The document provides an overview of Ebba Ossiannilsson's work and perspectives on open education trends. Some key points:
- Ossiannilsson discusses challenges for 2020-2030 regarding the individual learner, globalization, technology, and changing labor market demands.
- Emerging technologies like MOOCs, OERs, mobile learning, and maker culture offer new opportunities for open and flexible education.
- However, questions remain about how to ensure quality, recognize achievements, and support learner autonomy in more open education models.
- Government policies and university frameworks will need to adapt to better support new modes of technology-enhanced teaching and learning.
11. " 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 130925)
Ossiannilsson 2014
12.
13. Vad menar EC med
opening up education?
Med “Opening up
education” menas…
bringing the digital
revolution into education
Ossiannilsson 2014
15. EC Recommendationer för högre
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 2014
16.
17.
18.
19. Ossiannilsson 2014
The Networked Teacher – my
PLN
m
eWork
Frien
ds
Twitter
(# and
people) Conferenc
es/PD
meetings
Blogs
Social
mediaWikis
Twitter
chats
Website
s &
media
21. UNESCO Parisdeklaration 2012 (1)
Open Educational Resources
(OERs) are any type of
educational materials that are
in the public domain or
introduced with an open
license. The nature of these
open materials means that
anyone can legally and freely
copy, use, adapt and re-share
them. OERs range from
textbooks to curricula, syllabi,
lecture notes, assignments,
tests, projects, audio, video
and animation.
Ossiannilsson 2014
22. UNESCO Parisdeklaration 2012 (2)
COL-UNESCO defines OER as:
The phenomenon of OER is an
empowerment process, facilitated
by technology in which various
types of stakeholders are able to
interact, collaborate, create, and
use materials and pedagogic
practices, that are freely
available, for enhancing access,
reducing costs, and improving the
quality of education and learning
at all levels
(Kanwar, Balasubramanian &
Umar 2010).
Ossiannilsson 2014
23. Expectations to OER
“OERs have the potential to
solve the global education
crisis and contribute to
sustainable economic growth”
Sir John Daniel, former CEO for
Commonwealth of Learning and David
Killion, US ambassador to UNESCO said
in Guardian in July 2012
Ossiannilsson 2014
29. Vad är en MOOC egentligen
Livslångt lärande
Komplement till annan utbildning
Kan tjäna till att förklara svåra koncept och fenomen, jfr
Khan Academy
Arena för lärande
Kurs, kursmaterial
Ossiannilsson 2014
30. Vad är karakteristiskt med MOOC
Video
Chat
Forum
Online material, pdf, etc
Books
Quizzar
Task
MeetUps (IRL eller virtuellt)
Peer Review
Social media
Assignment
Certifikat Ossiannilsson 2014
Design, paketerade
Moduler
”Own space”
31. cMOOCs or xMOOCs?
• Weekly centred
• Participant reflective
spaces
• Social and networked
participation
• Hashtag: #etmooc
• Use of a range of
social media
• Linear learning
pathway
• Mainly text and video
• Formative feedback
through MCQs
• Individually focused
41. In their relatively short history of six years,
MOOCs have rapidly grown into a major force
in higher education, presenting new
opportunities in online learning, academic credit
and pedagogical approaches.
Why? The rational is straightforward. They offer
hope in a higher education landscape that is
reeling from reduced funding, shrinking
enrolment, and the sky-rocketing expense of
obtaining a college degree. MOOC mania is
happening at a time when the cost and quality
of education at all levels is being questioned
Ossiannilsson 2014
42. Despite the potential of MOOCs to radically reduce
costs, raise a university’s profile and improve
education, a number of issues and questions remain.
The first and foremost is: can they possibly live up to
the expectations placed on them—affordable
education for everyone with few if any learning
problems?
Do they really represent a turning point in online
education?
Or are they simply a popular and headline-friendly
trend in a more general move to online education?
Ossiannilsson 2014
43. The MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs
by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-
gartner-hype-cycle-a-very-slow-tsunami/
We are here
& technological revolutions
44. The MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs
by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-
gartner-hype-cycle-a-very-slow-tsunami/
We are here
In this situation we should "move policy thinking (…) towards actively
shaping market conditions to enable the full flourishing of the newly
installed technological potential into what can be a sustainable global
golden age"
Carlota Perez
(referring to the financial crisis)
Installation period
& technological revolutions
Bubble
Collapse
Deployment period
45. Main message Xavier Prats-Monne of the EC
“What can
MOOCs do?” is
not relevant any
longer; rather,
we have to ask
"What should
MOOCs do?”
Will affect higher
education and that the
traditional educational
map must be redrawn
with other structures,
colors, models,
pedagogy,
organization,
management
Ossiannilsson 2014 GLOCALISATION
47. Beyond the MOOCs…
What key policy issues
does openness pose
for institutions?
Do institutional quality
practices need to
change?
Will openness change
the spending priorities
of institutions?
Ossiannilsson 2014
50. The subculture stresses new and unique
applications of technologies, and
encourages invention and
prototyping.[1] There is a strong focus on
using and learning practical skills and
applying them creatively.
'Maker culture' emphasizes learning-
through-doing (constructivism) in a social
environment. Maker culture emphasizes
informal, networked, peer-led, and shared
learning motivated by fun and self-
fulfillment.
Maker culture is seen as having the
potential to contribute to a more
participatory approach and create new
pathways into topics that will make them
more alive and relevant to learners.
Ossiannilsson 2014
52. Mobile learning
Facilitate personalized
learning
Provide immediate
feedback and
assessment
Enable anytime,
anywhere learning
Ensure the productive
use of time spent in
classrooms
Build new communities
of learners
Support situated learning
Enhance seamless learning
Bridge formal and informal
learning
Minimize educational disruption
in conflict and disaster areas
Assist learners with disabilities
Improve communication and
administration
Maximize cost-efficiency
Ossiannilsson 2014
53. UNESCO recommendations
Create or update policies
related to mobile learning
Train teachers to advance
learning through mobile
technologies
Provide support and
training to teachers
through
mobile technologies
Create and optimize
educational content for
use on mobile devices
Ensure gender equality for mobile
students
Expand and improve connectivity
options while ensuring equity
Develop strategies to provide equal
access for all
Promote the safe, responsible and
healthy use of mobile technologies
Use mobile technology to improve
communication and education
Management
Raise awareness of mobile learning
through advocacy, leadership
and dialogue
Ossiannilsson 2014
57. Learner autonomy - learning my way
Small and short - bite-sized learning
Continuous - a steady flow of learning
On demand - when I want/need it
Social - community of interest
Anywhere, anytime, any device (Hart 2014)
Ossiannilsson 2014
58. How can we support more autonomy in
learning?
How can we enable shorter learning
experiences?
How can we encourage ongoing learning?
How can we support learning at the point of
need?
How can we balance the need for
authoritative content and knowledge sharing?
How can we encourage anywhere learning?
Ossiannilsson 2014
59. Kvalitetskultur–dialektisk ansats
Retrospektiv vs Prospektiv
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 2014
62. Ossiannilsson 2014
…government strategies and
higher education regulatory and
accreditation, funding, quality
assurance, assessment and
certification frameworks support
or hinder new modes of
learning and, in particular, the
increased use of technology in
the teaching and learning
process
FÖRÄNDRADE UTBILDNINGSLANDSKAP
63. 2nd European Summit on open and online learning and the
modernisation agenda for European higher education
(EADTU)
Challenges for European universities
All European universities are strongly
affected by the developments in ICT
in higher education. This is even more
stimulated by the emergence of
MOOCs. This will lead to a
transformation of pedagogies and to
new formats in higher education
which
better serve students and society at
large.
Innovative modes of teaching and
learning
Anchoring open and flexible education
Connected universities
Open(ing up) education
Research and innovation
Leadership in innovation
Empowering European higher
education
64. IPTS research
Scenarios for
Open Education
2030
Framework
of institutional
strategies for
openness
(post-secondary
education)
Higher Education
School Education
Adult Learning
Recognition
schemes
Business models
Guidelines for HE
institutions
Empirical
evidence on
learning with
MOOCs
(learner survey)
2013 2014
http://blogs.ec.europa.eu/o
peneducation2030/
66. 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
67. 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
Where are the MOOCs???
68. 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
MOOC
s
MOOC
s
71. Regeringen tillsätter en
utredning som ska se över vilka
utbildningar högskolan erbjuder
och hur väl de möter de behov
som finns. Utredare blir
universitetskansler Lars Haikola
75. 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 2014
Editor's Notes
I am Ebba Ossiannilsson, Lund University, Sweden
I recently, dec 2012 earned my PhD from Oulu University in Finland and I did it through distance
I work for several international and national organisations on open learning and quality and some of them are represented here by their logos
I will here especially emphazise the work on the Paris declaration by UNESCO, the work with OER Service and the MOOC quality project. I also use to serve as a reviewer for several organisations, such as EFQUEL and Epprobate.
I have been asked to talk about the topic I am happy to share this with you today
The third theme is about quality
A move from the paradigm my students, my course, my content..
towards
http://4.bp.blogspot.com/_-rcFBgUNtQ0/SFO-eE5igTI/AAAAAAAAEIk/4cyVccxKt_U/s400/GMU+service-learning+orientation+037.jpg
http://umami.typepad.com/umami/images/2007/07/18/p7050954.jpg
http://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 reviewed
In research we are used to talk about peer review, but not that often in education
Towards any university, any content, any student
Probably the role of the University will shift to an assessing and credentialling institution or just for elite students and for research
http://img.scoop.it/_kg6c2d18VvkH-C1_rudTzl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ
Headings for the workshop
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…..>>
Add mobile versions
Vad betyder så varje bokstav
Massive =att det är för många, väldigt många
Open = öppen i vidaste mening, i stort sett enbart ngn devise o Internet
Online = online inga fysiska möten alls
Course = att det är en kurs, vanligtvis veckomoduler
Vidare att MOOCen är autonom, mångfaldig, öppen och interaktiv
Autonomy, Diversity, Openess, Interactivity
Jfr Downes blogpost
cMOOC community basearat, man bygger gemenasmt kursen allteftersom
xMOOC innehållsbaserad
Open Badges
Såvida det inte är arbetsgivaren som ger sk Open Badges, som jag nämnde nyss, vilket redan är vanligt förekommande. I landet väster över…
===================================
Taxonomi 8 varianter Clark (2013)
transferMOOCs
madeMOOCs
synchMOOCs
asynchMOOCs
adaptiveMOOCs
groupMOOCs
connectivistMOOCS
miniMOOCSs
Note that these are not mutually exclusive categories, as one can have a transfer MOOC that is synchronous or asynchronous. What’s important here is that we see MOOCs as informing the debate around learning to get over the obvious problems of relevance, access and cost. This is by no means a definitive taxonomy but it’s a start. I’d really appreciate any comments, critiques or new categories.
During the session, we will discuss that technology is exciting and offers a change to redefien-or at least alter-learning and education for the better. But how it will shape it and where we are going is not entirely clear. The session will try to focus how this and how it will work. The session will focus both on the MOOC hope and the MOOC hype.
As my strong believe caring is sharing
So my footprints and contact details
My slides are available at slidshare where you can find my other presentations as well