Ossiannilsson tiim2011 boldic session

E-learning on Campus
INTERNATIONAL BENCHMARKING ON E-LEARNING
E LEARNING

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/EbbaOs
siann

Benchmarking is an exemplar-driven
teleological process operating within an
organization [sic] with the objective of
intentionally changing an existing state of
affairs into a superior state of affairs (Moriarty,
2008, p. 30).
Benchmarking is an exemplar driven teleological process
exemplar-driven
operating within an organization [sic] with the objective of
intentionally changing an existing state of affairs into
a superior state of affairs. (Moriarty, 2008, p. 30).

…the ´locus´ of benchmarking lies between the
current and desirable states of affairs and
contributes to the transformation p
f processes
that realise these improvements. (Moriarty and
Smallman, 2009, p. 484)
...is a technique, method, process, activity, incentive, or
q , ,p , y, ,
reward which conventional wisdom regards as more effective
at delivering a particular outcome than any other technique,
method, process, etc. when applied to a particular condition
or circumstance

TIIM2011_ Oulu_Ebba Ossiannilsson
30 June 2011

benchmark-careers.com

30 June 2011

Benchmarking projects conducted by
Lund University, SE

•The Swedish National Agency of Higher Education,
ELQ

•EADTU, E-xcellence+
U, ce e ce

•ESMU, Benchmarking eLearning exercise 2009

•The First dual-mode distance learning benchmarking
club

30 June 2011

LUMA-GIS och IIIEE, MPE at Lund University, SE, first in
y
Europe

http://www.eadtu.nl/e-xcellencelabel

30 June 2011

Benchmarking elearning in European universities

…exercise on e-learning launched in the spring of 2009
…initiated by the University of Southern Denmark (SDU) and gathering a
group of nine European universities. April 2009 - December 2009.
…co-organised b ESMU and E
i d by d European AAssociation of Di
i i f Distance T hi
Teaching
Universities (EADTU; www.eadtu.nl), combined ESMU’s collaborative
benchmarking approach (benchmarking through a comparative exercise of
g
good practices between universities) and EADTU’s more individually-oriented
p ) y
approach. EADTU’s E-xcellence online tool, consisting of a set of 33 e-learning
benchmarks, is used as a starting point to the benchmarking exercise

http://www.esmu.be/projects/94-benchmarking-
http://www esmu be/projects/94 benchmarking
elearning.html
30 June 2011

The First dual-mode distance benchmarking club
University of Leicester (coordinator) and University of Liverpool,
UK, University of Southern Queensland, AU, Massey University, NZ,
Thompson Rivers University, CA, and the Royal Institute of
Technology, SE

Tasks for Lund University, SE
T k f L dU i it
benchmark, in accordance with the detailed criteria
consider the already defined and/or suggest any other critical
success factors
f
based on experience and results from EADTU's
E-xcellence+ and ESMU's ELBE correlate Pick&Mix with those

30 June 2011

The Benhmarking process

Determine what
to benchmark

Form a
Take action benchmarking
team

Collect and
Identify
analyse
benchmarkong
benchmarking
partners
information

Ossiannilsson, E. (2011). Findings from
European benchmarking exercises on e-
learning: value and impact CreativeEducation
impact. CreativeEducation.
Manuscript in press.
30 June 2011

The Three P’s Pedagogy for the Networked
Society

Mc Loughlin & Lee
(2008)
The Three P s Pedagogy
P’s
for the Networked
TIIM2011_ Oulu_Ebba Ossiannilsson Society
30 June 2011

Wheeler, 3 May 2010, UNESCO
TIIM2011_ Oulu_Ebba Ossiannilsson 30 June 2011

Research approach:

Exploratory multiple case study strategy,
p y p y gy,
Yin, 2003, 2009

Cross case anayses, with embedded and
multiple unites of analyses

30 June 2011

Respondents
E excellence+ e learning
E-excellence+ e-learning benchmarking exercise

Α Alpha x
Β Beta x
Γ Gamma x
Δ Delta x
Ε Epsilon x
Ζ Zeta x x

Respondents involved in the benchmarking projects, EADTU E-xcellence+ and the ESMU e-
learning benchmarking exercise. Ossiannilsson, E. (2011). Findings from European
benchmarking exercises on e-learning: value and impact. CreativeEducation. Manuscript in
press.

30 June 2011

Added values
Cultural issues
C lt l i
Attitudes
Passion
Committment
Internal processes and involvement
Quality enhancement
Management and commitment
g
Dedication

Collaboration and networking

Courage Reflection

The concept of rhizome
The
Th concept of b
t f becoming
i
30 June 2011

Universities involved in local seminars, E-
xcellence+, b EADTU
ll + by

University Number individuals Local seminar Date
(I) Alfa
Alf 15 13-14 N
13 14 November 2008
b
(II) Beta 20 11-12 March 2009
(III) Gamma 10 20-21January 2009
(IV) Delta 50 19-20 February 2009
(V) Epsilon 80 9-10 March 2009

30 June 2011

Quality
improvement and
Policy statement quality assurance

Transparency

Dialogue

Teambuilding

Some key findings on the use of EADTU benchmarking QuickScan tool.
Ossiannilsson (2011).

30 June 2011

Benefits
self-assess institution respond to national performance indicators
and benchmarks
db h k

strengthen institutional identity
better understand the process
enhance reputation
measure and compare
set new standards for the sector
f

discover new ideas,
set targets for improvement

obtain data to support decision-making
van Vught et al., (2008). A practical guide.
g ,( ) p g
Benchmarking in European HE. ESMU

30 June 2011

Limitations
Time?

Committment?

Benchmarks?

Interpretations?

Language?

Who is involved?

30 June 2011

The door is
open …

What next?

30 June 2011
Bild: Wikimedia Commons, Push the button, CC BY SA

TIIM2011_ Oulu_Ebba Ossiannilsson 29
June 2011 Ossiannilsson & Landgren, 2011

•Networking
•Globalization
•Sustainability
•Student i l
St d t involvement t
•Boundless education
•Lifelong learning
Lifelong
•Embedded and beyond…..
•Holistic and conceptual

… will be some of the leading stars in this
process, together with the i di
h i h h indicators i the
in h
conceptual framework.

30 June 2011

EDEN 2011 in quotes Creelman blogpost 23/06/2011
Creelman,

Why is there no Nobel prize for education? (Alfredo Soeiro)
Competency is not a thing, it's a cultural construct. ( h
h ' l l (Graham Attwell)
ll)
If you're not working with mobile apps, you are out of touch with progress. (Dennis
Pamlin)
Valuing learning for all. Everywhere and in any mode. A dream? (Alfredo Soiero)
We are only in the opening chapters of the transformation of education and social
transformation by technology. (President Mary McAleese)
Education should disrupt as much as it should build. (Graham Attwell)
The future is not widely distributed, so it's not here yet. (Paul Kim)
Education should be open and adaptable, designed to suit the pace and place of
the learner. (President Mary McAleese)
Many still consider that q
y quality in education is synonymous with exclusivity ... the
y y y y
notion of an open university, that measures its success by the number and variety
of people that it includes, is deeply threatening. (Sir John Daniel)
TIIM2011_ Oulu_Ebba Ossiannilsson 29 June 2011
TIIM2011_ Oulu_Ebba Ossiannilsson 29
June 2011

Opening Pandora’s box
Some rights reserved by Christiaan Botha 30 June 2011

E learning
E-learning on Campus

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/EbbaOs
siann

Ossiannilsson tiim2011 boldic session

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