natgillin/translations-raw huggingface dataset:
Phase three is basically to continue developing applications and professionalising this work, and to use external funding options to build and strengthen the group and its members’ careers.
Fase 3 går i hovedsak ut på å jobbe videre med søknadsutvikling og profesjonalisere dette arbeidet, samt bruke eksterne finansieringsmuligheter i oppbygging og styrking av gruppen og medlemmenes karrierer.
The Research group Universal design of ICT
Forskningsgruppen Universell utforming av IKT
The Booster-project
Booster-prosjektet
Your Norwegian mobile phone number must be registered in Studentweb to use the service.
For å bruke tjenesten, må mobilnummeret være registrert i Studentweb.
Forgot password?
Glemt passord?
Do the following:
Gjør følgende:
Create a new password here.
Lag nytt passord her.
When you have received your temporary password by SMS:
Etter at du har mottatt det midlertidige passordet på SMS:
Login IT account with your temporary password.
Logg på IT-konto med midlertidig passord
The temporary password is valid for 8 hours.
Passordet er gyldig i 8 timer.
Select "Change your password" to create a new password
Velg "Bytte passord" for å lage et nytt personlig passord
Precondition: Your Norwegian mobile phone number must be registered in Studentweb to use the service.
Forutsetning: Mobilnummeret må være registrert på Studentweb for å bruke denne tjenesten.
The service is free.
Tjenesten er gratis.
Register your mobile phone number in Studentweb
Registrer ditt mobilnummer i Studentweb
Login Studentweb to register or update your mobile phone number.
Logg på Studentweb for å registrere eller endre ditt mobilnummer.
Haven't a mobile phone?
Mangler mobiltelefon?
Please contact IT Support (BIT) to get a new password: bit@hioa.no
Kontakt Brukerstøtte IT (BIT) for å få nytt passord: bit@hioa.no
The transition from youth to adulthood is associated with changes in the consumption of drugs and alcohol.
I en artikkel i popNAD forteller de om funn fra studien knyttet til rusmiddelbruk.
A new article by NOVA researchers Christer Hyggen and Torild Hammer aims to explore the process of “maturing out” of high levels of alcohol consumption, substance use and alcohol related problems from youth to adulthood.
- Vi vet at majoriteten av unge helt slutter å bruke illegale rusmidler når de blir voksne, men folk fortsetter å drikke også etter hvert som de blir eldre, påpeker Hyggen.
Data from age 17 to adulthood
Drikker mer
Hyggen and Hammer used data from the longitudinal panel survey Arbeid, Livsstil og Helse (ALH) in their study.
I slutten av tenårene drakk de som brukte eller hadde brukt cannabis, betydelig mer enn jevnaldrende som ikke hadde befatning med cannabis.
Higher alcohol consumption
Ungdomstidens sosiale nettverk viktig
Source:
Les også:
Hyggen, Christer & Hammer, Torild (2014): From Cannabis to Problem Drinking?
Hyggen, Christer & Hammer, Torild (2014): From Cannabis to Problem Drinking?
Use and Abuse from Youth to Adulthood .
Use and Abuse from Youth to Adulthood .
Nordic Studies on Alcohol and Drugs.
Nordic Studies on Alcohol and Drugs.
ISSN (Online) 1458-6126, DOI: 10.2478/nsad-2014-0034, December 2014
ISSN (Online) 1458-6126, DOI: 10.2478/nsad-2014-0034, December 2014
Foto: colourbox.no
Foto: colourbox.no
Together with Higher Executive Officer John Innocent Auk she will be part of the administration at the Faculty for one year.
Sammen med førstekonsulent John Innocent Auk skal hun i ett år framover være en del av administrasjonen ved fakultet LUI.
Byarugaba will be working three days a week at the Department of Vocational Teacher Education and two days a week together with the international team at the Faculty.
Byarugaba arbeider tre dager i uka ved yrkesfaglærerutdanningen og to dager sammen med fakultet LUIs internasjonale tema.
– That morning when the snow covered everything white, I asked John if it was possible to go out, smiles Byarugaba.
– Jeg spurte John om vi kunne gå ut da jeg så alt det hvite som lå på bakken, ler Byarugaba.
Norwegian Course this summer
Språkkurs i sommer
Byarugaba is amazed by how she has been taken care of and by the workplace effectiveness.
Ellers er hun overveldet over mottakelsen hun har fått og effektiviteten på arbeidsplassen.
By using a mobile-app she has learned some Norwegian, but this summer both she and Auk will attend a Norwegian Language Course.
Gjennom en app har hun lært seg litt norsk, men i sommer skal begge to på norsk språkskole.
– The computer systems are very impressive with use of less paper, says Auk.
– Datasystemet her er imponerende og det er mindre bruk av papir enn jeg er vant til, sier Auk.
– At the same time the work culture is quite amazing with adherence to planned schedules.
– Samtidig er arbeidskulturen ganske fantastisk med hvordan man holder seg til planlagte timeplaner.
He enjoys the independent nature of his work as he is accustomed to independence at Kyambogo as well.
Han setter pris på selvstendigheten i arbeidet slik han også er vant til fra Kyambogo.
The working language at Kyambogo is English.
Der er arbeidsspråket engelsk.
– When I have learned more Norwegian, I hope to be able to read more literature relevant to my work in Norwegian, says Auk.
– Når vi har lært litt mer norsk, håper jeg å kunne lese mer på norsk også, sier Auk.
Byarugaba and Auk are in exchange for two persons from HiOA who are involved in administration in Kyambogo.
I august kommer i tillegg til Byarugaba og Auk to nye fagpersoner fra Kyambogo.
John Innocent Auk og Charity Byarugaba Foto: Kari Aamli
John Innocent Auk og Charity Byarugaba Foto: Kari Aamli
The core research environment will be based at the Centre for Work Inclusion, which was established by HiOA in cooperation with the Norwegian Labour and Welfare Administration (NAV).
Kjernemiljøet blir knyttet til KAI – Kompetansesenter for arbeidsinkludering, som Høgskolen i Oslo og Akershus har skapt sammen med NAV.
HiOA will receive around NOK five million per year for five years, and has entered into a collaboration with Inland Norway University of Applied Sciences (Lillehammer campus) entitled ‘Pathways to work.
HiOA får cirka fem millioner per år i fem år, og det er et samarbeid med Høgskolen i Innlandet (miljøet i Lillehammer) som har fått tittelen «Pathways to work.
Achieving coordinated services in work integration of groups on the margins of the labour market’.
Achieving coordinated services in work integration of groups on the margins of the labour market» .
‘This is a great opportunity to develop research in an area of great significance to society and develop knowledge that can be integrated into education and continuing education programmes in many of HiOA’s fields,’ says Tone Alm Andreassen, who is managing the work along with Espen Dahl.
– Dette er en stor mulighet til å utvikle forskningen på et område av stor samfunnsmessig betydning, og til å utvikle kunnskap som kan integreres i utdannings- og etterutdanningsløp innenfor mange av HiOAs fagområder, sier Tone Alm Andreassen, som leder arbeidet sammen med Espen Dahl.
The team will cooperate with an international expert group and a forum of relevant user groups.
De skal samarbeide både med en internasjonal ekspertgruppe og med et forum av relevante brukergrupper.
‘HiOA has many capable researchers in this field, but it is generally an area that has not been researched to any great extent and is characterised by a low degree of professionalisation, not only in Norway,’ says Andreassen.
– HiOA har mange kompetente forskere på feltet, men generelt er det et område som det er forsket lite på og har vært preget av lav grad av profesjonalisering, ikke bare i Norge, påpeker Andreassen.
She adds that HiOA is one of two institutions that has been awarded a core research environment grant of this kind in competition with 11 other research environments.
Hun tilføyer at HiOA er én av to institusjoner som har fått en slik kjernemiljøstøtte, og har slått 11 andre miljøer i konkurransen.
Will establish a core research environment
Vil etablere et kjernemiljø
The Research Council of Norway’s ambitions that HiOA is expected to fulfil are:
Forskningsrådets ambisjoner som HiOA skal svare på:
to build a strong research environment within a limited area of research
å bygge et sterkt forskningsmiljø innenfor et avgrenset forskningsområde
to develop into a national powerhouse
utvikle seg til å bli et nasjonalt kraftsenter
to conduct research at a high international level
og drive forskning på høyt internasjonalt nivå
to have transfer value to other areas
ha overføringsverdi til andre områder
The Centre for Work Inclusion (KAI)
Kompetansesenter for arbeidsinkludering (KAI)
The centre will collect and further develop existing knowledge from HiOA as well as other research and educational institutions, thereby making it easier for NAV, other public agencies and users to learn more about the field.
Kompetansesenteret skal samle og videreutvikle kunnskapen som finnes både på høgskolen, men også på andre forsknings- og utdanningsinstitusjoner, og dermed gjøre det enklere for NAV, andre offentlige instanser og brukere å få bedre kjennskap til fagfeltet.
KAI is participating in the Booster project and has received assistance from the EU team in the application development process.
KAI deltar i Booster-prosjektet (tidligere kjent som bærerakettprosjektet) og har fått bistand fra EU-teamet til søknadsutviklingen.
The Booster project is intended to increase the proportion of externally funded projects and promote good research groups at HiOA.
Booster-prosjektet skal øke andelen eksternfinansierte prosjekter og synliggjøre gode forskningsgrupper på HiOA.
Professor Tone Alm Andreassen ved HiOA.
Professor Tone Alm Andreassen ved HiOA.
The study
Automatene forsvant
The analysis in the report is based on data from a representative nationwide survey conducted in 89 schools in Norway (the 'Young in Norway 2010 Study').
- Nedgangen i pengespilleproblemer (1 prosent i 2010 mot 3,2 prosent 2002) kan trolig forklares med at gevinstautomatene forsvant fra det norske markedet i 2007, forteller forskningsleder Tilmann von Soest, som har ledet prosjektet.
A total of 8,356 students ages 12 to 17 responded to the survey, giving a response rate of 72.7 per cent.
- Andelen ungdommer som deltar i pengespill generelt har også blitt merkbart redusert.
The most popular video games among boys were first-person shooter games, sports games, action or fighting games and mini games on the Internet.
De mest populære spillene blant gutter er førsteperson skytespill, sportsspill, action- eller slåsspill og småspill via internett.
For girls, however, the most popular games were mini games on the Internet and on Facebook.
For jentene derimot er de mest populære spillene småspill via internett og småspill på Facebook.
However, it is still unclear whether such factors are the cause or the effect of gambling and gaming.
Utvalget er representativt for den norske ungdomsbefolkningen.
Read the English summary of the report.
Les mer, last ned eller kjøp rapporten:
NOVA Report 18/10 Innocent fun?
NOVA Rapport 18/10 Uskyldig moro?
Gambling and gaming among Norwegian adolescents Lars Roar Frøyland, Marianne Hansen, Mira Aaboen Sletten, Leila Torgersen & Tilmann von Soest (In Norwegian)
Pengespill og dataspill blant norske ungdommer Lars Roar Frøyland, Marianne Hansen, Mira Aaboen Sletten, Leila Torgersen & Tilmann von Soest
'One way I do this, is to gamify the classroom.
'One way I do this, is to gamify the classroom.
To turn the classroom into a gaming environment, just as you do when you play a computer game.
To turn the classroom into a gaming environment, just as you do when you play a computer game.
Having the opportunity to explore on your own independently, and in groups with other people, to seek out information where you find it appropriate, and having the opportunity to just to play.
Having the opportunity to explore on your own independently, and in groups with other people, to seek out information where you find it appropriate, and having the opportunity to just to play.
'Like in gaming?'
'Like in gaming?'
'Yes, exactly.'
'Yes, exactly.'
'When I tell the students I am going to treat this course like a game, then they get it.
'When I tell the students I am going to treat this course like a game, then they get it.
Because the students know that they would never sit in a lecture about a game, if they want to know how to play a game, and how to do something in the game.'
Because the students know that they would never sit in a lecture about a game, if they want to know how to play a game, and how to do something in the game.'
'They will ask a friend, or watch a video.
'They will ask a friend, or watch a video.
They want to try until they figure it out.
They want to try until they figure it out.
Especially when it comes to learning about coding and technology design, it’s really valuable to give the students that level of autonomy, so they are able to explore new areas on their own.'
Especially when it comes to learning about coding and technology design, it’s really valuable to give the students that level of autonomy, so they are able to explore new areas on their own.'
'Do they have the opportunity to talk with each other in the lecture?'
'Do they have the opportunity to talk with each other in the lecture?'
'Yes, of course.
'Yes, of course.
Therefore, some of the devices that we are using in the class enable that discussion to happen.
Therefore, some of the devices that we are using in the class enable that discussion to happen.
One of the technologies we recently integrated is the “catch box”, which is a microphone embedded in a soft form cube.
One of the technologies we recently integrated is the “catch box”, which is a microphone embedded in a soft form cube.
You can throw it out to the students, and it randomizes participation.
You can throw it out to the students, and it randomizes participation.
Not every student is going to catch it; it does not necessarily go to a specific student.'
Not every student is going to catch it; it does not necessarily go to a specific student.'
'It is really a great device for getting them to pay attention.
'It is really a great device for getting them to pay attention.
I teach often at eight o’clock in the morning.
I teach often at eight o’clock in the morning.
Getting them out of their computer, out of their sleepy head state, and in to: This is a classroom, this is what I am supposed to be doing, and I need to be ready.'
Getting them out of their computer, out of their sleepy head state, and in to: This is a classroom, this is what I am supposed to be doing, and I need to be ready.'
'It is also a great device to enable students to participate more broadly; it enables students that do not participate at all.'
'It is also a great device to enable students to participate more broadly; it enables students that do not participate at all.'
'My approach is to get the students engaged and involved, and breaching the boundary of what we traditionally think of as education, which is really a kind of: “You are here to listen to me” approach more into “we are here to play together” for you to engage, and for you to interact.
'My approach is to get the students engaged and involved, and breaching the boundary of what we traditionally think of as education, which is really a kind of: “You are here to listen to me” approach more into “we are here to play together” for you to engage, and for you to interact.
We are here to discuss, we are here to enjoy the experience.'
We are here to discuss, we are here to enjoy the experience.'
'My guiding principle is that the students should enjoy what they are doing in the classroom.'
'My guiding principle is that the students should enjoy what they are doing in the classroom.'
'Is it your idea?'
'Is it your idea?'
'It is certainly an experiment, many of the technics I try out.
'It is certainly an experiment, many of the technics I try out.
So let us see if it sticks with the students.
So let us see if it sticks with the students.
It may stick one week, but maybe not the next week.
It may stick one week, but maybe not the next week.
It may stick this semester, maybe not next semester.
It may stick this semester, maybe not next semester.
There is no miracle; there is no universal key.'
There is no miracle; there is no universal key.'
'You are a teacher who should guide the student in their learning process.
'You are a teacher who should guide the student in their learning process.
You have to be able to change things constantly, to try new things, to experiment, and see what works.
You have to be able to change things constantly, to try new things, to experiment, and see what works.
You are never going to come upon a method that is working for everyone, all the time.'
You are never going to come upon a method that is working for everyone, all the time.'
'Is it based on research what you are doing?'
'Is it based on research what you are doing?'
'It is based on research on pedagogical approaches, multi-modal ways of learning and on research on accessibility and inclusive education.
'It is based on research on pedagogical approaches, multi-modal ways of learning and on research on accessibility and inclusive education.
It is grounded in these ideas and concepts, but the reality is that we have to put these ideas in to practice somehow.'
It is grounded in these ideas and concepts, but the reality is that we have to put these ideas in to practice somehow.'
'The practical element of it, the applied aspect, takes a lot of experimentation, a lot of creativity, both on the student and the professor side.
'The practical element of it, the applied aspect, takes a lot of experimentation, a lot of creativity, both on the student and the professor side.
You have to be open to do something that fails.
You have to be open to do something that fails.
This is the creative process.
This is the creative process.
We try something, and sometimes it is a wild success, sometimes it is an abject failure.'
We try something, and sometimes it is a wild success, sometimes it is an abject failure.'
'This approach is evolutionary more than revolutionary, something that continues to evolve.'
'This approach is evolutionary more than revolutionary, something that continues to evolve.'
'I have only been teaching at HiOA a year now, but I think in that time it is important to recognize that you cannot do the same thing over and over again.'
'I have only been teaching at HiOA a year now, but I think in that time it is important to recognize that you cannot do the same thing over and over again.'
'If you do an approach in class A the same way as you do in class B, then what you are doing is to create a one size fits all approach.'
'If you do an approach in class A the same way as you do in class B, then what you are doing is to create a one size fits all approach.'
'I am trying to meet the students on an individual basis, their learning needs, but also treat each group of students as an individual.
'I am trying to meet the students on an individual basis, their learning needs, but also treat each group of students as an individual.
The group of students this year are wildly different from the students last year, and I have different expectations for the students this year than I had last year.'
The group of students this year are wildly different from the students last year, and I have different expectations for the students this year than I had last year.'
'It also goes into my approach to give the students as much choice and control over the course content as possible.
'It also goes into my approach to give the students as much choice and control over the course content as possible.
I have a broad framework for what I need to teach in the course.'
I have a broad framework for what I need to teach in the course.'
'I leave much of it to the students, and give them the option to choose.
'I leave much of it to the students, and give them the option to choose.
Do you want a discussion, a lecture, to play a game, or some sort of simulation?'
Do you want a discussion, a lecture, to play a game, or some sort of simulation?'
'Each week they choose, and I have to respond to that, and be available to adjust for the students.
'Each week they choose, and I have to respond to that, and be available to adjust for the students.
It is very interactive, and it is a constant feedback loop between the students and myself.
It is very interactive, and it is a constant feedback loop between the students and myself.
My role as an instructor is not just to teach, but it is to learn what the students need to know.'
My role as an instructor is not just to teach, but it is to learn what the students need to know.'
'What are your experiences?'
'What are your experiences?'
'My experiences are very positive.
'My experiences are very positive.
The students absolutely love to have that type control over their destiny, over the course content.'
The students absolutely love to have that type control over their destiny, over the course content.'
'When I tell the students, OK, I am going to give you the option: In the entire semester, you have somewhere between 20 to 40 different options to choose from in terms of content.
'When I tell the students, OK, I am going to give you the option: In the entire semester, you have somewhere between 20 to 40 different options to choose from in terms of content.
You will only select five or six of the options.
You will only select five or six of the options.
They love that, because they have that choice.'
They love that, because they have that choice.'
'I am also constantly assessing in terms of getting feedback from them.
'I am also constantly assessing in terms of getting feedback from them.
Is this working for them?
Is this working for them?
Do they like this approach?
Do they like this approach?
Is this something they think they would do better?
Is this something they think they would do better?
I try to get so much feedback from them as possible.'
I try to get so much feedback from them as possible.'
'It can be a challenge sometimes, because students sometimes do not want to open up.
'It can be a challenge sometimes, because students sometimes do not want to open up.
So interacting with the students is also about interacting with teaching assistants.
So interacting with the students is also about interacting with teaching assistants.
The students often discuss things with the teaching assistants that they would not ask the professor.
The students often discuss things with the teaching assistants that they would not ask the professor.
So having that network within the course is important.
So having that network within the course is important.
Strong relationships in that network is what I think, vital for achieving success.'
Strong relationships in that network is what I think, vital for achieving success.'
'How large are the groups?'
'How large are the groups?'
'The class I am teaching in this semester is about 240 students.
'The class I am teaching in this semester is about 240 students.
We are talking about a very large class.'
We are talking about a very large class.'
'This is why a device like the “catch box” is so useful, because you if you have hundreds of student in a class, you can throw this out to them and then they grab it and pose an answer.'
'This is why a device like the “catch box” is so useful, because you if you have hundreds of student in a class, you can throw this out to them and then they grab it and pose an answer.'
'Where did you find it?'
'Where did you find it?'
'I found it online, and I thought it looked interesting.'
'I found it online, and I thought it looked interesting.'
'It has been a great device, and again it is still an experiment, I still just play around with it, see what the students reactions are.
'It has been a great device, and again it is still an experiment, I still just play around with it, see what the students reactions are.
The students really enjoy being able to throw something around in the class.
The students really enjoy being able to throw something around in the class.
It is what we do as children; we throw a ball to each other.
It is what we do as children; we throw a ball to each other.
That can provide hours of entertainment.'
That can provide hours of entertainment.'