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CURRENT GLOBAL TRENDS AND CHALLENGES AHEAD FOR QUALITY ASSURANCE
IN THE FIELD OF OPEN ONLINE LEARNING AND
ELEARNINGUNIVERSITY OF NICOSIA (UNIC), CYPRUS,
11-17 SEPTEMBER 2016DR. EBBA OSSIANNILSSON, SWEDEN
Ebba [email protected]
Dr. Ebba OssiannilssonEDEN FELLOWOPEN EDUCATION FELLOWSenior Advisor and ConsultantE-learning and Digitization Quality ExpertEDEN ECV President Swedish Association for Distance Education1st V President Swedish Association for e-Competence
EADTU and ICDE Quality reviewer, e-learning and MOOCs
“A fundamental change is needed in the way we think about education’s role in global development, because it has a catalytic impact on the well-being of individuals and the future of our planet,” said UNESCO Director-General, Irina Bokova. “Now, more than ever, education has a responsibility to be in gear with 21st century challenges and aspirations, and foster the right types of values and skills that will lead to sustainable and inclusive growth, and peaceful living together.”
UNESCO: Education needs to change fundamentally to meet global development goals (1)
Today Newspaper 2nd September 2016
UNESCO: Education needs to change fundamentally to meet global development goals (2)
■ Education systems need to ensure they are giving people vital skills and knowledge that can support the transition to greener industries, and find new solutions for environmental problems. This also requires education to continue beyond the school walls, in communities and the workplace throughout adulthood.
■ If we want a greener planet, and sustainable futures for all, we must ask more from our education systems than just a transfer of knowledge. We need our schools, universities and lifelong learning programmes to focus on economic, environmental and social perspectives that help nurture empowered, critical, mindful and competent citizens.” said Aaron Benavot, Director of the GEM Report.
UNESCOEducation 2030: The Incheon and Qingdao Declarations
Online, Open and Flexible Higher Education for the future we want
The 4th Industrial revolution: what it means, how to cope with it■ The impact on business■ The impact on organizations■ The impact on people
How Do We Prepare Students For Jobs That Don’t Exist Yet?
https://youtu.be/Ax5cNlutAys
Short You Tube, 2 minutes
Preparing students…
■… for changes in their professions due to increased digitization
■As well as in daily life as global digital citizen
TRENDS ■Digitalisation and
technology■…but mainly on social
and emotional■Demography■Glocalization■e-Society■Collaborate to compete■Quality■Employability/jobhopping■Uncertainty
Technology trends■ Ubiquitous computing■ Open data■ Semantic search■ Learning analytics■ Collaborative
technologies■ Internet of things■ Augemented reality■ Social and emotional■ Increased personal learning
IPTS 2014
What’s the point of education if Google can tell us anything?
UNESCO■Mobile learning involves the use of
mobile technology, either alone or in combination with other information and communication technology (ICT), to enable learning anytime and anywhere. Learning can unfold in a variety of ways: people can use mobile devices to access educational resources, connect with others, or create content, both inside and outside classrooms. Mobile learning also encompasses efforts to support broad educational goals such as the effective administration of school systems and improved communication between schools and families.
UNESCO■ Today over 6 billion people have
access to a connected mobile device and for every one person who accesses the internet from a computer two do so from a mobile device.
■ Mobile technology is changing the way we live and it is beginning to change the way we learn.
■ UNESCO is working to help governments and individuals use mobile devices to advance Education for All Goals; respond to the challenges of particular educational contexts; supplement and enrich formal schooling; and, in general, make learning more accessible, equitable and flexible for students everywhere.
Mobile learning is bridging the GAP UNESCO
■ Mobile learning is part of a new learning landscape created by the availability of technologies supporting flexible, accessible, personalized education. Learners’ everyday uses of mobile phones and other devices such as games consoles, which can also be used for learning, are now major drivers for the rapid uptake of mobile learning throughout the world. Crucially, mobile learning can contribute to the global commitment to provide quality education for children, youth and adults, as expressed in the goals of Education for All (EFA).
Image from namfullordinna.is
In addition…■Just in time■Just for me■Choise based■Situated learning■21st century skills
■Access■Equity■Quality
Image www.grkom.se
Smart Ways to Use Smartphones in Class
■Collaborate■Communicate■Create■Coordinate■Curate/
Coordinate
APPs
Personal vs Personalized learning S Downes 17th February 2016 http://www.downes.ca/post/65065■ Personal learning often begins informally, on an ad hoc basis, driven
by the need to complete some task or achieve some objective. The learning is a means to an end, rather than the end in itself. Curricula and pedagogy are selected pragmatically. If the need is short term and urgent, a simple learning resource may be provided. If the person wants to understand at a deep level, then a course might be the best option.
■ 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 the same experience.
■ 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
We can not educate today’s students with
methods from the past century, for a future we do not know anything
about.
steenschledermann.wordpress.com
The importance of online-learning
For learningPotential to support interaction, communication and collaborationDeveloping digital literacy skillsPromoting different pedagogical approachesFostering creativity and innovationConnecting students beyond the formal course
For lifePreparing students for an uncertain future
Preparing for e-citizenship in a global worldImproving employability opportunities
Increased importance of technology in society
Quality Assurance Agencies will become sprawling education regulations
Quality Assurance Agencies will become Increasingly irrelevant
Norm based accreditationProcess based enhancement
Normbased vs Processbased
Accreditation, Certification, Benchmarking
Quality is in the eye of the beholder
+ 40 Quality Models on OER; MOOCs, E-learning, Online learning
Norm Based/Process based
Quality Matrix
Set of Characteristica
Nature of quality interventions
Perspectives stakeholders
Maturity level
Macro, meso and micro level
Recommendations
Significant areas related to quality in open online learning including e-learning (Ossiannilsson 2012)
Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permission from Wiley-Blackwell.
Research has shown that the most effective learning experiences need to be designed to include the following: Peer-to-peer interaction Passion about the learning topic Purpose (connect the learning to real-world job tasks or requirements)
Stephen Downes (2014)Since each learner has her/his own objectives and success criteria, and the success of the course depends on each learner meeting their own goals, Downes (2014) offers four key success factors for a MOOC: autonomy, diversity, openness and interactivity. The success or failure of a course depends on how well it satisfies these criteria
■ Framework■ Openess to learners■ Digital openess■ Learner centred■ Independent learning■ Media supported learning■ Quality focus■ Spectrum of diversity■ OpenupEd label
OpenupEd aims to be a distinct quality brand embracing a wide diversity of (institutional) approaches to open up education via the use of MOOCs. As a consequence, OpenupEd partners agreed to develop a quality label for MOOCs tailored to both e-learning and open education
Set of characteristica (Ossiannilsson et al 2015)■Multifaceted
■Dynamic■Mainstreamed■Representativ■Multifunctional + flexibel enough
Stakeholders■Learners■Academics■Faculty■Institutional■Region■Nation/Country■International
Stakeholders perspectives and maturity levels of maturity (Ossiannilsson et al 2015)
Designing Implementing Enhancing
Learners pespeciveTeacher perspectiveManager prespectiveOrganizational leader perspectiveQuality assurance perspective
Quality interventions (Ossiannilsson et al 2015) Initial/Early
StageDeveloping Mature Evolving
Stage description
Purpose of quality schemes
Role of quality managers/reviewers
TEL and Quality
■Kirkwood and Price (2016). Commonwealt of learning
IPTS Framework for Open Education
What have we learned/can we learn from MOOCs?
Choised based learning Creelman, Ehlers & Ossiannilsson, 2014
C. Clark, 2013 Creative Commons: Some rights reserved
Learn to learn you learners
COL on MOOCs (2015)■Access■Capacity
building■Innovation■Pedagogy■Quality■The learners
Business Models/vs Quality in MOOCsWhat is paid by tax money shoud be payed back to tax payersDemocracyLifelong learning Good WillLiberationTeasers SPOOCs, LOOCs, NOOCs etc……
SUSTAINABILITY?
Leadership and Management■How do we define
digital leadership and does it even matter?
■Who are our digital leaders and why are they important?
■What actions do these leaders take to exploit technologies, grow business and influence stakeholders?
Digital Leadership■Digital leadership
is the strategic use of a company's digital assets to achieve business goals.
■Digital leadership can be addressed at both organizational and individual levels.
■Changing Paradigms for Changing Times
PerspectivesWhat kind of institutions are we going to develop for the 21 st century
Learning by curriculum OR
Learning to become a learner
How am I becoming
Building a knowledgeable personThe Society is the Curricula David Cormier
Short time impact, long time impact, and personal, social and community impact
THERE ARE MORE QUESTIONS THAN ANSWERSIN CASE OF SOME ANSWERS, IT WILL CONCERN RETHINKING MOST OF WHAT WE ARE DOING TODAY:
■Pipeline courses■Curricula■Learning outcomes■Assessments■Leadership■Pedagogy vs
Padagogy
■Roles■Ownership/power■Capacity building■Quality and Culture■Etc , etc
Rethinking quality - When the questions are about …■ Impact, short time impact,
long time impact, and personal, social and community impact
■ Student engagement and satisfaction
■ Tracing student activity and achievements
■ Efficacy of learning■ Interactivity
■ Knowldege, skills , capability and competenceies as as result of learning
■ Faculty satisfaction with their conditions of pracice
■ Indicators of faculty engagement in academic decison making
WHATS IN IT FOR UNIVERSITY OF NICOSIA CYPRUS
Caring is sharing, sharing is caring
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