Ossiannilsson icqh2014 sakarya university_turkey

International Conference on Quality in Higher
Education (ICQH), Sakarya University, Turkey 4th
December 2014
Quality in e-learning
DR. EBBA OSSIANNILSSON
LUND UNIVERSITY, SWEDEN
http://www.slideshare.net/EbbaOssiann

Ebba Ossiannilsson, PhD Lund University

Ebba Ossiannilsson
Lund University, Sweden
Dr. Project Manager
E-learning expert
Certifierad e-l quality
Reviewer
Board member EFQUEL, EDEN
NAP
Vice President SADE, SE
Research leader ICDE
International Quality
Standard Study
Evaluator SEQUENT
EDEN Fellow2014
Global OER Graduate Network
(OUGN)
Ossiannilsson (2012)
Benchmarking (e)-learning in higher education, Doctoral dissertation,
Oulu University, Finland
International Conference on Quality in Higher Education (ICQH), Sakarya University, Turkey 3-5 December2014_Ossiannilsson2014

Agenda
What do we mean by eLearning
OER/MOOCs
Quality
Trends
Whats in it for me?

LEARNING AREANAS ARE CHANGING
International Conference on Quality in Higher Education (ICQH), Sakarya University,
Turkey 3-5 December2014_Ossiannilsson2014

Demography Globalisation Technology
Drivers
Labour market trends & demands
Labour Market
ICT Trends
Personalisation
Collaboration
Informalisation
Tailormade & targeted
Active & constructive
Motivating & engaging
Learner-
centred
Social
learning
Lifewide
learning
Peer-learning
Sharing & collaborating
In communities
Anywhere, anytime
Blending virtual & real
Combining
sources/providers
Initiative, resilience
Responsibility
Risk-taking, creativity
Social skills
Learning
skills
Personal
skills
Education & Training New ways of learningNew skills
Managing, organising
Meta-cognitive skills
Failing forward
Team-, networking
Empathy, compassion
Co-constructing
Social networks Games Mobiles OER
Augmented Reality Data mining
3D virtual worlds LMS
Electronic tutors
ePortfoliose-books
Learning analytics
?? ?
?
© European Commission, 2011
Source: IPTS (2011): „The Future of Learning: Preparing for Change“,
http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719

Education Our
Content
Our
Support
Our Students
Friesen & Murray, 2011

Blended learning
A pedagogical model
combining face to face
classroom teaching with the
redesign of the educational
environment and learning
experience, thus contributing
to the creation of a
”community of inquiry” (EUA
2014)
Hybrid learning, defined as a
deliberate attempt to
combine the best of both
face-to-face and online
learning. Bates 8th May 2013

User generated
content
Peer critiquing
Networked
Collective
aggregation
Personalised
Open

http://www.flickr.com/photos/r8r/4109502436/
Play
Performance
Simulation
Appropriation
Multitasking
Distributed cognition
Collective intelligence
Judgement
Transmedia
navigation
Networking
Negotiation
Jenkins et al., 2006
Digital literacies
Creativity
International Conference on Quality in Higher Education (ICQH), Sakarya
University, Turkey 3-5 December2014_Ossiannilsson2014

EC Recommendations for Higher Education
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

What does EC mean with
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

" We must engage and fundamental transform the educational and
learning systems…
… and we must exploit and take advantages of the potentials that
open and flexible education offers"
(Commissionaire Vassilio EADTU 120929)

50 shades of openness
©
Copyright Public domainCreativeCommons

UNESCO/COL
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/COL
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)

OER Paris Declaration (1)
awareness and use
enabling environments
strategies and policies
open licensing
frameworks
sustainable development
of quality

OER Paris Declaration (2)
strategic alliances
variety of languages and
cultural contexts
research
finding, retrieving and
sharing
open licensing, public
funds

BIS RESEARCH PAPER NUMBER 130
The Maturing of the MOOC

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

MOOC (Downes 2013)
Massive
Open
Online
Course

www.educatorstechnology.com

E-learning in European HEI EUA 2014
Support structures /services
Intra-institutional
Coordination
Quality assurance
Recognition
• October –December 2013
• 249 answers
• 37 countries
• EU and wider Europe

Pedagogical and economic
motives…
Need for flexibility time/place
Better use of resources
Both residential students and a
wider range or profressionals
and other lifelong learners
Transversal skills and training
Entrepreneurial skills and ”
Curriculum (Society is the
curriculum)
Assessment change
Not much attention by QA in
mainstream
Most HEI are reviewing
strategies, but also how to
mainstream and implement
E-learning as catalyst for
innovation

National strategies
Institutional strategies
Mainstreaming
Only in some departments
Or
Thanks to just some teachers
…and students
Institutional governance and
management
Internal/external QA/QE

more self-directed
better equipped to capture
information
more reliant on feedback from peers
more inclined to
collaborate
more oriented toward being their own
“nodes of production”
global digital citizens
Learners today are:

Quality Culture– Interaction
CC BY Some rights reserved by SeattleClouds.com
Quality control
Processmodels
Guidelines
Rules
Standards
Competences
Attitudes
Values
Self-evaluation
Communication
Trust
Collaboration
Inclusiveness
Innovation/Creativity
Comittment

Quality - Retrospective or prospective?
• From control to
enhancement
• Self-evaluation
• Peer review
• Benchmarking
• Certification
• Accreditation CC BY-NC Some rights reserved by Shira Golding
Doctoral dissertation
Ossiannilsson, E (2012) Benchmarking e-learning in higher education: lessons learned from
international projects. (Oulu University, Finland)

Cartography

OSSIANNILSSON, WILLIAMS, CAMILLERI, BROWN
ICDE QUALITY STANDARD STUDY
2014

ICDE QUALITY STANDARD STUDY 2014
1) overview of standards, guidelines and benchmarks for quality
open, distance, flexible, and online education, including e-learning
2) analysis of and recommendation for which standards and
guidelines that are most relevant for the ICDE membership,
3) analysis of opportunities for ICDE to align its work with that of key
national and international stakeholders, included quality agencies.
4) recommendations for ICDE’s future work on quality guidelines,
benchmarks, standards and quality.
5) presentation of a series of proposals, which ICDE may realistically
pursue including an analysis of resources required

eMM
CHEA

MOST USED
CHEA
EMM
OLC (former Sloan C)
Quality Matters
Khan 8 dimensional framework
Elearning Quality (framework)
UNIQUe
ECB Check
Epprobate
E-xcellence
OER TIPS
OpenupEd
E-learning
MOOC
OER

Quality framework for MOOCs in Europe
• Openness to learners
• Digital openness
• Learner-centred approach
• Independent learning
• Media-supported interaction
• Recognition options
• Quality focus
• Spectrum of diversity

Certification
For Institutions
unique.efquel.org
For Program and Courses
ecb-check.efquel.org
Evaluation tool
sevaq.efquel.org

strategy & e-learning
commitment to innovation
openness to the community
learning resources: resources for
learning, students, university staff
learning processes: quality of the offer,
assessment of learning
human resource development

Information about the programme
Target group orientation
Quality of the content
Programme/course design
Media design, technology
Evaluation & review

The eight General Standards
• Course Overview and
Introduction
• Learning Objectives
(Competencies)
• Assessment and Measurement
• Instructional Materials
• Course Activities and Learner
Interaction
• Course Technology
• Learner Support
• Accessibility and Usability

• Course design
• Learning design
• Media design
• Content

eMM eLearning Maturity Model
A. Learning
B. Development
C. Support
D. Evaluation
E. Organisation

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

Best guarantees of quality in e-learning
Well-qualified subject experts that are also well trained in both teaching
methods and the use of technology for teaching
Highly qualified and professional learning technology support staff
Adequate resources, including appropriate instructor/student ratios
Appropriate methods of working (teamwork, project management)
Systematic evaluation leading to continuous improvement
Bates 2012, in Ossiannilsson (2012)

InternationalConferenceonQualityinHigherEducation(ICQH),SakaryaUniversity,Turkey3-5
December2014_Ossiannilsson2014

Purpose/Level (Prel results)
Certification
Label
Accreditation
Benchmarking
Framework
Global
National
Institutional
Influencial

SET OF PRINCIPLES ON QUALITY
(Prel results)
Dynamic
Process conversation incl reflective practice
Stakeholders interested incl students
Approaches: Enhancement vs assurance
Contextbound contextualises generic /vs content
Contestable/debateable
Maturity
Open culture/practice core of culture
Personalisation

First set of recommendations
(Prel results)
QA systems must
● be flexible enough to deal with rapid change in the
field: several have lost their relevance due to
inability to change fast enough
● be better contextualised to the needs (culture,
language, socio-economic priorities) of local
regions (but not at the expense of
internationalisation)

Policy Recommendations (Prel results)
● QA agencies should take a stronger role in promoting
innovation, rather than solely controlling quality
● Integration of QA into HE systems needs to take
account of the mature QA processes already in place
● New Credentials (esp. linked to open learning), are
necessitating a QA focus on credentialisation
● Non-Traditional providers are often not covered by any
QA system
● Unbundling of Educational systems may require
corresponding unbundling of QA systems

Set of proposals (Prel results)
● e-learning Quality needs to be contextualised as part of
institutional strategy
● Quality is a process: providing tools and methods to
support quality culture are key to overall improvement
● The understanding of quality e-learning is evolving:
investing more dialogue/community with
professionals/network
● Conversation like the suggested Quality Hub, cf OER
Hub, will aid this process

Sustainability (Prel results)
Institutional take up, governance and management
Potentials or mainstreaming and diversification of provision
E-infrastructure and support to students and staff
Incentives not at least for staff
Quality assurance/enhancement
Catalyst
CC
Global digital citizens
Rethinking, out of comfort zone
Embrace benefits …smart learning

..biggest challenge in innovation
is ENVISIONING A NEW PARADIGM AND
ABANDONING THE OLD CONSTRUCTS
….growing DISRUPTION of higher
education’s traditional business
models, there is a steady move
TOWARDS ‘OPENNESS’ THAT IS
DRIVING INNOVATION and has the
potential to create a new paradigm
in HE
GLOCALISATION
…EMBRACE UBIQUITOUS AND MOBILE
ANYWHERE, ANYONE, ANYTIME

Changing practices
• Nature of learning, teaching
and research is changing
• It’s about
– Harnessing new media
– Adopting open practices
• New business models are
emerging
(image Conole 2012)

On changing perspectives
Networking
Sustainability
Boundless education
Lifelong learning
Holistic and conceptual
approach and embedded and
beyond
A move from my students, my
course, my resorurse…
towards our´s…
Globalisation
Demography
Technical and digital
development
Student involvement and
student completion
Quality
Frame of references
(Ossiannilsson 2012)

Innovative pedagogy
• Learning analytics
• Seamless learning
• Digital scholarsship
• Geolearning
• Learning from gaming
• Maker culture
• Learning outcomes
• Assessments

• massive open social
• learning learning design
informed by analytics
• the flipped classroom
• bring your own devices
learning to learn
• dynamic assessment
• event-based learning
• learning through
storytelling
• threshold concepts, and
• bricolage

The integration of digital technologies and
pedagogies should form an integral element of higher
education institutions’ strategies for teaching
and learning. Clear goals and objectives should be
defined and necessary organisational support
structures (such as the European Academy
of Teaching and Learning) established to drive
implementation(3)
All staff teaching in higher education institutions
should receive training in relevant digital technologies
and pedagogies as part of initial training and
continuous professional development (5)
Governments and higher education institutions
should work towards full open access of educational
resources (13)
Recommendations (15)
International Conference on Quality in Higher Education (ICQH), Sakarya

Concept and Graphic by Steve Wheeler

CHALLENGE
SKILLSLow High
LowHigh
Anxiety
Boredom
SteveWheeler,UniversityofPlymouth,2014
Adapted from: Csikszentmihalyi (1991) and Killi (2009)

IN THE END OF THE DAY WHAT´S IN IT FOR ME, AS A LEARNER?

REFLECTIONS AND QUESTIONS?
ÇOK TEŞEKKÜR EDERIM!

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• T:@EbbaOssian
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EbbaOssiann
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Presentation CC BY SA, some images may have other CCInternational Conference on Quality in Higher Education (ICQH), Sakarya

Ossiannilsson icqh2014 sakarya university_turkey

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