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This document discusses open educational cultures, individualization, success factors, and benchmarking in e-learning. It presents information on benchmarking e-learning in higher education, including the benchmarking process, areas that should be benchmarked, and benefits of benchmarking. Benchmarking can help institutions self-assess, obtain new ideas, support decision making, and set improvement targets. It also discusses perspectives like networking, sustainability, and lifelong learning in relation to benchmarking.
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Ossiannilsson fsa20140311 1
- 2. Öppna utbildningskulturer, individualisering, framgångsfaktoreroch benchmarking EBBA OSSIANNILSSON, FIL.DR. LUNDS UNIVERSITET FSA, STOCKHOLM 11 MARS 2014
- 3. Ebba Ossiannilsson, PhDLunds Universitet
- 4. Ossiannilsson (2012) Benchmarking(e)- learning in higher education, Doctoral dissertation, Oulu University, Finland Ossiannilsson_FSA2014
- 5. Tre samtal -FSA 11 mars 2014 Some rights reserved by matsber ©Ossiannilsson &Landgren 2011 Ossiannilsson_FSA2014 +
- 6. Öppna utbildningskulturer - öppnasystem och arenor © Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Derek Keats (image) CC-BY Ossiannilsson_FSA2014
- 7. Education Our Content Our Support Our Students Friesen& Murray, 2011 Ossiannilsson_FSA2014
- 9. Drivkrafter Some rights reservedby matsber Ossiannilsson_FSA2014
- 10. Demography Globalisation Technology Drivers Labourmarket 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
- 12. " We mustengage 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_FSA2014
- 13. Vad menar dåEC med 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_FSA2014
- 14. EC Recommendationer förhögre 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_FSA2014
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- 16. The herd iscoming - MOOC Ossiannilsson_FSA2014
- 17. Vad är karakteristiskt medMOOC Video Chat Forum Online material, pdf, etc Books Quizzar Task MeetUps (IRL eller virtuellt) Peer Review Social media Assignment Certifikat Design, package Modules Own space Ossiannilsson_FSA2014
- 18. Ossiannilsson_FSA2014 The Networked Teacher– my PLN m eWork Frien ds Twitter (# and people) Conferenc es/PD meetings Blogs Social mediaWikis Twitter chats Website s & media
- 19. Personal • Find materials/ideas/strategies • Findsupport • Find inspiration Why network? You are not alone Ossiannilsson_FSA2014
- 20. Learning • learning ismore critical than knowing • “the network is the learning” • know-how supplemented by “know-where” (& know-who) Why network? George Siemens“connectivism” © Stephen Downes Ossiannilsson_FSA2014
- 21. Why network? • institution •colleagues/department • industry • community • classroom • world Ossiannilsson_FSA2014
- 22. The community isthe curricula Ossiannilsson_FSA2014
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- 24. E-learning 24 …“teaching and learning-which may represent a part or the whole of the education model in which it is used – that makes use of electronic media and devices to facilitate access, promote evolution and improve the quality of education and training.” (Epprobate 2012) Ossiannilsson_FSA2014
- 25. E-Learning timeline Multimediaresources 80s TheInternetandtheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia 04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 GConole 2012 http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html http://halfanhour.blogspot.be/2012/02/e-learning-generations.html Learningobjects 94
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- 28. From Sage onthe stage…To Guide on the side…To Meddler in the middle Frågan är INTE hur vi ska arbeta med digitala medier/teknik i utbildning utan snarare hur vi kan arbeta med lärande i en digital värld/community Ossiannilsson_FSA2014
- 29. PLE och COP Filter;Netvibes, Freedly Curate; ScoopIT, Pinterest, Educlipper Collaborate; Padlet, Conceptboard Free cloud tools: Google drive, FB, Twitter, Blog etc ”Networking, Mentors and Prosumers” Ossiannilsson_FSA2014
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- 35. Hönan eller ägget… Teknikenoch pedagogiken… Pedagogiken och tekniken… Det ena påverkar det andra, och det andra påverkar det ena…
- 36. Ossiannilsson E &Landgren L (2011). Essential areas that benchmarking e- learning ought to cover. Reprinted with permission from Wiley-Blackwell. Ossiannilsson_SwedNet2014
- 38. 8 NÄRV 2/2012TEMA: E-LÄRANDE Novis i filmens värld Ragnhild Cederlund, docent i arbetsterapi, vill använda sig av filmer i sin undervisning och anmälde sig till en inspirationsdag för lärare och forskare vid Lunds universitet arrangerat av Centre for Educational Devolepment, CED.- Utan stöd är tekniken ett jättestort hinder som är svårt att ta sig över. De flesta har nog varken tid eller kunskap att sätta sig in i det, säger hon. Ambitionen är att göra små undervisningsfilmer som hon kan lägga in i sin powerpointpresentation, eller göra tillgängliga på iTunes, för att förtydliga för studenterna sådant som är viktigt att lära sig som blivande arbetsterapeut. INSPIRERAD PÅ LÄRARUTBYTE Inspiration till att använda rörlig bild fick Ragnhild Cederlund när hon var på lärarutbyte på University of Toronto. Fotnot: Ragnilds filmer finns på iTunes: itunes.apple.com/se/institution/lund-university/ Ossiannilsson_FSA2014
- 39. Kvalitet – Då detär jag som bestämmer… Lärande handlar om människor INTE teknik Cc by Stephanie Lowman Ossiannilsson_SwedNet2014
- 40. Distance learning (DL)pre-online: a closed system © Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Jim Moore (image) CC-BY Ossiannilsson_FSA2014
- 41. © Gabi Witthaus,Institute of Learning Innovation, University of Leicester, 2014 (slides) and Thomas Sly (image) CC-BY DL tutors entering the online jungle Ossiannilsson_FSA2014
- 42. • MOOCs • Badgesto accredit learning • Learning analytics • Seamless learning • Crowd learning • Digital scholarship • Geo learning • Learning from games • Maker culture • Citizen inquiry Ossiannilsson_FSA2014
- 44. Pre-online distance learning (closedsystem/ zoo) Online distance learning (open system/ jungle) All students were in the same boat Some students are privileged (haves/ have-nots) Students had little or no contact with other students Interaction is possible – in so many ways! Students followed the textbook/ course materials - static Students have access to current info on the Web – dynamic Students rarely challenged the tutor’s subject knowledge Tutor’s expertise is open to challenge (Wikipedia etc!) Plagiarising was a laborious process – students had to copy by hand Plagiarism is easy - just copy and paste! © Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) CC-BY
- 45. DL tutors’ fearswhen entering the jungle 1. I don’t know if all my students have access to the Internet. 2. Moving from individual constructivism towards a social constructivist model of learning – if learners help each other, isn’t that cheating/ time- wasting? 3. What if my students use the discussion forum to challenge my expertise/ authority? 4. I think I “get” the discussion forum, but I don’t have a clue about wikis, blogs, virtual classrooms and so on… 5. I haven’t got time to monitor all that interactive stuff online! 6. Won’t the students plagiarise more? (I’d better avoid using online interaction for any assessment-related tasks!) 7. My students and I are now partners together in learning – eeek! © Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) CC-BY Ossiannilsson_FSA2014
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- 48. Ossiannilsson (2012) Benchmarking(e)- learning in higher education, Doctoral dissertation, Oulu University, Finland Ossiannilsson_FSA2014
- 49. Retrospectivt eller prospektivt? •From control to enhancement • Self-evaluation • Peer review • Benchmarking • Certification • Accreditation • Quality assurance CC BY-NC Some rights reserved by Shira Golding Ossiannilsson_FSA2014
- 50. Benchmarking Benchmarking is aninternal organisational process that aims to improve the organisation´s performance by learning about possible improvements of its primary and/or support processes by looking at these processes in other, better-performing organisations (van Vught et al. 2008a: 16). The concept was first used by Camp at Xerox (1989 1993). Ossiannilsson_FSA2014
- 51. Benchmarking “The locus ofbenchmarking lies between the current and desirable states of affairs and contributes to the transformation process that realizes these improvements.” Moriarty & Smallman (2009) En route to a theory on benchmarking Ossiannilsson_FSA2014
- 52. Background • The SwedishNational Agency of Higher Education, ELQ • EADTU, E-xcellence+ • ESMU, Benchmarking eLearning exercise 2009 • The First dual-mode distance learning benchmarking club • Existing QA/QE models Ossiannilsson_FSA2014
- 53. Connectivism Knowledge Management Changing cultures Quality assurance BenchmarkingE-learning Rhizome Quality enhancement OER/web2.0 Bechmarking e-learning Positioning the dissertationto its frame of reference ©Ossiannilsson 012 Ossiannilsson_FSA2014
- 54. RQ 1The benchmarkingprocess What to benchmark Benchmarking team Benchmarking partners Analyse benchmarking information Take action Ossiannilsson 2011. Reprinted with permission from SCIRP Ossiannilsson_FSA2014
- 55. Kvalitet ligger ibetraktarens ögon… Lärande handlar om människor INTE om teknologi Mobilitet och Ubiquitous learning Nya aktörer ger nya influenser- stärker kvalitet genom samarbete och konkurrens (Svenskt Näringsliv DN 13/10/04) by Stephanie Lowman Ossiannilsson_FSA2014
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- 57. Ossiannilsson E &Landgren L (2011). Essential areas that benchmarking e- learning ought to cover. Reprinted with permission from Wiley-Blackwell. Ossiannilsson_SwedNet2014
- 58. New benefits identified,old ones confirmed Ossiannilsson 2012 • Attitudes • Collaboration • Committment • Cultural issues • Internal dialogue • Internal processes • Involvement • Management • Critical reflections • Teambuilding • Transparency • Trust Ossiannilsson_FSA2014
- 59. Benchmarking benefits andvalues • Self assess institutions • Better understand the process • Measure and compare • Discover new ideas • Obtain data to support decision making • Targets for improvements • Strengthen identity, strategy, implementation • Enhance reputation • Respond to national indicators • New standard for the sector Van Vught, F. (2008) A practical guide. Benchmarking in European Higher Education Ossiannilsson_FSA2014
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- 61. Om att bytaperspektiv Nätverkande Hållbarhet Boundlessness Livslångt lärande Holistisk, embedded och beyond Globalisering Demografi Teknisk och digital utveckling Student delaktighet och individualisering Kvalitet Referensram Ossiannilsson_FSA2014
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- 63. Learning /Institutional context Strategy ande-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_FSA2014
- 64. Information about the programme Targetgroup orientation Quality of the content Programme/course design Media design Technology Evaluation & review Ossiannilsson_FSA2014
- 65. COURSE DESIGN Provision ofcourse 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_FSA2014
- 66. Openess to learners Digitalopenness Learner centred Independent learning Media supported learning Quality focus Spectrum of diversity OpenupEd label Ossiannilsson_FSA2014
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- 71. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Guided discoverySelf-guided discovery Guided journey Self-guided journey
- 72. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Networked knowledgeDistributed 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
- 73. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Networked knowledgeDistributed 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???
- 74. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Networked knowledgeDistributed 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
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- 76. Research Content Guidance Assessme nt Certificatio n Researc h Researc h Researc h MOOC s MOOC s 2030 What do weneed 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!
- 77. Läser på distansfrån Skottland Ossiannilsson_FSA 2014 Klara Tjäder kommer ifrån Stockholm, bor i Edinburgh, Skottland, och pluggar arbetsterapeut på distans vid Luleå tekniska universitet.
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- 79. 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/Ebba Ossiann Ossiannilsson_FSA2014
Editor's Notes
- #7 http://www.flickr.com/photos/dkeats/12255771486/ Derek Keats
- #8 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
- #9 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
- #19 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…..>>
- #20 We would like to argue that networking is something we need to do in this day and age. To sum up some of the personal benefits Karen has been talking about…Find what you need, when you need – eg that lesson plan - be supported by people who know what you are going through - Be inspired by those around you All this tailored exactly to your individual needs and context.Many studies on social/emotional importance of being part of a community –– thanks to online networks, no one has to feel isolated – you can find like-minded teachersThis is all very nice. But at the end of the day a lot of people also don’t feel they have the time to invest in for a social networking platform, such as Twitter or Facebook.Maybe see it as a fad/bandwagon – maybe just too troublesome with signing up, checking, online security etc. But there are other reasons why it’s worth investing yourself in social media…>>
- #21 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.
- #22 We can’t ignore these changes in learning, or we’ll be left behind. We all need to learn to travel the network, to gather the knowledge that we need, as individuals. We can feed this greater knowledge back into our wider world to improve practice in classrooms, organisations, the EFL industry, policy-making…This is one of the main ways we can increase the professionalism of our industry.
- #26 §
- #41 http://www.flickr.com/photos/jdigger/776313919/ Jim Moore
- #42 http://www.flickr.com/photos/tomsly/94236282/ - Thomas Sly