1. Innovation education for
blended learning to
improve media literacy
• Ebba Ossiannilsson; Sweden
• Professor, Dr.
• ICDE Board
• ICDE OER Advocacy
Committee, Chair
• Swedish Association for Open,
Flexible and Distance Education
• NordFlexOn, Chair
• DI4all

3. People
Planet
Prosperity
Peace
Partnership

8. A new research
agenda for
education
Safeguarding
and
transforming
schools
Teachers and
the teaching
profession
Pedagogies of
solidarity and
cooperation
Curriculum and
the knowledge
commons
Education
across different
times and
spaces
Renewed
international
solidarity and
cooperation
Ossiannilsson, 2022
Ossiannilsson, 2022

9. Learn to know
your learners
Learner agency
Well being,
caring, and
empathy
Green deal
Active citizens
Diversity and
inclusion
Digital
transformation
People,
Processes,
Products and
Resources
PEOPLE FIRST
Ossiannilsson, 2022

18. • What actually is
blended learning? It
clearly means different
things to different
people. I have tried to
describe it as on a
continuum of
educational delivery
(see graphic below):
Bates: From Chapter
9.1.2, Teaching in a
Digital Age
https://www.tonybates.c
a/2016/12/12/are-we-

21. In
Ossiannilsson,
Blended
learning.
State
of
the
Nations,20

22. Inamorata
dos
Santos
et
al,
JRC,
2016

24. Ossiannilsson, 2012n

25. 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

26. Characteristics summarised as below (Ossiannilsson, et al., 2015):
•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.

28. Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Maina, M., Ferguson, R., FitzGerald, E., Gaved, M.,
Guitert, M., Herodotou, C., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., Whitelock, D.
(2022). Innovating Pedagogy 2022: Open University Innovation Report 10. Milton Keynes: The Open University.
1 Hybrid models
2 Dual learning scenarios
3 Pedagogies of
microcredentials
4 Pedagogy of autonomy
5 Watch parties
6.Iinfluencer-led education
7. Pedagogies of the home
8. Pedagogy of discomfort
9. Wellbeing education
10. Walk-and-talk

29. Tony Bates on Blended Learning
Even defining it is difficult, because blended learning is a fast-evolving
phenomenon. There are many different possible designs, such as:
• hyflex (face-to-face and online or a mix, all being offered at the same
time),
• ancillary online work to support a face-to-face event,
• hybrid learning, where the course is redesigned to exploit the
benefits/affordances of both online and in-person teaching and learning
• a mix of semesters wholly on campus and wholly one online
• flipped classrooms.

30. Is there a need for blended learning
theory? (Bates, 2021):
Any theory of blended learning must also accommodate the vast array of
different contexts for teaching, such as
• student demographics (age, etc.), lifestyle (for example, full-time or working
students), and prior study experience of online or in-person learning
• the demands of the subject matter (for example, the need for hands-on
experience),
• instructors’ epistemological positions (for example, objectivist or constructivist)
• the affordances of the mode of delivery (for example, synchronous or
asynchronous)
• general existing theories of learning and how well they will fit the context.

31. What are your views on this? In
particular (Bates, 2021):
• do we need a theory for blended learning or is it the wrong
question?
• is blended learning unique or just old wine(s) in new bottles?
• are existing pedagogies/andragogies/best practices sufficient
for guiding the design of blended learning?
• how do we evaluate the success or otherwise of blended
learning?

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