Keynote speakers
An Environment for a Learning Community
Dr. Anna Kristín Sigurðardóttir, Ph.D. is a professor in leadership and school improvement in School of Education, University of Iceland. She has worked at different levels in the educational system, as a teacher, consultant and an administrator. Her research areas concern schools as a learning community, physical learning environment and school university partnership. Abstract A learning community consists of a group of people learning from and with one another. It is a continuous cycle of learning based on critical inquiry into daily practice. The physical environment can support or hinder this learning cycle taking place. Teachers working in isolation in closed classrooms have not many opportunities to learn from colleagues, while team-teaching in open plan classrooms should enhance collaborative learning. The popularity of the latter is growing in Iceland and will be discussed in the presentation in relation with a learning community. Slides Follow Anna Kristín on Twitter @AnnaKristinS |
Guidance and Orientation for Adult Learners (GOAL) – results from a European project on policy level
Fjóla María Lárusdóttir, M.Sc. in Career counselling from California State University on Long Beach and B.Ed from the Teacher Training College in Iceland. Fjóla works as a specialist and project manager at the Education and Training Service Center in Iceland. Since 2003 she has worked on national developments linked to adult guidance and validation of prior learning as tools for motivating people with low-qualified background towards further competence development. She has taken part in various European projects where the focus has been on creating new pathways through international cooperation and national pilot projects that revolve around identifying the needs of the target group and offer appropriate learning pathways. Abstract: The GOAL project (Guidance and Orientation for Adult Learners) was a European policy experimentation under the Erasmus+ Key Action 3 (Support for policy reform). GOAL was a guidance pilot targeted at adults without upper secondary education (ISCED level 3). In Iceland the target group was vulnerable adults facing multiple barriers to progress in education and employment. The project focused on connecting people in the target group to educational and training and increase participation through guidance. Results imply that formalized collaboration of service providers is of high importance. Slides |
Learning through Play – Mantle of Expert and the 6 Cs
Hákon Sæberg Björnsson graduated from the University of Iceland in 2017 with an M.Ed. degree as a compulsory school teacher with focus on drama in education. He currently works as a teacher at one of the largest primary schools in Reykjavík and as a guest lecturer at the University of Iceland. He specializes in integrating „as-if“ play into education, primarily using the teaching method Mantle of the Expert in which students learn in role. Hákon has held presentations about his research findings and experience of using Mantle of the Expert both locally and internationally. In October 2017, he received a grant from the University of Iceland to further develop the ideas put forth in his master’s thesis. In September 2018 he was rewarded by Reykjavík‘s Department of Education and Youth for promoting progress in the formal and informal education of children and adolescents. Abstract With increased emphasis on character education, citizenship, collaboration, communication, creativity and critical thinking in modern education, appropriate teaching strategies must be sought. This talk will introduce Mantle of the Expert: a dramatic-inquiry education approach that uses imaginary contexts to generate purposeful and engaging activities for learning. Mantle of the Expert gives students ample opportunities to exercise critical thinking and creativity through collaboration while simultaneously allowing them to reflect on, and gain a deep understanding of themselves, their peers and society as a whole. Slides Hákon can be contacted at: [email protected] |
Action Research for Professional Development
Dr. Hjördís Þorgeirsdóttir graduated as MA in Sociology and Social Administration from University of Edinburgh in 1981, Pedagogy and Educational Theory from University of Iceland in 1989, MSc in Educational Research Methods from University of Exeter in 2010 and PhD in Philosophy in Education from University of Exeter and University of Iceland in 2015. Hjördís worked as an instructor in Sociology at the Comprehensive School in Sauðárkrókur from 1981-1986, a teacher in Sociology at the Sund Upper Secondary School from 1989 – 2002 and again from 2017. From 2002 to 2017 Hjördís worked as the Deputy Principal at Sund Upper Secondary School. Hjördís has been working with a group on action research in her workplace since 2005 and on the board of the Society on Action Research from 2008. Abstract This presentation describes the use of action research to promote the professional development of teachers in an Icelandic upper secondary school. The group’s aim was to find ways to increase students’ sense of responsibility for their studies. Our action research is guided by the ideas of Jean McNiff. Participation in the action research group enhanced both individual and collective learning of the teachers. Their agency to change practice was increased and they also developed more cross curriculum agency. Action research is a great method for enhancing teachers’ professional development and collaboration that has potential to transform classroom practice and influence school development. Slides |
Preparing our students for their future, not our past
Ingvi Hrannar Ómarsson is a teacher and Chief Innovation Officer at the Skagafjordur School District. He led the first iPad 1:1 initiative in Iceland back in 2012 where all his students got iPad for learning. Since then he has led changes in his home district on tech implementation and systemic changes to prepare students for the future. He was voted as one of the Teachers of the year in 2018 by „Hafðu áhrif” and the University of Iceland. Abstract In our ever changing world of new technologies, new jobs and ever increasing demand of soft skills in our societies, we look at how education needs to change in order to prepare our students for their future and not our past. Slides Contact information: ingvihrannar.com twitter.com/IngviHrannar (Icelandic) twitter.com/IngviOmarsson (English) [email protected] [email protected] [email protected] +354 660 4684 |
Education for the 21st Century in Þelamerkurskóli
Ingileif Ásvaldsdóttir, M.Ed. from the University of Iceland, Dipl. Ed. in Leadership of Education Institutions from the Teacher Training College and Dipl. Ed. in Information technology from the University of Akureyri. She is currently studying for her second master´s degree at the University of Akureyri. She is a principal of Þelamerkurskóli, an elementary school in the north part of Iceland, since 2007. She works part time as project manager at the University of Iceland. Abstract Þelamerkurskóli has a long tradition for Outdoor Education. In Þelamerkurskóli we see Outdoor Education as more than a visit to the woods or a museum. It is seen as an important factor in education where children study outside the four walls of the classroom; both by the help of technology and by visiting farms, museums and by using the school´s surroundings and nature to enrich children´s learning. In this key note I will start by introducing the key features of OE in Þelamerkurskóli. Thereafter I will draft how those fit into the ideas and theories we have about education for the 21st century and link it to the theme of the conference, the six C´s. Slides Ingileif blogs about her work https://barabyrja.is/ Follow Ingileif on Twitter @ingileif Ingileif can be contacted on [email protected] +354 897 8737 |
Changing perspectives on education in the course of an academic career
Dr. Jón Torfi Jónasson is professor emeritus of the School of Education, University of Iceland. As a physicist and later a cognitive psychologist (focussing on reading) his teaching gradually moved into educational psychology and quantitative methodology and then gradually to various subjects reflecting his research on education. He has held posts as the dean of the School of Education and the Faculty of Social Science. His research touches on all levels of education in Iceland (i.e. pre-primary, compulsory, upper secondary (with emphasis on both the vocational and academic sectors) and on tertiary and adult education. His recent emphasis has been on the development of all aspect of the system, but more importantly on the challenges, the future presents for education, but in particular on a reluctance to change. He has advised the government on various issues; previously mainly on ICT and distance education and recently he chaired the board for adult education funding. He is currently participating in a number of Icelandic and international research projects. Slides See http://uni.hi.is/jtj/en/ Jón Torfi can be contacted at [email protected] |
Educating and collaborating with educators: The multiple roles of the University in professional development, educational research and innovation
Dr. Kolbrún Pálsdóttir is Dean and Associate Professor at the School of Education, University of Iceland. Her research interests span leisure-time pedagogy, professionalism, formal and informal education, as well as childhood and youth studies. Before becoming a teacher and researcher, she worked as a professional and leader within leisure-time centres for young school-aged children in Reykjavik. She is the current Chairperson for the Icelandic Educational Research Association. Abstract The School of Education, which is one of the five schools of the University of Iceland, offers a variety of programs for educators: teacher education for all school levels, social education, sport and health sciences, educational studies, and youth and leisure studies. From this context, I will discuss how the university can and should be a strong partner in enhancing the Learning Community and the 6 Cs with the education system. I will talk about collaboration in research and professional development; and reflect on steps that have been taken to create a learning community with educators. I will argue that cultivating critical and innovative thinking, as well as collaborative skills, is one of the main roles of the university. Slides Kolbrún is a member of the DKG Editorial Board 2018-2020. Dr. Kolbrún Pálsdóttir can be contacted at: [email protected] |
Drama as aesthetic Education – Theory and Pedagogy
Dr. Rannveig Björk Thorkelsdóttir, Ph.D., is an Assistant Professor in drama and theatre education, at the University of Iceland, School of Education. She has been involved in curriculum development in creativity and introducing drama in compulsory schools and higher education. She is an author of many published articles, reports and books on drama. She is currently involved in a research project funded by Erasmus+, called: Artist-Led Learning in Higher Education that aims at changing education, and artist-led learning in higher education. The project is about building a laboratory for free and structured arts-based experimentation, in a co-creative partnership of leading academic experts who also have practical experiences with/in artistic practices. Abstract There is something special about the art form of drama and how it can work, as a practice aimed at learning in general, and as a subject on its own. Michael Anderson (2012) points out that drama sits in a unique place at the intersection between intellectual, creative and embodied education, and that drama teaching is aesthetic education and it is transformative, meaning that drama can support the academic, social and emotional growth of young people. Drama is by nature an integrated art form where all art forms are combined. Slides Dr. Rannveig Thorkelsdóttir can be contacted at: [email protected] |
To teach in a team is like to play in a band !
Þórhildur Helga Þorleifsdóttir M.Ed. has been working as a primary/ middle school teacher for 15 years and as a principal for 10 years. She has a masters degree in education and is now a teacher‘s consultant, supervising teachers in Kopavogur. Abstract In her presentation, Þórhildur Helga will discuss learning community and team-teaching and what are fundamentals that have to be in place for it to be successful. She will give an overview on the four most important subjects related to team teaching; collaboration, organization, sup-port and discussion. And she will speak in detail about each subject, why they are necessary for this teaching method and how to develop them so team-teaching can be a pivotal part of the academic environment. Slides |