Ossiannilsson boldic oslo151111

Boldic/FUN, Oslo; NO November, 2015

Dr. Ebba OssiannilssonEden Fellow, Open Education EuropaFellow

V President, The Swedish Association for Distance Education

OER and quality in online learning

Ossiannilsson_OER and quality in online learning_Boldic2015

http://jultika.oulu.fi/Record/isbn978-952-62-0041-5


MobilityCollaborationOpennessPersonalizationQuality


EducationOur Content

Our Support

Our Students

Friesen & Murray, 2011


IPTS 2014


Open education is defined by the Open Education Consortium (OEC 2015) as:

…resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide.


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

Recommendations

http://www.icde.org/Global+overview+of+quality+in+online+and+open+education.b7C_wRvG43.ips

http://www.icde.org/Global+overview+of+quality+in+online+and+open+education.b7C_wRvG43.ips

Three significant areas related to quality in

online learning, including e-learning

(Ossiannilsson, 2012).




Quality in open education

Efficacy

Impact

Availability

Accurancy

Excellence


Set of characteristica (Ossiannilsson et al 2015)

• Multifaceted

• Dynamic

• Mainstreamed

• Representativ

• Multifunctional

Ossiannilsson_OERand quality in online learning_Boldic2015

Quality interventions (Ossiannilsson et al 2015)

Initial/EarlyStage

Developing Mature Evolving

Stagedescription

Purpose ofqualityschemes

Role ofqualitymanagers/reviewers O

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Who should take action?

International level

National level

Institutional level

Academics/Champions

Last but not least Students


Stakeholders perspecives and maturitylevels of maturity (Ossiannilsson et al 2015)

Designing Implementing Enhancing

Learnerspespecive

Teacherperspective

Managerprespective

Organizationalleaderperspective

Qualityassurance

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OER links to several strategic goals worldwide

OER release could also meet strategic needs, especially:• engagement with a wider

community• engagement with

employers• sustaining vulnerable

subjects• enhancing marketing and

engagement of prospective students worldwide

• brokering collaborations and partnerships






OER Quality

• Content

• Process

• Culture


OER Quality

Cognitive Domain: the content knowledge, content skills, and reflective critical thinking

skills to be learnt

Affective Domain: the motivations, attitude and decision to initiate performance, learner

independence and autonomy

Metacognitive Domain: understanding how the task is performed, and the ability to self-

monitor, evaluate and plan own future learning

Environment Domain: the localisation, artistic presentation, language, multimedia,

interactivity, and embedded links to other content

Management Domain: discoverability, tagging, including for time management,

transmissibility, business models


HEA/JISC OERinfoKitQA will occur as a result of

Self-assessment (individuals and institutions release resources of highest quality possible)Internal QA processes(institutions to QA their own resources before release)Rating systems (community-driven QA through ratings and comments within OER release platform)Individual review (comments and suggestions made by individuals and institutions) HEA/JISC InfoKit


http://bit.ly/oerinfokit

HEA/JISC OERinfoKitQuality-using the following lenses

Accuracy

Reputation of author/institution

Standard of technical production

Accessibility

Fitness for purpose

Trust HEA/JISC InfoKit



HEA/JISC OERinfoKitQuality-using the following lenses

Pedagocial

Technical

HEA/JISC InfoKit





NDLA


What’s the point of

education if Google can tell us anything?


Caring is sharing, sharing is caring

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