LTH, Lund presentation on global challenges and quality related concerns in the changing learning landscape 10 June 2019

1. Omvärldsbevakning i ett förändrat lärande landskap
• Professor, Dr. Ebba Ossiannilsson
• Svenska Riksorganisationen för
Distansutbildning, Svenska Riksorganisationen
för e-kompetens
• Digital Skills and Jobs Coalition Sweden
• Internationell kvalitetsgranskare ICDE; EDATU
• ICDE OER Advocacy Committee, Chair
• ICDE Ambassador for the global advocacy of
OER
• EDEN, EC, EDEN SIG TEL QE, EDEN Fellow
• Open Education Europa Ambassador and
Fellow
• ISO/TC 176, Quality Management and quality
assurance
• ISO Educational organizations -- Management
systems for educational organizations --
Requirements with guidance for use, ISO
21001:2018
• ISO Future Concepts
• SIS, SIS/TK 304 Kvalitetsledning (validering av
individuell kompetens)

2. AGENDA
Förmiddag:
Var är vi idag?
Omvärldsbevakning
Gruppreflektioner
Eftermiddag:
Kvalitets och framgångsomåden
Diskutera, reflektera, relatera till er
verksamhet på LTH

3. Global Challenges

5. The fourth Industrial
Revolution requires the
social revolution as well:
SOCIAL
EMOTIONAL
COLLABORATIVE
EMPHATIC
IDENTITY
JUST FOR ME JUST IN
TIME
PERSONAL/
COLLABORATIVE

6. 4e
industriella
revolutionen,
förändrar
vårt sätt att:
Agera
Reagera
Kommunicera
Arbeta
Leva
Interagera
Relatera
Älska
Lära

7. WHATS THE ROLE OF
EDUCATION
• EDUCATION NEEDS TO
AIM TO DO MORE
THAN TO PREAPRE
YOUNG PEOPLE FOR
THE WORLD OF WORK.
• IT NEEDS TO EQUIP
STUDENTS WITH THE
SKILLS TEHY NEED TO
BECOME ACTIVE,
RESPONSIBLE AND
ENGAGED CITICENS
Just for me,
and just in time
learning

9. Personal learning is like shopping at a
grocery store. You need to assemble the
ingredients yourself and create your own
meals. It’s harder, but it’s a lot cheaper, and
you can have an endless variety of meals.
Sure, you might not get the best meals
possible, but you control the experience,
and you control the outcome.
Personalized learning is like being served
at a restaurant. Someone else selects the
food and prepares it. There is some
customization – you can tell the waiter how
you want your meat cooked – but
essentially everyone at the restaurant gets

12. NMC 2019

14. Ferguson, R., Coughlan, T., Egelandsdal, K., Gaved, M.,
Herodotou, C., Hillaire, G., Jones, D., Jowers, I., Kukulska-
Hulme, A., McAndrew, P., Misiejuk, K., Ness, I. J., Rienties, B.,
Scanlon, E., Sharples, M., Wasson, B., Weller, M. and Whitelock,
D. (2019). Innovating Pedagogy 2019: Open University
Innovation Report 7. Milton Keynes: The Open University.
Themes
Playful learning
Learning with robots
Decolonising learning
Drone-based learning
Learning through wonder
Action learning
Virtual studios
Place-based learning
Making thinking visible
Roots of Empathy
Themes from previous reports

15. OPEN PEDAGOGY, (Hegarty, 2016)

17. NEW TEACHING AND LEARNING
METHODS ARE NEEDED
NEW PEDAGOGIES
NEW SUBJECTS, DISCIPLINES,
NEW CONTENTS
NEW TOOLS
EC, ANUSCA FERRARI, 4 JUNE 2019
Photo by salvatore ventura on Unsplas

23. (2012)

24. The Digital Skills Toolkit forms part of
ITU's commitment to the Global
Initiative on Decent Jobs for Youth to
tackle youth unemployment, for
which it leads the digital skills
thematic area
Digital Competence Framework for Educators
(DigCompEdu)

25. Breakout:
Diagnosticera er
samlade bild av
gruppens
digitala
färdigheter/förm
ågor enligt
smällkaramellen
Individuell diagnosticering
av vardera sex områden
Gruppvis reflektion
Presentation jfr SAMR
Modellen

26. Kvalitets och
framgångsområden i
det förändrade
lärande landskapet
Del 2

29. • Multifaceted
• Dynamic
• Mainstreamed
• Representative
• Multifunctional
Ossiannilsson, E., Williams, K., Camilleri, A., & Brown, M.
(2015). Quality models in online and open education around the
globe: State of the art and recommendations. Oslo: ICDE.

30. LEARNERS
Flexibility
Interactivity
Accessibility
Personal
Transparency
Participation
Presence
Trust
An overview of quality domains and dimensions in Open Online Flexible, and TEL OOFAT),
and success factors from the learners’ perspectives (Ossiannilsson, 2012, 2015, 2016, 2018; Ossiannilsson et al., 2015).
MACRO, MESO, MICRO AND NANO LEVEL

31. Course design
• 10 Each course includes a clear statement of
learning outcomes in respect of both knowledge
and skills. There is reasoned coherence between
learning goals/outcomes, the teaching and
learning activities, the learning materials and the
assessment methods.
• 11 Learning outcomes determine the use of
methods and course contents. In a blended-
learning context there is an explicit rationale for
the use of each element in the blend.
• 12 The design, development and evaluation of a
course involves individuals or teams with expertise
in both academic and technical aspects.
• 13 OER and other third-party material is selected
with regard to learning outcome, tailored if
necessary for fit to the learning context, and
integrated with other learning materials. These
materials are subject to the same review processes
as other course materials.
• 14 E-learning materials have sufficient interactivity
(student-to-content, student-to-student and student- to-
teacher) to encourage active engagement and enable
students to test their knowledge, understanding and skills.
• 15 Independent learning materials provide learners with
regular feedback through self-assessment activities or
tests.
• 16 Courses conform to explicit guidelines concerning
layout and presentation and are as consistent as possible
across a programme.
• 17 Courses provide both formative and summative
assessment. Assessment is explicit, fair, valid and reliable.
Appropriate measures are in place to prevent
impersonation and/or plagiarism, especially where
assessments are conducted online.
• 18 Course materials, including the intended learning
outcomes, are reviewed by expert educators prior to first
use, and then regularly reviewed, up-dated and improved
using feedback from stakeholders.
Kear, K., Rosewell, J., Williams, K., Ossiannilsson, E., Covadonga Rodrigo, C., (UNED),
Sánchez-Elvira Paniagua, A, Santamaría Lancho, M., André Vyt, A., Harvey Mellar, H. (2016).
Final Editing: Karen Kear. K., and Rosewell, J., coordinated by: George Ubachs, G. (EADTU),
and Lizzie Konings, L. (EADTU). Quality Assessment for E-learning a Benchmarking Approach

32. Staff support
• 25 Staff in academic, media development and administrative roles can adequately
support the development and delivery of e-learning elements and activities.
• 26 The institution ensures that appropriate training and support is provided for staff
and that this training is enhanced in the light of technological and educational
developments.
• 27 Educational research and innovation in e-learning are regarded as high status
activities, and are promoted by career development incentives.
• 28 There are mechanisms for the dissemination of good practice based on experience
and research on e- learning.
• 29 The institution ensures that issues of staff workload, and any other implications of
staff participation in e- learning activities, are taken into account when managing
courses or programmes.
• 30 Adequate support and resources (e.g. technical helpdesk and administrative
support) are available to academic staff, including any affiliated tutors/mentors.
Kear, K., Rosewell, J., Williams, K., Ossiannilsson, E., Covadonga Rodrigo, C., (UNED),
Sánchez-Elvira Paniagua, A, Santamaría Lancho, M., André Vyt, A., Harvey Mellar, H. (2016).
Final Editing: Karen Kear. K., and Rosewell, J., coordinated by: George Ubachs, G. (EADTU),
and Lizzie Konings, L. (EADTU). Quality Assessment for E-learning a Benchmarking Approach

33. Student support
• 31 Students are provided with clear and up-to-date information about their courses,
including learning and assessment methods.
• 32 Students are provided with guidelines stating their rights, roles and responsibilities
and those of their institution. Guidelines of specific relevance to e- learning include
provision of hardware, information on accessibility and expected participation in
collaborative activities.
• 33 Social media opportunities are provided in order to build and support students
communities. This may be achieved using the institution’s VLE or through external social
media, as appropriate
• 34 Students have access to support services including technical helpdesk, administrative
support and course choice advice
• 35 Students have access to learning resources, including online library access, study
skills development and a study advisor, and they receive guidelines and training in using
these resources.
Kear, K., Rosewell, J., Williams, K., Ossiannilsson, E., Covadonga Rodrigo, C., (UNED),
Sánchez-Elvira Paniagua, A, Santamaría Lancho, M., André Vyt, A., Harvey Mellar, H. (2016).
Final Editing: Karen Kear. K., and Rosewell, J., coordinated by: George Ubachs, G. (EADTU),
and Lizzie Konings, L. (EADTU). Quality Assessment for E-learning a Benchmarking Approach

34. InamoratadosSantosetal,JRC,2016

35. Considerations for quality assurance of e-learning
provision - ENQA

36. Some good examples

39. Children are the future – and increasingly they’re taking charge
of it. Just look at 16-year-old Greta Thunberg, who has inspired
young people around the world to protest against the growing
climate crisis. Conversation 6 June, 2019

41. Diskutera, reflektera, relatera till er verksamhet vid LTH

42. CARING IS SHARING,
SHARING IS CARING
My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gmail.com
info@i4qulity.se