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Samarbeid mellom høgskole og arbeidsliv, høgskolens tredje oppgave, (Brulin 1998) gir store utfordringer i forhold til hvordan gjennomføre "løpende dialog" om innhold i studieprogrammer og undervisningsopplegg. Det er ikke lenger ensidig bestilling fra naeringslivet, som NHO-lederen påpeker i sin kronikk i Aftenposten (Bernander 2010). Spenningsforholdet mellom "nytte for bedriften" og "laerings-og frirommet for studenten og medarbeideren" er en av de sentrale utfordringene for utdanningsinstitusjoner som ønsker å vaere relevante partnere for kompetanseutvikling i arbeids-og naeringslivet (Nielsen 1996, Schwencke 2006a og 2006b, Eikeland 2008). Samtidig ser vi at samarbeidet påvirkes av fleksibilitet og kontinuerlige endringer i arbeidslivet utenfor bedriften (Nielsen m.fl. 2010). Organisasjonsforhold, arbeids-og laeringsmiljø, de ansattes faglige utvikling og yrkesstolthet påvirkes av disse grunnleggende endringene i arbeidslivet og i samfunnet forøvrig. Endringene i samfunnet fører også til at nye krav stilles til laeringsformer både i yrkesutdanningen og i arbeidslivet.

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Interest in pedagogical entrepreneurship and collaboration with external actors has been on the increase in recent years. All young people leaving compulsory school have a statutory right to Upper secondary education regardless of their learning abilities. Teachers therefor face considerable challenges with regard to learners' interest and motivation. The article addresses a partnership between a small social entrepreneur company and a vocational education and training programme (VET) in an Upper secondary school in central Norway. The research question is: Can an alternative learning arena, where a vocational teacher and a social entrepreneur collaborate, contribute to increased motivation for pupils? If so, how? Based on data from a case study the article examines collaboration between a vocational teacher and a supervisor in a social entrepreneur company. The study`s research approach is qualitative and based on a structured literature search, two in-depth interviews with the vocational teacher and the company supervisor, and an analysis of the development work carried out by the vocational teacher. The results show that learners clearly took responsibility for their own learning whilst working with the social entrepreneur, but that this did not have an effect on their school attendance. They continued with their previously observed passive behaviour and absenteeism from lessons.Based on the findings, it can be concluded that the embedment and a common understanding of the learning process may be seen as possible success factors. It is recommended that development of cooperative skills between teachers and companies should be given prominence in Vocational Teacher Education.

The article gives an overview of how the development of a blended e-pedagogy course for Higher Education teachers have used the experiences from many years of international online courses for European BA students. Influenced by the situated-learning perspective, this course employs student-centred teaching and learning methods. Moreover, inspired by the Community of Inquiry, this programme emphasizes the importance of Cognitive, Teaching and Social presence in the Virtual Learning Environment. The students plan their own courses in accordance with the stages of becoming an e-learner. One uses the ecological “Model of Relations between Didactical Categories” as a framework, and the e-pedagogy course is customized to be “hands-on” learning experiences, which promotes the desired e-teacher competences. During the course the students are engaged in discussions and co-operation by using different ICT-collaborations tools. At this time, the course has been held twice, and is available for everyone as an online learning resource under the Creative Commons license (http://www.virclass.net/eped). Evaluations by students have demonstrated that this hands-on training course can help students attain the necessary competences needed to be skilled e-teachers.