natgillin/translations-raw huggingface dataset:
In order to unleash the power of ICT in teaching and learning we must ensure that teaching and learning is firmly embedded in the curriculum. 
In order to unleash the power of ICT in teaching and learning we must ensure that teaching and learning is firmly embedded in the curriculum.
As one of the few countries in the world we have placed ICT right at the core of the curriculum. 
As one of the few countries in the world we have placed ICT right at the core of the curriculum.
Basic digital skills are one of five basic skills that are to integrated in all subject matters at all levels. 
Basic digital skills are one of five basic skills that are to integrated in all subject matters at all levels.
Let me give you a couple of examples. 
Let me give you a couple of examples.
The first example that you can see at this slide is from the subject Natural science. 
The first example that you can see at this slide is from the subject Natural science.
Students are expected to use digital tools for experiments and field works. 
Students are expected to use digital tools for experiments and field works.
Further, ICT will be used for simulation to describe the apparent motion of the planets across the sky. 
Further, ICT will be used for simulation to describe the apparent motion of the planets across the sky.
The second example is from the subject of Arts. 
The second example is from the subject of Arts.
Students are expected to compare various techniques in folk’s arts and crafts by using digital sources, and in 10th grade students must document their own work in a multimedia presentation. 
Students are expected to compare various techniques in folk’s arts and crafts by using digital sources, and in 10th grade students must document their own work in a multimedia presentation.
ICT policy making is a complicated task.. 
ICT policy making is a complicated task..
Let me briefly touch upon some key challenges: 
Let me briefly touch upon some key challenges:
Most countries are struggling with the integration of ICT in the educational system. 
Most countries are struggling with the integration of ICT in the educational system.
Despite heavy investments over the last decade, it seems that we are not capable of utilising the possibilities we have invested in. 
Despite heavy investments over the last decade, it seems that we are not capable of utilising the possibilities we have invested in.
Schools and Higher Education Institutions have purchased learning platforms – we are near 100 % coverage – but their pedagogical potential have not been maximised according to several studies. 
Schools and Higher Education Institutions have purchased learning platforms – we are near 100 % coverage – but their pedagogical potential have not been maximised according to several studies.
Keeping an eye on the present is important, but we must also keep an eye on the future. 
Keeping an eye on the present is important, but we must also keep an eye on the future.
It is necessary to have some kind of “early warning system” that enables us to spot technological innovations and their pedagogical potential. 
It is necessary to have some kind of “early warning system” that enables us to spot technological innovations and their pedagogical potential.
One such example is the emergence of so-called social software (Wikipedia, Wikis, Flickr etc) which step by step in my opinion will be spread into educational practice. 
One such example is the emergence of so-called social software (Wikipedia, Wikis, Flickr etc) which step by step in my opinion will be spread into educational practice.
It is of vital importance that the use of ICT is regarded as a part of everyday life in schools, This is a common challenge for all. 
It is of vital importance that the use of ICT is regarded as a part of everyday life in schools, This is a common challenge for all.
Both policymakers and the educational community at large must be sensitive to the changes in the way our children and youths are using technology. 
Both policymakers and the educational community at large must be sensitive to the changes in the way our children and youths are using technology.
I think education has a lot to learn from youth culture in this area. 
I think education has a lot to learn from youth culture in this area.
The Digital Commons: Digital Content for All Digitisation and access to information via the internet has created new possibilities for access to music, films, art, research etc. 
The Digital Commons: Digital Content for All Digitisation and access to information via the internet has created new possibilities for access to music, films, art, research etc.
This revolution of technology and access has raised a number of challenges. 
This revolution of technology and access has raised a number of challenges.
Artists, record companies, the film industry, publishers and newspapers have been hit by severe losses, and at the same time the existing regimes for Intellectual Property Rights (IPR) have been challenged by new forms of IPR regimes such as Creative Commons. 
Artists, record companies, the film industry, publishers and newspapers have been hit by severe losses, and at the same time the existing regimes for Intellectual Property Rights (IPR) have been challenged by new forms of IPR regimes such as Creative Commons.
This is the topic of a panel discussion later today, and I will not pursue this issue here. 
This is the topic of a panel discussion later today, and I will not pursue this issue here.
From a political and democratic point of view, the development of what we refer to as the Digital Commons – I suppose the notion of Commons is known to most of you – is well aligned with the key principles in our policy for education and research. 
From a political and democratic point of view, the development of what we refer to as the Digital Commons – I suppose the notion of Commons is known to most of you – is well aligned with the key principles in our policy for education and research.
Let me give an overview of what we are doing in this area. 
Let me give an overview of what we are doing in this area.
One of the important promises this Government made after the last general elections was to announce that learning resources will be made free of charge for upper secondary education. 
One of the important promises this Government made after the last general elections was to announce that learning resources will be made free of charge for upper secondary education.
This will take effect from August this year. 
This will take effect from August this year.
Before we made this possible through an amendment in our legislation, students in upper secondary education themselves had to pay for learning resources. 
Before we made this possible through an amendment in our legislation, students in upper secondary education themselves had to pay for learning resources.
The core concept of this policy is that the regional authorities, who in Norway are responsible for upper secondary education, carry the responsibility for traditional and digital learning resources. 
The core concept of this policy is that the regional authorities, who in Norway are responsible for upper secondary education, carry the responsibility for traditional and digital learning resources.
As a warm-up for the change of policy, the government put forward the suggestion for approval by the Norwegian Parliament to invest in digital learning resources for upper secondary education. 
As a warm-up for the change of policy, the government put forward the suggestion for approval by the Norwegian Parliament to invest in digital learning resources for upper secondary education.
This measure has several goals, among others to increase the use of digital learning resources in the teaching and learning process and to increase the supply of digital learning resources in the marketplace. 
This measure has several goals, among others to increase the use of digital learning resources in the teaching and learning process and to increase the supply of digital learning resources in the marketplace.
The first resources will be available from next term on. 
The first resources will be available from next term on.
We have already seen a number of interesting developments in this field. 
We have already seen a number of interesting developments in this field.
Authorities are collaborating across regional borders in order to maximise the dissemination of learning resources, and the existing players in the marketplace (i.e. the large publishing houses) are not too fond of this development. 
Authorities are collaborating across regional borders in order to maximise the dissemination of learning resources, and the existing players in the marketplace (i.e. the large publishing houses) are not too fond of this development.
I am really excited by the potential pedagogical and organisational innovations these investments can lead to. 
I am really excited by the potential pedagogical and organisational innovations these investments can lead to.
This was the demand side, but we are also doing interesting stuff on the supply side: 
This was the demand side, but we are also doing interesting stuff on the supply side:
Public broadcasting has always been an important resource for teaching and learning. 
Public broadcasting has always been an important resource for teaching and learning.
Just imagine how an audio or a video clip can liven up a topic, e.g. in history or in social science. 
Just imagine how an audio or a video clip can liven up a topic, e.g. in history or in social science.
Like some other countries, we are now exploring how pedagogically facilitated audio and video clips for the digitised archives from Norwegian Broadcasting can be made accessible for teachers and learners. 
Like some other countries, we are now exploring how pedagogically facilitated audio and video clips for the digitised archives from Norwegian Broadcasting can be made accessible for teachers and learners.
Denmark has been an example for us, the UK and the BBC is another example we are looking into. 
Denmark has been an example for us, the UK and the BBC is another example we are looking into.
Our ambition is to launch the first version of a portal by the end of 2007 of early 2008. 
Our ambition is to launch the first version of a portal by the end of 2007 of early 2008.
Our National Library and other stakeholders in the so-called ABM-sector (Archives, Libraries and Museums) are working hard on opening up the resources and collections in the multitude of institutions. 
Our National Library and other stakeholders in the so-called ABM-sector (Archives, Libraries and Museums) are working hard on opening up the resources and collections in the multitude of institutions.
Digital maps are important resources in many fields such as urban planning and in many branches of trade and industry. 
Digital maps are important resources in many fields such as urban planning and in many branches of trade and industry.
For education and research, this is also the case. 
For education and research, this is also the case.
Digital maps can enrich the teaching and learning process, and we see that digital maps can be quite valuable embedded in advanced digital learning resources. 
Digital maps can enrich the teaching and learning process, and we see that digital maps can be quite valuable embedded in advanced digital learning resources.
One example of this is “Real Digital”, a project which has received funding from our campaign for digital learning resources in upper secondary education. 
One example of this is “Real Digital”, a project which has received funding from our campaign for digital learning resources in upper secondary education.
One of the sub-projects in Real Digital will develop applications based on video gaming technologies, and in order to models the virtual worlds the developers need accurate geo-data. 
One of the sub-projects in Real Digital will develop applications based on video gaming technologies, and in order to models the virtual worlds the developers need accurate geo-data.
Geo-data can also be made accessible for learners who would like to share their findings from environmental history projects by adding this information to already available digital maps, a form of geo-tagging put into a system, if you like. 
Geo-data can also be made accessible for learners who would like to share their findings from environmental history projects by adding this information to already available digital maps, a form of geo-tagging put into a system, if you like.
I think this offers exciting possibilities for education, and we have joined Norway Digital, a national joint venture for the maintenance and dissemination of digital maps. 
I think this offers exciting possibilities for education, and we have joined Norway Digital, a national joint venture for the maintenance and dissemination of digital maps.
As this conference clearly puts the focus on the importance of embedding Universal Design in public policy and practice, let me underline that we demand that the acquisition and development of digital learning resources as well as the facilitated access to digitised audio and video clips from the Norwegian Broadcasting corporation must comply with the WAI guidelines. 
As this conference clearly puts the focus on the importance of embedding Universal Design in public policy and practice, let me underline that we demand that the acquisition and development of digital learning resources as well as the facilitated access to digitised audio and video clips from the Norwegian Broadcasting corporation must comply with the WAI guidelines.
Open access: New pathways for self-archiving and publication of academic works The Open Access-Movement has gained momentum and attention since its inception through the Budapest Open Access Initiative back in 2002. 
Open access: New pathways for self-archiving and publication of academic works The Open Access-Movement has gained momentum and attention since its inception through the Budapest Open Access Initiative back in 2002.
Both pillars of Open Access – Self-archiving and Publishing – are important instruments for the preservation, dissemination and democratisation of academic work. 
Both pillars of Open Access – Self-archiving and Publishing – are important instruments for the preservation, dissemination and democratisation of academic work.
Open Access has a number of distinct advantages: 
Open Access has a number of distinct advantages:
For scientists, Open Access Self-Archiving offers a centralised electronic archive for their academic work that can be easily disseminated to colleagues and interested parties. 
For scientists, Open Access Self-Archiving offers a centralised electronic archive for their academic work that can be easily disseminated to colleagues and interested parties.
The institution will be more visible. 
The institution will be more visible.
Open access is instrumental in making results of academic inquiry a common good. 
Open access is instrumental in making results of academic inquiry a common good.
This can be of vital importance, e.g. for developing countries, who struggle in getting access to research findings from countries in the western hemisphere. 
This can be of vital importance, e.g. for developing countries, who struggle in getting access to research findings from countries in the western hemisphere.
In Norway, one of the major initiatives in the field of Open Access is NORA, a joint venture between the university libraries at several of our universities and colleges. 
In Norway, one of the major initiatives in the field of Open Access is NORA, a joint venture between the university libraries at several of our universities and colleges.
The main goal of this project, funded by the Norwegian Digital Library, is to further a more co-ordinated and forceful development of open institutional archives in Norway. 
The main goal of this project, funded by the Norwegian Digital Library, is to further a more co-ordinated and forceful development of open institutional archives in Norway.
Four of our six universities have established such archives, and they collaborate on this, and the university colleges are beginning to collaborate. 
Four of our six universities have established such archives, and they collaborate on this, and the university colleges are beginning to collaborate.
Other major Norwegian initiatives include the Museum Project at four of our universities aiming at the development of joint database systems for digitising the collections at our university museums as well as The Norwegian Biodiversity Information Centre, which is a national source of information on biodiversity. 
Other major Norwegian initiatives include the Museum Project at four of our universities aiming at the development of joint database systems for digitising the collections at our university museums as well as The Norwegian Biodiversity Information Centre, which is a national source of information on biodiversity.
The organisations main function is to supply the public with updated and accessible information on Norwegian species and ecosystems. 
The organisations main function is to supply the public with updated and accessible information on Norwegian species and ecosystems.
The most challenging part of Open Access is related to Open Access publishing. 
The most challenging part of Open Access is related to Open Access publishing.
Open access has been the subject of much discussion amongst several groups, and some even see it as a threat. 
Open access has been the subject of much discussion amongst several groups, and some even see it as a threat.
However, it is my firm belief that Open Access publishing can be an important tool in order to increase access to and dissemination of research. 
However, it is my firm belief that Open Access publishing can be an important tool in order to increase access to and dissemination of research.
Dissemination is after all the third main area of activity in higher education, and we owe it to the public at large to facilitate easy access to research financed by public funding. 
Dissemination is after all the third main area of activity in higher education, and we owe it to the public at large to facilitate easy access to research financed by public funding.
Open Access is also well suited for younger researchers who need to get a high number of citations early in their careers. 
Open Access is also well suited for younger researchers who need to get a high number of citations early in their careers.
On the other hand, let me also be clear on the following: Open Access publishing must not run the risk of being perceived as second rate. 
On the other hand, let me also be clear on the following: Open Access publishing must not run the risk of being perceived as second rate.
If so, Open Access publishing will by many is regarded as a fringe activity. 
If so, Open Access publishing will by many is regarded as a fringe activity.
I think the ideals of the Open Access movement should be paired with the traditions of peer reviewing well embedded in Academia. 
I think the ideals of the Open Access movement should be paired with the traditions of peer reviewing well embedded in Academia.
Let me also briefly comment on the role of government with regard to Open Access. 
Let me also briefly comment on the role of government with regard to Open Access.
I think governments can play a number of roles as a facilitator of Open Access: 
I think governments can play a number of roles as a facilitator of Open Access:
Governments can ensure the sufficient infrastructure for Open Access initiatives. 
Governments can ensure the sufficient infrastructure for Open Access initiatives.
Governments can ensure that the legislation, including IPR issues, facilitates Open Access. 
Governments can ensure that the legislation, including IPR issues, facilitates Open Access.
Governments must be clear advocates of academic quality and peer reviewing, also for Open Access publishing. 
Governments must be clear advocates of academic quality and peer reviewing, also for Open Access publishing.
Open Educational Resources For many years we have thought about learning resources in traditional patterns and business models. 
Open Educational Resources For many years we have thought about learning resources in traditional patterns and business models.
Learning resources has been the playing ground for the traditional publishing houses, but over the last years the emphasis on teachers and learners as developers of digital content has increased. 
Learning resources has been the playing ground for the traditional publishing houses, but over the last years the emphasis on teachers and learners as developers of digital content has increased.
Now the spectrum has widened considerably. 
Now the spectrum has widened considerably.
MITs Open Courseware Initiative is probably the lever for this development, and we now see a number of similar initiatives worldwide. 
MITs Open Courseware Initiative is probably the lever for this development, and we now see a number of similar initiatives worldwide.
The OECD recently published a report from their study on Open Educational Resources. 
The OECD recently published a report from their study on Open Educational Resources.
The report, which has the interesting title “Giving Knowledge for Free: The Emergence of Open Educational Resources” contains a number of interesting issues and finding. 
The report, which has the interesting title “Giving Knowledge for Free: The Emergence of Open Educational Resources” contains a number of interesting issues and finding.
Let me dwell on some of these. 
Let me dwell on some of these.
But first: What are Open Educational Resources? 
But first: What are Open Educational Resources?
The term “open” and the concept of “openness” offer as all of you know different meanings and approaches(“free of charge”, “no barriers for access”). 
The term “open” and the concept of “openness” offer as all of you know different meanings and approaches(“free of charge”, “no barriers for access”).
The report defines Open Educational Resources as “digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”. 
The report defines Open Educational Resources as “digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”.
The so-called OER movement has emerged as a global phenomenon. 
The so-called OER movement has emerged as a global phenomenon.
The study shows that a considerable number of initiatives have been taken, but it is hard to give accurate numbers to describe the size of the OER movement. 
The study shows that a considerable number of initiatives have been taken, but it is hard to give accurate numbers to describe the size of the OER movement.
The most frequent target group is post-secondary instructors followed by students and the general public. 
The most frequent target group is post-secondary instructors followed by students and the general public.
According to the study, we have every reason to assume that the number of users is growing. 
According to the study, we have every reason to assume that the number of users is growing.
In order to ensure easy access many initiatives have no registration, hence the statistics are not as precise as we could desire. 
In order to ensure easy access many initiatives have no registration, hence the statistics are not as precise as we could desire.
OER initiatives are – as I am sure you understand – a plethora of projects and undertakings. 
OER initiatives are – as I am sure you understand – a plethora of projects and undertakings.
Some of the initiatives are large-scale institutional programmes such as MITs Open Courseware and the UK Open University’s OpenLearn. 
Some of the initiatives are large-scale institutional programmes such as MITs Open Courseware and the UK Open University’s OpenLearn.
Other initiatives are characterised by a community approach, and thirdly there are hybrid initiatives (large-scale AND community) such as MERLOT. 
Other initiatives are characterised by a community approach, and thirdly there are hybrid initiatives (large-scale AND community) such as MERLOT.