Although the report is in Norwegian, the recommendations have helpfully been translated into English by Tore Hoel, and are copied below. Even without being able to read the entire report, it’s very encouraging to see a national government recommending further investment in innovative pedagogies, teacher and learner support and infrastructure development for technology supported learning. Amongst other recommendations, the Committee has recommended the allocation of a 15 million NOK annual grant for “research-based knowledge development and transfer of knowledge related to learning analytics”. Perhaps more significantly the Committee has also recommended a further 10 million NOK to be allocated to “pursue further development of digital literacy among staff in the higher education sector”. Enlightened thinking indeed. Additional funding has also been recommended for education technology infrastructure development in general and MOOC infrastructure in particular. The report also covers accreditation and recognition, but does not recommend a radical overhall of the current system.
The publication of the Norwegian Government’s MOOC report, comes hot on the heels of reports in the tech press earlier this month that the National Library of Norway is planning to digitise all the books in its holdings within 15 years. While the essence of this story is true, the NLN is a legal deposit library, and it does have a policy to digitise its entire collection over the course of 20 – 30 years, the initiative has actually been running since 2006, but seems to have come to the attention of the US press only recently. That aside, it’s an admirable and ambitious initiative which, together with the Government MOOC report, speaks volumes about Norway’s commitment to openness.
Chap. 6.2 Innovative pedagogy and quality
The Committee recommends a systematic focus on research-based knowledge development about ICT and learning.
The Committee recommends the establishment of an environment for research-based knowledge development and transfer of knowledge related to learning analytics in 2015 with an annual grant of 15 million NOK. Structure and shape must be considered in relation to current participants and funding agencies.
The Committee believes that the higher education sector has limited use of incentives at the individual level associated with the development of teaching. This does not work stimulating and motivating to adopt new technologies and new forms of learning. The Committee therefore recommends that the operative environment in general and incentives for the educational area are reviewed, both at the individual, institutional and national level. These must be connected together and clearly have the same effect.
The Committee recommends that the allocation of funding to pursue further development of digital literacy among staff in the higher education sector. The Commission proposes to allocate NOK 10 million.
The Mooc Committee recommends that the ministry appointed committee to assess competencies outside the formal education system also considers expertise developed through Mooc deal with exams and credits.
Chap. 6.3 Infrastructure for Mooc and other digital learning
The Committee believes there is a need to continue and increase national spending on technology infrastructure. The Commission proposes to increase funding for further infrastructure development for online education in general with 10 million annually and 10 million annually to develop new infrastructure for Mooc deals specifically.
The Committee recommends that there be further assessed whether it is appropriate to have a common national Mooc portal or alternative solutions are better.
Chap. 6.4 Trade and labor market skills needs
The Committee recommends that business and industry sector uses Mooc and similar offerings in skill development of the employees.
There is appropriated 10 million to further education of teachers using Mooc and similar offers. The Committee recommends that there be an additional 10 million to develop and gain experience with the use of Mooc and similar offerings in continuing education within other relevant educational fields.
Chap. 6.5 Mooc that part of the Norwegian degree system: accreditation and recognition of Mooc deals
The Committee believes that Mooc not necessitate a change of the Norwegian regulations for accreditation and recognition of subjects and topics to be included in a degree system. Mooc exams and credits from both Norwegian and foreign institutions may naturally be part of this system as it is today.
The Committee recommends that institutions utilize the room for maneuver which lies in the administration of the rules for crediting of subjects and topics to be included in a degree system, by facilitating better and smoother practices across Norwegian institutions.
The Committee recommends an assessment of whether current practices are appropriate and what can be done to strengthen the institutions’ utilization of leeway inherent in the current rules for crediting of subjects and topics to be included in a degree system.
The Committee recommends trial of admission to Mooc offerings at Norwegian institutions for applicants who do not meet the traditional requirements for admission to higher education.
Chap. 06.06 Copayment and the principle of free higher education
The Committee believes that Mooc offerings in Norway in the first place should be free.
The Committee recommends that the Ministry is undertaking a review of the rules for personal payments to institutions opportunities to claim fees for parts of a group of participants will be made clear.
Chap. 6.7 Educational support
The Committee recommends that considered whether to grant educational support to learners in Mooc and similar offers with flexible workload and duration. With similar offerings means other forms of online promotions or offers that combine online and campus education.
The Committee believes that Mooc and similar offerings outside Norway and the EU / EEA area should be considered to provide the basis for educational support.
The committee believes that the assessments of changes in education funding scheme also must asses the impact on foreign students.
Chap. 6.8 Funding of higher education
The Committee recommends that the funding system should facilitate incentives or arrangements which support the cooperation between the institutions on the development and supply of Mooc and similar offers, such as flexible ways to share the benefit of credit production.
The Committee recommends considering the introduction of an incentive for education relevance in the funding system. Cooperation between educational institutions and actors in the labor sector on Mooc and similar offers can be an indicator of such relevance.
The Committee recommends that there be annual allocation within the strategic assets of the funding, to support the development of educational content and the development of technological infrastructure for Mooc and similar offers.