Internasjonal pris til Norge for verdens beste åpne læremiddel

Den norske læremiddelportalen (Nasjonal digital læringsarena) er tildelt Open Education Awards for Excellence 2017. Prisen, som er den største internasjonale utmerkelsen innen området åpne læremidler, deles ut av Open Education Consortium. Prisen til NDLA er i kategorien “Beste åpne portal”.

Statsråden gratulerer

–  Jeg vil gratulere NDLA med hovedprisen for beste nettsted i Open Education Awards of Exellence. Dette er en fin anerkjennelse til NDLAs arbeid, og det er alltid gledelig når norske aktører når opp i internasjonale sammenhenger, sier kunnskapsminister Torbjørn Røe Isaksen. NDLA ble startet i 2007 etter et initiativ tatt av Kunnskapsdepartementet i 2006.

Kunnskapsminister Torbjørn Røe Isaksen. Foto: Marte Garmann

Ros til norske lærere

– I dag har norske lærere fra hele landet fått internasjonal anerkjennelse for det de sammen har skapt, forteller daglig leder i NDLA, Øivind Høines.  Han løfter også frem det brede samspillet med lærere, elever og NDLAs leverandører. Innovasjonskraften som ligger i dette samspillet har vært avgjørende sier han, og retter en stor takk til NDLAs samarbeidspartnere.


NDLA er nå inne i sitt tiende år, og er i dag solid forankret i den videregående opplæringen i hele landet. Innholdet på NDLAs sider er åpent for alle og blir svært mye brukt i videregående skole. I år har også kommunene startet arbeidet med å få frem et NDLA for grunnskolen.

 Dette er en fantastisk start på vårt jubileumsår, sier Høines.    

For mer info kontakt:

Daglig leder i NDLA, Øivind Høines – 99 00 56 47 –

Styreleder i NDLA og fylkesdirektør for videregående opplæring i Akershus, John Arve Eide – 924 05 509 –

  • Opprettet i 2007

  • Åpne digitale læremidler for videregående opplæring

  • Mer enn 60.000 besøk hver skoledag

  • Over 11 millioner besøk i 2016

  • Norges største læremiddelnettsted for videregående skole

  • Eies og drives av alle norges fylkeskommuner utenom Oslo

  • Læringsressurser i over 80 eksamensfag

  • Lisensiert med Creative Commons og kan fritt deles, tilpasses og videreutvikles

Om Open Education Consortium

The Open Education Consortium is a global network of educational institutions, individuals and organizations that support an approach to education based on openness, including collaboration, innovation and collective development and use of open educational materials. The Open Education Consortium (OEC) is an independent not-for-profit (501.c.3) organization incorporated in 2008 under the laws of the Commonwealth of Massachusetts in the United States of America.

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.





NDLA diskuteres i USA

OECD interessert i OER-initiativ

Bakgrunnen for at NDLA blir diskutert i amerikanske utdanningsmiljøer, er OECDs økende interesse for åpne læremidler, på engelsk kalt Open Educational Resources eller bare OER. OECD har i den siste tiden sett nærmere på en rekke slike internasjonale eksempler i utdanningen. I den forbindelse ble NDLA presentert for OECD i januar 2015.

USA et foregangsland

OECD er selvsagt også svært interessert i tilsvarende initiativ fra USA, som er et foregangsland for åpne læringsressurser. Det var representanter fra USA som ba om at NDLA ble presentert på et eget webinar. Deltakerne på møtet 8. april 2015 var utdanningsledere fra en rekke amerikanske stater og initiativ. På møtet deltok også en rådgiver for president Obama med spørsmål om åpne læremidler.
– Jeg opplevde at deltakerne var svært interessert! De stilte kritiske og kunnskapsrike spørsmål, sier Høines. Han forteller at de blant annet spurte om NDLAs politisk forankring, om kvalitetsikring av læremidlene, læreres kompetanse og hvordan NDLA har klart å oppnå så høy bruk. Mest av alt vil han likevel trekke frem all den rosen som ble gitt.
–Anerkjennelse fra folk man ser opp til, varmer ekstra godt. Uten inspirasjon fra amerikanernes satsing på åpne data, åpne læremidler og åpen lisensiering ville vi aldri ha startet med NDLA.
Høines understreker at dette er en ros alle medarbeidere og bidragsytere til  NDLA må ta  til seg.

Viktige impulser

Den kontakten NDLA nå har fått med interessante amerikanske miljøer, er viktig for videre utvikling.
– Å møte kolleger fra andre steder i verden, som jobber mot de samme målene som oss, er svært lærerikt og motiverende, sier Høines.
–Vi vil alltid har mer å lære av andre enn vi kan lære bort. NDLA har nå et konkret tilbud om kompetanseutveksling med et OER-initiativ fra Washington. Den internasjonale fremtiden for NDLA ser alt annet en ensom ut, avslutter han.

NDLA samarbeider med IKT-senteret om

Vi er på eit hotell på Gardermoen der Erik Westrum frå IKT-senteret møter eit 20-tals fagansvarlege i NDLA, som snart er i gang med å lage ressursar til Einar Berg, fagansvarleg i naturfag,  og Kristin Bøhle, fagansvarleg i biologi, er begge glade for initiativet og har alt eit par oppgåver klare. I august 2015 skal piloten med ressursar i digital kompetanse for fag i vidaregåande opplæring vere tilgjengeleg.

Opne ressursar for grunnskulen

Erik Westrum frå Senter for IKT i utdanningen er prosjektleiar for Det byrja med Kunnskapsløftet og innføringa av den femte grunnleggande ferdigheit i 2006. Drammen kommune skulle skape Norges beste skole og ville vere spydspiss i satsing på digital kompetanse. Erik Westrum byrja arbeidet med å lage ei felles plattform for digital kompetanse for grunnskulen i Drammen. Det blei til  Drammen ville gjerne dele innhaldet med andre kommunar i landet, og i 2013 overtok IKT-senteret ansvaret for vidareutvikling av ressursane.  I dag er plan og ressursar for grunnskulen frå 1. – 10. trinn ferdig utvikla, og no står vidaregåande for tur.

Vidaregåande skal med
NDLA har eit stort nettverk av fagpersonar på mange fagområde i vidaregåande opplæring. Dei har også ein del ferdige ressursar  i faget Digital kompetanse. Difor har IKT-senteret og NDLA inngått eit samarbeid der fagmiljøet i NDLA hjelper IKT-senteret med å finne og lage gode ressursar som passar inn i Dette er ei bestilling fra Kunnskapsdepartementet.  I bestillingsbrev til  IKT-senteret for 2015  blir senteret bedne om “å øke antallet kommuner som har implementert undervisningsoppleggene og kvalitetssikringsverktøyene som ligger i, og utvide til barnehager og VGS.” [callout type=»info» title=»Fakta om»]

  • 1,4 millionar sidevisningar på 8 månader
  • 220 kommunar har vedteke
  • Planlagt utviding:
    Barnehage blir publisert  i august 20115
    Pilot for vidaregåande opplæring ferdig i august
    Lærarutdanninga under utarbeiding[/callout]