My presentation today at #PPC2 Pandemic Pedagogy: Lessons Learned. Moving Forward on Social Emotional Learning, and Seamless Learning for the Futures

1. Social Emotional Learning, and
Seamless Learning for the Futures
Ebba Ossiannilsson, Professor. Dr., Sweden
12 November 2021 The International 3-Day
Conference
Pandemic Pedagogy: Lessons Learned. Moving
Forward

2. Professor, Dr. Ossiannilsson
... is a consultant, expert, influencer and quality reviewer in the field of
open, flexible, online and distance learning. She advocates for the
promotion and improvement of open and online learning in the context
of SDG4 and the future of education. She is a member of the Executive
Committee of ICDE and EDEN. She works as an international quality
reviewer for EADTU and ICDE. Ossiannilsson is chair of the ICDE OER
Advocacy Committee. She also has several other roles for ICDE, such as
ICDE Quality Network, and she was a research leader for the Global
Overview of Quality Models Study 2014/15 and for Blended Learning
2017. Ossiannilsson was awarded the title of EDEN Fellow 2014, EDEN
Council of Fellows 2018, Open Education Europa Fellow 2015, ICDE
Global Advocacy Ambassador for OER 2017, and Open Education
Champion SPARC Europe , 2021. Ossiannilsson has almost 20 years of
experience in her field. Ossiannilsson also works with the European
Commission and ITCILO. She collaborates with ICoBC (International
Council on Badges and Credentials). She is a member of the editorial
board of several scientific journals and is regularly invited as a keynote
speaker at conferences. Her publications include more than 200. At the
national level, she is Vice President of the Swedish Association for
Distance Education (SADE) and the National Organization for e-
Competence (REK).

3. • AGENDA
• SDG
• Futures of Education
• Pandemic, and postpandemic
• Open Education
• Seamless learning
• Socio emotional learning and empathy
• Trends in learning
• Trends in workplace learning
• Micro-learning and micro-credentials
• Reimagining our futures together: a new
social contract for education

4. UN
UNESCO SDG

6. This project uses the concept of futures in the plural in order to recognize that there is a rich diversity of
ways of knowing and being around the world. The plural form also acknowledges that there are multiple
dimensions to the future and that there will likely be various desirable and undesirable futures – all of which
will vary greatly depending on who you are and where you stand. Rather than attempting to chart a single future,
looking at futures in the plural validates multiple possible and desirable futures of humanity on our shared planet.
UNESCO’s Futures of Education initiative also approaches the future as a space for democratic design that is
connected to, but not limited by, past and present. It builds on dedicated evidence-based trend analysis
that can help shine light on anticipated challenges and opportunities. This is complemented by participatory
mechanisms for envisioning new possible futures of education. Consultations across world regions will tap the
visions and aspirations of a wide range of stakeholders under the understanding that innovation and ownership of
the future need to be locally anchored as well as globally discussed.
The project embraces a fluid, iterative, and collective approach to futures-making. The goal is to generate
discussion and action on the role of education, knowledge and learning in view of the predicted, possible and
preferred futures of humanity and the planet.

7. The concept of Learning to Become points to a philosophy of education and an approach to
pedagogy that views learning as a process of continual unfolding that is ongoing and life-long. To think
in terms of “becoming” is to invoke a line of thought that emphasizes potentials, rejects determinism
and expresses a flexible openness to the new.
Learning to Become also invokes the need to develop the capacity to imagine a good and fulfilling
life. Around the globe, for the many that live in conditions of poverty, exclusion, displacement and
violence, the future can appear more as a set of shrinking possibilities than a world of hope and
promise. When human aspiration is wasted, the world suffers.
As we come to terms with human-caused changes to the planet and face the possibilities of
fundamental transformations in social organization, human consciousness and human identity,
humanity needs to devote attention to the question: what do we want to become? Knowledge and
learning are at the core of transformations in human minds and societies. Learning to Become invites
us to become something we have not yet become.

8. The aim
This initiative will mobilize the many rich ways of being and knowing in order to
leverage humanity’s collective intelligence. It relies on a broad, open consultative
process that involves youth, educators, civil society, governments, business and
other stakeholders. The work will be guided by a high-level International
Commission of thought-leaders from diverse fields and different regions of the
world. In November 2021 the commission will publish a report designed to share
a forward-looking vision of what education and learning might yet become and
offer a policy agenda. The Futures of Education: Learning to Become initiative will
catalyze a global debate on how knowledge and learning can shape the future of
humanity and the planet.
The vision
Knowledge and learning are humanity’s greatest
renewable resources for responding to challenges and
inventing alternatives. Yet, education does more than
respond to a changing world. Education transforms the
world.

9. Education is a key piece of the 2030 Agenda for Sustainable Development. Despite
the scope of these global commitments and the expected achievements, there is still
an urgent need to look beyond this fast-approaching horizon. While the Education
2030 Incheon Declaration and Framework for Action lays out a roadmap for the
transformation of education systems and affirms a central commitment to inclusion
and equity, we must still ask what education might yet become – and what education
might yet enable us to become. UNESCO’s Futures of Education initiative uses the
horizon of 2050 and beyond in order to anticipate and shape both nearer and more
distant futures.

11. Covid-19 Crisis:
UNESCO Call to
Support
Learning and
Knowledge
Sharing
through Open
Educational
Resources
“The Covid-19 crisis has resulted in a paradigm shift on how
learners of all ages, worldwide, can access learning. It is therefore
more than ever essential that the global community comes
together now to foster universal access to information and
knowledge through OER,” reads the call, co-signed by Moez
Chakchouk and Stefania Giannini, respectively Assistant Director-
General for Communication and Information, and for Education at
UNESCO. “Our joint action aims at managing the challenges of this
and future pandemic crisis’ for learners, as well as to laying the
foundation for integrating systematically best practices to increase
the sharing of knowledge for the post-Covid-19 future of learning.”

15. PURPOSE
Uncertain times require prompt
reflexes to survive and this
study is a collaborative reflex to
better understand uncertainty
and navigate through it.
A case study
31 countries across the world
with a representation of 62.7%
of the whole world population

16. Trauma, psychological pressure, and anxiety
Emerging educational roles of the parents and
schools
Support communities and mechanisms
Pedagogy of care and trauma-informed pedagogy
Surveillance, ethics, and data privacy concerns
Digital divide
Essential (soft) skills and digital competencies
Inequity, inequality, and social justice
Openness and open education
• Social Issues: continuing to combat inequalities
during crisis
• Pedagogical challenges: adopting flexible
approaches
• Harnessing technology for teaching and learning
• Psychological dimension.
Final thoughts
“...as well as creating
problems in the
educational landscape
peculiar to Covid-19, the
pandemic, in fact,
exposed and surfaced
already existing
problems…”
Bozkurt et al. (2020). A
global outlook to the
interruption of education
due to COVID-19
pandemic: Navigating in a
time of uncertainty and
crisis. Asian Journal of
Distance Education, 15(1),
1-126.
https://doi.org/10.5281/z
enodo.3878572

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

18. Open as to people,
Open as to places,
Open as to methods,
and,
Open as to Ideas

19. WHAT IS SOCIAL-EMOTIONAL LEARNING?
…. “the process through which children and adults acquire and
effectively apply the knowledge, attitudes, and skills necessary to
understand and manage emotions, set and achieve positive goals, feel
and show empathy for others, establish and maintain positive
relationships, and make responsible decisions.”
Collaborative for Academic, Social, and Emotional Learning(CASEL)

20. WHAT IS SOCIAL-EMOTIONAL LEARNING?
• Relationship skills: The ability to create healthy, meaningful relationships with a
variety of individuals from varying backgrounds.
• Self-management: The ability to control emotions, thoughts and behaviors in the
numerous situations a person encounters throughout their life.
• Self-awareness: The ability to understand personal emotions and thoughts and
how they lead to particular behaviors.
• Social awareness: The ability to see a situation from the perspective of someone
else and empathize with that person, including people from different cultures
and backgrounds.
• Responsible decision-making: The ability to make healthy decisions about
behavior and social interactions based on ethics, safety concerns and social
norms.

21. Open-ness’ in Practice
Open admission (no entry qualifications)
Open channels (radio, TV, etc.) Multiple
Open curriculum
Open access (Anytime, anywhere)
Open participation
Open accreditation (Wedemeyer, 1973)
Wedemeyer stresses that learning is a natural
idiosyncratic, and continually renewable human trait
and survival resource. It is not dependent upon
teaching, schooling, or special environments, although-
properly used-these resources enhance learning. There
is a powerful subculture of independent learners who
are responsible for much of the real progress that has
been made in most areas on endeavor. This book
attempts to explain this kind of learning and relate it to
schooling, suggesting ways in which all learning-whether
traditional or non-traditional-can be encouraged and
improved through new kinds of educational institutions
and processes.

22. The Empathic Approach
(B. Holmberg, 1989)
• I consider empathy and personal relationships between the parties
involved in the teaching and learning process to be central to distance
education. Interactions, conversations, atmosphere, feelings and
trust are essential. I have dedicated my research and contribution in
the field of distance learning to these characteristics.
• … must examine the student's previous experience and willingness to
learn. Personal contact is essential. Also, in the course materials it is
necessary to establish a personal contact and to try to win interested
parties.
• … the empathy approach and individualization have always been my
guiding principles.
• Lifelong and learning throughout the lifespan are also guiding
principles.

23. SEAMLESS LEARNING
• Connecting (learning) experiences and
learning activities
• through technology-supported learning
scenario’s using wireless/handheld devices
• That learners experience through various
contexts (e.g. formal/informal and non-formal)
• And hereby supporting, improving and
enhancing learning processes
• So that learners experience a continuity of
learning across environments and settings
(natural versus designed combinations of
locations, technologies and social systems) at
different times
(adapted from Sharples et al., 2012, p.24)

25. • Current themes
• Best learning moments
• Enriched realities
• Gratitude as a pedagogy
• Using chatbots in learning
• Equity-oriented pedagogy
• Hip-hop based education
• Student co-created teaching and
learning
• Telecollaboration for language
learning
• Evidence-based teaching
• Corpus-based pedagogy
• Themes from previous reports
• Methods that work

28. Microlearning
… deals with relatively small learning units and
short-term learning activities. The term is used in e-
learning and related fields in the sense of learning
processes in mediated environments.

29. Micro-
Credentials
• FLEXIBLE, INCLUSIVE LEARNING
OPPORTUNITIES
• A micro-credential is a qualification
evidencing learning outcomes acquired
through a short, transparently-assessed
course or module. Micro-credentials may be
completed on-site, online or in a blended
format.
• The flexible nature of these qualifications
allow learning opportunities to be opened up
to citizens, including those in full-time
employment.
• This makes micro-credentials a highly flexible,
inclusive form of learning allowing the
targeted acquisition of skills and
competences.
• Micro-credentials are offered by higher and
vocational education and training (VET)
institutions, as well as by private
organisations.
• They can be particularly useful for people
want to:
• build on their knowledge without completing
a full higher education programme
• upskill or reskill to meet labour market needs
or to develop professionally after starting
work

35. Core Pillars

37. WAY FORWARD
• CALL FOR ACTIONS
• CALL FOR REACTIONS
The report calls for education to contribute to a
rebalancing of our relationships with each other, with
the planet and with technology. It lays out a vision of
learning and knowledge designed to help us achieve
this.

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