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En hva\u00f0 er \u00fatikennsla? Hugtaki\u00f0 \u00fatikennsla hefur veri\u00f0 \u00fatsk\u00fdrt \u00e1 fj\u00f6lmarga vegu. H\u00e9r er gengi\u00f0 \u00fat fr\u00e1 \u00fev\u00ed a\u00f0 \u00fatikennsla s\u00e9 kennsla sem \u00e1 s\u00e9r sta\u00f0 utandyra og hefur \u00ed f\u00f6r me\u00f0 s\u00e9r mikla hreyfingu og \u00fativeru b\u00e6\u00f0i fyrir nemendur og kennara. \u00cd sta\u00f0 fastra veggja sk\u00f3lastofunnar kemur v\u00ed\u00f0\u00e1tta, frj\u00e1lsr\u00e6\u00f0i og n\u00fdtt umhverfi. \u00datikennsla er hugtak sem n\u00e6r yfir alla menntun sem \u00e1 s\u00e9r sta\u00f0 utanh\u00fass, hvort sem \u00fea\u00f0 er \u00ed \u00fe\u00e9ttb\u00fdli e\u00f0a dreifb\u00fdli, mannger\u00f0u umhverfi e\u00f0a villtri n\u00e1tt\u00faru. \u00datin\u00e1m er einfaldlega \u00fea\u00f0 n\u00e1m sem fer fram \u00fati, t.d. \u00ed \u00fatistofu e\u00f0a \u00ed n\u00e1nasta umhverfi sk\u00f3lans. \u00deegar kennslan er f\u00e6r\u00f0 \u00fat er sk\u00f3linn oft kalla\u00f0ur \u00fatisk\u00f3li. H\u00e6gt er a\u00f0 \u00fatf\u00e6ra hann \u00e1 \u00feann veg sem hentar hverjum og einum kennara, \u00e1hugah\u00f3pi e\u00f0a sk\u00f3la.<\/p>\n\n\n\n
\u00datikennsla gefur t\u00e6kif\u00e6ri til a\u00f0 n\u00fdta \u00f6ll skynf\u00e6ri me\u00f0 \u00fev\u00ed a\u00f0 tengja vi\u00f0fangsefni \u00fdmsum \u00fe\u00e1ttum n\u00e1mssvi\u00f0a og n\u00e1msgreina samhli\u00f0a hreyfi\u00fej\u00e1lfun. \u00deannig er \u00fatikennsla g\u00f3\u00f0 vi\u00f0b\u00f3t vi\u00f0 skipulega kennslu sk\u00f3la\u00ed\u00fer\u00f3tta \u00e1samt \u00fev\u00ed a\u00f0 vera sam\u00fe\u00e6tting vi\u00f0 \u00f6nnur n\u00e1mssvi\u00f0. Fj\u00f6lbreytt hreyfin\u00e1m \u00e1 s\u00e9r sta\u00f0 vi\u00f0 \u00fativeru, einkum \u00ed n\u00e1tt\u00farulegu umhverfi (sj\u00e1 A\u00f0aln\u00e1mskr\u00e1 grunnsk\u00f3la<\/a>).<\/p>\n\n\n\n T\u00e6kni og stafr\u00e6n t\u00e6kni \u00e1 aldrei a\u00f0 vera forsenda n\u00e1ms. T\u00e6kni er verkf\u00e6ri til n\u00e1ms og \u00fea\u00f0 fyrsta sem kennari gerir var\u00f0andi \u00fatin\u00e1m er alltaf a\u00f0 sko\u00f0a n\u00e1msmarkmi\u00f0in. Hva\u00f0a n\u00e1msmarkmi\u00f0um er \u00e6tlunin a\u00f0 n\u00e1 me\u00f0 \u00fatikennslunni? \u00deegar \u00feeim spurningum hefur veri\u00f0 svara\u00f0 er a\u00f0 sko\u00f0a nemendah\u00f3pinn og \u00fearfir hans sem og \u00fe\u00e6r lei\u00f0ir sem eru m\u00f6gulegar til a\u00f0 n\u00e1 \u00feeim n\u00e1msmarkmi\u00f0um sem liggja til grundvallar n\u00e1minu. Ef t\u00e6kni og starfr\u00e6n t\u00e6kni sty\u00f0ur n\u00e1mi\u00f0 og eykur l\u00edkurnar \u00e1 a\u00f0 n\u00e1msmarkmi\u00f0unum s\u00e9 n\u00e1\u00f0 skal n\u00fdta hana. T\u00e6kni \u00e1 aldrei a\u00f0 vera fyrsta forsenda n\u00e1ms, \u00fe.e. a\u00f0 vera me\u00f0 verkf\u00e6ri og spyrja hva\u00f0 get \u00e9g gert vi\u00f0 \u00fea\u00f0. N\u00e1m \u00e1 alltaf a\u00f0 byggjast \u00e1 n\u00e1msmarkmi\u00f0um og hvernig eigi a\u00f0 n\u00e1 \u00feeim.<\/p>\n\n\n\n H\u00e9r ver\u00f0a \u00fev\u00ed ekki talin upp heildst\u00e6\u00f0 verkefni heldur reynt a\u00f0 benda \u00e1 hvernig h\u00e6gt er a\u00f0 n\u00fdta t.d. spjaldt\u00f6lvu \u00ed \u00fatikennslu. H\u00e9r er veri\u00f0 a\u00f0 gefa hugmyndir fyrst og fremst.<\/p>\n\n\n\n Myndav\u00e9lin ein og s\u00e9r er fr\u00e1b\u00e6rt t\u00e6ki til a\u00f0 n\u00fdta \u00ed kennslu hvort sem er inni e\u00f0a \u00fati og h\u00e9r koma nokkur d\u00e6mi.<\/p>\n\n\n\n Einf\u00f6ld opin verkefni \u00fear sem myndav\u00e9lin kemur til s\u00f6gu geta veri\u00f0 a\u00f0 nemendur taki myndir af hlutum \u00ed umhverfinu. \u00deau geta veri\u00f0 tengd n\u00e1msgreinum e\u00f0a bara hverju sem er og h\u00e9r eru nokkur d\u00e6mi.<\/p>\n\n\n\n Taktu mynd af einhverju<\/strong><\/p>\n\n\n\n Taktu mynd af einhverju<\/strong><\/p>\n\n\n\n Taktu mynd af einhverju<\/strong><\/p>\n\n\n\n Taktu mynd af einhverju sem<\/strong><\/p>\n\n\n\n Taktu mynd af pl\u00f6ntum<\/strong><\/p>\n\n\n\n Taktu mynd af \u00f3l\u00edkum<\/strong><\/p>\n\n\n\n \u00cd \u00fatikennslunni er gaman a\u00f0 leyfa nemendum a\u00f0 nota hugmyndaflug sitt eins og h\u00e6gt er. Eitt sl\u00edkt verkefni felst \u00ed \u00fev\u00ed a\u00f0 finna tr\u00f6ll e\u00f0a tr\u00f6llskessur \u00fati \u00ed n\u00e1tt\u00farunni og \u00fe\u00e1 er gott a\u00f0 hafa spjaldt\u00f6lvuna vi\u00f0 h\u00f6ndina. Verkefni\u00f0 felst \u00ed \u00fev\u00ed a\u00f0 leita a\u00f0 fyrirb\u00e6rum \u00fati \u00ed n\u00e1tt\u00farunni sem l\u00edkjast tr\u00f6lli eins og \u00ed steinum, trj\u00e1m, fj\u00f6llum og pl\u00f6ntum og taka mynd. Einnig er h\u00e6gt a\u00f0 hvetja nemendur til a\u00f0 b\u00faa til sitt eigi\u00f0 tr\u00f6ll \u00far efnivi\u00f0 \u00far n\u00e1tt\u00farunni sem \u00e1 sinn s\u00e9rstaka samasta\u00f0. \u00deessa tr\u00f6llaranns\u00f3kn er au\u00f0veldlega h\u00e6gt a\u00f0 tengja inn \u00ed s\u00f6guger\u00f0, \u00fej\u00f3\u00f0s\u00f6gur og n\u00e1tt\u00farufr\u00e6\u00f0i. N\u00e1nar er fjalla\u00f0 um \u00feetta verkefni og fleiri \u00ed svipu\u00f0um d\u00far \u00e1 norskum \u00fatikennsluvef<\/a>.<\/p>\n\n\n\n \u00cd \u00fatikennslu er gott a\u00f0 nota svokalla\u00f0a vinnuse\u00f0la til a\u00f0 gera n\u00e1mi\u00f0 markvissara \u00fati \u00ed n\u00e1tt\u00farunni. Vinnuse\u00f0la er til d\u00e6mis h\u00e6gt a\u00f0 b\u00faa til \u00ed Pages og \u00fe\u00e1 er au\u00f0velt a\u00f0 tengja myndav\u00e9lina beint inn \u00ed verkefni\u00f0. Nemandinn f\u00e6r vinnuse\u00f0ilinn sendan inn \u00ed spjaldt\u00f6lvuna s\u00edna til \u00fatfyllingar \u00e1 me\u00f0an hann vinnur verkefni\u00f0 \u00fati vi\u00f0. Se\u00f0linum er s\u00ed\u00f0an skila\u00f0 me\u00f0 rafr\u00e6num h\u00e6tti til kennara, til d\u00e6mis me\u00f0 loftskeyti (airdrop) e\u00f0a inn \u00ed rafr\u00e6na kennslustofu. D\u00e6mi um sl\u00edka vinnuse\u00f0il er Finnur\u00f0u fyrir vorinu<\/a>?<\/p>\n\n\n\n Svokalla\u00f0ar hikmyndir (Time Lapse) geta veri\u00f0 skemmtilegar. \u00de\u00e1 tekur myndav\u00e9lin sj\u00e1lf myndir me\u00f0 \u00e1kve\u00f0nu millibili og ra\u00f0ar \u00feeim saman \u00ed myndband. H\u00e9r er n\u00e1nari \u00fatsk\u00fdring<\/a> \u00e1 \u00feessu fyrirb\u00e6ri og myndav\u00e9lin \u00ed spjaldt\u00f6lvunn<\/a>i b\u00fd\u00f0ur upp \u00e1 \u00feennan m\u00f6guleika og \u00fev\u00ed \u00fearf ekki a\u00f0 hla\u00f0a ni\u00f0ur neinu s\u00e9rst\u00f6ku appi.<\/p>\n\n\n\n Me\u00f0 ofangreindri a\u00f0fer\u00f0 m\u00e1 skr\u00e1setja \u00fdmislegt sem tekur langan t\u00edma a\u00f0 gerast. Sem d\u00e6mi m\u00e1 nefna<\/p>\n\n\n\n G\u00e6ta ver\u00f0ur a\u00f0 \u00fev\u00ed a\u00f0 hafa myndav\u00e9lina og \u00fear me\u00f0 lj\u00f3smyndirnar st\u00f6\u00f0ugar \u00ed hikmyndager\u00f0, \u00fe.e. a\u00f0 sj\u00f3narhorni\u00f0 s\u00e9 \u00fea\u00f0 sama yfir t\u00edmabili\u00f0 sem veri\u00f0 er a\u00f0 vinna me\u00f0. <\/p>\n\n\n\n Myndav\u00e9l og sm\u00e1sj\u00e1 er g\u00f3\u00f0 blanda. Ef nemendur fara \u00fat me\u00f0 spjaldt\u00f6lvurnar til a\u00f0 taka myndir m\u00e1 l\u00edka taka myndir af \u00fev\u00ed sm\u00e1a, t.d. litlum l\u00edfverum. Til eru litlar sm\u00e1sj\u00e1r sem h\u00e6gt er a\u00f0 smella \u00e1 myndav\u00e9lina \u00ed spjaldt\u00f6lvunni og taka myndir af vi\u00f0fangsefninu. Upplagt er fyrir sk\u00f3la a\u00f0 eiga a.m.k. eina og d\u00e6mi um svona sm\u00e1sj\u00e1r eru h\u00e9r<\/a>.<\/p>\n\n\n\n Me\u00f0 sama h\u00e6tti m\u00e1 taka lj\u00f3smyndir af tilteknum hlutum og nota a\u00f0dr\u00e1ttinn \u00ed spjaldinu til a\u00f0 st\u00e6kka vi\u00f0fangi\u00f0 og sko\u00f0a betur. Myndav\u00e9lin getur \u00fev\u00ed vel n\u00fdst \u00e1 vettvangi til a\u00f0 sj\u00e1 betur \u00fea\u00f0 sm\u00e1a.<\/p>\n\n\n\n Ef spjaldt\u00f6lvan er tengd vi\u00f0 skj\u00e1varpa \u00fe\u00e1 m\u00e1 n\u00fdta myndav\u00e9lina sem v\u00ed\u00f0sj\u00e1. Myndav\u00e9linni er \u00fe\u00e1 beint \u00e1 einhvern hlut sem \u00e1 a\u00f0 sko\u00f0a betur s.s. skeljar, laufbl\u00f6\u00f0, steina og \u00ed raun allt sem okkur dettur \u00ed hug me\u00f0 \u00feessum h\u00e6tti. Me\u00f0 \u00feessu m\u00f3ti sj\u00e1 allir nemendur \u00ed kennslur\u00fdminu vel \u00fev\u00ed myndin birtist \u00e1 tjaldinu og enginn \u00fearf a\u00f0 tro\u00f0ast yfir n\u00e6sta mann til a\u00f0 fylgjast me\u00f0.<\/p>\n\n\n\n \u00c1 sama t\u00edma m\u00e1 nota myndav\u00e9lina til a\u00f0 taka myndir til frekari \u00farvinnslu e\u00f0a myndband. Til d\u00e6mis er h\u00e6gt me\u00f0 \u00feessum h\u00e6tti a\u00f0 kryfja fisk \u00ed s\u00fdnikennslu. Einn fiskur dugar og nemendur fylgjast me\u00f0 \u00e1 skj\u00e1num. \u00c1 vi\u00f0eigandi st\u00f6\u00f0um \u00ed ferlinu tekur kennarinn lj\u00f3smyndir \u00e1 spjaldt\u00f6lvuna til frekari \u00farvinnslu e\u00f0a myndband.<\/p>\n\n\n\n Sk\u00f3gr\u00e6ktarf\u00e9lag K\u00f3pavogs \u00e1 og rekur fallegan lund \u00ed efri bygg\u00f0um K\u00f3pavogs sem nefnist Gu\u00f0mundarlundur<\/a>. \u00cd honum er fyrsta flokks a\u00f0sta\u00f0a<\/a> til \u00fatikennslu sem leik- og grunnsk\u00f3lar \u00ed K\u00f3pavogi geta n\u00fdtt s\u00e9r.<\/p>\n\n\n\n Kirkjugar\u00f0ar<\/a> eru sv\u00e6\u00f0i sem alla jafna eru l\u00edti\u00f0 sem ekkert s\u00f3tt til n\u00e1ms. \u00dear liggur hins vegar f\u00f3lk sem hefur lifa\u00f0 \u00fdmsa daga og \u00fev\u00ed liggur saga \u00e1 bak vi\u00f0 hvert nafn. Sam\u00fe\u00e6tta m\u00e6tti fer\u00f0 \u00ed kirkjugar\u00f0 vi\u00f0 a\u00f0ra \u00fatikennslu. Nemendur velja s\u00e9r \u00ferj\u00fa n\u00f6fn a\u00f0 sko\u00f0a og taka myndir af nafni vi\u00f0komandi og \u00e1rt\u00f6lum. \u00deegar komi\u00f0 er \u00ed sk\u00f3lann er lagst \u00ed ranns\u00f3knarvinnu \u00fear sem hugsanlega er sko\u00f0a\u00f0 hvar vi\u00f0komandi starfa\u00f0i og hvar s\u00e1 sta\u00f0ur er \u00ed dag. Sko\u00f0a m\u00e1 hvar vi\u00f0komandi bj\u00f3 og hva\u00f0 hann upplif\u00f0i \u00e1 sinni \u00e6vi. Einstaklingur, segjum f\u00e6ddur 1903 og fallinn fr\u00e1 1992, upplif\u00f0i me\u00f0al annars tv\u00e6r heimsstyrjaldir, frostaveturinn mikla o.s.frv. \u00dearna er heilmikil og merkileg saga sem vert er a\u00f0 gefa gaum. Nemendur geta unni\u00f0 texta \u00ed framhaldinu, myndband, hla\u00f0varp o.s.frv.<\/p>\n\n\n\n Nemendur sko\u00f0a kort af n\u00e6rumhverfi s\u00ednu \u00ed Google Maps<\/a> og koma me\u00f0 till\u00f6gur a\u00f0 \u00farb\u00f3tum til a\u00f0 gera umhverfi\u00f0 sitt betra.<\/p>\n\n\n\n Nemendur fara svo \u00e1 sta\u00f0inn \u00fear sem \u00farb\u00f3ta er \u00fe\u00f6rf og taka myndir, gera m\u00e6lingar og safna \u00f6\u00f0rum g\u00f6gnum sem \u00fearf a\u00f0 hafa til a\u00f0 sannf\u00e6ra \u00fe\u00e1 sem geta framkv\u00e6mt hugmyndir nemenda.<\/p>\n\n\n\n Mi\u00f0st\u00f6\u00f0 \u00fativistar og \u00fatin\u00e1ms (M\u00da\u00da)<\/a> er mi\u00f0l\u00e6g \u00feekkingarst\u00f6\u00f0 \u00e1 svi\u00f0i \u00fativistar og \u00fatin\u00e1ms fyrir sk\u00f3la- og fr\u00edstundarstarf \u00ed Reykjav\u00edk. Hlutverk M\u00fa\u00fa er a\u00f0 veita stu\u00f0ning og r\u00e1\u00f0gj\u00f6f vi\u00f0 eflingu \u00fativistar og \u00fatin\u00e1ms \u00ed n\u00e6rumhverfi barna og unglinga \u00ed hverfum borgarinnar en \u00e1 vef M\u00da\u00da er efni sem gagnast \u00f6llum nemendum og kennurum, hvar sem \u00feeir b\u00faa.<\/p>\n\n\n\n Ratleikir eru g\u00f3\u00f0 a\u00f0fer\u00f0 til a\u00f0 f\u00e1 nemendur til a\u00f0 rannsaka n\u00e6rumhverfi sitt. \u00deeir reyna \u00e1 ratv\u00edsi, hugmyndaflug, skynjun og styrk \u00fe\u00e1tttakenda. Kennarar geta \u00fatb\u00fai\u00f0 s\u00edna eigin ratleiki en svo eru l\u00edka til tilb\u00fanir ratleikir eins og s\u00e1 sem Fer\u00f0af\u00e9lagi\u00f0 hefur \u00fatb\u00fai\u00f0 \u00ed Hei\u00f0m\u00f6rk<\/a> \u00fear sem h\u00e6gt er a\u00f0 skila inn sv\u00f6rum rafr\u00e6nt.<\/p>\n\n\n\n Kennarar geta \u00fatb\u00fai\u00f0 s\u00edna eigin rafr\u00e6nu ratleiki me\u00f0 Turfhunt<\/a> sem h\u00e6gt er spila \u00e1n netsambands en l\u00edka me\u00f0 nettengingu og GPS sta\u00f0setningarb\u00fana\u00f0i (l\u00edkt og Seppo<\/a>) en \u00fe\u00e1 \u00feurfa nemendur a\u00f0 nota s\u00edma \u00fev\u00ed spjaldt\u00f6lvurnar bj\u00f3\u00f0a ekki upp \u00e1 nettengingu nema me\u00f0 venjulegu WiFi.<\/p>\n\n\n\n H\u00e9r er ratleikur<\/a> um mi\u00f0b\u00e6 Reykjav\u00edkur \u00ed Turfhunt.<\/p>\n\n\n\n Fyrir \u00fe\u00e1 sem vilja fara \u00ed ratleiki \u00ed kapp vi\u00f0 t\u00edmann \u00fe\u00e1 er rathlaup upplagt<\/a>.<\/p>\n\n\n\n \u00c1 vef Sk\u00f3gr\u00e6ktarinnar m\u00e1 finna \u00fdmis verkefni tengd \u00fatin\u00e1mi. M\u00e1 \u00fear nefna Lesi\u00f0 \u00ed sk\u00f3ginn<\/a> \u00fear sem l\u00f6g\u00f0 er \u00e1hersla \u00e1 a\u00f0 \u00fe\u00e1tttakendur l\u00e6ri um sk\u00f3ginn, sko\u00f0i hann og fj\u00f6lbreyttar hli\u00f0ar hans og \u00fdmislegt n\u00e1msefni<\/a> fyrir b\u00f6rn og unglinga.<\/p>\n\n\n\n Endurvinnsla er mikilv\u00e6gur \u00fe\u00e1ttur til verndunar umhverfis og b\u00fd\u00f0ur Sorpa nemendum a\u00f0 kynnast starfseminni<\/a>. H\u00e6gt er a\u00f0 velja \u00e1 milli \u00feess a\u00f0 koma \u00e1 skrifstofu SORPU og f\u00e1 fyrirlestur og sko\u00f0unarfer\u00f0 um m\u00f3tt\u00f6kust\u00f6\u00f0ina (45 m\u00edn) e\u00f0a heims\u00f3kn \u00e1 endurvinnslust\u00f6\u00f0 (30 m\u00edn).<\/p>\n\n\n\n Nemendur fara \u00e1 einhvern \u00e1kve\u00f0inn sta\u00f0 og safna g\u00f6gnum. \u00deetta geta veri\u00f0 umfer\u00f0artalningar \u00e1 b\u00edlum, hj\u00f3lum og gangandi f\u00f3lki e\u00f0a talningar \u00e1 d\u00fdrum. Nemendur geta teki\u00f0 myndir af gr\u00f3\u00f0ri \u00e1 hverjum degi yfir nokkurra vikna t\u00edmabil e\u00f0a verklegum framkv\u00e6mdum.<\/p>\n\n\n\n Ni\u00f0urst\u00f6\u00f0ur kynntar fyrir samnemendum og jafnvel foreldrum l\u00edka.<\/p>\n\n\n\n A\u00f0gengilegar hugmyndir<\/a> fr\u00e1 Noregi um \u00fatikennslu.<\/p>\n\n\n\n Danskur vefur<\/a> me\u00f0 margar hugmyndir sem au\u00f0veldlega er h\u00e6gt a\u00f0 tengja spjaldt\u00f6lvunni.<\/p>\n\n\n\n Fjaran og hafi\u00f0<\/a> fr\u00f3\u00f0leikur um l\u00edfverur sem lifa \u00ed fj\u00f6rum og hafinu.<\/p>\n\n\n\n Fuglavefurinn<\/a> er alhli\u00f0a fr\u00e6\u00f0sluvefur um \u00edslenska fugla.<\/p>\n\n\n\n G\u00f6ngulei\u00f0ir<\/a> \u00e1 h\u00f6fu\u00f0borgarsv\u00e6\u00f0inu.<\/p>\n\n\n\n Lifandi n\u00e1tt\u00fara \u2013 L\u00edfbreytileiki \u00e1 t\u00e6kni\u00f6ld<\/a> Verkefnasafn fyrir leiksk\u00f3la og yngsta stig. \u00datikennsla, r\u00e6ktun, l\u00edfbreytileiki.<\/p>\n\n\n\n N\u00e1tt\u00fara Reykjav\u00edkur<\/a> Fr\u00e6\u00f0sluvefur fyrir krakka og unglinga um umhverfi\u00f0 \u00ed Reykjav\u00edk.<\/p>\n\n\n\n PlantNet<\/a> pl\u00f6ntugreinir.<\/p>\n\n\n\n Pl\u00f6ntuvefurinn<\/a> Uppl\u00fdsingar og myndir af r\u00famlega 100 \u00edslenskum pl\u00f6ntutegundum.<\/p>\n\n\n\n Seek<\/a> Pl\u00f6ntu- og d\u00fdragreinir.<\/p>\n\n\n\n St\u00e6r\u00f0fr\u00e6\u00f0i<\/a> og \u00fatikennsla.<\/p>\n\n\n\n \u00datikennsla.is<\/a> er vefur um \u00fatikennslu og \u00fatin\u00e1m \u00ed sk\u00f3lastarfi.<\/p>\n\n\n\n \u00datikennsla<\/a> \u00ed Engjask\u00f3la.<\/p>\n\n\n\nForsendur<\/strong><\/h3>\n\n\n\n
Hugmyndalisti fyrir a\u00f0fer\u00f0ir \u00ed \u00fatikennslu<\/strong><\/h3>\n\n\n\n
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Myndav\u00e9lin<\/strong><\/h3>\n\n\n\n
Myndir af formum, litum og m\u00f6rgu fleira<\/strong><\/h4>\n\n\n\n
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\n\n\n\n\u00c6vint\u00fdralegar myndir<\/strong><\/h3>\n\n\n\n
Vinnuse\u00f0lar<\/strong><\/h3>\n\n\n\n
Hikmyndir (Time Lapse)<\/strong><\/h3>\n\n\n\n
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Sm\u00e1sj\u00e1<\/strong><\/h3>\n\n\n\n
Skj\u00e1varpi<\/strong><\/h3>\n\n\n\n
Gu\u00f0mundarlundur<\/strong><\/h3>\n\n\n\n
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<\/figure>\n\n\n\nKirkjugar\u00f0ar<\/strong><\/h3>\n\n\n\n
Kort<\/strong><\/h3>\n\n\n\n
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Mi\u00f0st\u00f6\u00f0 \u00fativistar og \u00fatin\u00e1ms<\/strong><\/h3>\n\n\n\n
Ratleikir<\/strong><\/h3>\n\n\n
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<\/figure>\n<\/div>\n\n\nSk\u00f3gr\u00e6ktin<\/strong><\/h3>\n\n\n\n
Sorpa<\/strong><\/h3>\n\n\n\n
Vettvangsathuganir<\/strong><\/h3>\n\n\n\n
Bjargir<\/strong><\/h3>\n\n\n\n
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