This document provides a summary of Professor Ebba Ossiannilsson's background and expertise. Ossiannilsson is a consultant and expert in open, flexible, online and distance learning. She advocates for open education to promote SDG4 and the future of education. She holds leadership roles in several international organizations focused on open education and quality assessment. Ossiannilsson has nearly 20 years of experience in her field and regularly publishes and speaks at conferences. The document outlines her extensive qualifications and contributions to advancing open education on a global scale.

2. Professor, Dr. Ossiannilsson
... is a Consultant, Expert, Influencer and Quality Assessor in the field of
open, flexible, online, and distance learning, is an advocate and
promotes and improves open and online learning in the context of
SDG4, and Futures of education. She is on the Executive Committee
both for ICDE and EDEN. She works as an international quality assessor
for EADTU and ICDE. Ossiannilsson chairs the ICDE OER Advocacy
Committee. She has even several other missions for ICDE, as ICDE
Quality Network, and she was research director for the Global Overview
of Quality Models Study 2014/15, and on Blended Learning 2017.
Ossiannilsson received the title EDEN Fellow 2014, the EDEN Council of
Fellows 2018, the Open Education Europa Fellow 2015, and ICDE
Ambassador for the global advocacy of OER 2017. Ossiannilsson has
nearly 20 years of experience in her field. Ossiannilsson works in
addition with the European Commission, and ITCILO. She works with
ICoBC (International Council on Badges and Credentials). She is a
member of the Ed Board for several scientific journals and regularly
invited as a keynote speaker at conferences. Her publications comprises
over 200+ At the national level she is Vice President in the Swedish
Association for Distance Education (SADE) and National Organization for
e- Competence (REK).

3. Ossiannilsson OER BIO
2002 OER EU Projects and
national projects
2011 OER Sweden OER a Resource for Learning OER Expert LANETO
Meeting place OER Sweden
Open Education Europa
Ambassador
Open Education Europa
Advocate
GIZ Ambassador for Quality
in Digital Learning and part
in the Globe- Community of
Digital Learning, and part in
the Globe- Community of
Digital Learning
ICDE OER ICDE Ambassador
for OER
ICDE OER Advocacy
Committee, Chair
OE Global2021; UNESCO
Ambassador and Expert
Aricles, Book Chapters and a
forthcoming book on OER

5. • Ebba Ossiannilsson, Professor, Dr. Consultant and VP, Swedish
Association of Distance Education (SADE), Sweden, ICDE Board, Chair
• Jane-Frances Obiageli Agbu, Associate Professor, National Open
University of Nigeria, Nigeria
• Cengiz Hakan Aydin, Professor, Anadolu University, Turkey
• Melinda de la Pena Bandalaria, Chancellor and Professor, University of
the Philippines Open University, the Philippines
• Daniel Burgos, Vice-rector for International Research, Universidad
Internacional de La Rioja, Spain
• Xiangyang Zhang, Emeritus Professor, Open University of Jiangsu,
China
• Rosa Leonor Ulloa Cazarez, Professor, Universidad de Guadalajara,
Mexico
• Mpine Makoe, Professor, University of South Africa (UNISA), South
Africa
• Cristine Gusmao, Associate Professor, Federal University of
Pernambuco, Brazil
• Yi Yang, Professor, Franklin University, USA
• Constance Blomgren, Associate Professor, Athabasca University,
Canada
• Trish Chaplin-Cheyne, Director Learning and Teaching Development,
Otago Polytechnic, New Zealand
Ambassadors

6. AGENDA
Global challenges
COVID-19
On open education
UNESCO OER
Recommendation 2019
Some Quality
frameworks for OER
Some initiatives
Conclusions and
recommendations

7. Global Challenges
Digitalization
Equity
Inclusion
Climate Change
Sustainability

10. UN
UNESCO SDG

12. • Openness, a way of being and
relating
• What is paid by taxpayers,
should go back to taxpayers
• SDG
• The principles of social
justice are an essential part of
effective health promotion.
There are four
interrelated principles of social
justice; equity, access,
participation and rights

16. XVI Brazilian Congress of Distance Higher Education (ESUD) and the V International Congress of Higher Distance Education (CIESUD)

17. The UNESCO OER Recommendation is the only existing international standard-setting instrument on OER and is
the fruit of over a decade of efforts to bring together a wide diversity of stakeholders.

18. OER TIMELINE
Wikieducator
• 2002 The term coined
UNESCO conf Paris
• 2007 First Public
Declaration: Cape Town
Declaration
• 2012 UNESCO Paris
Declaration
• Cape Town Declaration
10+
• 2017 Ljubjana
Declaration and
Ministerial Statement
• 2019 UN UNESCO
Recommendations

22. https://creativecommons.org/about/downloads/
https://creativecommons.org/policies/
Original CC license icons licensed under CC BY 4.0

24. + RECOGNITION
AND
RECONTEXTUALIZE
…

25. Recommendation on Open Educational Resources (OER)
DEFINITION AND SCOPE
• 1. Open Educational Resources (OER) are learning,
teaching and research materials in any format and
medium that reside in the public domain or are under
copyright that have been released under an open license,
that permit no-cost access, re-use, re-purpose,
adaptation and redistribution by others.
2. Open license refers to a license that respects the
intellectual property rights of the copyright owner and
provides permissions granting the public the rights to
access, re-use, re-purpose, adapt and redistribute
educational materials.
3. Information and communications technology (ICT)
provide great potential for effective, equitable and
inclusive access to OER and their use, adaptation and
redistribution. They can open possibilities for OER to be
accessible anytime and anywhere for everyone, including
individuals with disabilities and individuals coming from
marginalized or disadvantaged groups. They can help
meet the needs of individual learners and effectively
promote gender equality and incentivize innovative
pedagogical, didactical and methodological approaches.
4. Stakeholders in the formal, non-formal and
informal sectors (where appropriate) in this
Recommendation include: teachers, educators,
learners, governmental bodies, parents,
educational providers and institutions,
education support personnel, teacher trainers,
educational policy makers, cultural institutions
(such as libraries, archives and museums) and
their users, information and communications
technology (ICT) infrastructure providers,
researchers, research institutions, civil society
organizations (including professional and
student associations), publishers, the public and
private sectors, intergovernmental
organizations, copyright holders and authors,
media and broadcasting groups and funding
bodies.

26. Recommendation on Open Educational
Resources (OER)
Building capacity of stakeholders to create, access, re-use, adapt and redistribute OER
Building
Developing supportive policy
Developing
Encouraging effective, inclusive and equitable access to quality OER
Encouraging
Nurturing the creation of sustainability models for OER
Nurturing
Promoting and reinforcing international cooperation
Promoting and
reinforcing
+ MONITORING AND EVALUATION

27. UN UNESCO OER Recommendations,
the Way Forward for Member Countries
Professor,
Dr.,
Ebba
Ossiannilsson_CO20
22022020
MONITORING
(a) deploying appropriate research mechanisms to measure the effectiveness
and efficiency of OER policies and incentives against defined objectives;
(b) collecting and disseminating progress, good practices, innovations and
research reports on OER and its implications with the support of UNESCO and
international open education communities; and
(c) developing strategies to monitor the educational effectiveness and long-term
financial efficiency of OER, which include participation of all relevant
stakeholders. Such strategies could focus on improving learning processes and
strengthening the connections between findings, decision-making,
transparency, and accountability to inclusive and equitable quality education
and research.

28. UNESCO OER DYNAMIC COALITION
Framework documents
•2019 UNESCO OER
Recommendation
•2017 Ljubljana OER Action
Plan
•2012 Paris OER Declaration
•2008 Cape Town Open
Education Declaration(link
is external)
Publications
Guidelines on the development of open educational resources
policies, 2019
Open Educational Resources: Policy, Costs and Transformation,
2016
A Basic Guide to OER, 2015
Survey on Governments’ OER policies, 2012
OER Programme, 2012
OER and Change in Higher Education: Reflections from
Practice(link is external), 2012
Guidelines for OER in Higher Education, 2011
OER: conversations in cyberspace, 2009
Documents
2nd World OER Congress: Ljubljana OER Action Plan
Study on International Collaboration on Open Education
Resources
Forum on the Impact of Open Courseware for Higher Education
in Developing Countries: Final report
OER competency Framework: English | French | Spanish
OER Trainer’s guide, v 1.1: English | French

33. Quality OER

48. Guidance on Open Educational Practices during School Closures:
Utilizing OER under COVID-19 Pandemic in line with UNESCO OER
Recommendation

49. The OER
Adoption
Pyramid
Trotter, 2016

50. Suggested citation: Farrow, R., Iniesto, F., Weller, M., Pitt., R., Algers, A., Baas, M., Bozkurt, A., Cox, G., Czerwonogora, A.,
Elias, T., Essmiller, K., Funk, J., Lambert, S., Mittelmeier, J., Nagashima, T., Rabin, E., Rets, I., Spica, E., Vladimirschi, V. &
Witthaus, G. (2021). GO-GN Guide to Conceptual Frameworks. Open Education Research Hub. The Open University, UK.
CC-BY 4.0. https://go-gn.net/gogn_outputs/conceptual-frameworks/

51. (2012)

52. NORMBASED PROCESSBASED

53. The research study identified characteristics, which needs to
be addressed for quality assurance and quality enhancement.
Those can be summarised as below:
• Multifaceted – e.g. systems use a multiplicity of measures
for quality, and will often consider strategy, policy,
infrastructure, processes, outputs and more so as to come to
a well-rounded view of holistic quality.
• Dynamic – e.g. flexibility is built in to systems, to
accommodate for rapid-changes in technology, as well as
social norms. For this reason, they rarely refer to specific
technological measures, and rather concentrate on the
services provided to users through that technology.
• Mainstreamed – e.g. while all the quality tools surveyed
aim at high-level quality improvement, this is intended to
trickle down throughout the institution and be used as a tool
for reflective practice by individual members of staff in their
daily work.
• Representative – e.g. quality systems seek to balance the
perspectives and demands of various interested
stakeholders, including students, staff, enterprise,
government and society at large.
• Multifunctional – e.g. most systems serve a triple function
of instilling a quality culture within an institution, providing a
roadmap for future improvement, as well as serving as a
label of quality for outside perspectives.

54. MACRO,
MESO,
MICRO AND
NANO LEVEL

58. ICDE OER Advocacy
Committee’s survey report on
the Implementation of the
UNESCO Recommendation on
OER
This global report was based on
the findings of the ICDE OER
Advocacy Committee (OERAC)
survey and aimed to provide a
general baseline against which
the international community
can map future progress toward
the UNESCO OER
Recommendation.
The report also aimed to
provide context and
recommended next steps, with
a special recognition of COVID-
19’s impact on OER activities.
This report includes an executive summary in
English, Chinese, French, Hindi, Portuguese, Spanish,
Swedish and Turkish.

61. https://doi.org/10.5281/ze
nodo.5546183
https://conference.oeglo
bal.org/2021/

62. • From now on
everything on
OER/OEP/OEC have to
be related to the UN
UNESCO OER
Recommendation and
monitoring and
evaluation
LETS MAKE THE JOURNEY
TOGETHER FOR A CHANGED
QUALITY AGENDA

64. My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gmail.com
info@i4quality.se
THANK YOU!
CARING IS SHARING, SHARING IS CARING
OERAC LINKEDIN