stimulating to work with so many talented people. But what do Norwegian students get from Khan Academy which they don’t have already?

– In order to have a Norwegian test page and then a live page we must satisfy a couple of requirements. This means that videos for the primary level must be dubbed in Norwegian, and for the intermediate stage they must have Norwegian subtitles. All tasks for primary school should be in Norwegian. The translation process is taking place in many countries, and the communication between enthusiasts in different countries is really professional. There are many advantages with this collaboration. We provide students with good resources implying new ways to learn. This is adaptive learning in which the learning path for the singular student is designed during the process with a personalized plan of progress. Parents also have a lot of advantages if their child studies with Khan Academy. They can learn Mathematics themselves in order to help their children, and they have a complete insight into the child’s learning progression. Students can also fill their knowledge gaps in a smart way. In addition there are all the videos that fit into the curriculum of upper secondary education, which is NDLA’s main target group. Khan Academy does  not only provide videos. They offer self-instructive, personalized progressive learning based on the most up-to-date learning technologies, which are being developed continuously. For instance, you are being tested, you are given tasks that are adapted to your level, you get help and hints to solve the task, you get new tasks, you can compete with others and finally have a prize.  Here Khan Academy has adopted tricks from gaming; You get a reward and are stimulated to compete with yourself or others. Both teachers and parents can see what you hav done. Maybe you want to compete with your mum and grandma also!

– But this is really a learning revolution! Will parents now have to persuade children to stop doing maths in order to join the family for dinner?

–Yes, we a see a glimpse of future learning here. New technologies enable us to adapt learning resources to the indivdual  learner’s level and learning pace. In addition, it is more stimulating and motivating  to choose among a great number and types of tasks,  like multiple choice tasks, interactve tasks, game-based tasks and a variety of tests.  Transparency is possible, if you choose, so that parents and teachers can watch your activities and progress. I myself become strongly involved in the tasks and am obsessed by a desire to continue and continue.

Screenshot of a Khan Academy task with text in Norwegian.

Screenshot of a Khan Academy task with text in Norwegian.

– How are these learning resources received by students and teachers?

– I am overwhelmed with the exclusively positive response. And most students so far only know about the instructive videos. They become even more impressed when they see the additional material: the tests, the help they get as they proceed, the hints about the next step, the possibilities to collaborate and compete.

– How do you and your colleagues work?

– We have to translate 800 videos and numerous tasks before we can have a test page. We also translate the frame work, like titles, the menu, and instructive words like «click here» and «help». We have engaged media teachers in upper secondary schools to record Norwegian speech to the videos for the  youngest students. Some students from the University of Oslo produce subtitles to some of the videos. I make the final quality check and translate the tasks. When  the Norwegian page is published, we plan to attach the resources to the curriculum for secondary education in Norwegian by a system called Grep. This means that a teacher or student who is working towards a certain goal in the curriculum, can easlily find relevant resources on the Khan Activity page.

– Khan Academy and NDLA in 5 years time. Do you think the relationship will last?

– It depends on giving the work with Khan Acadamy priority. Even when we have a page in Norwegian which seems to work well, it will have to be looked after, updated and revised. We hope that this work will be included in the updating of NDLA Mathematics. A relationship cannot last unless you invest in it, Elisabet Romedal concludes with a smile.

Here you can see the Norwegian  Khan Academy test page.

The Norwegian version of Khan Academy is due in June 2015.

[callout type=»info» title=»Khan Academy»]
Khan Academy is a non-commercial educational webisite founded på Salman Khan in 2006.  Khan Academy’s ambition is to provide education of high quality for everybody everywhere. There are in particular many resources available in Mathematics. NDLA has from 2014 an agreement with Khan Academy about making resources available in Norwegian.  Elisabet Romedal is the former editor of the learning resources in Mathematics on NDLA. She is engaged by NDLA to coordinate the translation work.

US educators in webinar with NDLA

 OECD interest in OER initiatives

The background for this is OECD’s increased interest for open learning resources (OER).  OECD have recently considered a number of OER efforts in various countries. In this respect, NDLA was presented to OECD at a meeting in Paris in January 2015.
See  the NDLA presentation here.

OECD are naturally very interested in OER initiatives in the USA, which have been the pioneering nation in the development of open learning resources.  Representatives from USA invited NDLA for a webinar in April 2015. The participants were educational leaders from a number of American states and initiatives. At this meeting, a former Senior Policy Advisor in the US Department of Education (during the Obama administration) was present.

– As I see it the participants were very interested in what we have done in NDLA.  They asked critical and knowledgeable questions, Øivnd Høines says. – Our discussion touched on NDLA’s political basis and our approach to quality assurance. They also asked questions about teachers’ role, and how NDLA have achieved such a high number of users.

Høines is particularly pleased with the recognition NDLA received from his American colleagues. – Recognition from people you yourself admire is motivating. Without inspiration from American commitments to open data, open learning resources and open licensing we could never have started a project like NDLA.
Mr. Høines emphasizes that  this is a recognition to all partners and colleagues who have been involved in the NDLA initiative.

– NDLA is an outstanding model for the creation and dissemination of OER, says Karl Nelson, Director of the Digital Learning Department at the Washington State Office of Superintendent of Public Instruction – It was a pleasure to learn more about this work and to think about how NDLA’s experiences could be applied in Washington State and across the country.

The contact which now is established with American initiatives is important to NDLA. –To meet colleagues from other parts of the world who are working towards the same goals, is very rewarding, Høines says. –There is always more to be learned than we can teach, and we are now very pleased that NDLA is invited to participate in exchanging ideas with an initiative from USA. The international future for NDLA will not be a lonely one, Høines concludes.

Read more about The K-12 OER Collaborative here.