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Öppna utbildningskulturer, individualisering, framgångsfaktorer och benchmarkingEBBA OSSIANNILSSON, FIL.DR. LUNDS UNIVERSITET
FSA, STOCKHOLM 11 MARS 2014
Ebba Ossiannilsson, PhD Lunds Universitet
Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland
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Tre samtal - FSA 11 mars 2014
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©Ossiannilsson &Landgren 2011Ossiannilsson_FSA2014
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Öppna utbildningskulturer - öppna system och arenor
© Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Derek Keats (image) CC-BY
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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 120929)
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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
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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_FSA2014
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The herd is coming - MOOC
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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
Design, package
Modules
Own space
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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
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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
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Why network?
• institution• colleagues/department
• industry
• community
• classroom
• world
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The community is the curricula
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REFLEKTIONER
E-learning
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…“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)
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E-Learning timeline
Mu
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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
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ob
jects
94
MOOC (Downes 2013)
Massive
Open
Online
Course
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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
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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”
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Learning design
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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.
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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/
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Kvalitet – Då det är jag som bestämmer…
Lärande handlar om människor INTE teknik
Cc by Stephanie Lowman
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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
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© Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Thomas Sly (image) CC-BY
DL tutors entering the online jungle
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• MOOCs
• Badges to accredit learning
• Learning analytics
• Seamless learning
• Crowd learning
• Digital scholarship
• Geo learning
• Learning from games
• Maker culture
• Citizen inquiry
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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
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REFLEKTION OCH DISKUSSION
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Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland
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Retrospectivt eller prospektivt?
• From control to enhancement
• Self-evaluation
• Peer review
• Benchmarking
• Certification
• Accreditation
• Quality assuranceCC BY-NC Some rights reserved by Shira Golding
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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).
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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
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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
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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
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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
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Ossiannilsson 2012
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Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permission from Wiley-Blackwell.
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New benefits identified, old ones confirmed Ossiannilsson 2012
• Attitudes
• Collaboration
• Committment
• Cultural issues
• Internal dialogue
• Internal processes
• Involvement
• Management
• Critical reflections
• Teambuilding
• Transparency
• Trust
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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
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Rhizome SerendipityOssiannilsson2012
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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
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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
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Information about the programme
Target group orientation
Quality of the content
Programme/course design
Media design
Technology
Evaluation & review
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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
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Openess to learners
Digital openness
Learner centred
Independent learning
Media supported learning
Quality focus
Spectrum of diversity
OpenupEd label
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Horizon Report 2014
…2030
…Trends
EU
-Modernizing universities
OpeningUpEducation
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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
Learning contextGuided
Learn
ing
goals
§
Self-guided
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
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!
Läser på distans från Skottland
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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
FB:Ebba Ossiannilsson
T:@EbbaOssian
Phone: +4670995448
S:http://www.slideshare.net/EbbaOssiann
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