Presentation of VTT-BOX.EU at the Open Education Week 2018 7 March 2018

1. An Innovative Tool to Assist the Creation of High Quality Open, and
Distance Learning Courses - The Virtual Teachers Toolbox (VTT-BOX.EU)
Dr. EBBA OSSIANNILSSON, Sweden
Swedish Association for Distance Education
ICDE Quality Network, ICDE OER Advocacy Committee, and ICDE OER
Ambassador
EDEN EC, EDEN Fellow, Leader of EDEN SIG for QE in TEL

2. Virtual Teachers’ Toolbox (VTT-BOX.EU) aims
to create a special virtual toolbox for
teachers as a sophisticated tool for
developing open, online, flexible and
technology enhanced education, and
learning (OOFAT)
The project is a two-year project, during
2017-2019

3. • innovative, motivating self-evaluation
method
• innovative and learner-centered
pedagogical approach based on a
pedagogical framework on self-directed
learning (heutagogy)
• an all-encompassing quality
enhancement framework
• in line with the 21st century demand,
and the UNESCO goals on education
(SDG 4)
• digital competence frame of the
European Commission, the DigiComp
(Redecker & Punie, 2017) and will focus
on the described key competences from
tree different areas, which are
Communication and collaboration,
Digital content creation, and problem
solving.

4. The Consortium
• University of Crete, GR
• The European Foundation for Quality in
Blended Learning (EFQBL), AT
• I.T.E VITTORIO VENETO, IT
• Colegio Internacional Costa Adeje, ES
• The Swedish Association for Distance
Education, SADE

5. Target groups are
• Teachers (School Education) teaching
learners in the age of 13 -19 years
• Learners, special focus on the age group
of 15 - 19 years
• Can even be used in Early Childhood
Education (ECE), Primary Education
(PrE), Adult Education (AE) and Higher
Education (HE), therefore trainers and
educators in ECE, PrE, AE or HE are a
secondary target group also
• A transferability guide will provide the
project’s results for these groups

6. Methods for this project followed a
classical way with systematic a
literature reviews on current
international research and trends
within the areas of the scope of the
project. In addition to that, learners’
needs, according to the target groups
will be identified, and analysed. Based
on that, innovative pedagogical and
quality frameworks will be developed

7. Framework
• The UNESCO Sustainability goals (SDG 4)
UNESCO, 2015 a 2015b)
• Current trends related to the 21st century for
teaching and learning (EC, 2017)
• Innovative pedagogical frameworks (Carrington,
2017; Inamourato dos Santos et al., 2016;
Laurillard, 2012; Salmon, 2012)
• Quality enhancement framework (Kear et al.,
2016; Ossiannilsson, et al., 2015)
• Frameworks for open education (Inamourato dos
Santos et al., 2016)
• Framework for DigCompEdu 2.0 (Redecker, &
Punie, et al., 2017)
• The Mandala self-evaluation model (Mazohl,
2016, Mazohl et al. 2018)

8. Mandala self-
evaluation
• Gives learners the possibility to
control and measure their
learning results easily
• Proves the increase of
competences (as foreseen in
the European Community)
• Motivates the learners
• Enables a visible and simple
documentation for the learners
(and teachers) of the
competences increased by their
learning

10. Flexibility
Interactivity
Accessibility
Personalisation
Transparancy
Participation
Quality areas in OOFAT. Ossiannilsson, 2012, 2015, Ossiannilsson et al., 2015

13. E-tivities. G Salmon, 2002, 2012

14. Affordance, Diana Laurillard, 2002, 2012
learning experience method/technologies media forms
attending, apprehending print, TV, video, DVD narrative
investigating, exploring library, CD, DVD, Web resources interactive
discussing, debating seminar, online conference communicative
experimenting, practising laboratory, field trip, simulation adaptive
articulating, expressing essay, product, animation, model productive
Narrative
Interactive
CommuncativeAdaptive
Productive
TabellPeter Clinch (2005).

16. Blog Blended learning report
https://icdeblog.com/2017/10/02/the-blended-learning-
ecosystem-taking-control-and-orchestrating-learning-
pathways/
Report Blended learning download here
https://icde.memberclicks.net/assets/RESOURCES/Blend
ed%20Learning%20ICDE%20Insight%20Paper%202017
%20compressed.pdf

17. The first signs
… are encouraging, and promising. In a
first pilot environment, the developed
Mandala self-evaluation was performed
and evaluated (in a small case study). The
sample group covered a high school class
(24 learners at an age level of 16 years.
The evaluation was done by a guided
interview and focused on the feedback
from the learners describing the
acceptance and the usability of the
Mandala self-evaluation. The feedback
was positive, and the learners appreciated
the quick visibility of learning success by
comparing the two mandalas

18. Teaching training
event
…for the VTT-Box Project held in February
2018. Teachers from 3 different European high
schools (Italy, Spain, Austria), together with
representative from the Swedish partner SADE

20. VTT-BOX.EU

21. Acknowledgement
The authors would like to express
acknowledgements and thanks to the
European Commission, who is funding
the VTT-Box project (2017-1-ES01-
KA201-038199), under the ERASMUS +
KA2-Cooperation for Innovation and
the exchange of good practice, and
KA201- Strategic Partnership for
School Education. The authors would
also like to express acknowledgements
and thanks to all partners in the
project

22. CARING IS SHARING,
SHARING IS CARING
My Footprints
Ebba.Ossiannilsson@gmail.com
info@i4qulity.se
www.i4quality.se