National seminar LU, nov2011

Ossiannilsson /National seminar EADTU Lund University, Sweden 29th Nov. 2011. CC BY-NC-ND

National seminar at LundUniversity with EADTU (The European

Association for Distance Teaching Universities)

Tuesday, 29th November 2011


AGENDA 29 November 2011

• 10:00 – 10.45 Welcome and Initial Meeting• 10:45 – 11:45 Discussion Central Initiatives EADTU:

Open Educational Resources

Entrepreneurship

Quality Assurance• 11.45 – 12.00 Coffee Break• 12.00 – 13.30 Discussion Central Initiatives EADTU:

Networked Curricula,

Virtual Mobility

New initiatives 2012-2013 • 13:30 – 14:30 Lunch together and discussions (on LU costs)


Lokal_Profil CC-BY-SA-2.5 www.creativecommons.org/licenses/by-sa/2.5 via Wikimedia Commons

Currently, there are fifty-two institutions offering higher education in various forms in Sweden. The majority of universities and university colleges are public authorities, subject to the same legislation and regulations as other public authorities in Sweden, as well as the particular statutes, ordinances and regulations relevant to the higher education sector. A number of universities and university colleges are self-governing and independent. They operate on the basis of an agreement with the Government and are obliged to follow the statutes, ordinances and regulations relevant to the higher education sector. In addition, there are a small number of independent organisations with degree awarding powers in Psychotherapy.

http://www.creativecommons.org/licenses/by-sa/2.5


Higher education in Sweden

• Higher education in Sweden is provided by a wide range of institutions. They are founded on two sets of activities:

• Teaching• Research• The activities also include an obligation to

interact with the surrounding society, as well as ensuring that benefit is derived from their research findings.


An international perspective• Sweden ranks highly according to several of the indicators used

in the OECD: Funding: Sweden devotes 1.7% of GDP to higher education and research, half of which goes towards research and third cycle (doctoral) programmes.

• Expansion: Between 1995 and 2005, the number of students in higher education rose by about 50%. In 2010, there were 433,000 students enrolled in first (undergraduate) and second (Master's) cycle programmes.

• Well-educated population: 30% of the Swedish population between 30 and 64 years has taken a minimum of 120 higher education credits, equivalent to two years of full-time study.

• Disciplines: Sweden awards a high proportion of qualifications in medicine and health sciences.

• Third cycle (doctoral) studies: Sweden awards a high number of doctorates: 2.7% in relation to the size of a typical age cohort.


Funding

In 2009, the revenues of higher education institutions (HEIs) totalled SEK 52.1 billion. 45 per cent of the operations of HEIs comprise first and second cycle programmes and just over half consists of third cycle programmes and research. 88% of the funding for the operations of the higher education institutions comes from the public purse. The remainder comes from private funding agencies and financial revenues. The Government issues public service agreements on an annual basis detailing the obligations of the higher education institutions.


Role of the Swedish Government and agencies• The Swedish Government has the overriding

responsibility for higher education in Sweden and is responsible for: Granting degree awarding powers

• Granting university status• Enacting legislation regulating the higher education

sector• Funding higher education courses and study

programmes• Funding a high proportion of research• Appointing vice-chancellors of higher education

institutions• Regulating the agencies involved in the higher

education sector.


Agencies involved in the higher education sector• Centrala studiestödsnämnden (Swedish National Board for Student

Aid)• Högskolans Avskiljandenämnd (Suspensions Board for Higher

Education) • Högskoleverket (Swedish National Agency for Higher Education)• Internationella programkontoret (International Programme Office)• Svenska institutet (Swedish Institute)• Verket för högskoleservice (Swedish Agency for Higher Education

Services)• Vetenskapsrådet (Swedish Research Council)• Överklagandenämnden för högskolan (The Higher Education

Appeals Board)• Överklagandenämnden för studiestöd (Student Aid Board of

Appeals)


Quality assurance• It is the task of Högskoleverket (Swedish National Agency for

Higher Education) to review the quality of higher education. This work includes: Evaluating subject areas (main fields of study) and study programmes

• Granting degree awarding powers

Purpose of quality assurance • Individual students have the right to demand that their course or

study programme is of a high standard. • Employers in the public, private and voluntary sectors have a

need for highly trained graduates. • The general public is entitled to be assured that high levels of

taxation result in high standards. • In a global world, Swedish higher education must retain a high

standard.

European perspective• The Swedish National Agency for Higher Education's quality

assurance policy has been developed in accordance with the European Network for Quality Assurance's (ENQA)


The Association of Swedish Higher Education SUHF

• Examples of current issues• Funding of undergraduate teaching and learning• Research policies, especially funding issues• Relations to industry and commerce• Institutional autonomy and the legal position of higher education

institutions• Gender problems in recruiting academic top leaders• Long-term development of auditing within the higher education

sector• Nordic co-operation• European co-operation, Bologna and establishment of ERC• Open Access


Whats on…

• Självständiga lärosäten• SOU 2008:104

• Konkurrera med kvalitet - studieavgifter för utländska studenter

• Prop. 2009/10:65

• Fokus på kunskap - kvalitet i den högre utbildningen• Prop. 2009/10:139

• Yrkeslegitimation för alla Sveriges lärare 2012


Benchmarking of e-learning at LU

E-Xcellence EADTU

ESMU benchmarking inititative, in cooperation with EADTU

The first Dual Mode distance learning benchmarking club


OER – resources for learning2010 - 2011

Project resource siteEnglish/Swedish

http://libguides.lub.lu.se/content.php?pid=216790&sid=1802431

http://libguides.lub.lu.se/content.php?pid=98438&sid=1366140


Kanwar, Balasubramanian and Umar (2010) defines OER as:

”The phenomenon of OER is an empowerment process, facilitated by technology in which various types of stakeholders are able to interact, collaborate, create and use materials and pedagogic practices, that are freely available, for enhancing access, reducing costs and improving the quality of education and learning at all levels”.


Source: toucansproject.wordpress.com CH

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NG

ES

http://toucansproject.wordpress.com/2011/11/18/terry-anderson-and-rory-mcgreal-speak-about-athabasca-university-and-the-oeru/

http://toucansproject.wordpress.com/2011/11/18/terry-anderson-and-rory-mcgreal-speak-about-athabasca-university-and-the-oeru/


Wikimedia Commons

iTunes U

http://en.wikiversity.org/wiki/Wikiversity:Main_Page

http://commons.wikimedia.org/wiki/Main_Page

http://commons.wikimedia.org/wiki/Main_Page

http://www.youtube.com/education?b=400

http://academicearth.org/

http://www.flickr.com/

http://www.apple.com/education/itunes-u/

http://www.healcentral.org/

http://www.ted.com/

http://del.icio.us/

http://www.diigo.com/

http://en.wikibooks.org/wiki/Main_Page

http://www.flatworldknowledge.com/

http://bookboon.com/se/student


Future of learning in 2020-2030Learning objectives will focus on competences rather than knowledge

Learning will be more tailored to the needs of individuals

Learning will be more active and connected to real life. Technologies will be an integral part of

learning and life

Teachers will become lifelong learners themselves Education needs to change to respond

to the needs of the economy and society

ICT are creating and impacting change in learning, but more knowledge is needed.

Teachers need to be encouraged to be part of implementing the change

Organizational change is required to allow and encourage innovation in education.

Ala-Mutka, Redecker, Punie, Ferrari, Cachia and Centeno (2011). IPTS. http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3679

http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3679


Key competences 2025/2030

• The present eight Key competences 2006 to be reached 2010.

…and the future

• Environment; nature, sustainability• Problem-solving; analysing,

critizing, KISS• Identity; self confindence,

self-esteem, keep independece• Flexibility to change,

openess to change, adapting to change,

stress management (IPTS, 2010)

http://bildweb.srv.lu.se/bild7369/_mg_2444.html

http://bildweb.srv.lu.se/bild7369/_mg_2444.html


Rethinking international university education and beyond

Learn anything, anywhere…if you know how

Some rights reserved by Spree2010

http://creativecommons.org/licenses/by/2.0/

http://www.flickr.com/photos/spree2010/


QualityNetworking, collaboration, connectivism,

building bridges, peer to peer, self-esteem, close to the end-users


Changing roles

Some rights reserved by enda_001

The role of the student

The role of the teacher

The role of the university

The role of the course

The role of degree/cerification

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http://www.flickr.com/photos/enda/


Bild: Wikimedia Commons, Push the button, CC BY SA

The door isopen …

Opportunities and challenges...

http://commons.wikimedia.org/wiki/File:Giraffe_at_the_front_door,_Giraffe_Manor,_Nairobi,_Kenya.jpg




Footprints

W:www.lu.se,

www.oulu.fi

E:[email protected]

E:[email protected]

FB:Ebba Ossiannilsson

T:@EbbaOssian

Phone: +4670995448

S:http://www.slideshare.net/EbbaOssiann

Ebba Ossiannilsson, Lund University, SE

http://www.oulu.fi/

http://www.oulu.fi/

National seminar LU, nov2011

Education

Transcript of National seminar LU, nov2011