LEARN! Manual Example #20
This example shows how four
different Norwegian organisations
cooperated and developed a website acting as a ‘one-stop shop’ for their cycling training material.
Related Step
Cooperation with
Other Actors
Age Group
n/a
All information related to training on bicycles in primary education in Norway is collected on one website, www.sykkeldyktig.no, which was the result of a collaboration between four organisations: Trygg Trafikk (The Norwegian Council for Road Safety), Syklistenes landsforening (Norwegian Cyclists’ Assosiciation), Norges Automobilforbund (Norwegian Automobile Assocation) and Norges Cycleforbund (Norwegian Cycling Federation).
Sykkeldyktig means “able to cycle” in Norwegian.
Sykkeldyktig.no
The Norwegian curriculum for primary schools includes competence aims related to safe cycling, and both the competence aims and core curriculum are reflected on the online portal. Sykkeldyktig.no was developed using a Content Learning Management System (CLMS) and is used directly in the classroom. Theoretical knowledge as well as practical cycling skills and training are introduced using live examples (films), animated films and follow-up questions to each topic. Practical training in schools is carried out, followed by testing of the pupils – both practical and theoretical. This online portal acts as a one-stop shop for teachers, as the essential content that the teacher requires for cycling education is provided on this one website. The relevant stakeholders that provide content on the website remain responsible for their own content.
Most of the sykkeldyktig.no content had already been developed, but as a platform it was new, as was its visual presentation. Websites and learning platforms provide a lot of new possibilities, and in the case of sykkeldyktig.no it was decided to change pictures into films. Further content development is ongoing, and a digital information course was launched in April 2021.
Cooperation on sykkeldyktig.no
With four organisations all working to interest children and schools, a broad network was available for implementing the website. In one year, remarkably, the group reached more than half of all the Norwegian municipalities. The schools get access to the resource through a common electronic identification system (called FEIDE in Norway), which is dependent on their municipalities as they have to establish those systems, and therefore both bottom-up and top-down approaches were considered appropriate, and their communications strategy therefore contained both.
The collaboration itself was well received by the participating organisations, as it led to cooperation – instead of competition – with the other stakeholders that want to provide cycling activities for schools.