Ossiannilsson thorengruppen 140815 final

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Speach at The Thoren Tillsammans Conference 15 August 2014 Piteå havsbad

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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…..>>
  • Add mobile versions
  • 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. 


  • During the session, we will discuss that technology is exciting and offers a change to redefien-or at least alter-learning and education for the better. But how it will shape it and where we are going is not entirely clear. The session will try to focus how this and how it will work. The session will focus both on the MOOC hope and the MOOC hype.
  • 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 thorengruppen 140815 final

    1. 1. Med den enskilde individen i förarsätet Ossiannilsson 2014
    2. 2. Utmaningar inför 2020-2030 EBBA OSSIANNILSSON, PHD, V PRESIDENT SVERD, EDEN FELLOW 2014, SENIOR EDEN OFFICER
    3. 3. Ebba Ossiannilsson, PhD Lund University, SE
    4. 4. Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland Ossiannilsson 2014 Rhizome
    5. 5. Publikationer + 1 till i tryck om mobilt lärande
    6. 6. Agenda Omvärldsperspektiv Varför? Vad? Vem? Hur? När? Ossiannilsson 2014
    7. 7. Education Our Content Our Support Our Students Friesen & Murray, 2011 Ossiannilsson 2014
    8. 8. Drivkrafter Some rights reserved by matsber Ossiannilsson 2014
    9. 9. 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
    10. 10. " 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 130925) Ossiannilsson 2014
    11. 11. Vad menar EC med opening up education? Med “Opening up education” menas… bringing the digital revolution into education Ossiannilsson 2014
    12. 12. Ossiannilsson 2014
    13. 13. 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 2014
    14. 14. Ossiannilsson 2014 The Networked Teacher – my PLN m eWork Frien ds Twitter (# and people) Conferenc es/PD meetings Blogs Social mediaWikis Twitter chats Website s & media
    15. 15. 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
    16. 16. UNESCO Parisdeklaration 2012 (1) 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 2014
    17. 17. UNESCO Parisdeklaration 2012 (2) 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 2014
    18. 18. 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 2014
    19. 19. How open is open? © Copyright Public domainCreative Commons Ossiannilsson 2014
    20. 20. The herd is coming - MOOC Ossiannilsson 2014
    21. 21. MOOC (Downes 2013) Massive Open Online Course Ossiannilsson 2014
    22. 22. Ossiannilsson 2014
    23. 23. 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 2014
    24. 24. 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 2014 Design, paketerade Moduler ”Own space”
    25. 25. cMOOCs or xMOOCs? • Weekly centred • Participant reflective spaces • Social and networked participation • Hashtag: #etmooc • Use of a range of social media • Linear learning pathway • Mainly text and video • Formative feedback through MCQs • Individually focused
    26. 26. Ossiannilsson 2014
    27. 27. 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 modeller Ossiannilsson 2014
    28. 28. Ossiannilsson 2014
    29. 29. BIC 2013 The Maturing of the MOOC
    30. 30. Glacier, Tsunami eller Coffee Latte Ossiannilsson 2014
    31. 31. In their relatively short history of six years, MOOCs have rapidly grown into a major force in higher education, presenting new opportunities in online learning, academic credit and pedagogical approaches. Why? The rational is straightforward. They offer hope in a higher education landscape that is reeling from reduced funding, shrinking enrolment, and the sky-rocketing expense of obtaining a college degree. MOOC mania is happening at a time when the cost and quality of education at all levels is being questioned Ossiannilsson 2014
    32. 32. Despite the potential of MOOCs to radically reduce costs, raise a university’s profile and improve education, a number of issues and questions remain. The first and foremost is: can they possibly live up to the expectations placed on them—affordable education for everyone with few if any learning problems? Do they really represent a turning point in online education? Or are they simply a popular and headline-friendly trend in a more general move to online education? Ossiannilsson 2014
    33. 33. The MOOC hype cycle A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the- gartner-hype-cycle-a-very-slow-tsunami/ We are here & technological revolutions
    34. 34. The MOOC hype cycle A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the- gartner-hype-cycle-a-very-slow-tsunami/ We are here In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis) Installation period & technological revolutions Bubble Collapse Deployment period
    35. 35. 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 2014 GLOCALISATION
    36. 36. MOOCC MOOPS MOORC mOOC SOOC BOOC ROOC DOOC NOOC etc….. Ossiannilsson 2014
    37. 37. Beyond the MOOCs… What key policy issues does openness pose for institutions? Do institutional quality practices need to change? Will openness change the spending priorities of institutions? Ossiannilsson 2014
    38. 38. Ossiannilsson 2014 Learning Analytics
    39. 39. Ossiannilsson 2014
    40. 40. The subculture stresses new and unique applications of technologies, and encourages invention and prototyping.[1] There is a strong focus on using and learning practical skills and applying them creatively. 'Maker culture' emphasizes learning- through-doing (constructivism) in a social environment. Maker culture emphasizes informal, networked, peer-led, and shared learning motivated by fun and self- fulfillment. Maker culture is seen as having the potential to contribute to a more participatory approach and create new pathways into topics that will make them more alive and relevant to learners. Ossiannilsson 2014
    41. 41. Ossiannilsson 2014
    42. 42. Mobile learning Facilitate personalized learning Provide immediate feedback and assessment Enable anytime, anywhere learning Ensure the productive use of time spent in classrooms Build new communities of learners Support situated learning Enhance seamless learning Bridge formal and informal learning Minimize educational disruption in conflict and disaster areas Assist learners with disabilities Improve communication and administration Maximize cost-efficiency Ossiannilsson 2014
    43. 43. UNESCO recommendations Create or update policies related to mobile learning Train teachers to advance learning through mobile technologies Provide support and training to teachers through mobile technologies Create and optimize educational content for use on mobile devices Ensure gender equality for mobile students Expand and improve connectivity options while ensuring equity Develop strategies to provide equal access for all Promote the safe, responsible and healthy use of mobile technologies Use mobile technology to improve communication and education Management Raise awareness of mobile learning through advocacy, leadership and dialogue Ossiannilsson 2014
    44. 44. Ossiannilsson 2013
    45. 45. Ossiannilsson 2014 QUALITY …in the eyes of the beholder
    46. 46. Learner autonomy - learning my way Small and short - bite-sized learning Continuous - a steady flow of learning On demand - when I want/need it Social - community of interest Anywhere, anytime, any device (Hart 2014) Ossiannilsson 2014
    47. 47. How can we support more autonomy in learning? How can we enable shorter learning experiences? How can we encourage ongoing learning? How can we support learning at the point of need? How can we balance the need for authoritative content and knowledge sharing? How can we encourage anywhere learning? Ossiannilsson 2014
    48. 48. 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 2014
    49. 49. Ossiannilsson 2014
    50. 50. Ossiannilsson 2014 …government strategies and higher education regulatory and accreditation, funding, quality assurance, assessment and certification frameworks support or hinder new modes of learning and, in particular, the increased use of technology in the teaching and learning process FÖRÄNDRADE UTBILDNINGSLANDSKAP
    51. 51. 2nd European Summit on open and online learning and the modernisation agenda for European higher education (EADTU) Challenges for European universities All European universities are strongly affected by the developments in ICT in higher education. This is even more stimulated by the emergence of MOOCs. This will lead to a transformation of pedagogies and to new formats in higher education which better serve students and society at large. Innovative modes of teaching and learning Anchoring open and flexible education Connected universities Open(ing up) education Research and innovation Leadership in innovation Empowering European higher education
    52. 52. IPTS research Scenarios for Open Education 2030 Framework of institutional strategies for openness (post-secondary education) Higher Education School Education Adult Learning Recognition schemes Business models Guidelines for HE institutions Empirical evidence on learning with MOOCs (learner survey) 2013 2014 http://blogs.ec.europa.eu/o peneducation2030/
    53. 53. Research Content Guidance Assessme nt Certificatio n Selection Today 2030 Assessment Content Certificatio n Guidance Research Selection EducationalInstitution
    54. 54. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Networked knowledge Distributed knowledge Fit for success My career path Universities play a key role: → As professional training providers → As educational content providers Universities play a key role: → As educational content providers → For certification and accreditation A global open research arena enables anybody to engage in research Universities play a key role: → as research hubs Guided discovery Self-guided discovery Guided journey Self-guided journey
    55. 55. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Networked knowledge Distributed knowledge Fit for success My career path Universities play a key role: → As professional training providers → As educational content providers Universities play a key role: → As educational content providers → For certification and accreditation A global open research arena enables anybody to engage in research Universities play a key role: → as research hubs Guided discovery Self-guided discovery Guided journey Self-guided journey Where are the MOOCs???
    56. 56. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Networked knowledge Distributed knowledge Fit for success My career path Universities play a key role: → As professional training providers → As educational content providers Universities play a key role: → As educational content providers → For certification and accreditation A global open research arena enables anybody to engage in research Universities play a key role: → as research hubs Guided discovery Self-guided discovery Guided journey Self-guided journey MOOC s MOOC s
    57. 57. 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
    58. 58. Research Content Guidance Assessme nt Certificatio n Researc h Researc h Researc h MOOC s MOOC s 2030 What do we need to think about today? • New business models • New funding schemes • Certification, recognition and credit transfer across institutions, across borders • New interfaces between education and research • Experimentation!
    59. 59. Regeringen tillsätter en utredning som ska se över vilka utbildningar högskolan erbjuder och hur väl de möter de behov som finns. Utredare blir universitetskansler Lars Haikola
    60. 60. Ossiannilsson 2014 Mobility Collaboration Openness Personalizati on Quality
    61. 61. Ossiannilsson 2014 RHIZOMATISKT
    62. 62. Ossiannilsson 2014
    63. 63. Caring is sharing, sharing is caring • Footprints • W:www.lu.se/ced • E:Ebba.Ossiannilsson@ced.lu. se • FB:Ebba Ossiannilsson • T:@EbbaOssian • Phone: +4670995448 • S:http://www.slideshare.net/ EbbaOssiann Ossiannilsson 2014

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