Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning

1. CURRENT GLOBALTRENDSAND
CHALLENGESAHEAD FOR
QUALITYASSURANCE INTHE
FIELD OF OPEN ONLINE
LEARNINGAND ELEARNING
UNIVERSITY OF NICOSIA (UNIC), CYPRUS,
15 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. How DoWe Prepare Students For JobsThat
Don’t ExistYet?
https://youtu.be/Ax5cNlutAys
ShortYou Tube, 2 minutes

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

5. UNESCO Education 2030:Towards inclusive and
equitable quality education and lifelong learning for all
(The Incheon Declaration)
Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all
Access
Inclusion and equity
Gender equality
Lifelong learning opportunities
andThe Qingdao Declaration promotes use of ICT to
achieve education targets in new sustainable
development goals

6. “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

7. 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.

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

9. 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

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

11. steenschledermann.wordpress.com

12. TRENDS
■ Digitalisation and
technology
■ Increased
personal learning
■ Demography
■ Glocalization
■ e-Society
■ Collaborate to compete
■ Quality
■ Employability/jobhopping
■ Uncertainty

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

14. IPTS 2014

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

16. 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.

17. 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.

18. 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

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

20. 21 st century skills
■ Learning and innovation skills: critical thinking and
problem solving, communications and collaboration,
creativity and innovation
■ Digital literacy skills: information literacy, media
literacy, Information and communication
technologies (ICT) literacy
■ Career and life skills: flexibility and adaptability,
initiative and self-direction, social and cross-cultural
interaction, productivity and accountability

21. Digital literacy
Digital
intelligence or
“DQ” is the set of
social, emotional
and cognitive
abilities that
enable individuals
to face the
challenges and
adapt to the

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

23. APPs

24. 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

25. Quality is in the eye of the beholder

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

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

29. + 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

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

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

32. 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)

33. 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

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. THERE IS NO SINGLE ONE AND ONLY
QUALITY MODEL
■ Norm based vs
Processbased
■ Intervention
■ Maturity level
■ Macro, meso, micro
level
■ Stakeholders
■ … but the importance
of a holistic,
contxtualized
approach

41. Learn to learn you learners

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

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

44. 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

45. Perspectives
What kind of institutions are we going to
develop for the 21 st century
Learning by curriculum
OR
Learning to become a
learner
…a global
knowledgeable person
The Society is the Curricula (Dave Cormier)

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

48. 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

49. Remembering: Apps that fit into the "remembering" stage improve
the user's ability to define terms, identify facts, and recall and locate
information. Many educational apps fall into the "remembering"
phase of learning. They ask users to select an answer out of a
line-up, find matches, and sequence content or input answers
Applying: Apps that fit into the applying stage
provide opportunities for students to demonstrate their
ability to implement learned procedures and methods.
They also highlight the ability to apply concepts in
unfamiliar circumstances.
Analysing: Apps that fit into the "analysing" stage
improve the user's ability to differentiate between
the relevant and irrelevant, determine relationships,
and recognise the organisation of content..
Evaluating: Apps that fit into the "evaluating"
stage improve the user's ability to judge material
or methods based on criteria set by themselves or
external sources. They help students judge
content reliability, accuracy, quality, effectiveness,
and reach informed decisions.
Creating: Apps that fit into the "creating" stage provide
opportunities for students generate ideas, design
plans, and produce products.
Developed by Allan Carrington Designing Outcomes
Adelaide South Australia Email: allan@designingoutcomes.net
The Padagogy Wheel
V4.0 Published 010315
Standing on the Shoulders of Giants
Remembering Criteria
Applying Criteria
Understanding Criteria
Evaluating Criteria
Creating Criteria
This Taxonomy wheel, without the apps, was first discovered on
the website of Paul Hopkin’s educational consultancy website
mmiweb.org.uk That wheel was produced by Sharon Artley and
was an adaption of Kathwohl and Anderson’s (2001) adaption of
Bloom (1956). The idea to further adapt it for the pedagogy
possibilities with mobile devices, in particular the iPad, For V2.0
and V3.0 I have to acknowledge the creative work of Kathy
Schrock on her website Bloomin’ Apps For the major revision that
is V4.0 I have to thank the team of ADEs who created APPitic the
App Lists for Education Project which has now closed
Analyzing Criteria
http://tinyurl.com/posterV4
http://tinyurl.com/ILMSimulations
Understanding: Apps that fit into this "understanding" stage
provide opportunities for students to explain ideas or
concepts. Understanding apps step away from the selection of
a "right" answer and introduce a more open-ended format
for students to summarise content and translate meaning.
App Selection Criteria The Padagogy
Wheel V4.1
The Padagogy Wheel by Allan Carrington is licensed under a Creative
Commons Attribution-nonCommercial-ShareAlike 4.0 International
License. Based on a work at http://tinyurl.com/bloomsblog.
The Padagogy Wheel First
Language Project: 21 languages
are planned for 2016. For the latest
languages see bit.ly/languageproject
Immersive Learning at the core of the wheel
is the New Instructional
Design
Keynote
Mental
Note
Notepad+
Blogpress
iAnnotate
iBooks
Sonic Pics
Show Me
Voice
Thread
Evernote
Notability
Educreations
iTunesU
Kodable
Prezi neu+Notes
Twitter
Polaris
Office
Smart
Office 2
PowerPoint
Google
Google
Docs
Wikipanion
Puffin Browser
Exel
Word
Quick
Sketch
Flashcard
Machine
Flashcards
Deluxe
Quiz Your
Lizard
Awesome
Note
I Wish
FlipBoard
WolframAlpha
Maptini
Inspiration
Maps
Pages
Multi Quiz
Wunder
List
Stumble
Upon
Kidspiration
Ann’s
Flashcards
iThoughtsHD
Popplet
Snap the Notion
Bitsboard
Pro
Assignments
Corkulous
Course Notes
Data
Analysis
Easy
Chart
Ideament
iStudiez Pro
myHomework
Notes Plus
Outliner
Penultimate
Polldaddy
Priority
Matrix
Quick
Graph
Simple Note
Use Your
Handwriting
Big World
Dropbox
Numbers
Pearltrees
Simpleminds+
Blackboard
Clear Sea
Moodle
Mobile
Skype
Edmodo
Fring
WhatsApp
Facebook
FB Messenger
Google+
iTunes UTouch
YouTube
Strip
Designer
Filemaker
Go 14
GroupBoard
iBrainstorm
Roambi
Analytics
TED
Opera
Mini
Jot
Audio
Boom
Toontastic
Flipbook
Do Ink
iMovie
Explain Everything
Garageband
Creative Book
Showbie
Halftone 2
ChatterPix Photogene
Writer’s Studio
Pictello
Recordium
Pro
Photo
Reminders
Story
Creator
Pic Collage
PixelmatorPuppetPals 2
Doodlecast Pro
EasyStudioBookCreator
WebAlbums
Video
Shop
Shadow
Puppet
iStopMotion
Conference
Pad
Wordpress
Microsoft
OneNote
iDesign
Paper
Helper
2Screens
Presentation
Timer
Screen
Chomp
Twitterrific
DrawingPad
Feeddler
Simulations are the most effective pedagogy to develop
graduate attributes and capabilities in learners, as well as address
motivation. Please visit these Immersive Learning Resources which will
help you design and build engaging experienced-based immersive scenarios.
Getting the best use out of the Padagogy Wheel
Use it as a series of prompts or interconnected gears to
check your teaching from planning to implementation
The Attributes Gear: This is the core of
learning design. You must constantly revisit things like
ethics, responsibility and citizenship. Ask yourself the
question what will a graduate from this learning
experience ‘look like’ i.e. what is it that makes others
see them as successful? Ask ‘how does everything I
do support these attributes and capabilities ?’
The Motivation Gear: Ask yourself ‘How does
everything I build and teach give the learner
autonomy, mastery and purpose?’
The Blooms Gear: Helps you design learning
objectives that achieve higher order thinking. Try to get
at least one learning objective from each category. Only
after this are you ready for technology enhancement.
The Technology Gear: Ask ‘How can this serve your
pedagogy’? Apps are only suggestions, look for better
ones & combine more that one in a learning sequence.
The SAMR Model Gear: This is “How are you going
to use the technologies you have chosen”?
I would like to thank Tobias Rodemerk for the idea of
the gears. Tobias is a teacher & works for the State
Institute for School Development Baden-Württemberg
(LS), Germany
Allan Carrington
Attributes
Blooms
SAMR
Motivation
Edtech

50. 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
■ Knowledge, 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

51. Caring is sharing, sharing is caring
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