Stlm balticsummit2011

The Nordic Baltic Open Education
Summit: Setting the Future Agenda for
Open Educational Collaboration

Ossiannilsson /Nordic Baltic Open Education Summit. Stockholm, 23-24th Nov. 2011. CC BY-NC-ND

1. The Swedish project on OER -resources for learning

2. OER towards OEP and OEC

CC by krissen.
5213463465_ebb19ed107.jpg


OER – resources for learning
2010 - 2011

Project resource site
English/Swedish


Ebba Ossiannilsson
Lund University
ebba.ossiannilsson@ced.lu.
se

Alastair Creelman
Linnaeus University
alastair.creelman@lnu.se
Lokal_Profil CC-BY-SA-2.5 www.creativecommons.org/licenses/by-sa/2.5 via Wikimedia Commons


Why?
OER/OEP – strong
international
development

Few national initiatives

OER culture not From experiment to
widespread in mainstream
Sweden

th
Photo: Ossiannilsson Some rights reserved by Leo Reynolds Stockholm, 23-24 Nov. 2011. CC BY-NC-ND
CC AT NC SA /Nordic Baltic Open Education Summit.

Seminars and workshops

Ossiannilsson /Nordic Baltic Open Education Summit. Stockholm, 23-24th Nov. 2011. CC BY-NC-ND Bild:
Photos: Peter Diedrichs, Laura Brander

Kanwar, Balasubramanian and Umar (2010)
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”.


Extended learning environments
Stretched learning (Kroksmark, 2011)

Wikimedia
Commons

iTunes U


“Expanding Horizons – New
Approaches Learning”

http://wikieducator.org/OER_university/Logic_model
Content is available under Creative Commons Attribution


Future of learning in 2020-2030
Learning objectives will focus on
competences rather than knowledge
Learning will be more tailored to the
needs of individuals
Learning will be more active and
Technologies will be an integral part of
connected to real life.
learning and life
Teachers will become lifelong learners
themselves Education needs to change to respond
to the needs of the economy and
society
ICT are creating and impacting change
in learning, but more knowledge is
needed.
Teachers need to be encouraged to be
part of implementing the change

Organizational change is required to
Ala-Mutka, Redecker, Punie, Ferrari, Cachia and Centeno
allow and encourage innovation in (2011). IPTS.
education. http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3679


Key competences 2025/2030

• The present eight Key competences 2006 to be reached 2010.
…and the future

• Environment; nature, sustainability
• Problem-solving; analysing,
critizing, KISS
• Identity; self confindence,
self-esteem, keep independece
• Flexibility to change,
openess to change, adapting to change,
stress management (IPTS, 2010)

Processes, Pedagogy
Stakeholders

OEC

OEP

OER

Creelman & Ossiannilsson, 2011. The understanding of OER, OEP and OEC were the processes, pedagogy and various stakeholders are involved.


Rethinking international university education and beyond

Learn anything, anywhere…if you know how
Some rights reserved by Spree2010


Culture of sharing

We don’t compete
with content

Context is king

Sharing facilitates
new teacher role

cc. sonyaf.blogg.se

Some rights reserved by HikingArtist.com


Changing roles

The role of the student

The role of the teacher

The role of the university

The role of the course

The role of
degree/cerification
Some rights reserved by enda_001


"The greatest danger in times of
turbulence is not the turbulence. It is to act
with yesterday's logic." - Peter Drucker

Steve Wheeler, University of Plymouth, 2011
Rethinking international university
education and beyond

http://pixdaus.com

Personalised learning means
ensuring that individual
differences are acknowledged

Steve Wheeler, University of Plymouth, 2011

Stakeholders involved in the adaptation
and implementation of OER
(UNESCO-COL 2011a p.13).
Governments

Challenges and guidelines Quality assurance/accreditation/recognition bodies
for stakeholders
UNESCO-COL, 2011b Higher educational providers

Teaching staff

Student bodies

Student

Ossiannilsson
&
Creelman, 2011
.


Traditional Open Learning model

Murray, J. Thompson Rivers University


Open education 2.0" model

Murray, J. Thompson Rivers University


Quality
Networking, collaboration, connectivism, b
uilding bridges, peer to peer, self-
esteem, close to the end-users


Benchmarking of OER

to identify success factors for the
use and reuse of OER
how social aspects really work
and how they contribute to the
success of OER activity generally.
identify communities of practice
identify stakeholders
identify approaches in the use of
OER
develop best practice and
cultivate cultures in the use of OER
identify the process towards OEP
and OEC


Open educational practices
and cultures

• Sharing as default

• National policies
meet grassroots
enthusiasm

• Transformative
educational
potentials of OER

• Inclusiveness
CC Some rights reserved by Shahram Sharif

In Ossiannilsson & Creelman, 2011.
Stages of OEP (OPAL, 2011, p. 4).


The door is
open …

Practice
Culture
Business models
Etc.

Bild: Wikimedia Commons, Push the button, CC BY SA


LUND UNIVERSITY

XX UNIVERSITY

DO IT YOURSELF UNIVIERSITY

OER UNIVERSITY etc….
…and/or

THE BADGE MOVEMENT


CHALLENGES

Source: toucansproject.wordpress.com


Assessment
Teacher’s role

Examination
University’s role

Student’s role IPR

Publication
Policies and
strategies Collaborative Informal
learning learning ??????

Some rights reserved by MycaelOpen Education Summit. Stockholm, 23-24th Nov. 2011. CC BY-NC-ND
Ossiannilsson /Nordic Baltic

Ebba Ossiannilsson, Lund University, SE

Footprints
W:www.lu.se,
www.oulu.fi
E:Ebba.Ossiannilsson@ced.lu.se
E:Ebba.Ossiannilsson@oulu.fi
FB:Ebba Ossiannilsson
T:@EbbaOssian
Phone: +4670995448
S:http://www.slideshare.net/Ebba
Ossiann


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