My presentation 3rd September 2021 at BILTEVT2021on The Next Normal, Building Forward Differently – For Wellbeing and Empathy

1. The Next Normal, Building
Forward Differently – For
Wellbeing and Empathy
• Prof. Dr. Ebba OSSIANNILSSON, Swedish Association
for Distance Education, Lund, Sweden

2. Ebba Ossiannilsson Sweden
… is a professor of innovation and open online learning. She is an
independent expert, quality reviewer, influencer and researcher in
the fields of open, flexible, online and distance learning. Her focus
is on SDG4 and the future of education, quality, resilience,
leadership and personal learning. She is a member of most
international and national organizations. At ICDE she is a member
of the Board of Directors, on Quality Network, Chair of ICDE OER
Advocacy Committee and ICDE OER Ambassador. She is also a
quality reviewer for ICDE and EADTU. She was the research leader
for ICDE research on Quality models in online and open education
around the globe: state of the art and recommendations, and she
was the researcher of ICDE Blended Learning: State of the Nation.
Ossiannilsson is a member of the ICoBC and chairs the Committee
on Quality and Standard for Micro-Credentials. She collaborates
with the European Commission, UNESCO, COL, OEB and ITCILO.
She has been awarded several fellowships and serves on the
editorial board and as guest editor of several scientific journals.
Her own publications include over 200+. She is V-President of
Swedish Association for Distance Education and a board member
of Job and Skills Coalition Sweden. She is a regular keynote speaker
at conferences.

3. Agenda
•Background, facts and
figures COVID-19 Pandemic
•Normal, Next Normal, Best
Normal, What is normal, for
who and when: Context
dependence
•Building forward differently
•Wellbeing
•Empathy
AGENDA

4. One year into the COVID-19 pandemic, close to half the
world’s students are still affected by partial or full school
closures, and over 100 million additional children will fall
below the minimum proficiency level in reading as a result
of the health crisis. Prioritizing education recovery is crucial
to avoid a generational catastrophe as highlighted in a high-
level ministerial meeting in March 2021.
More than 1.5 billion
students and youth
across the planet
are or have been
affected by school
and university
closures due to the
COVID-19
pandemic.
#learningneverstops

6. After COVID-19 Pandemic
Back to the ”old Normal” or Transforming Higher Education

7. NORMAL

8. The New
Normal in
Education

11. UNESCO’s Futures of Education initiative
• … is catalyzing a global debate on knowledge and learning. This animated
video is the third of a series. Each episode will explore a single, important
issue and invite users to offer their comments and ideas.
• Here we ask viewers to think about how COVID-19 has made us reassess
what we used to accept as “normal”. Indeed, for teachers, students, and
humanity, this is an important opportunity to understand that what we
have considered "normal" is not inevitable, but is a choice - a result of our
decisions. What does this possibility mean for the futures of education?

16. OECD
Learning
Compass
2030

18. Inclusion
Dr. Felkey explained that
"inclusion," as it applies to concerns around diversity and equity, is not a value
to be instilled through top-down policies. It’s a frame of mind each of us must
learn and internalize on our own. The best way to do this is through repeat self-
exposure to various examples and scenarios. We should integrate "the inclusion
habit" into our behavioral repertoire so that it becomes part of us, and we do it
without thinking or planning. This could be harder than it first seems, though. For
example, we must be sensitive when exchanging words and phrases with others
in the online environment so others won’t misinterpret them or take them out of
context.

19. European Figures in
Distance and e-Learning
Professors Börje Holmberg, Michael Moore and
Otto Peters (left to right),
at the EDEN conference, Barcelona, 2006. Photo
with permission from EDEN. (Tait, 2017, European
Figures in Distance and e-Learning, JL4D)

20. The Empathic
Approach(Börje
Holmberg)
• Personal interest
• Trustful communication
• Processes wich leads to
internalized learning
https://www.icde.org/icde-blog/paragons-borje-holmberg

21. Guided didactic communication
(B. Holmberg)
• Guided didactic communication includes: Simulated conversation (one-sided,
presentation of materials) and Real conversation (two-sided between tutor and
student). Examples of simulated conversations are conversations like presentations
of learning matter, self-control exercises, review questions with model answers and
inserted questions. In essence, Holmberg believes that by promoting empathy
between learning and tutoring parties through appropriate one- and two-way
interactions, learners are motivated and encouraged to participate personally in
their studies. It also generally assumes that "genuine learning is primarily an
individual activity and can only be achieved through a process of internalization".
This assumption is one in which the theory of distance education can be justified.
The aim of his theory is therefore to support individualized learning.
• https://www.icde.org/icde-blog/paragons-borje-holmberg

22. Empathic Approach (B. Holmberg)
• ”I consider empathy and personal relationships between the parties involved
in the teaching and learning process to be central to distance education.
Interactions, conversations, atmosphere, feelings and trust are essential.
• … must examine the student's previous experience and willingness to learn.
Personal contact is essential. Also, in the course materials it is necessary to
establish a personal contact and to try to win interested parties.
• … the empathy approach and individualization are guiding principles.
• Lifelong and learning throughout the lifespan are also guiding principles.”

23. Michael Moore Interaktion
(Moore, 1989)
• Learner-content interaction
• Learner-learner interaction
• Learner-teacher interaction
Theory of Transactional Distance [6,3]. The theory
describes the relationship between course design
(structure), interaction (dialogue), and respect/awareness
of individual learner’s tolerance for autonomy (self-
direction). Essentially, the theory suggests that physical
and temporal distance between the learner and the
teacher gives rise to pedagogical issues that must be
mediated by structure of a course and by the interaction
between the learner and the teacher to minimize
miscommunication and misunderstanding. The theory
contributed significantly to the legitimization and growth of
distance learning and teaching online.
M. G. Moore, (Ed.) (2013). Handbook of Distance Education (3rd ed.), Chapter 2, New York: Lawrence Erlbaum Associates, 2013.
Moore, M. G. (1980). Independent study, in R. Boyd & J. Apps (Eds.), Redefining the discipline of adult education (pp. 16–31). San Francisco: Jossey-Bass.

25. My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gmail.com
info@i4quality.se
THANK YOU!
CARING IS SHARING, SHARING IS CARING