Kazakstan lu2014 ossiannilsson

E-learning in higher education. From a learners perspective EBBA OSSIANNILSSON, PHD, LUND UNIVERSITY EDUCATIONAL MANAGEMENT KAZAKSTAN 5TH MAY 2014

Ebba Ossiannilsson, PhD Lund University

Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland

Ossiannilsson_Kazakstan2014

Rhizome

Open Educational Cultures- open arenas

E-learning/online learningOpen educationMOOCsOpen Educational Resources/OER/OEP/OEC

hej Anders o Ola hur går det med ert elärande projekt.Undrar eftersom jag försöker bilda mig en uppfattning om vad som händer i landet

With the learner in the driving seat

Ossiannilsson_Kazaksan2014

MobilityCollaborationOpennessPersonalizationQuality

Education Our Content

Our Support

Our Students

Friesen & Murray, 2011

Ossiannilsson_SwedNet2014

Demography Globalisation Technology

Drivers

Labour market trends & demands

Labour Market

ICT Trends

Personalisation

Collaboration

Informalisation

Tailormade & targeted Active & constructive Motivating & engaging

Learner-centred

Sociallearning

Lifewidelearning

Peer-learning Sharing & collaborating In communities

Anywhere, anytime Blending virtual & real Combining

sources/providers

Initiative, resilienceResponsibility

Risk-taking, creativity

Social skills

Learning skills

Personal skills

Education & Training

New ways of learningNew skills

Managing, organisingMeta-cognitive skills

Failing forward

Team-, networkingEmpathy, compassion

Co-constructing

Social networks Games Mobiles OER

Augmented Reality Data mining

3D virtual worlds LMS

Electronic tutors

ePortfoliose-books

Learning analytics

Rethinking and transformationFrom Sage on the stage…To Guide on the side…To Meddler in the middle

The question is NOT how we shall work with technology/media in education, BUT rather how we can work with learning in digital world/community

From content to contextFLIPPED CLASSROOM

UNESCO PARIS DECLARATION 2012 (1)

• Foster awareness and use of OER

• Facilitate enabling environments for use of Information and Communications Technologies (ICT)

• Reinforce the development of strategies and policies on OER

• Promote the understanding and use of open licensing frameworks

• Support capacity building for the sustainable development of quality learning materials.

• Foster strategic alliances for OER

• Encourage the development and adaptation of OER in a variety of languages and cultural contexts.

• Encourage research on OER.

• Facilitate finding, retrieving and sharing of OER

• Encourage the open licensing of educational materials produced with public funds.

50 shades of openness

Copyright Public domainCreative Commons

BIS RESEARCH PAPER NUMBER 130 The Maturing of the MOOC

Why the interest in resource reuse?

Emphasis on mass HE, measuringquality in learning and teaching.

Reuse helps to pay for online learning Cost reduction by sharing at scale.

Knowledge transfer to developingworld. Changing teaching practices.Technological changes with online and digital resources easy to repurpose/reuse.

2013 Chris Pegler

Where are we now?

• We’ve solved most of the technical problems• We now have is the human issues*

* Hm. Would money or recognition or reward (technical) or greater clarity about copyright (technical) solve these problems?

2013 Chris Pegler

" We must engage in a fundamental transformation of our education and training systemsAnd we need to fully exploit the potential that open and flexible education offers" (Commissionaire Vassilio EADTU 120929)

What does EC mean with 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

EC Recommendations for Higher Education Opening up Education

review their organisational strategiesexploit the potential of Massive Open Online Courses (MOOCs)stimulate innovative learning practices such as blended learningequip teachers with high digital competences equip learners with digital skillsthink about how to validate and recognise learner’s achievements in online educationmake high quality Open Education Resources (OER) visible and accessible

Ossiannilsson_Kazaktsan014

21 century skills

Digital literacy across the curricula (Hauge & Payton 2010 p 19

Learning design

International workshop on policy for OER and less used languages

28 April, Oslo

OER and challenges and opportunities for less used languages in a global, European, Nordic and national

perspective.

MOOC (Downes 2013)

Massive

Online

Course

What is a MOOC?Liflong learningComplement to other forms of educationTo explain conceptsArena for learningCoursesCoursematerial

What is characteristic MOOC

VideoChatForumOnline material, pdf, etcBooksQuizzarTask MeetUps (IRL eller virtuellt)Peer ReviewSocial mediaAssignmentCertificate Design, package

Modules

Own spaceOssiannilsson_Kazakstan2014

MOOC - Like reading a newspaper- go for the headings and the bold text/Downes

S Downes – Like reading a newspaper (21 March 2014)

MOOC dimensions

OpennessScaleMultimediaCommunicationCollaborationLearning pathway

Ref: MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs, Conole G 2013

Quality assuranceReflectionCertificationFormal learningAutonomyDiversity

MOOC- WHY?• Teaser• Branding• Public funding• Goodwill/Common good• Entrepreneurship• Democracy• Globalisation• Ranking• Recruitment• CoP• PLE

Different business models

MOOC development

Three main types of MOOC c, s and x

from Lisa (http://lisahistory.net/)

Image: Courtesy of Nature magazine

Where are these students located and ages?

Coursera registered about 2.8 million learners 27.7% from the United States8.8% from India5.1% from Brazil4.4% from the United Kingdom4.0% from Spain3.6% from Canada2.3% from Australia2.2% from Russia41.9% from the rest of the worldWaldrop, M. Mitchell; Nature magazine (March 13, 013). "Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science". Scientific American. Retrieved April 28, 2013.

BIC 2013 The Maturing of the MOOC

Massive target groupMixing groupsLearning across contextsSupport self-organizationDeclare whats in itPeer to peer pedagogyMOOCs support choice based learning

MOOC.EFQUEL.ORG

MOOC Quality Project:

Openess to learnersDigital opennessLearner centredIndependent learningMedia supported learningQuality focusSpectrum of diversityOpenupEd label

On changing perspectivesNetworkingSustainabilityBoundlessnessLifelong learniongHolistic, embedded and beyondGlobalisationDemografiTechnical and digital enhancementStudents as collaboratorsIndividualisationQualityFrame of reference

Quality in the eyes of the beholder

WHATS IN IT FOR ME?

Some rights reserved by matsber

Quality culture – dialectic approach

CC BY Some rights reserved by SeattleClouds.com

Quality controlProcessmodelsGuidelinesRulesStandards

CompetecesAttitudesValuesSelf -evaluation

CommunicationTrust

Co-operatiopInclusivness

Innovation/Creativity

Retrospective or prospektive?

• From control to enhancement

• Self-evaluation• Peer review• Benchmarking• Certification• Accreditation• Quality assurance CC BY-NC Some rights reserved by Shira Golding

Ossiannilsson 2012

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

Learning /Institutional contextStrategy and e-learningCommitment to innovationOpenness to the communityLearning resourcesResources for learningStudentsUniversity Staff

Technology and Equipment

Learning Processes

Qualiy of the offer

Assessment of learning

HR development

Ossiannilsson_Kzakstan2014

Information about the programmeTarget group orientationQuality of the contentProgramme/course designMedia designTechnologyEvaluation & review

COURSE DESIGNProvision of course information, learning objectives and instructional guidanceConstructive alignment

LEARNING DESIGNLearner needsPersonalisationInstructional strategies

MEDIA DESIGNMedia integrationInterfaceInteroperability and technological standardsCONTENTAccuracy and values of contentIntellectual property rights Legal compliance

Learning

• learning is more critical than knowing

• “the network is the learning”

• know-how supplemented by

“know-where” (& know-who)

Why network?

George Siemens“connectivism”© Stephen Downes

The Networked Teacher – my PLN

meWork Friends

Twitter(# and

people)Conferences/PD meetings

Social mediaWikis

Twitter chats

Websites & media

Innovating pedagogy 2013

• MOOCs• Badges to accredit learning• Learning analytics• Seamless learning• Crowd learning• Digital scholarship• Geo learning• Learning from games• Maker culture• Citizen inquiry

Learning design

Mobile learning

Learning is about people NOT technology

Mobility and Ubiquitous learning

by Stephanie Lowman

Research

Content

Guidance

Assessment

CertificationSe

Assessment

Content

Certification

Guidance

Research

Selection

Learner initiated

Externallyset

Learning contextGuided

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

MOOCs MOOCs

Research

Content

Guidance

Assessment

Certification

Research

Content

Guidance

Assessment

Certification

Selection

Research

Content

Guidance

Assessment

Certification

Research

What do we need 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!

Why spend time on MOOCs and OER

Individual levelInstitutional levelNational level Global level

PersonalizationSustainbilityCollaborate to competeLife long learningGet the best of the best…

Conclusions LERUAll research-intensive universities need to take a strategic approach to the provision of online education. No one will be able wholly to predict how this fast-moving environment will shift and develop, but leading universities must be both proactive and responsive in relation to it. Intelligent scenario planning, underpinned by a willingness to think radically where necessary, will be key to the future provision of a successful learning experience for the next generations of students. Each university will need its own strategy for online education, but the online educational world is one where collaboration and joint working are increasingly viable and exciting. RIUs need thus to incorporate in their strategic planning for online education an openness to the creation of partnerships and alliances and the sharing of resources where it makes sense. RIUs should take a lead in online education in terms of policy making; content creation and delivery; quality assurance; partnerships and collaboration. Online learning initiatives should be driven by a mission to open up and enhance education, to vitalise the blended learning environment, and to maximise the potential for distance learning, OER, and crowd-sourcing initiatives. The educational online future is an exciting one and research-intensive universities must both embrace and strongly influence it.

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

Questions?• Do you have cases or modules (programs, syllabuses)

in e-learning? If yes what does it consist of?• Who is responsible for e-learning at the University? Are

there any special departments or kind of Union/organization at the university?

• How do you check your students during e-learning studying?

• Are there any special exams for them at the end of each course? If yes what kind?

• How do you teach e-learning students?• In order to test or check e-learning students do you

always be on-line?• Do you have any contact-hours for e-learning students?• How many hours are required for e-learning studying?• If students want to ask something regarding the course

or discipline how do they contact with the teacher/leader of the course?

• Do the students in e-learning have webinars? How often?

• What kind of task do you require from e-learning students?

• Do you have e-learning programs only in Bachelor? Or do you also have them in Masters and PhD?

• In order to test or check e-learning students do you always be on-line?

• Do you have any contact-hours for e-learning students?

• How many hours are required for e-learning studying?

• If students want to ask something regarding the course or discipline how do they contact with the teacher/leader of the course?

• Do the students in e-learning have webinars? How often?

• What kind of task do you require from e-learning students?

• Do you have e-learning programs only in Bachelor? Or do you also have them in Masters and PhD?

Reflections

Kazakstan lu2014 ossiannilsson

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