Kazakstan lu2014 ossiannilsson

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On MOOCs, OER, online learning and quality for a group of teachers from Kazakstan 05//05/2014

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  • http://www.flickr.com/photos/dkeats/12255771486/ Derek Keats
  • The thirdtheme is aboutqualityA move from the paradigm my students, my course, my content..towardshttp://4.bp.blogspot.com/_-rcFBgUNtQ0/SFO-eE5igTI/AAAAAAAAEIk/4cyVccxKt_U/s400/GMU+service-learning+orientation+037.jpghttp://umami.typepad.com/umami/images/2007/07/18/p7050954.jpghttp://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 reviewedIn research we are used to talk about peer review, but not that often in educationTowards any university, any content, any studentProbably the role of the University will shift to an assessing and credentialling institution or just for elite students and for researchhttp://img.scoop.it/_kg6c2d18VvkH-C1_rudTzl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ
  • We live in a time when knowledge is increasing at an exponential rate. People’s roles, jobs and skills change many times over a lifetime - so the ability to keep learning essential. Learning is more critical than knowing. “Our ability to learn what we need for tomorrow is more important than what we know today” (Siemens)This is a basic principle of connectivism, an influential theory of learning for a digital age first put forward by George Siemens.He also said “the network is the learning” - new knowledge can be found in many places, distributed across a network of connections, so in order to learn we need to be able to “construct and traverse those networks” (NB “network”= the pipeline(how you connect), people (who can tell you what you need to know) or things (e.g. websites, corpus data)In the “old” days, new knowledge was only available through universities, conferences or articles. Nowadays this know-how is available to EVERYONE, we just have to know where to look - or who to ask.
  • 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…..>>
  • Kazakstan lu2014 ossiannilsson

    1. 1. E-learning in higher education. From a learners perspective EBBA OSSIANNILSSON, PHD, LUND UNIVERSITY EDUCATIONAL MANAGEMENT KAZAKSTAN 5TH MAY 2014
    2. 2. Ebba Ossiannilsson, PhD Lund University
    3. 3. Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland Ossiannilsson_Kazakstan2014 Rhizome
    4. 4. Open Educational Cultures - open arenas E-learning/online learning Open education MOOCs Open Educational Resources/OER/OEP/OEC © Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Derek Keats (image) CC-BY Ossiannilsson_Kazakstan2014
    5. 5. hej Anders o Ola hur går det med ert elärande projekt.Undrar eftersom jag försöker bilda mig en uppfattning om vad som händer i landet With the learner in the driving seat Ossiannilsson_Kazakstan014
    6. 6. Ossiannilsson_Kazaksan2014 Mobility Collaboration Openness Personalization Quality
    7. 7. Education Our Content Our Support Our Students Friesen & Murray, 2011 Ossiannilsson_Kazakstan2014
    8. 8. Ossiannilsson_SwedNet2014
    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 Ossiannilsson_SwedNet2014
    10. 10. Ossiannilsson_Kazakstan2014
    11. 11. Rethinking and transformation From Sage on the stage…To Guide on the side…To Meddler in the middle The question is NOT how we shall work with technology/media in education, BUT rather how we can work with learning in digital world/community From content to context FLIPPED CLASSROOM Ossiannilsson_Kazakstan2014
    12. 12. UNESCO PARIS DECLARATION 2012 (1) • Foster awareness and use of OER • Facilitate enabling environments for use of Information and Communications Technologies (ICT) • Reinforce the development of strategies and policies on OER Ossiannilsson_Kazakstan2014
    13. 13. UNESCO PARIS DECLARATION 2012 (2) • Promote the understanding and use of open licensing frameworks • Support capacity building for the sustainable development of quality learning materials.
    14. 14. UNESCO PARIS DECLARATION 2012 (3) • Foster strategic alliances for OER • Encourage the development and adaptation of OER in a variety of languages and cultural contexts. • Encourage research on OER. Ossiannilsson_Kazakstan2014
    15. 15. UNESCO PARIS DECLARATION 2012 (4) • Facilitate finding, retrieving and sharing of OER • Encourage the open licensing of educational materials produced with public funds. Ossiannilsson_Kazakstan2014
    16. 16. 50 shades of openness © Copyright Public domainCreativeCommons Ossiannilsson_Kazakstan2014
    17. 17. BIS RESEARCH PAPER NUMBER 130 The Maturing of the MOOC
    18. 18. Why the interest in resource reuse? Emphasis on mass HE, measuring quality in learning and teaching. Reuse helps to pay for online learning Cost reduction by sharing at scale. Knowledge transfer to developing world. Changing teaching practices. Technological changes with online and digital resources easy to repurpose/reuse. P E S T 2013 Chris Pegler
    19. 19. Where are we now? • We’ve solved most of the technical problems • We now have is the human issues* * Hm. Would money or recognition or reward (technical) or greater clarity about copyright (technical) solve these problems? 2013 Chris Pegler
    20. 20. " 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_Kazakstan2014
    21. 21. What does EC mean with Opening up education? Opening up education means bringing the digital revolution into education. Digital technologies allow all individuals to learn, anywhere, anytime, through any device, with the support of anyone Ossiannilsson_Kazakstan2014
    22. 22. EC Recommendations for Higher Education 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_Kazaktsan014
    23. 23. 21 century skills Ossiannilsson_Kazakstan014 Digital literacy across the curricula (Hauge & Payton 2010 p 19
    24. 24. Learning design Ossiannilsson_Kazakstan2014
    25. 25. International workshop on policy for OER and less used languages 28 April, Oslo OER and challenges and opportunities for less used languages in a global, European, Nordic and national perspective.
    26. 26. MOOC (Downes 2013) Massive Open Online Course Ossiannilsson_Kazakstan2014
    27. 27. What is a MOOC? Liflong learning Complement to other forms of education To explain concepts Arena for learning Courses Coursematerial Ossiannilsson_Kazakstan2014
    28. 28. What is characteristic MOOC Video Chat Forum Online material, pdf, etc Books Quizzar Task MeetUps (IRL eller virtuellt) Peer Review Social media Assignment Certificate Design, package Modules Own spaceOssiannilsson_Kazakstan2014
    29. 29. MOOC - Like reading a newspaper- go for the headings and the bold text/Downes S Downes – Like reading a newspaper (21 March 2014) Ossiannilsson_Kazakstan2014
    30. 30. MOOC dimensions Openness Scale Multimedia Communication Collaboration Learning pathway Ref: MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs, Conole G 2013 Quality assurance Reflection Certification Formal learning Autonomy Diversity Ossiannilsson_Kazakstan2014
    31. 31. MOOC- WHY? • Teaser • Branding • Public funding • Goodwill/Common good • Entrepreneurship • Democracy • Globalisation • Ranking • Recruitment • CoP • PLE Different business models
    32. 32. MOOC development Ossiannilsson_Kazakstan2014
    33. 33. Three main types of MOOC c, s and x from Lisa (http://lisahistory.net/) Ossiannilsson_Kazakstan2014
    34. 34. Ossiannilsson_Kazakstan2014
    35. 35. Image: Courtesy of Nature magazine
    36. 36. Where are these students located and ages? Coursera registered about 2.8 million learners 27.7% from the United States 8.8% from India 5.1% from Brazil 4.4% from the United Kingdom 4.0% from Spain 3.6% from Canada 2.3% from Australia 2.2% from Russia 41.9% from the rest of the world Waldrop, M. Mitchell; Nature magazine (March 13, 013). "Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science". Scientific American. Retrieved April 28, 2013.
    37. 37. BIC 2013 The Maturing of the MOOC
    38. 38. 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_Kazakstan2014
    39. 39. Openess to learners Digital openness Learner centred Independent learning Media supported learning Quality focus Spectrum of diversity OpenupEd label Ossiannilsson_Kazakstan2014
    40. 40. On changing perspectives Networking Sustainability Boundlessness Lifelong learniong Holistic, embedded and beyond Globalisation Demografi Technical and digital enhancement Students as collaborators Individualisation Quality Frame of reference Ossiannilsson_Kazakstan2014
    41. 41. Quality in the eyes of the beholder WHATS IN ITFOR ME? Some rights reserved by matsber Ossiannilsson_Kazakstan2014
    42. 42. Quality culture – dialectic approach 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_Kazakstan2014
    43. 43. Retrospective or prospektive? • From control to enhancement • Self-evaluation • Peer review • Benchmarking • Certification • Accreditation • Quality assurance CC BY-NC Some rights reserved by Shira Golding Ossiannilsson_Kazakstan2014
    44. 44. Ossiannilsson_Kazakstan2014
    45. 45. Ossiannilsson 2012 Ossiannilsson_Kazakstan2014
    46. 46. Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permission from Wiley-Blackwell. Ossiannilsson_Kazakstan2014
    47. 47. Learning /Institutional context Strategy and e- learning Commitment to innovation Openness to the community Learning resources Resources for learning Students University Staff Technology and Equipment Learning Processes Qualiy of the offer Assessment of learning HR development Ossiannilsson_Kzakstan2014
    48. 48. Information about the programme Target group orientation Quality of the content Programme/course design Media design Technology Evaluation & review Ossiannilsson_Kazakstan2014
    49. 49. COURSE DESIGN Provision of course information, learning objectives and instructional guidance Constructive alignment LEARNING DESIGN Learner needs Personalisation Instructional strategies MEDIA DESIGN Media integration Interface Interoperability and technological standards CONTENT Accuracy and values of content Intellectual property rights Legal compliance Ossiannilsson_Kazakstan2014
    50. 50. Learning • learning is more critical than knowing • “the network is the learning” • know-how supplemented by “know-where” (& know-who) Why network? George Siemens“connectivism” © Stephen Downes Ossiannilsson_Kazakstan014
    51. 51. Ossiannilsson_Kazakstan2014 The Networked Teacher – my PLN meWork Friends Twitter (# and people) Conferences/ PD meetings Blogs Social mediaWikis Twitter chats Websites & media
    52. 52. Innovating pedagogy 2013 • MOOCs • Badges to accredit learning • Learning analytics • Seamless learning • Crowd learning • Digital scholarship • Geo learning • Learning from games • Maker culture • Citizen inquiry Ossiannilsson_Kazakstan2014
    53. 53. Learning design
    54. 54. Mobile learning Learning is about people NOT technology Mobility and Ubiquitous learning by Stephanie Lowman
    55. 55. Research Content Guidance Assessment CertificationSelection Today 2030 Assessment Content Certification Guidance Research Selection EducationalInstitution
    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 MOOCs MOOCs
    57. 57. Research Content Guidance Assessment Certification Selection Today EducationalInstitution Research Research Research MOOCs MOOCs 2030 Research Content Guidance Assessment Certification Selection Selection
    58. 58. Research Content Guidance Assessment Certification Research Research Research MOOCs MOOCs 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. Why spend time on MOOCs and OER Individual level Institutional level National level Global level Personalization Sustainbility Collaborate to compete Life long learning Get the best of the best… Ossiannilsson_Kazakstan2014
    60. 60. Conclusions LERU All research-intensive universities need to take a strategic approach to the provision of online education. No one will be able wholly to predict how this fast-moving environment will shift and develop, but leading universities must be both proactive and responsive in elation to it. Intelligent scenario planning, underpinned by a willingness to think radically where necessary, will be key to the future provision of a successful learning experience or the next generations of students. Each university will need its own strategy for online education, but the online educational world is one where collaboration and joint working are increasingly viable and exciting. RIUs need thus to incorporate in their strategic planning for online education an openness to the creation of partnerships and alliances and the sharing of resources where it makes sense. RIUs should take a lead in online education in terms of policy making; content creation and delivery; quality assurance; partnerships and collaboration. Online learning initiatives should be driven by a mission to open up and enhance education, to vitalise the blended earning environment, and to maximise the potential for distance learning, OER, and crowd-sourcing initiatives. The educational online future is an exciting one and research- ntensive universities must both embrace and strongly influence it.
    61. 61. 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_Kazakstan2014
    62. 62. Questions? • Do you have cases or modules (programs, syllabuses) in e-learning? If yes what does it consist of? • Who is responsible for e-learning at the University? Are there any special departments or kind of Union/organization at the university? • How do you check your students during e- learning studying? • Are there any special exams for them at the end of each course? If yes what kind? • How do you teach e-learning students? • In order to test or check e-learning students do you always be on-line? • Do you have any contact-hours for e- learning students? • How many hours are required for e- learning studying? • If students want to ask something regarding the course or discipline how do they contact with the teacher/leader of the course? • Do the students in e-learning have webinars? How often? • What kind of task do you require from e- learning students? • Do you have e-learning programs only in Bachelor? Or do you also have them in Masters and PhD? • In order to test or check e-learning students do you always be on-line? • Do you have any contact-hours for e- learning students? • How many hours are required for e- learning studying? • If students want to ask something regarding the course or discipline how do they contact with the teacher/leader of the course? • Do the students in e-learning have webinars? How often? • What kind of task do you require from e- learning students? • Do you have e-learning programs only in Bachelor? Or do you also have them in Masters and PhD?
    63. 63. Reflections

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