Successful and scalable infrastructures are, furthermore, dependent on how pedagogical considerations surrounding the use of this technology are implemented in everyday academic activities. In order to provide a use of technology in education that assures pedagogical quality in today's knowledge society, a well developed technological and pedagogical infrastructure for learning, as well as strategic plans and incitements to guide these processes, need to be provided in a modern and flexible university institution.

The University of Oslo (UO) made an early effort to meet the increasing demands in making a successful transition from being a traditional university to becoming a modern and flexible provider of quality assured academic and innovative educational offerings. As early as 2000, the project Virtual Learning Environments was initiated, and we are currently harvesting the fruits of that initial effort, both in having come a long way in our transition, but also in regard to the broad experience-based knowledge from which we benefit in our everyday activities. We would like to share our experience with others operating in the higher education eLearning community.

The initial goals back in 2000 were to establish a university culture and practice where ICT, digital learning resources, and a digital infrastructure for learning became an integrated part of everyday lectures and learning activities at the University. This ambition led to a need to support the academic staff in becoming at ease with relevant methods and tools involved. Hence there was a need for a pedagogic focus and consultancy service in addition to the purely technological one.

These services were then, and are at present, covered and administered by a central unit named -œThe Educational Technology Group-. This unit covers the broad institutional concerns, while there is also a continuous ambition to devolve parts of its activities to staff located in faculties and study programmes.

The unit's activities are manifold and comprise consulting services, course offerings that are both basic and customized, as well as pedagogical and technological advice. It also provides and updates relevant web resources and all in all fulfils a liaison role between what is pedagogically desirable and the technological constraints that limit the implementation of these desires. An overview of relevant services and how we have organized them at UO will be offered, and models for inspiration and reuse will be provided. In addition there will be an overview of strategic plans both on a national and institutional level that have to a large extent inspired initiatives implemented and that have given these initiatives the necessary thrust.


The presentation will shed light on actions undertaken at the University of Oslo and how these activities have been organized to meet the challenges faced in a technology-rich study environment, both in regard to new pedagogical practices and to necessary technological infrastructure supporting this new practice. An overview of relevant services and how we have organized them at UO will be offered, and models for inspiration and reuse will be provided. In addition there will be an overview of strategic plans both on a national and institutional level that have inspired the initiatives and given them the legitimacy and thrust necessary for their success.