9. " We must engage in a fundamental transformation
of our education and training systems
And we need to fully exploit the potential that open
and flexible education offers" (Commissionaire
Vassilio EADTU 120929)
Ossiannilsson_Örebro universitet2014
10.
11. Vad menar EC med
opening up education?
Med “Opening up education”
menas… bringing the digital
revolution into education.
Digital technologies allow all
individuals to learn, anywhere,
anytime, through any device, with
the support of anyone
Ossiannilsson_Örebro universitet2014
12. 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 accessible
Ossiannilsson_Örebro universitet2014
18. UNESCO Paris Declaration 2012
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.
Ossiannilsson_Örebro universitet2014
19. UNESCO Paris Declaration 2012
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).
Ossiannilsson_Örebro universitet2014
20. OER Paris Deklarationen (1)
awareness and use
enabling environments
strategies and policies
open licensing
frameworks
sustainable development
of quality
Ossiannilsson_Örebro universitet2014
21. OER Paris Deklarationen (2)
strategic alliances
variety of languages and
cultural contexts
research
finding, retrieving and
sharing
open licensing, public
funds
Ossiannilsson_Örebro universitet2014
22. 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
Ossiannilsson_Örebro universitet2014
28. 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
Ossiannilsson_Örebro universitet2014
29. 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_Örebro universitet2014
Design, package
Modules
Own space
34. Dimension Characteristics
Context
Open Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of
communication
Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is
supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs (Conole 2013)
http://e4innovation.com/?p=727
36. 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 models
Ossiannilsson_Örebro universitet2014
37.
38.
39. 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_Örebro universitet2014
40. Experience track
Selection of MOOCs
Production
Costs, processes, and pitfalls
Incentives, motivations for
teachers and learners
Pedagogical development and
support
Feedback from students
Integration with existing e-
learning initiatives and LMS
Learning analytics in relation to
MOOC data, such as dropout
rates, student demographics
popular activities, and success
ratesOssiannilsson_Örebro universitet2014
41. Experience track Lifelong learning
Remediation
Bachelor and master's courses
New markets
Marketing
On-campus students
Learning design
Innovation
Plagiarism
Deployment
Flipped classroom
Gamification
Campus courses
Ossiannilsson_Örebro universitet2014
42. Research track
Evaluation of MOOCs
Learning design
Learning analytics
Technological aspects
However, research on
MOOCs is very much in
its initial phase
Ossiannilsson_Örebro universitet2014
43. Business plans
More questions
than answers…
….there is a need to
rethink the entire
educational sector, both
nationally and globally,
…and a need for
glocalisation (globalization
and localizastion) Xavier
Prats Monné of the EC
Ossiannilsson_EFQUEL_LINK2014
49. Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-
learning ought to cover. Reprinted with permission from Wiley-Blackwell.
Ossiannilsson_Örebro universitet2014
53. Kvalitetskultur–dialektisk ansats
Retrospektiv vs Prospektiv
CC BY Some rights reserved by SeattleClouds.com
Quality control
Processmodels
Guidelines
Rules
Standards
Competeces
Attitudes
Values
Self -evaluation
Communication
Trust
Co-operatiop
Inclusivness
Innovation/Creativity
Ossiannilsson_Örebro universitet2014
54. Massive target group
Mixing groups
Learning across contexts
Support self-organization
Declare whats in it
Peer to peer pedagogy
MOOCs support choice based learning
MOOC.EFQUEL.ORG
MOOC Quality Project
Ossiannilsson_Örebro universitet2014
55. Openess to learners
Digital openness
Learner centred
Independent learning
Media supported learning
Quality focus
Spectrum of diversity
OpenupEd label
Ossiannilsson_Örebro universitet2014
56. Product/Process (Mackintosh 2013)
“In education, quality is
more about the process
than a product. Most
open developments start
as a first draft -- the
expression of an idea.
Through repeated
iterations and
refinements, and
collaboration from the
[community] the quality of
individual projects
improve over time."
Image CC BY-SA Wayne Mackintosh (N.B. 'WE' = 'WikiEducator')
58. Plethora of new terms…
• SPOCS (small private online
courses)
• NOOCs (national open online
courses)
• SOOCs and BOOCs (small and
large open online courses)
• COOCs (MOOCs for corporate
training)
• VOOCs (MOOCs for vocational
training)
• pMOOCs (project-based MOOCS),
and DOOCs (open and collaborative
exchange, based on a special
theme)
• MOOCs have lit a fire that will not
soon go out!
Ossiannilsson_Örebro universitet2014
59. KAROLINSKA INSTITUTET
LUNDS UNIVERSITET
CHALMERS TEKNISKA HÖGSKOLA
UPPSALA UNIVERSITET
University of Copenhagen
Technical University of Denmark (DTU)
Norges Regering antog den 16
juni 2014 rapporten MOOC till
Norge
Ossiannilsson_Örebro universitet2014
I am Ebba Ossiannilsson, Lund University, Sweden
I recently, dec 2012 earned my PhD from Oulu University in Finland and I did it through distance
I work for several international and national organisations on open learning and quality and some of them are represented here by their logos
I will here especially emphazise the work on the Paris declaration by UNESCO, the work with OER Service and the MOOC quality project. I also use to serve as a reviewer for several organisations, such as EFQUEL and Epprobate.
I have been asked to talk about the topic I am happy to share this with you today
The third theme is about quality
A move from the paradigm my students, my course, my content..
towards
http://4.bp.blogspot.com/_-rcFBgUNtQ0/SFO-eE5igTI/AAAAAAAAEIk/4cyVccxKt_U/s400/GMU+service-learning+orientation+037.jpg
http://umami.typepad.com/umami/images/2007/07/18/p7050954.jpg
http://s3.frank.itlab.us/photo-essays/small/aug_05_4646_teacher.jpg
Quality can enhance when use the very best of what is out there and available and often for free and peer reviewed
In research we are used to talk about peer review, but not that often in education
Towards any university, any content, any student
Probably the role of the University will shift to an assessing and credentialling institution or just for elite students and for research
http://img.scoop.it/_kg6c2d18VvkH-C1_rudTzl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ
Headings for the workshop
Karen: If you had told me my PLN would look like this a year ago, I would have laughed in your face! I wasn’t even on Facebook let alone Twitter…..and had no idea what PLN meant…Twitter & Blogs are larger font as these have the most impact on my learning at the moment (explain briefly some of the connections in the diagram).
You can see how connected the PLN is. I learn from many many other people, and with other people: I am basically connected to a global staffroom of engaged and interested teachers…..>>
Vad betyder så varje bokstav
Massive =att det är för många, väldigt många
Open = öppen i vidaste mening, i stort sett enbart ngn devise o Internet
Online = online inga fysiska möten alls
Course = att det är en kurs, vanligtvis veckomoduler
Vidare att MOOCen är autonom, mångfaldig, öppen och interaktiv
Autonomy, Diversity, Openess, Interactivity
Jfr Downes blogpost
cMOOC community basearat, man bygger gemenasmt kursen allteftersom
xMOOC innehållsbaserad
Open Badges
Såvida det inte är arbetsgivaren som ger sk Open Badges, som jag nämnde nyss, vilket redan är vanligt förekommande. I landet väster över…
===================================
Taxonomi 8 varianter Clark (2013)
transferMOOCs
madeMOOCs
synchMOOCs
asynchMOOCs
adaptiveMOOCs
groupMOOCs
connectivistMOOCS
miniMOOCSs
Note that these are not mutually exclusive categories, as one can have a transfer MOOC that is synchronous or asynchronous. What’s important here is that we see MOOCs as informing the debate around learning to get over the obvious problems of relevance, access and cost. This is by no means a definitive taxonomy but it’s a start. I’d really appreciate any comments, critiques or new categories.
Headings for the workshop
Add mobile versions
As my strong believe caring is sharing
So my footprints and contact details
My slides are available at slidshare where you can find my other presentations as well