Med den enskilde individen i förarsätet Ossiannilsson 2014
Utmaningar inför 2020-2030
EBBA OSSIANNILSSON, PHD, V PRESIDENT SVERD, EDEN FELLOW 2014, SENIOR EDEN OFFICER
Ebba Ossiannilsson, PhD Lund University, SE
Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland
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Rhizome
Publikationer
+ 1 till i tryck om mobilt lärande
Agenda Omvärldsperspektiv
Varför?
Vad?
Vem?
Hur?
När?
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Education Our Content
Our Support
Our Students
Friesen & Murray, 2011
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Drivkrafter
Some rights reserved by matsber
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Demography Globalisation Technology
Drivers
Labour market trends & demands
Labour Market
ICT Trends
Personalisation
Collaboration
Informalisation
Tailormade & targeted Active & constructive Motivating & engaging
Learner-centred
Sociallearning
Lifewidelearning
Peer-learning Sharing & collaborating In communities
Anywhere, anytime Blending virtual & real Combining
sources/providers
Initiative, resilienceResponsibility
Risk-taking, creativity
Social skills
Learning skills
Personal skills
Education & Training
New ways of learningNew skills
Managing, organisingMeta-cognitive skills
Failing forward
Team-, networkingEmpathy, compassion
Co-constructing
Social networks Games Mobiles OER
Augmented Reality Data mining
3D virtual worlds LMS
Electronic tutors
ePortfoliose-books
Learning analytics
?? ?
?
© European Commission, 2011Source: IPTS (2011): „The Future of Learning: Preparing for Change“, http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719
" We must engage in a fundamental transformation of our education and training systemsAnd we need to fully exploit the potential that open and flexible education offers" (Commissionaire Vassilio EADTU 130925)
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Vad menar EC med opening up education?
Med “Opening up education” menas… bringing the digital revolution into education
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EC Recommendationer för högre utbildning Opening up Education
review their organisational strategies
exploit the potential of Massive Open Online Courses (MOOCs)
stimulate innovative learning practices such as blended learning
equip teachers with high digital competences
equip learners with digital skills
think about how to validate and recognise learner’s achievements in online education
make high quality Open Education Resources (OER) visible and accessibleOssiannilsson 2014
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The Networked Teacher – my PLN
meWork
Friends
Twitter(# and
people) Conferences/PD
meetings
Blogs
Social mediaWikis
Twitter chats
Websites &
media
Formal
Informal
Individual Social
Blended courses
DL+ social media
Trad. campus courses
DL courses
OER
xMOOCs
OER + Social media
cMOOCs
APELePortforliosOERuBadges
Formal/informal landscape
UNESCO Parisdeklaration 2012 (1)Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.
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UNESCO Parisdeklaration 2012 (2)COL-UNESCO 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
(Kanwar, Balasubramanian & Umar 2010).
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Expectations to OER
“OERs have the potential to solve the global education crisis and contribute to sustainable economic growth”
Sir John Daniel, former CEO for Commonwealth of Learning and David Killion, US ambassador to UNESCO said in Guardian in July 2012
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How open is open?
©
Copyright Public domainCreative Commons
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The herd is coming - MOOC
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MOOC (Downes 2013)
Massive
Open
Online
Course
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Vad är en MOOC egentligen
Livslångt lärande
Komplement till annan utbildning
Kan tjäna till att förklara svåra koncept och fenomen, jfr Khan Academy
Arena för lärande
Kurs, kursmaterial
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Vad är karakteristiskt med MOOC
Video
Chat
Forum
Online material, pdf, etc
Books
Quizzar
Task
MeetUps (IRL eller virtuellt)
Peer Review
Social media
Assignment
Certifikat Ossiannilsson 2014
Design, paketerade
Moduler
”Own space”
cMOOCs or xMOOCs?
• Weekly centred
• Participant reflective spaces
• Social and networked participation
• Hashtag: #etmooc
• Use of a range of social media
• Linear learning pathway
• Mainly text and video
• Formative feedback through MCQs
• Individually focused
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MOOC- varför?• Teaser• Branding• Vad som betalas med
skattepengar - tillbaka till skattebetalare
• Goodwill/Common good• Entreprenörskap• Demokrati• Globalisering• Individualisering• Ranking• Rekrytering• Hållbarhet• CoP• PLE
Olika business modellerOssiannilsson 2014
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BIC 2013 The Maturing of the MOOC
Glacier, Tsunamieller Coffee Latte
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In their relatively short history of six years, MOOCs have rapidly grown into a major force in higher education, presenting new opportunities in online learning, academic credit and pedagogical approaches.
Why? The rational is straightforward. They offer hope in a higher education landscape that is reeling from reduced funding, shrinking enrolment, and the sky-rocketing expense of obtaining a college degree. MOOC mania is happening at a time when the cost and quality of education at all levels is being questioned
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Despite the potential of MOOCs to radically reduce costs, raise a university’s profile and improve education, a number of issues and questions remain. The first and foremost is: can they possibly live up to the expectations placed on them—affordable education for everyone with few if any learning problems? Do they really represent a turning point in online education? Or are they simply a popular and headline-friendly trend in a more general move to online education?
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The MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/
We are here
& technological revolutions
The MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/
We are here
In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis)
Installation period
& technological revolutions
Bubble
Collapse
Deployment period
Main message Xavier Prats-Monne of the EC
“What can MOOCs do?” is not relevant any longer; rather, we have to ask "What should MOOCs do?”
Will affect higher education and that the traditional educational map must be redrawn with other structures, colors, models, pedagogy, organization, management
Ossiannilsson 2014 GLOCALISATION
MOOCCMOOPSMOORC
mOOC
SOOCBOOC
ROOC
DOOC
NOOC etc…..
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Beyond the MOOCs…
What key policy issues does openness pose for institutions?
Do institutional quality practices need to change?
Will openness change the spending priorities of institutions?
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Learning Analytics
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The subculture stresses new and unique applications of technologies, and encourages invention and prototyping.[1]
There is a strong focus on using and learning practical skills and applying them creatively.
'Maker culture' emphasizes learning-through-doing (constructivism) in a social environment. Maker culture emphasizes informal, networked, peer-led, and shared learning motivated by fun and self-fulfillment.
Maker culture is seen as having the potential to contribute to a more participatory approach and create new pathways into topics that will make them more alive and relevant to learners.
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Mobile learning
Facilitate personalized learning
Provide immediate feedback and assessment
Enable anytime, anywhere learning
Ensure the productive use of time spent in classrooms
Build new communities of learners
Support situated learning
Enhance seamless learning
Bridge formal and informal learning
Minimize educational disruption in conflict and disaster areas
Assist learners with disabilities
Improve communication and administration
Maximize cost-efficiency
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UNESCO recommendations
Create or update policies related to mobile learning
Train teachers to advance learning through mobile technologies
Provide support and training to teachers through
mobile technologies
Create and optimize educational content for use on mobile devices
Ensure gender equality for mobile students
Expand and improve connectivity options while ensuring equity
Develop strategies to provide equal access for all
Promote the safe, responsible and healthy use of mobile technologies
Use mobile technology to improve communication and education Management
Raise awareness of mobile learning through advocacy, leadership and dialogue
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Ossiannilsson 2013
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QUALITY …in the eyes of the beholder
Learner autonomy - learning my way
Small and short - bite-sized learning
Continuous - a steady flow of learning
On demand - when I want/need it
Social - community of interest
Anywhere, anytime, any device (Hart 2014)
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How can we support more autonomy in learning?How can we enable shorter learning experiences?How can we encourage ongoing learning?How can we support learning at the point of need?How can we balance the need for authoritative content and knowledge sharing?How can we encourage anywhere learning?
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Kvalitetskultur–dialektisk ansatsRetrospektiv vs Prospektiv
CC BY Some rights reserved by SeattleClouds.com
Quality controlProcessmodelsGuidelinesRulesStandards
CompetecesAttitudesValuesSelf -evaluation
CommunicationTrust
Co-operatiopInclusivness
Innovation/Creativity
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…government strategies and higher education regulatory and accreditation, funding, quality assurance, assessment and certification frameworks support or hinder new modes of learning and, in particular, the increased use of technology in the teaching and learning process
FÖRÄNDRADE UTBILDNINGSLANDSKAP
2nd European Summit on open and online learning and the modernisation agenda for European higher education (EADTU)
Challenges for European universitiesAll European universities are strongly affected by the developments in ICT in higher education. This is even more stimulated by the emergence of MOOCs. This will lead to a transformation of pedagogies and to new formats in higher education which better serve students and society at large.
Innovative modes of teaching and learning
Anchoring open and flexible education
Connected universities
Open(ing up) education
Research and innovation
Leadership in innovation
Empowering European higher education
IPTS research
Scenarios for Open Education
2030
Framework of institutional strategies for
openness (post-secondary
education)
Higher Education
School Education
Adult Learning
Recognitionschemes
Business models
Guidelines for HE institutions
Empirical evidence on learning with
MOOCs (learner survey)
2013 2014
http://blogs.ec.europa.eu/openeducation2030/
Research
Content
Guidance
Assessment
Certification
Se
lec
tio
n
Today
2030
Assessment
Content
Certification
Guidance
Research
Selection
Ed
uca
tio
nal
In
stit
uti
on
Learner initiated
Externallyset
Learning contextGuided
Learn
ing
goals
§
Self-guided
Networked knowledge Distributed knowledge
Fit for success My career path
Universities play a key role:→ As professional
training providers→ As educational content
providers
Universities play a key role:→ As educational content
providers→ For certification and
accreditation
A global open research arena enables anybody to engage in research
Universities play a key role: → as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Learner initiated
Externallyset
Learning contextGuided
Learn
ing
goals
§
Self-guided
Networked knowledge Distributed knowledge
Fit for success My career path
Universities play a key role:→ As professional
training providers→ As educational content
providers
Universities play a key role:→ As educational content
providers→ For certification and
accreditation
A global open research arena enables anybody to engage in research
Universities play a key role: → as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Where are the MOOCs???
Learner initiated
Externallyset
Learning contextGuided
Learn
ing
goals
§
Self-guided
Networked knowledge Distributed knowledge
Fit for success My career path
Universities play a key role:→ As professional
training providers→ As educational content
providers
Universities play a key role:→ As educational content
providers→ For certification and
accreditation
A global open research arena enables anybody to engage in research
Universities play a key role: → as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
MOOCs
MOOCs
Research
Content
Guidance
Assessment
Certification
Se
lec
tio
n
Today
Ed
uca
tio
nal
In
stit
uti
on
Research
Research
Research
MOOCs
MOOCs
2030
Research
Content
Guidance
Assessment
Certification
Selection
Selection
Research
Content
Guidance
Assessment
Certification
Research
Research
Research
MOOCs
MOOCs
2030
What do we need to think about today?
• New business models
• New funding schemes
• Certification, recognition and credit transfer across institutions, across borders
• New interfaces between education and research
• Experimentation!
Regeringen tillsätter en utredning som ska se över vilka utbildningar högskolan erbjuder och hur väl de möter de behov som finns. Utredare blir universitetskansler Lars Haikola
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MobilityCollaborationOpennessPersonalizationQuality
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RHIZOMATISKT
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Caring is sharing, sharing is caring
• Footprints
• W:www.lu.se/ced
• FB:Ebba Ossiannilsson
• T:@EbbaOssian
• Phone: +4670995448
• S:http://www.slideshare.net/
EbbaOssiann
Ossiannilsson 2014