How Video Lectures Can Free Up Time For Other Learning Activities

Paper presented at Industry Training, Simulation, and Education Conference (I/ITSEC) 2017.The Norwegian Defense University College (NDUC) is continuously challenged with cost reduction while increasing instructional quality within the educational system. Specifically, in 2017, the educational sector within the Armed Forces was challenged with reducing overall training costs by 65 million US dollars over the next few years. Less money, fewer instructors and constrained student training time forced the NoD to rethink resident training requirements and leverage online courses. This paper highlights how video lectures have begun to replace the traditional classroom Power Point-based lectures in the Norwegian military. Furthermore, this paper discusses how NDUC, based on well-known learning principles and instructional science, uses an in-house video studio to produce video lectures in close cooperation with the Subject Matter Experts (SME). Finally, the paper presents the evaluation results from NDUC students engaging in online video lectures and recommends development guidelines for producing online video lectures to maintain, if not increase, instructional quality and decrease overall costs

Implementation of a “true” Flipped classroom concept at the Norwegian Defense University College

As a result of an extensive educational reform in the Norwegian armed forces, digital learning is introduced across the military system. Following a new defense educational strategy, one of the measures implemented at the Norwegian Defense University College (NoDUC) is Problem Based Learning (PBL) and flipped-classroom. The flipped classroom is one of the most well-known buzz words in education for the last 10 years at learning institutions all over the world. What does it really mean to implement flipped classroom as part of your educational strategy? Is putting PowerPoint presentations in the LMS together with digital copies of the syllabus enough to claim that flipped classroom is implemented? Is it really something totally new and is it only suitable for certain subjects? And how can PBL together with flipped classroom lay the ground for learning activities that results in deeper learning? This paper gives an overview of what a flipped classroom concept combined with PBL really means, why it matters and how it is meant to be implemented as an educational strategy. Furthermore, both pros, cons, risks and common misunderstandings are discussed and compared to traditional learning methods used at NoDUC and still existing in many schools and universities around the world. At the end the new educational strategy based on flipped classroom and PBL are discussed and the paper will highlight lessons learnt from the rebuilding of a Master of Military subject, based on PBL and a flipped classroom strategy

Hey, remember to add motivational design to your e-learning

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

Hey, This Is What Your Teacher Needs To Start With Online Lectures

Paper presented at Industry Training, Simulation, and Education Conference (I/ITSEC) 2018As 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

New way of accessing and reusing e-learning between countries

Norwegian Defense Education Command (NoDEC) and Canadian Defense Academy (CDA) are in a joint effort using/testing Federated Digital Repository System (FDRS) to store and access e-learning courses in a Sharable Content Object Reference Model (SCORM) Learning Management System (LMS) environment. This paper presents the results of using the FDRS to store primarily learning objects without duplicating or manipulating any of the files. It highlights how the system is used to revolutionize the publication of courses through the use of Uniform Resource Locators (URL) to the content instead of uploading large SCORM content packages to an LMS. The paper describes how the FDRS allows federated searches across several instances of content management systems or repositories. By enabling an Open Knowledge Initiative (OKI) capability in the FDRS, Norwegian Defense (NoD) and Canadian Defense (CaD) gain instant access to the content from each other’s systems, ready to be reused right away. The FDRS also allows publication of a package from a single course to several types of LMS at the same time. This will enable the same course instance to run on multiple LMS. This paper will also recommend solutions to the cross domain issues of using different systems in a learning content management environment

New way of accessing and reusing e-learning between countries

Norwegian Defense Education Command (NoDEC) and Canadian Defense Academy (CDA) are in a joint effort using/testing Federated Digital Repository System (FDRS) to store and access e-learning courses in a Sharable Content Object Reference Model (SCORM) Learning Management System (LMS) environment. This paper presents the results of using the FDRS to store primarily learning objects without duplicating or manipulating any of the files. It highlights how the system is used to revolutionize the publication of courses through the use of Uniform Resource Locators (URL) to the content instead of uploading large SCORM content packages to an LMS. The paper describes how the FDRS allows federated searches across several instances of content management systems or repositories. By enabling an Open Knowledge Initiative (OKI) capability in the FDRS, Norwegian Defense (NoD) and Canadian Defense (CaD) gain instant access to the content from each other’s systems, ready to be reused right away. The FDRS also allows publication of a package from a single course to several types of LMS at the same time. This will enable the same course instance to run on multiple LMS. This paper will also recommend solutions to the cross domain issues of using different systems in a learning content management environment