Dr. Ebba Ossiannilsson, V President SADEEDEN FELLOWOPEN EDUCATION EUROPA FELLOW

Opening up education - A question of quality, OERs and MOOCs. EC_ET2020 WG

ODL 15/09/15

The Networked Teacher: Making a PLN work for you Karen BensonSophia KhanDr. Ebba Ossiannilsson, Sweden

New approach needed to deliver on technology’s potential in schools

15/09/2015 - Schools have yet to take advantage of the potential of technology in the classroom to tackle the digital divide and give every student the skills they need in today’s connected world, according to the first OECD PISA assessment of digital skills.OECDhttp://www.oecd.org/education/new-approach-needed-to-deliver-on-technologys-potential-in-schools.htm

Why Care? What will HE be like in 2040

The TIPS framework for OER

Quality for MOOCs, the OpenupEd model

The Future We Want for All- UNESCO

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The MOOC-isation of higher education will have settled, in that the disruption it caused in the education-services industry will have been embraced and alliances of partners across several industries will have been established. In the long term, MOOCs will enhance the quality of the educational experience and will be seen as an additional learning resource. 

What will higher education be like in 2040? Angel Calderon 11 September 2015 University World News Issue No:381

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For institutions and governments, the key message is that having effective and well articulated strategic partnerships and established collaboration agreements across all areas, in addition to addressing national priorities and agreed-upon policy objectives, will be essential. 

What will higher education be like in 2040?Angel Calderon 11 September 2015 University World News Issue No:381

How open is open?

©

Copyright Public domainCreative Commons

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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 (UNESCO 2015).

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OEP/OEC

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+ 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

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How much do students learn when using the materials? (Wiley 2013)

There are two ways of thinking about this definition of quality.• One is to realize that no matter how

beautiful and internally consistent their presentation may be, educational materials are low quality if students who are assigned to use them learn little or nothing.

• The other way to think about it is this: no matter how ugly or inconsistent they appear to be, educational materials are high quality if students who are assigned to use them learn what the instructor intended them learn.

iterating toward opennessDavid Wiley. 

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QA will occur as a result of…

1. Self-assessment (individuals and institutions release resources of highest quality possible)

2. Internal QA processes (institutions to QA their own resources before release)

3. Rating systems (community-driven QA through ratings and comments within OER release platform)

4. Individual review (comments and suggestions made by individuals and institutions)

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Quality-using the following lenses

AccuracyReputation of author/institutionStandard of technical production Accessibility Fitness for purpose

TrustImpactAvailabilityExcellenceEfficacy

Quality OER

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The Networked Teacher: Making a PLN work for you Karen BensonSophia Khan

• Awareness raising and promotion

• Communities and networking

• Capacity development• Sustainability• Quality assurance• Copyright

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N ButcherA MooreEd M SanjayaCommonwealth of Learning

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Quality Assurance for Open Educational Resources: What’s the difference? Sanjaya Mishra, and Asha S. Kanwar Commonwealth of Learning

Pre -print of Chapter 11 in MOOCs and Open Education Around the World Edited by Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves, Thomas H. Reynolds Routledge – 2015 Note: There may changes between this and the published version

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• The need for quality guidelines• Teachers and learners should be able to

use the criteria to decide quality of OER from different perspectives

• The need for appropriate policy for OER• Capacity building• Use of appropriate technology, and

development of exemplar courses to promote OER quality

• Mishra & Kanwar 2015Ossiannilsson_EC_ET2020WGODL_Ljubliana_MOOCs_OER150915

Content: knowledge skillsPedagogy: sound teaching and learng methodsMotivational strategies: intrinsic and extrinsic rewards for studentsDegree of student autonomyAccecc to the learningenvironment (cost, technology and culture)Management strategies: including administration

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An award for what and to whom? Whatconstitutes good OER/a successful good practice?

Why should an award be granted? Making a case for future activities

How to arrange for the activities and when?

Who should be involved in the future?

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http://idea-space.eu/idea/97/workspace#a=1139

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Who are the MOOCers?• European participants view

the most amount of course content, while those from China and Japan view the least.

• Access to MOOCs by people in developing countries is limited by personal broadband access, language barriers, and a need for previous knowledge to grasp concepts.

• Course difficulty, procrastination or lack of motivation are the main reasons for dropping out.Ossiannilsson_EC_ET2020WGODL_Ljubliana_MOOCs_OER150915

• 85% of MOOC users have at least one degree

• The vast majority of MOOC students are male

• The avearage age of MOOC participants is mid-twenties

• One-third of MOOC participants are from North America

• Nearly half of MOOC registrants never engage with any content

Stakeholders

• Learners• Academics• Faculty• Institutional• Region• Nation/Country• International

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Business Models

What is paid by tax money shoud be payed back to tax payersDemocracyLifelong learning Good WillLiberationTeasers SPOOCs, LOOCs, NOOCs etc……

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SUSTAINABILITY?

• Framework• Openess to learners• Digital openess• Learner centred• Independent learning• Media supported learning• Quality focus• Spectrum of diversity• OpenupEd label

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OpenupEd aims to be a distinct quality brand embracing a wide diversity of (institutional) approaches to open up education via the use of MOOCs. As a consequence, OpenupEd partners agreed to develop a quality label for MOOCs tailored to both e-learning and open education. This label was published in January 2014.

• Framework• Openess to learners• Digital openess• Learner centred• Independent learning• Media supported learning• Quality focus• Spectrum of diversity• OpenupEd label

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COL on MOOCs (2015)

• Access• Capacity building• Innovation• Pedagogy• Quality

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What’s the point of education if Google can tell us anything?

University in your pocket? successoimages/www.shutterstock.com

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Caring is sharing, sharing is caring

My Footprints

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