Ossiannilsson orebro20140617 final

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Presentation for the management board at Örebro University 17 June 2014

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  • I am Ebba Ossiannilsson, Lund University, Sweden
    I recently, dec 2012 earned my PhD from Oulu University in Finland and I did it through distance

    I work for several international and national organisations on open learning and quality and some of them are represented here by their logos

    I will here especially emphazise the work on the Paris declaration by UNESCO, the work with OER Service and the MOOC quality project. I also use to serve as a reviewer for several organisations, such as EFQUEL and Epprobate.

    I have been asked to talk about the topic I am happy to share this with you today
  • The third theme is about quality

    A move from the paradigm my students, my course, my content..
    towards

    http://4.bp.blogspot.com/_-rcFBgUNtQ0/SFO-eE5igTI/AAAAAAAAEIk/4cyVccxKt_U/s400/GMU+service-learning+orientation+037.jpg
    http://umami.typepad.com/umami/images/2007/07/18/p7050954.jpg
    http://s3.frank.itlab.us/photo-essays/small/aug_05_4646_teacher.jpg
  • Quality can enhance when use the very best of what is out there and available and often for free and peer reviewed
    In research we are used to talk about peer review, but not that often in education

    Towards any university, any content, any student
    Probably the role of the University will shift to an assessing and credentialling institution or just for elite students and for research

    http://img.scoop.it/_kg6c2d18VvkH-C1_rudTzl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ
  • Headings for the workshop
  • Karen: If you had told me my PLN would look like this a year ago, I would have laughed in your face! I wasn’t even on Facebook let alone Twitter…..and had no idea what PLN meant…Twitter & Blogs are larger font as these have the most impact on my learning at the moment (explain briefly some of the connections in the diagram).

    You can see how connected the PLN is. I learn from many many other people, and with other people: I am basically connected to a global staffroom of engaged and interested teachers…..>>
  • Vad betyder så varje bokstav
    Massive =att det är för många, väldigt många
    Open = öppen i vidaste mening, i stort sett enbart ngn devise o Internet
    Online = online inga fysiska möten alls
    Course = att det är en kurs, vanligtvis veckomoduler

    Vidare att MOOCen är autonom, mångfaldig, öppen och interaktiv
    Autonomy, Diversity, Openess, Interactivity
    Jfr Downes blogpost
    cMOOC community basearat, man bygger gemenasmt kursen allteftersom
    xMOOC innehållsbaserad

    Open Badges

    Såvida det inte är arbetsgivaren som ger sk Open Badges, som jag nämnde nyss, vilket redan är vanligt förekommande. I landet väster över…

    ===================================
    Taxonomi 8 varianter Clark (2013)
    transferMOOCs
    madeMOOCs
    synchMOOCs
    asynchMOOCs
    adaptiveMOOCs
    groupMOOCs
    connectivistMOOCS
    miniMOOCSs

    Note that these are not mutually exclusive categories, as one can have a transfer MOOC that is synchronous or asynchronous. What’s important here is that we see MOOCs as informing the debate around learning to get over the obvious problems of relevance, access and cost. This is by no means a definitive taxonomy but it’s a start. I’d really appreciate any comments, critiques or new categories. 


  • Headings for the workshop
  • Add mobile versions
  • As my strong believe caring is sharing
    So my footprints and contact details
    My slides are available at slidshare where you can find my other presentations as well
  • Ossiannilsson orebro20140617 final

    1. 1. e-lärande, OER, MOOCs och kvalitet, Örebro universitet EBBA OSSIANNILSSON, PHD, EDEN FELLOW 2014, LUNDS UNIVERSITET, SE
    2. 2. Ebba Ossiannilsson, PhD Lunds Universitet EDEN Fellow 2014
    3. 3. Ossiannilsson (2012) Benchmarking (e)- learning in higher education, Doctoral dissertation, Oulu University, Finland Ossiannilsson_Örebro universitet2014
    4. 4. Agenda • E-lärande • Öppna digitala lärresurser (OER) och praxis (OEP) • Massive Open Online Courses (MOOCs) • Kvalitet Ossiannilsson_Örebro universitet2014
    5. 5. Education Our Content Our Support Our Students Friesen & Murray, 2011
    6. 6. Drivkrafter Some rights reserved by matsber
    7. 7. Demography Globalisation Technology Drivers Labour market trends & demands Labour Market ICT Trends Personalisation Collaboration Informalisation Tailormade & targeted Active & constructive Motivating & engaging Learner- centred Social learning Lifewide learning Peer-learning Sharing & collaborating In communities Anywhere, anytime Blending virtual & real Combining sources/providers Initiative, resilience Responsibility Risk-taking, creativity Social skills Learning skills Personal skills Education & Training New ways of learningNew skills Managing, organising Meta-cognitive skills Failing forward Team-, networking Empathy, compassion Co-constructing Social networks Games Mobiles OER Augmented Reality Data mining 3D virtual worlds LMS Electronic tutors ePortfoliose-books Learning analytics ?? ? ? © European Commission, 2011 Source: IPTS (2011): „The Future of Learning: Preparing for Change“, http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719
    8. 8. " We must engage in a fundamental transformation of our education and training systems And we need to fully exploit the potential that open and flexible education offers" (Commissionaire Vassilio EADTU 120929) Ossiannilsson_Örebro universitet2014
    9. 9. Vad menar EC med opening up education? Med “Opening up education” menas… bringing the digital revolution into education. Digital technologies allow all individuals to learn, anywhere, anytime, through any device, with the support of anyone Ossiannilsson_Örebro universitet2014
    10. 10. EC Recommendationer för högre utbildning Opening up Education review their organisational strategies exploit the potential of Massive Open Online Courses (MOOCs) stimulate innovative learning practices such as blended learning equip teachers with high digital competences equip learners with digital skills think about how to validate and recognise learner’s achievements in online education make high quality Open Education Resources (OER) visible and accessible Ossiannilsson_Örebro universitet2014
    11. 11. Learning design Ossiannilsson_Örebro universitet2014
    12. 12. Ossiannilsson_Örebro universitet2014 The Networked Teacher – my PLN m eWork Frien ds Twitter (# and people) Conferenc es/PD meetings Blogs Social mediaWikis Twitter chats Website s & media
    13. 13. • MOOCs • Badges to accredit learning • Learning analytics • Seamless learning • Crowd learning • Digital scholarship • Geo learning • Learning from games • Maker culture • Citizen inquiry Ossiannilsson_Örebro universitet2014
    14. 14. Ossiannilsson_Örebro universitet2014
    15. 15. UNESCO Paris Declaration 2012 Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation. Ossiannilsson_Örebro universitet2014
    16. 16. UNESCO Paris Declaration 2012 COL-UNESCO defines OER as: The phenomenon of OER is an empowerment process, facilitated by technology in which various types of stakeholders are able to interact, collaborate, create, and use materials and pedagogic practices, that are freely available, for enhancing access, reducing costs, and improving the quality of education and learning at all levels (Kanwar, Balasubramanian & Umar 2010). Ossiannilsson_Örebro universitet2014
    17. 17. OER Paris Deklarationen (1) awareness and use enabling environments strategies and policies open licensing frameworks sustainable development of quality Ossiannilsson_Örebro universitet2014
    18. 18. OER Paris Deklarationen (2) strategic alliances variety of languages and cultural contexts research finding, retrieving and sharing open licensing, public funds Ossiannilsson_Örebro universitet2014
    19. 19. Expectations to OER “OERs have the potential to solve the global education crisis and contribute to sustainable economic growth” Sir John Daniel, former CEO for Commonwealth of Learning and David Killion, US ambassador to UNESCO said in Guardian in July 2012 Ossiannilsson_Örebro universitet2014
    20. 20. How open is open? © Copyright Public domaiCreative Commons Ossiannilsson_Örebro universitet2014
    21. 21. BIS RESEARCH PAPER NUMBER 130 The Maturing of the MOOC
    22. 22. The herd is coming - MOOC Ossiannilsson_Örebro universitet2014
    23. 23. MOOC (Downes 2013) Massive Open Online Course Ossiannilsson_Örebro universitet2014
    24. 24. Vad är en MOOC egentligen Livslångt lärande Komplement till annan utbildning Kan tjäna till att förklara svåra koncept och fenomen, jfr Khan Academy Arena för lärande Kurs, kursmaterial Ossiannilsson_Örebro universitet2014
    25. 25. Vad är karakteristiskt med MOOC Video Chat Forum Online material, pdf, etc Books Quizzar Task MeetUps (IRL eller virtuellt) Peer Review Social media Assignment Certifikat Ossiannilsson_Örebro universitet2014 Design, package Modules Own space
    26. 26. Ossiannilsson_Örebro universitet2014
    27. 27. Ossiannilsson_Örebro universitet2014
    28. 28. Ossiannilsson_Örebro universitet2014
    29. 29. Dimension Characteristics Context Open Degree to which the MOOC is open Massive How large the MOOC is Diversity The diversity of the learners Learning Use of multimedia Extent of use of rich multimedia Degree of communication Amount of communication incorporated Degree of collaboration Amount of collaboration incorporated Amount of reflection Ways in which reflection is encouraged Learning pathway Degree to which the learning pathway is supported Quality assurance Degree of quality assurance Certification Mechanisms for accreditation Formal learning Feed into formal learning offerings Autonomy Degree of learner autonomy A taxonomy of MOOCs (Conole 2013) http://e4innovation.com/?p=727
    30. 30. BIC 2013 The Maturing of the MOOC
    31. 31. MOOC- varför? • Teaser • Branding • Vad som betalas med skattepengar - tillbaka till skattebetalare • Goodwill/Common good • Entreprenörskap • Demokrati • Globalisering • Individualisering • Ranking • Rekrytering • Hållbarhet • CoP • PLE Olika business models Ossiannilsson_Örebro universitet2014
    32. 32. Main message Xavier Prats-Monne of the EC “What can MOOCs do?” is not relevant any longer; rather, we have to ask "What should MOOCs do?” Will affect higher education and that the traditional educational map must be redrawn with other structures, colors, models, pedagogy, organization, management Ossiannilsson_Örebro universitet2014
    33. 33. Experience track Selection of MOOCs Production Costs, processes, and pitfalls Incentives, motivations for teachers and learners Pedagogical development and support Feedback from students Integration with existing e- learning initiatives and LMS Learning analytics in relation to MOOC data, such as dropout rates, student demographics popular activities, and success ratesOssiannilsson_Örebro universitet2014
    34. 34. Experience track Lifelong learning Remediation Bachelor and master's courses New markets Marketing On-campus students Learning design Innovation Plagiarism Deployment Flipped classroom Gamification Campus courses Ossiannilsson_Örebro universitet2014
    35. 35. Research track Evaluation of MOOCs Learning design Learning analytics Technological aspects However, research on MOOCs is very much in its initial phase Ossiannilsson_Örebro universitet2014
    36. 36. Business plans More questions than answers… ….there is a need to rethink the entire educational sector, both nationally and globally, …and a need for glocalisation (globalization and localizastion) Xavier Prats Monné of the EC Ossiannilsson_EFQUEL_LINK2014
    37. 37. Ossiannilsson_Örebro universitet2014
    38. 38. Kvalitet ” …i betraktarens ögon” WHATSINITFORME? Some rights reserved by matsber Ossiannilsson_Örebro universitet2014
    39. 39. Ossiannilsson_Örebro universitet2014 eMM
    40. 40. Ossiannilsson 2012 Ossiannilsson_Örebro universitet2014
    41. 41. Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e- learning ought to cover. Reprinted with permission from Wiley-Blackwell. Ossiannilsson_Örebro universitet2014
    42. 42. Formal Informal Individual Social Blended courses DL+ social media Trad. campus courses DL courses OER xMOOCs OER + Social media cMOOCs APEL ePortforlios OERu Badges Formal/informal landscape
    43. 43. Kvalitetskultur–dialektisk ansats Retrospektiv vs Prospektiv CC BY Some rights reserved by SeattleClouds.com Quality control Processmodels Guidelines Rules Standards Competeces Attitudes Values Self -evaluation Communication Trust Co-operatiop Inclusivness Innovation/Creativity Ossiannilsson_Örebro universitet2014
    44. 44. Massive target group Mixing groups Learning across contexts Support self-organization Declare whats in it Peer to peer pedagogy MOOCs support choice based learning MOOC.EFQUEL.ORG MOOC Quality Project Ossiannilsson_Örebro universitet2014
    45. 45. Openess to learners Digital openness Learner centred Independent learning Media supported learning Quality focus Spectrum of diversity OpenupEd label Ossiannilsson_Örebro universitet2014
    46. 46. Product/Process (Mackintosh 2013) “In education, quality is more about the process than a product. Most open developments start as a first draft -- the expression of an idea. Through repeated iterations and refinements, and collaboration from the [community] the quality of individual projects improve over time." Image CC BY-SA Wayne Mackintosh (N.B. 'WE' = 'WikiEducator')
    47. 47. EADTU EFQUEL ENQA E Ossiannilsson, PhD EDEN Fellow2014 Utvärderare SEQUENT
    48. 48. Plethora of new terms… • SPOCS (small private online courses) • NOOCs (national open online courses) • SOOCs and BOOCs (small and large open online courses) • COOCs (MOOCs for corporate training) • VOOCs (MOOCs for vocational training) • pMOOCs (project-based MOOCS), and DOOCs (open and collaborative exchange, based on a special theme) • MOOCs have lit a fire that will not soon go out! Ossiannilsson_Örebro universitet2014
    49. 49. KAROLINSKA INSTITUTET LUNDS UNIVERSITET CHALMERS TEKNISKA HÖGSKOLA UPPSALA UNIVERSITET University of Copenhagen Technical University of Denmark (DTU) Norges Regering antog den 16 juni 2014 rapporten MOOC till Norge Ossiannilsson_Örebro universitet2014
    50. 50. Research Content Guidance Assessme nt Certificatio n Selection Today 2030 Assessment Content Certificatio n Guidance Research Selection EducationalInstitution Ossiannilsson_Örebro universitet2014
    51. 51. Research Content Guidance Assessme nt Certificatio n Selection Today EducationalInstitution Researc h Researc h Researc h MOOC s MOOC s 2030 Research Content Guidance Assessme nt Certificatio n Selection Selection Ossiannilsson_Örebro universitet2014
    52. 52. Caring is sharing, sharing is caring Footprints W:www.oulu.fi; www.lu.se/ced E:Ebba.Ossiannilsson@oulu.fi E:Ebba.Ossiannilsson@ced.lu.se FB:Ebba Ossiannilsson T:@EbbaOssian Phone: +4670995448 S:http://www.slideshare.net/Ebba Ossiann Ossiannilsson_Örebro universitet2014

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