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Dr. Ebba Ossiannilsson, V President SADE
EDEN FELLOW
OPEN EDUCATION EUROPA FELLOW
A question of quality, from the learners
perspectives EC-ET2020 WGDOL 16/09/15
The Networked Teacher: Making a PLN work for you
Karen Benson
Sophia KhanDr. Ebba Ossiannilsson, Sweden
What’s the point of education if
Google can tell us anything?
University in your pocket? successoimages/www.shutterstock.com
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 150916
Ossiannilsson ec et2020_wgdol_ljubliana_personalisation16_09_15
Whats in it for me?
From research and literature
Reflections/Discussion
My ppp on Slideshare: EbbaOssiann
We can not educate today’s students with
methods from the past century, for a future we
do not know anything about.
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
The importance of online-learning
For learning
Potential to support interaction, communication and
collaboration
Developing digital literacy skills
Promoting different pedagogical approaches
Fostering creativity and innovation
Connecting students beyond the formal course
For life
Preparing students for an uncertain future
Preparing for e-citizenship in a global world
Improving employability opportunities
Increased importance of technology in society
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Formal
Informal
Individual Social
Blended courses
DL+ social media
Trad. campus courses
DL courses
OER
xMOOCs
OER + Social media
cMOOCs
APEL
ePortforlios
OERu
Badges
Formal/informal landscape
CC BY Conole 26 May 2015
Anytime
Anyone
Anyhow
Anywhere
With any devise
In today’s learning landscape we need ‘learning rebels’ and
‘learning provocateurs’, and not ‘learning conformists’.
…because we are going through a time of major learning
transformation, a radical thinking that will help us get started
on the transformation has become quite critical. What we need
is creative thinking that will churn out innovative solutions that
will address the unique challenges of today’s creative economy
(challenges that are very different from the ones posed by the
industrial economy we have been addressing so far). The need
of the hour is a revolution for:
Breaking the rules
Thinking out-of-the-box/or preferable NO box
Questioning/Challenging the status quo
Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning
ought to cover. Reprinted with permission from Wiley-Blackwell.
Types of Support in Distance Learning
Academic
OrganizationalSocial
ICDE IDEAL Impact of Distance Education on Adult Learning (2015)
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
IMPACT
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Small OER/
Big OER
How it works
Do you have an internet connection? Interested in
learning online with others from around the world?
OERu gives you the chance to study independently,
from home, with access to world-class courses from
recognised institutions.
Do you want your study recognised towards a formal
academic qualification, but are looking for an affordable
option? OERu is for you! With us, you can study online,
for free, from anywhere in the world. You can also pay
reduced fees, if you want to gain academic credit - and
you only pay for assessment when you’re ready. Either
way, you get the course that suits you, when you want
it.
OER Research Hub Data Report 2013-
2015: Informal Learners
• A majority of informal learners using OER are
full-time employed and already hold an
educational qualification
• Cost is the most important factor driving
adoption of OER by informal learners
• Relevance to one’s particular needs and clear
learning objectives guide informal learners’
selection of open content
• Few (13.9%) informal learners are mindful of
open licenses allowing adaptation when
selecting OER
• Discoverability of resources, quality and
subject coverage are the most pressing
challenges faced by informal learners using
OER
• 91.5% of informal learners are likely to
continue using OER
• A quarter of respondents declare their
inclination to go into formal education after
using OER
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
OER Research Hub Data Report 2013-
2015: Formal Learners
• Cost (88%) and ease of access (79%)
are the most important factors
influencing formal learners’ decision
to use OER
• 32% of formal learners say that their
use of open content influenced their
decision to register for their course of
study
• Biggest impact of OER use not on
grades but on increased interest in
the subject, satisfaction with the
learning experience and enthusiasm
for future study
• Relevance, reputation and clear
learning objectives guide formal
learners’ selection of OER
• Discoverability of resources is a
barrier to OER adoption by formal
learners
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
EDUCATION IS ORGANIZED IN A LINEAR MATTER
DUE TO THE INSTITUTIONS OFFERS
LEARNING IS HAPPENING ON RHIZOME MATTER
The Invisible Learners Taking
MOOCs
Recent research suggests
that the majority of
people enrolled in these
open online courses
are highly educated. As far
as US participants are
concerned, a large
percentage also live in
high-income
neighborhoods.
“Anyone,
anywhere, at any
point in time will
be able to take
advantage of high
quality
education.”
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
The Invisible Learners Taking
MOOCs (2)
• Successful online
learners have
sophisticated study
skills.
• Flexibility and a flexible
life are often essential
for engaged
participation
• Online learning is an
emotional experience
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Blog U ›
Higher Ed Beta
MOOCs and Beyond
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation160915
Review of the Recent Literature Dr Sarah Hayes
July 2015 QAA MOOCs Network
Data on learners and
engaging students in
MOOCs design
Non-completion rates
Good learning and
instructional design
Stephen Downes (2014)
Since each learner has
her/his own objectives and
success criteria, and the
success of the course
depends on each learner
meeting their own goals,
Downes (2014) offers four
key success factors for a
MOOC: autonomy, diversity,
openness and interactivity.
The success or failure of a
course depends on how well
it satisfies these criteria
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Choised based learning
Perspectives on
MOOC quality - An
account of the
EFQUEL MOOC
quality project
Creelman, Ehlers &
Ossiannilsson (2014)
INNOQUAL. Volume 2, No
3, 2014 and Special Issue
on Quality in Massive
Open Online Courses
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Validation/Recognition
CAMEO 3rd Sept 2015
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Users engaging in CAMEO register for a given course
with multiple accounts, one of which is designated the
“master” account. They then use non-master
“harvester” accounts to click through assessments as
quickly as possible until the grading tool provides
correct answers. The CAMEO user then inputs these
“harvested” answers to gain certification for their
“master” account in a significantly shorter amount of
time than is generally possible.
http://www.thecrimson.com/article/2015/9/3/cameo-
cheating-method-mooc/
Perspectives
What kind of institutions are we going
to develop for the 21 st century
Learning by curriculum OR
Learning to become a
learner
How am I becoming
Building a knowledgeable
person
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
The Society as the Curricula David Cormier
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
Caring is sharing, sharing is caring
My Footprints
Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation
160915

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Ossiannilsson ec et2020_wgdol_ljubliana_personalisation16_09_15

  • 1. Dr. Ebba Ossiannilsson, V President SADE EDEN FELLOW OPEN EDUCATION EUROPA FELLOW A question of quality, from the learners perspectives EC-ET2020 WGDOL 16/09/15
  • 2. The Networked Teacher: Making a PLN work for you Karen Benson Sophia KhanDr. Ebba Ossiannilsson, Sweden
  • 3. What’s the point of education if Google can tell us anything? University in your pocket? successoimages/www.shutterstock.com Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 150916
  • 5. Whats in it for me? From research and literature Reflections/Discussion My ppp on Slideshare: EbbaOssiann We can not educate today’s students with methods from the past century, for a future we do not know anything about. Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
  • 6. The importance of online-learning For learning Potential to support interaction, communication and collaboration Developing digital literacy skills Promoting different pedagogical approaches Fostering creativity and innovation Connecting students beyond the formal course For life Preparing students for an uncertain future Preparing for e-citizenship in a global world Improving employability opportunities Increased importance of technology in society Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
  • 7. Formal Informal Individual Social Blended courses DL+ social media Trad. campus courses DL courses OER xMOOCs OER + Social media cMOOCs APEL ePortforlios OERu Badges Formal/informal landscape CC BY Conole 26 May 2015 Anytime Anyone Anyhow Anywhere With any devise
  • 8. In today’s learning landscape we need ‘learning rebels’ and ‘learning provocateurs’, and not ‘learning conformists’. …because we are going through a time of major learning transformation, a radical thinking that will help us get started on the transformation has become quite critical. What we need is creative thinking that will churn out innovative solutions that will address the unique challenges of today’s creative economy (challenges that are very different from the ones posed by the industrial economy we have been addressing so far). The need of the hour is a revolution for: Breaking the rules Thinking out-of-the-box/or preferable NO box Questioning/Challenging the status quo
  • 9. Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permission from Wiley-Blackwell.
  • 10. Types of Support in Distance Learning Academic OrganizationalSocial ICDE IDEAL Impact of Distance Education on Adult Learning (2015) Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
  • 13. How it works Do you have an internet connection? Interested in learning online with others from around the world? OERu gives you the chance to study independently, from home, with access to world-class courses from recognised institutions. Do you want your study recognised towards a formal academic qualification, but are looking for an affordable option? OERu is for you! With us, you can study online, for free, from anywhere in the world. You can also pay reduced fees, if you want to gain academic credit - and you only pay for assessment when you’re ready. Either way, you get the course that suits you, when you want it.
  • 14. OER Research Hub Data Report 2013- 2015: Informal Learners • A majority of informal learners using OER are full-time employed and already hold an educational qualification • Cost is the most important factor driving adoption of OER by informal learners • Relevance to one’s particular needs and clear learning objectives guide informal learners’ selection of open content • Few (13.9%) informal learners are mindful of open licenses allowing adaptation when selecting OER • Discoverability of resources, quality and subject coverage are the most pressing challenges faced by informal learners using OER • 91.5% of informal learners are likely to continue using OER • A quarter of respondents declare their inclination to go into formal education after using OER Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
  • 15. OER Research Hub Data Report 2013- 2015: Formal Learners • Cost (88%) and ease of access (79%) are the most important factors influencing formal learners’ decision to use OER • 32% of formal learners say that their use of open content influenced their decision to register for their course of study • Biggest impact of OER use not on grades but on increased interest in the subject, satisfaction with the learning experience and enthusiasm for future study • Relevance, reputation and clear learning objectives guide formal learners’ selection of OER • Discoverability of resources is a barrier to OER adoption by formal learners Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
  • 16. Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915 EDUCATION IS ORGANIZED IN A LINEAR MATTER DUE TO THE INSTITUTIONS OFFERS LEARNING IS HAPPENING ON RHIZOME MATTER
  • 17. The Invisible Learners Taking MOOCs Recent research suggests that the majority of people enrolled in these open online courses are highly educated. As far as US participants are concerned, a large percentage also live in high-income neighborhoods. “Anyone, anywhere, at any point in time will be able to take advantage of high quality education.” Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
  • 18. The Invisible Learners Taking MOOCs (2) • Successful online learners have sophisticated study skills. • Flexibility and a flexible life are often essential for engaged participation • Online learning is an emotional experience Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915 Blog U › Higher Ed Beta MOOCs and Beyond
  • 19. Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation160915 Review of the Recent Literature Dr Sarah Hayes July 2015 QAA MOOCs Network Data on learners and engaging students in MOOCs design Non-completion rates Good learning and instructional design
  • 20. Stephen Downes (2014) Since each learner has her/his own objectives and success criteria, and the success of the course depends on each learner meeting their own goals, Downes (2014) offers four key success factors for a MOOC: autonomy, diversity, openness and interactivity. The success or failure of a course depends on how well it satisfies these criteria Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
  • 21. Choised based learning Perspectives on MOOC quality - An account of the EFQUEL MOOC quality project Creelman, Ehlers & Ossiannilsson (2014) INNOQUAL. Volume 2, No 3, 2014 and Special Issue on Quality in Massive Open Online Courses Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915
  • 23. CAMEO 3rd Sept 2015 Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915 Users engaging in CAMEO register for a given course with multiple accounts, one of which is designated the “master” account. They then use non-master “harvester” accounts to click through assessments as quickly as possible until the grading tool provides correct answers. The CAMEO user then inputs these “harvested” answers to gain certification for their “master” account in a significantly shorter amount of time than is generally possible. http://www.thecrimson.com/article/2015/9/3/cameo- cheating-method-mooc/
  • 24. Perspectives What kind of institutions are we going to develop for the 21 st century Learning by curriculum OR Learning to become a learner How am I becoming Building a knowledgeable person Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915 The Society as the Curricula David Cormier
  • 26. Caring is sharing, sharing is caring My Footprints Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Notes de l'éditeur

  1. 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
  2. Add mobile versions
  3. 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