This document discusses current trends and challenges in quality assurance for open online learning and eLearning. It notes that education systems must adapt to meet 21st century skills demands and support sustainable development. Quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement that focuses on learner outcomes, engagement, and impact on individuals and communities. Open online learning presents opportunities but also requires rethinking approaches to curriculum, pedagogy, leadership, and definitions of quality.

1. CURRENT GLOBALTRENDSAND
CHALLENGESAHEAD FOR
QUALITYASSURANCE INTHE
FIELD OF OPEN ONLINE
LEARNINGAND ELEARNING
UNIVERSITY OF NICOSIA (UNIC), CYPRUS,
11-17 SEPTEMBER 2016
DR. EBBA OSSIANNILSSON, SWEDEN
Ebba Ossiannilsson@gmail.com

2. Dr. Ebba Ossiannilsson
EDEN FELLOW
OPEN EDUCATION FELLOW
Senior Advisor and Consultant
E-learning and DigitizationQuality Expert
EDEN EC
V President SwedishAssociation for Distance Education
1stV President Swedish Association for e-Competence
EADTU and ICDE Quality reviewer, e-learning and MOOCs

3. “A fundamental change is
needed in the way we think
about education’s role in global
development, because it has a
catalytic impact on the well-being
of individuals and the future of
our planet,” said UNESCO
Director-General, Irina Bokova.
“Now, more than ever, education
has a responsibility to be in gear
with 21st century challenges and
aspirations, and foster the right
types of values and skills that will
lead to sustainable and inclusive
growth, and peaceful living
UNESCO: Education needs to change
fundamentally to meet global
development goals (1)
Today Newspaper 2nd September 2016

4. UNESCO: Education needs to change
fundamentally to meet global
development goals (2)
■ Education systems need to ensure
they are giving people vital skills and
knowledge that can support the
transition to greener industries, and
find new solutions for environmental
problems.This also requires
education to continue beyond the
school walls, in communities and the
workplace throughout adulthood.
■ If we want a greener planet, and
sustainable futures for all, we must
ask more from our education
systems than just a transfer of
knowledge.We need our schools,
universities and lifelong learning
programmes to focus on economic,
environmental and social
perspectives that help nurture
empowered, critical, mindful and
competent citizens.” said Aaron
Benavot, Director of the GEM
Report.

5. UNESCO
Education 2030:
The Incheon and Qingdao Declarations
Online, Open and Flexible Higher Education
for the future we want

6. The 4th Industrial revolution: what it
means, how to cope with it
■ The impact on business
■ The impact on organizations
■ The impact on people

7. How DoWe Prepare Students For JobsThat
Don’t ExistYet?
https://youtu.be/Ax5cNlutAys
ShortYou Tube, 2 minutes

8. Preparing students…
■ … for changes in their professions due to
increased digitization
■ As well as in daily life as global digital
citizen

9. TRENDS
■ Digitalisation and
technology
■ …but mainly on social and
emotional
■ Demography
■ Glocalization
■ e-Society
■ Collaborate to compete
■ Quality
■ Employability/jobhopping
■ Uncertainty

10. Technology trends
■ Ubiquitous computing
■ Open data
■ Semantic search
■ Learning analytics
■ Collaborative technologies
■ Internet of things
■ Augemented reality
■ Social and emotional
■ Increased
personal learning

11. IPTS 2014

12. What’s the point of education if Google can tell
us anything?

13. UNESCO
■ Mobile learning involves the use of mobile
technology, either alone or in combination
with other information and communication
technology (ICT), to enable learning anytime
and anywhere. Learning can unfold in a
variety of ways: people can use mobile
devices to access educational resources,
connect with others, or create content, both
inside and outside classrooms. Mobile
learning also encompasses efforts to support
broad educational goals such as the effective
administration of school systems and
improved communication between schools
and families.

14. UNESCO
■ Today over 6 billion people have access to a
connected mobile device and for every one
person who accesses the internet from a
computer two do so from a mobile device.
■ Mobile technology is changing the way we
live and it is beginning to change the way
we learn.
■ UNESCO is working to help governments
and individuals use mobile devices to
advance Education forAll Goals; respond to
the challenges of particular educational
contexts; supplement and enrich formal
schooling; and, in general, make learning
more accessible, equitable and flexible for
students everywhere.

15. Mobile learning is bridging the GAP
UNESCO
■ Mobile learning is part of a new
learning landscape created by the
availability of technologies
supporting flexible, accessible,
personalized education. Learners’
everyday uses of mobile phones and
other devices such as games
consoles, which can also be used for
learning, are now major drivers for
the rapid uptake of mobile learning
throughout the world. Crucially,
mobile learning can contribute to the
global commitment to provide
quality education for children, youth
and adults, as expressed in the goals
of Education for All (EFA).
Image from namfullordinna.is

17. In addition…
■ Just in time
■ Just for me
■ Choise based
■ Situated learning
■ 21st century skills
■ Access
■ Equity
■ Quality
Image www.grkom.se

18. SmartWays to Use Smartphones in Class
■ Collaborate
■ Communicate
■ Create
■ Coordinate
■ Curate/Coordinate

19. APPs

20. Personal vs Personalized learning
S Downes 17th February 2016
http://www.downes.ca/post/65065
■ Personal learning often begins informally, on an ad hoc basis, driven by the need to
complete some task or achieve some objective.The learning is a means to an end,
rather than the end in itself. Curricula and pedagogy are selected pragmatically. If the
need is short term and urgent, a simple learning resource may be provided. If the
person wants to understand at a deep level, then a course might be the best option.
■ Personalized learning is like being served at a restaurant. Someone else selects the
food and prepares it.There is some customization – you can tell the waiter how you
want your meat cooked – but essentially everyone at the restaurant gets the same
experience.
■ Personal learning is like shopping at a grocery store.You need to assemble the
ingredients yourself and create your own meals. It’s harder, but it’s a lot cheaper, and
you can have an endless variety of meals. Sure, you might not get the best meals
possible, but you control the experience, and you control the outcome

21. We can not educate today’s
students with methods from
the past century, for a future
we do not know anything
about.

22. steenschledermann.wordpress.com

23. The importance of online-learning
For learning
Potential to support interaction, communication and collaboration
Developing digital literacy skills
Promoting different pedagogical approaches
Fostering creativity and innovation
Connecting students beyond the formal course
For life
Preparing students for an uncertain future
Preparing for e-citizenship in a global world
Improving employability opportunities
Increased importance of technology in society

24. Quality Assurance Agencies will become
sprawling education regulations
Quality Assurance Agencies will
become Increasingly irrelevant

25. Norm based accreditation Process based enhancement
Normbased vs Processbased
Accreditation, Certification, Benchmarking

26. Quality is in the eye of the beholder

27. + 40 Quality Models on
OER; MOOCs, E-learning,
Online learning
Norm Based/Process based
Quality Matrix
Set of Characteristica
Nature of quality interventions
Perspectives stakeholders
Maturity level
Macro, meso and micro level

28. Significant areas related to quality in open online learning including e-learning (Ossiannilsson 2012)

29. Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning
ought to cover. Reprinted with permission from Wiley-Blackwell.

30. Research has shown
that the most effective
learning experiences
need to be designed to
include the following:
Peer-to-peer interaction
Passion about the
learning topic Purpose
(connect the learning to
real-world job tasks or
requirements)

31. Stephen Downes (2014)
Since each learner has
her/his own objectives and
success criteria, and the
success of the course
depends on each learner
meeting their own goals,
Downes (2014) offers four
key success factors for a
MOOC: autonomy,
diversity, openness and
interactivity. The success or
failure of a course depends
on how well it satisfies these

33. ■ Framework
■ Openess to learners
■ Digital openess
■ Learner centred
■ Independent learning
■ Media supported learning
■ Quality focus
■ Spectrum of diversity
■ OpenupEd label
OpenupEd aims to be a
distinct quality brand
embracing a wide diversity of
(institutional) approaches to
open up education via the use
of MOOCs. As a
consequence, OpenupEd
partners agreed to develop a
quality label for MOOCs
tailored to both e-learning
and open education

34. Set of characteristica (Ossiannilsson et al 2015)
■ Multifaceted
■ Dynamic
■ Mainstreamed
■ Representativ
■ Multifunctional

35. Stakeholders
■ Learners
■ Academics
■ Faculty
■ Institutional
■ Region
■ Nation/Country
■ International

36. Stakeholders perspectives and maturity
levels of maturity (Ossiannilsson et al 2015)
Designing Implementing Enhancing
Learners pespecive
Teacher perspective
Manager prespective
Organizational
leader perspective
Quality assurance
perspective

37. Quality interventions (Ossiannilsson et al 2015)
Initial/Early
Stage
Developing Mature Evolving
Stage
description
Purpose of
quality schemes
Role of quality
managers/revie
wers

38. TEL and Quality
■ Kirkwood and Price
(2016). Commonwealt of
learning

39. IPTS Framework for Open Education

40. What have we learned/can we learn from
MOOCs?
Choised based learning
Creelman, Ehlers & Ossiannilsson, 2014

41. C. Clark, 2013 Creative Commons: Some rights reserved

42. Learn to learn you learners

43. COL on MOOCs (2015)
■ Access
■ Capacity building
■ Innovation
■ Pedagogy
■ Quality
■ The learners

44. Business Models/vs Quality in MOOCs
What is paid by tax
money shoud be payed
back to tax payers
Democracy
Lifelong learning
GoodWill
Liberation
Teasers
SPOOCs, LOOCs,
NOOCs etc…… SUSTAINABILITY?

46. REG I ST RA T I O N O PEN : PREPA RI N GREG I ST RA T I O N O PEN : PREPA RI N G
H I G H ER ED U C A T I O N L EA D ERS T OH I G H ER ED U C A T I O N L EA D ERS T O
BEC O M E T H E C H A N G E M A K ER S O FBEC O M E T H E C H A N G E M A K ER S O F
T H E U N I V ERSI T Y O F T O M O RRO WT H E U N I V ERSI T Y O F T O M O RRO W
2 0 1 6 - 0 5 - 2 6 ,2 0 1 6 - 0 5 - 2 6 , Eva Szal m aEva Szal m a
D- TRANSFORMD- TRANSFORM ,, eventevent ,, out putout put ,,
The 1st D- TRANSFORM Leadership
School will t ake place in Barcelona, 14-
18 November 2016 at Universit at Obert a
de Cat alunya The 1st D- TRANSFORM leadership school will
be a unique opport unit y t o updat e leaders and senior
managers in European higher educat ion inst it ut ions wit h
knowledge, skills and at t it udes which t hey need t o have in
order t o make effect ive decisions […]
D -T RA N SFO RM PA RT N ERS M EET I ND -T RA N SFO RM PA RT N ERS M EET I N
ABO U T U SABO U T U S PART N ERSPART N ERS I ACI AC EV EN T SEV EN T S O U T PU T SO U T PU T S
LEAD ERSH I P SC H O O LSLEAD ERSH I P SC H O O LS LAN G U AG E:LAN G U AG E:

47. Leadership and Management
■ How do we define digital
leadership and does it
even matter?
■ Who are our digital
leaders and why are they
important?
■ What actions do these
leaders take to exploit
technologies, grow
business and influence
stakeholders?

48. Digital Leadership
■ Digital leadership is
the strategic use of a
company's digital
assets to achieve
business goals.
■ Digital leadership can be
addressed at both
organizational and
individual levels.
■ Changing
Paradigms for
ChangingTimes

49. Perspectives
What kind of institutions are we going to
develop for the 21 st century
Learning by curriculum
OR
Learning to become a
learner
How am I becoming
Building a
knowledgeable person
The Society is the Curricula David Cormier

51. Short time impact, long time impact, and personal, social and community impact

52. THERE ARE MORE QUESTIONSTHAN
ANSWERS
IN CASE OF SOME ANSWERS, ITWILL CONCERN RETHINKING MOST OF
WHATWE ARE DOINGTODAY:
■ Pipeline courses
■ Curricula
■ Learning outcomes
■ Assessments
■ Leadership
■ Pedagogy vs
Padagogy
■ Roles
■ Ownership/power
■ Capacity building
■ Quality and Culture
■ Etc , etc

53. Rethinking quality -When the questions
are about …
■ Impact, short time impact, long time
impact, and personal, social and
community impact
■ Student engagement and
satisfaction
■ Tracing student activity and
achievements
■ Efficacy of learning
■ Interactivity
■ Knowldege, skills , capability and
competenceies as as result of
learning
■ Faculty satisfaction with their
conditions of pracice
■ Indicators of faculty engagement in
academic decison making
WHATS IN IT FOR UNIVERSITY OF NICOSIA
CYPRUS

54. Caring is sharing, sharing is caring
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