Ossiannilsson fsa20140311 1

Öppna utbildningskulturer, individualisering, framgångsfaktorer och benchmarkingEBBA OSSIANNILSSON, FIL.DR. LUNDS UNIVERSITET

FSA, STOCKHOLM 11 MARS 2014

Ebba Ossiannilsson, PhD Lunds Universitet

http://www.esmu.be/

http://www.oulu.fi/english/contact.html

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

Ossiannilsson_FSA2014

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

Tre samtal - FSA 11 mars 2014

Some rights reserved by matsber

©Ossiannilsson &Landgren 2011Ossiannilsson_FSA2014

+

http://creativecommons.org/licenses/by/2.0/


http://www.flickr.com/photos/mats_eriksson/

Öppna utbildningskulturer - öppna system och arenor

© Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Derek Keats (image) CC-BY


http://www.slideshare.net/witthaus/2014-0224-its-a-jungle-out-there-31584869


http://www.flickr.com/photos/dkeats/12255771486/

http://www.flickr.com/photos/deiby/5489382677/

Education Our Content

Our Support

Our Students

Friesen & Murray, 2011


Drivkrafter

Some rights reserved by matsber



http://www.flickr.com/photos/mats_eriksson/


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

?? ?

?

© European Commission, 2011Source: IPTS (2011): „The Future of Learning: Preparing for Change“, http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719

http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719

" 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)


Vad menar då EC med 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 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 accessibleOssiannilsson_FSA2014

http://www.openeducationeuropa.eu/%E2%80%8E


The herd is coming - MOOC


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

Design, package

Modules

Own space



The Networked Teacher – my PLN

meWork

Friends

Twitter(# and

people) Conferences/PD

meetings

Blogs

Social mediaWikis

Twitter chats

Websites &

media

Personal

• Find materials/ideas/strategies

• Find support

• Find inspiration

Why network?

You are not alone


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


Why network?

• institution• colleagues/department

• industry

• community

• classroom

• world


The community is the curricula


REFLEKTIONER

E-learning

24

…“teaching and learning- which may represent a part or the whole of the education model in which it is used – that makes use of electronic media and devices to facilitate access, promote evolution and improve the quality of education and training.” (Epprobate 2012)


E-Learning timeline

Mu

ltim

ed

ia r

esou

rces

80s Th

e I

nte

rnet

an

d t

he W

eb

93 Learn

ing

Man

ag

em

en

t S

yste

ms

95 Op

en

Ed

ucati

on

al R

esou

rces

01

Mob

ile d

evic

es

98 Gam

ing

tech

nolo

gie

s

00 Socia

l an

d p

art

icip

ato

ry m

ed

ia 04

Vir

tual w

orl

ds

05 E-b

ooks a

nd

sm

art

devic

es

Massiv

e O

pen

On

lin

e C

ou

rses

07 08

Learn

ing

D

esig

n

99G Conole 2012http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html http://halfanhour.blogspot.be/2012/02/e-learning-generations.html

Learn

ing

ob

jects

94

http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html



MOOC (Downes 2013)

Massive

Open

Online

Course


From Sage on the stage…To Guide on the side…To Meddler in the middle

Frågan är INTE hur vi ska arbeta med digitala medier/teknik i utbildning utan snarare hur vi kan arbeta med lärande i en digital värld/community


PLE och COP

Filter; Netvibes, Freedly

Curate; ScoopIT, Pinterest, Educlipper

Collaborate; Padlet, Conceptboard

Free cloud tools:

Google drive, FB, Twitter, Blog etc

”Networking, Mentors and Prosumers”


Learning design





Hönan eller ägget…

Tekniken och pedagogiken…

Pedagogiken och tekniken…

Det ena påverkar det andra, och det andra påverkar det ena…

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

Ossiannilsson_SwedNet2014

http://www.ced.lu.se/ossiannilsson.aspx

8 NÄRV 2/2012 TEMA: E-LÄRANDENovis i filmens världRagnhild Cederlund, docent i arbetsterapi, vill använda sig av filmer i sin undervisning och anmälde sig till en inspirationsdag för lärare och forskare vid Lunds universitet arrangerat av Centre for Educational Devolepment, CED.- Utan stöd är tekniken ett jättestort hinder som är svårt att ta sig över. De flesta har nog varken tid eller kunskap att sätta sig in i det, säger hon.

Ambitionen är att göra små undervisningsfilmer som hon kan lägga in i sin powerpointpresentation, eller göra tillgängliga på iTunes, för att förtydliga för studenterna sådant som är viktigt att lära sig som blivande arbetsterapeut.

INSPIRERAD PÅ LÄRARUTBYTEInspiration till att använda rörlig bild fick Ragnhild Cederlund när hon var på lärarutbyte på University of Toronto.

Fotnot: Ragnilds filmer finns på iTunes:itunes.apple.com/se/institution/lund-university/


Kvalitet – Då det är jag som bestämmer…

Lärande handlar om människor INTE teknik

Cc by Stephanie Lowman


Distance learning (DL) pre-online: a closed system

© Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Jim Moore (image) CC-BY




http://www.flickr.com/photos/jdigger/776313919/


© Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Thomas Sly (image) CC-BY

DL tutors entering the online jungle




http://www.flickr.com/photos/tomsly/94236282/


• MOOCs

• Badges to accredit learning

• Learning analytics

• Seamless learning

• Crowd learning

• Digital scholarship

• Geo learning

• Learning from games

• Maker culture

• Citizen inquiry


http://www.open.ac.uk/blogs/innovating/

Pre-online distance learning (closed system/ zoo)

Online distance learning (open system/ jungle)

All students were in the same boat

Some students are privileged (haves/ have-nots)

Students had little or no contact with other students

Interaction is possible – in so many ways!

Students followed the textbook/ course materials - static

Students have access to current info on the Web – dynamic

Students rarely challenged the tutor’s subject knowledge

Tutor’s expertise is open to challenge (Wikipedia etc!)

Plagiarising was a laborious process – students had to copy by hand

Plagiarism is easy - just copy and paste!

© Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) CC-BY




DL tutors’ fears when entering the jungle

1. I don’t know if all my students have access to the Internet.

2. Moving from individual constructivism towards a social constructivist model of learning – if learners help each other, isn’t that cheating/ time-wasting?

3. What if my students use the discussion forum to challenge my expertise/ authority?

4. I think I “get” the discussion forum, but I don’t have a clue about wikis, blogs, virtual classrooms and so on…

5. I haven’t got time to monitor all that interactive stuff online!

6. Won’t the students plagiarise more? (I’d better avoid using online interaction for any assessment-related tasks!)

7. My students and I are now partners together in learning – eeek!© Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) CC-BY





REFLEKTION OCH DISKUSSION


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


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

Retrospectivt eller prospektivt?

• From control to enhancement

• Self-evaluation

• Peer review

• Benchmarking

• Certification

• Accreditation

• Quality assuranceCC BY-NC Some rights reserved by Shira Golding


http://creativecommons.org/licenses/by-nc/2.0/

http://www.flickr.com/photos/boojee/

Benchmarking

Benchmarking is an internal organisational process that aims to improve the organisation´s performance by learning about possible improvements of its primary and/or support processes by looking at these processes in other, better-performing organisations (van Vught et al. 2008a: 16).

The concept was first used by Camp at Xerox (1989 1993).


Benchmarking

“The locus of benchmarking lies between the current and desirable states of affairs and contributes to the transformation process that realizes these improvements.”

Moriarty & Smallman (2009) En route to a theory on benchmarking


Background

• The Swedish National Agency of Higher Education, ELQ

• EADTU, E-xcellence+

• ESMU, Benchmarking eLearning exercise 2009

• The First dual-mode distance learning benchmarking club

• Existing QA/QE models


http://www.esmu.be/

Connectivism

Knowledge

Management

Changing cultures

Quality assurance

BenchmarkingE-learning

Rhizome

Quality

enhancement

OER/web2.0

Bechmarking

e-learning

Positioning the dissertation to its frame

of reference

©Ossiannilsson 012Ossiannilsson_FSA2014

RQ 1The benchmarking process

What to benchmark

Benchmarking team

Benchmarking partners

Analyse benchmarking information

Take action

Ossiannilsson 2011. Reprinted with permission from SCIRP


Kvalitet ligger i betraktarens ögon…

Lärande handlar om människor INTE om teknologi

Mobilitet och Ubiquitous learning

Nya aktörer ger nya influenser- stärker kvalitet genom samarbete och konkurrens

(Svenskt Näringsliv DN 13/10/04)

by Stephanie Lowman


Ossiannilsson 2012


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


New benefits identified, old ones confirmed Ossiannilsson 2012

• Attitudes

• Collaboration

• Committment

• Cultural issues

• Internal dialogue

• Internal processes

• Involvement

• Management

• Critical reflections

• Teambuilding

• Transparency

• Trust


Benchmarking benefits and values

• Self assess institutions

• Better understand the process

• Measure and compare

• Discover new ideas

• Obtain data to support decision making

• Targets for improvements

• Strengthen identity, strategy, implementation

• Enhance reputation

• Respond to national indicators

• New standard for the sector

Van Vught, F. (2008)

A practical guide. Benchmarking in European Higher Education


Rhizome SerendipityOssiannilsson2012


Om att byta perspektivNätverkande

Hållbarhet

Boundlessness

Livslångt lärande

Holistisk, embedded och beyond

Globalisering

Demografi

Teknisk och digital utveckling

Student delaktighet och individualisering

Kvalitet

ReferensramOssiannilsson_FSA2014


Learning /Institutional context

Strategy and e-learning

Commitment to innovation

Openness to the community

Learning resources

Resources for learning

Students

University Staff

Technology and Equipment

Learning Processes

Qualiy of the offer

Assessment of learning

HR development


Information about the programme

Target group orientation

Quality of the content

Programme/course design

Media design

Technology

Evaluation & review


COURSE DESIGN

Provision of course information, learning objectives and instructional guidance

Constructive alignment

LEARNING DESIGN

Learner needs

Personalisation

Instructional strategies

MEDIA DESIGN

Media integration

Interface

Interoperability and technological standards

CONTENT

Accuracy and values of content

Intellectual property rights

Legal compliance


Openess to learners

Digital openness

Learner centred

Independent learning

Media supported learning

Quality focus

Spectrum of diversity

OpenupEd label


http://www.openuped.eu/images/docs/e-xcellence-MOOC-benchmarks-v09.pdf

Horizon Report 2014

…2030

…Trends

EU

-Modernizing universities

OpeningUpEducation


Research

Content

Guidance

Assessment

Certification

Se

lec

tio

n

Today

2030

Assessment

Content

Certification

Guidance

Research

Selection

Ed

uca

tio

nal

In

stit

uti

on

Learner initiated

Externallyset

Learning contextGuided

Learn

ing

goals

§

Self-guided

Self-guided discovery

Learner initiated

Externallyset


Learn

ing

goals

§

Self-guided

Guided discovery Self-guided discovery

Guided journey Self-guided journey

Learner initiated

Externallyset


Learn

ing

goals

§

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



Learner initiated

Externallyset


Learn

ing

goals

§

Self-guided





providers



accreditation





Where are the MOOCs???

Learner initiated

Externallyset


Learn

ing

goals

§

Self-guided





providers



accreditation





MOOCs

MOOCs

Research

Content

Guidance

Assessment

Certification

Se

lec

tio

n

Today

Ed

uca

tio

nal

In

stit

uti

on

Research

Research

Research

MOOCs

MOOCs

2030

Research

Content

Guidance

Assessment

Certification

Selection

Selection

Research

Content

Guidance

Assessment

Certification

Research

Research

Research

MOOCs

MOOCs

2030

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!

Läser på distans från Skottland

Ossiannilsson_FSA 2014

Klara Tjäder kommer ifrån Stockholm, bor i Edinburgh, Skottland, och pluggar arbetsterapeut på distans vid Luleå tekniska universitet.

REFLEKTIONER

Caring is sharing, sharing is caring

Footprints

W:www.lu.se/ced

E:[email protected]

FB:Ebba Ossiannilsson

T:@EbbaOssian

Phone: +4670995448

S:http://www.slideshare.net/EbbaOssiann


mailto:[email protected]

mailto:[email protected]

Ossiannilsson fsa20140311 1

Education

research universities

professional

educational

online distance

essential

key role

rights reserved

discussion