Ossiannilsson thorengruppen 140815 final

Med den enskilde individen i förarsätet Ossiannilsson 2014

Utmaningar inför 2020-2030

EBBA OSSIANNILSSON, PHD, V PRESIDENT SVERD, EDEN FELLOW 2014, SENIOR EDEN OFFICER

Ebba Ossiannilsson, PhD Lund University, SE

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

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Rhizome

Publikationer

+ 1 till i tryck om mobilt lärande

Agenda Omvärldsperspektiv

Varför?

Vad?

Vem?

Hur?

När?

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Education Our Content

Our Support

Our Students

Friesen & Murray, 2011

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Drivkrafter

Some rights reserved by matsber

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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

" 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 130925)

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Vad menar EC med opening up education?

Med “Opening up education” menas… bringing the digital revolution into education

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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 2014

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The Networked Teacher – my PLN

meWork

Friends

Twitter(# and

people) Conferences/PD

meetings

Blogs

Social mediaWikis

Twitter chats

Websites &

media

Formal

Informal

Individual Social

Blended courses

DL+ social media

Trad. campus courses

DL courses

OER

xMOOCs

OER + Social media

cMOOCs

APELePortforliosOERuBadges

Formal/informal landscape

UNESCO Parisdeklaration 2012 (1)Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.

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UNESCO Parisdeklaration 2012 (2)COL-UNESCO defines OER as: The phenomenon of OER is an empowerment process, facilitated by technology in which various types of stakeholders are able to interact, collaborate, create, and use materials and pedagogic practices, that are freely available, for enhancing access, reducing costs, and improving the quality of education and learning at all levels

(Kanwar, Balasubramanian & Umar 2010).

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Expectations to OER

“OERs have the potential to solve the global education crisis and contribute to sustainable economic growth”

Sir John Daniel, former CEO for Commonwealth of Learning and David Killion, US ambassador to UNESCO said in Guardian in July 2012

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How open is open?

©

Copyright Public domainCreative Commons

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The herd is coming - MOOC

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MOOC (Downes 2013)

Massive

Open

Online

Course

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Vad är en MOOC egentligen

Livslångt lärande

Komplement till annan utbildning

Kan tjäna till att förklara svåra koncept och fenomen, jfr Khan Academy

Arena för lärande

Kurs, kursmaterial

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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 Ossiannilsson 2014

Design, paketerade

Moduler

”Own space”

cMOOCs or xMOOCs?

• Weekly centred

• Participant reflective spaces

• Social and networked participation

• Hashtag: #etmooc

• Use of a range of social media

• Linear learning pathway

• Mainly text and video

• Formative feedback through MCQs

• Individually focused

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MOOC- varför?• Teaser• Branding• Vad som betalas med

skattepengar - tillbaka till skattebetalare

• Goodwill/Common good• Entreprenörskap• Demokrati• Globalisering• Individualisering• Ranking• Rekrytering• Hållbarhet• CoP• PLE

Olika business modellerOssiannilsson 2014

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BIC 2013 The Maturing of the MOOC

Glacier, Tsunamieller Coffee Latte

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In their relatively short history of six years, MOOCs have rapidly grown into a major force in higher education, presenting new opportunities in online learning, academic credit and pedagogical approaches.

Why? The rational is straightforward. They offer hope in a higher education landscape that is reeling from reduced funding, shrinking enrolment, and the sky-rocketing expense of obtaining a college degree. MOOC mania is happening at a time when the cost and quality of education at all levels is being questioned

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Despite the potential of MOOCs to radically reduce costs, raise a university’s profile and improve education, a number of issues and questions remain. The first and foremost is: can they possibly live up to the expectations placed on them—affordable education for everyone with few if any learning problems? Do they really represent a turning point in online education? Or are they simply a popular and headline-friendly trend in a more general move to online education?

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The MOOC hype cycle

A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/

We are here

& technological revolutions

The MOOC hype cycle

A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/

We are here

In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis)

Installation period

& technological revolutions

Bubble

Collapse

Deployment period

Main message Xavier Prats-Monne of the EC

“What can MOOCs do?” is not relevant any longer; rather, we have to ask "What should MOOCs do?”

Will affect higher education and that the traditional educational map must be redrawn with other structures, colors, models, pedagogy, organization, management

Ossiannilsson 2014 GLOCALISATION

MOOCCMOOPSMOORC

mOOC

SOOCBOOC

ROOC

DOOC

NOOC etc…..

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Beyond the MOOCs…

What key policy issues does openness pose for institutions?

Do institutional quality practices need to change?

Will openness change the spending priorities of institutions?

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Learning Analytics

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The subculture stresses new and unique applications of technologies, and encourages invention and prototyping.[1]

 There is a strong focus on using and learning practical skills and applying them creatively.

'Maker culture' emphasizes learning-through-doing (constructivism) in a social environment. Maker culture emphasizes informal, networked, peer-led, and shared learning motivated by fun and self-fulfillment.

Maker culture is seen as having the potential to contribute to a more participatory approach and create new pathways into topics that will make them more alive and relevant to learners.

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Mobile learning

Facilitate personalized learning

Provide immediate feedback and assessment

Enable anytime, anywhere learning

Ensure the productive use of time spent in classrooms

Build new communities of learners

Support situated learning

Enhance seamless learning

Bridge formal and informal learning

Minimize educational disruption in conflict and disaster areas

Assist learners with disabilities

Improve communication and administration

Maximize cost-efficiency

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UNESCO recommendations

Create or update policies related to mobile learning

Train teachers to advance learning through mobile technologies

Provide support and training to teachers through

mobile technologies

Create and optimize educational content for use on mobile devices

Ensure gender equality for mobile students

Expand and improve connectivity options while ensuring equity

Develop strategies to provide equal access for all

Promote the safe, responsible and healthy use of mobile technologies

Use mobile technology to improve communication and education Management

Raise awareness of mobile learning through advocacy, leadership and dialogue

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QUALITY …in the eyes of the beholder

Learner autonomy - learning my way

Small and short - bite-sized learning

Continuous - a steady flow of learning

On demand - when I want/need it

Social - community of interest

Anywhere, anytime, any device (Hart 2014)

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How can we support more autonomy in learning?How can we enable shorter learning experiences?How can we encourage ongoing learning?How can we support learning at the point of need?How can we balance the need for authoritative content and knowledge sharing?How can we encourage anywhere learning?

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Kvalitetskultur–dialektisk ansatsRetrospektiv vs Prospektiv

CC BY Some rights reserved by SeattleClouds.com

Quality controlProcessmodelsGuidelinesRulesStandards

CompetecesAttitudesValuesSelf -evaluation

CommunicationTrust

Co-operatiopInclusivness

Innovation/Creativity

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…government strategies and higher education regulatory and accreditation, funding, quality assurance, assessment and certification frameworks support or hinder new modes of learning and, in particular, the increased use of technology in the teaching and learning process

FÖRÄNDRADE UTBILDNINGSLANDSKAP

2nd European Summit on open and online learning and the modernisation agenda for European higher education (EADTU)

Challenges for European universitiesAll European universities are strongly affected by the developments in ICT in higher education. This is even more stimulated by the emergence of MOOCs. This will lead to a transformation of pedagogies and to new formats in higher education which better serve students and society at large.

Innovative modes of teaching and learning

Anchoring open and flexible education

Connected universities

Open(ing up) education

Research and innovation

Leadership in innovation

Empowering European higher education

IPTS research

Scenarios for Open Education

2030

Framework of institutional strategies for

openness (post-secondary

education)

Higher Education

School Education

Adult Learning

Recognitionschemes

Business models

Guidelines for HE institutions

Empirical evidence on learning with

MOOCs (learner survey)

2013 2014

http://blogs.ec.europa.eu/openeducation2030/

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

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

Learner initiated

Externallyset

Learning contextGuided

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

Guided discovery Self-guided discovery

Guided journey Self-guided journey

Where are the MOOCs???

Learner initiated

Externallyset

Learning contextGuided

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

Guided discovery Self-guided discovery

Guided journey Self-guided journey

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!

Regeringen tillsätter en utredning som ska se över vilka utbildningar högskolan erbjuder och hur väl de möter de behov som finns. Utredare blir universitetskansler Lars Haikola

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MobilityCollaborationOpennessPersonalizationQuality

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RHIZOMATISKT

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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

Ossiannilsson 2014