Dr. Ebba Ossiannilsson, V President SADEEDEN FELLOWOPEN EDUCATION EUROPA FELLOW

A question of quality, from the learners perspectives EC-ET2020 WGDOL 16/09/15

The Networked Teacher: Making a PLN work for you Karen BensonSophia KhanDr. Ebba Ossiannilsson, Sweden

What’s the point of education if Google can tell us anything?

University in your pocket? successoimages/www.shutterstock.com

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 150916

Whats in it for me?From research and literature

Reflections/Discussion

My ppp on Slideshare: EbbaOssiann

We can not educate today’s students with methods from the past century, for a future we do not know

anything about.

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

The importance of online-learningFor 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 futurePreparing for e-citizenship in a global worldImproving employability opportunitiesIncreased importance of technology in society

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Formal

Informal

Individual Social

Blended courses

DL+ social media

Trad. campus courses

DL courses

OER

xMOOCs

OER + Social media

cMOOCs

APELePortforliosOERuBadges

Formal/informal landscape

CC BY Conole 26 May 2015

AnytimeAnyoneAnyhowAnywhereWith any devise

In today’s learning landscape we need ‘learning rebels’ and ‘learning provocateurs’, and not ‘learning conformists’.

…because we are going through a time of major learning transformation, a radical thinking that will help us get started on the transformation has become quite critical. What we need is creative thinking that will churn out innovative solutions that will address the unique challenges of today’s creative economy (challenges that are very different from the ones posed by the industrial economy we have been addressing so far). The need of the hour is a revolution for:

Breaking the rulesThinking out-of-the-box/or preferable NO boxQuestioning/Challenging the status quo

Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permission from Wiley-Blackwell.

Types of Support in Distance Learning

Academic

OrganizationalSocial

ICDE IDEAL Impact of Distance Education on Adult Learning (2015)

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

IMPACT

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Small OER/Big OER

How it worksDo you have an internet connection? Interested in learning online with others from around the world? OERu gives you the chance to study independently, from home, with access to world-class courses from recognised institutions.Do you want your study recognised towards a formal academic qualification, but are looking for an affordable option? OERu is for you! With us, you can study online, for free, from anywhere in the world. You can also pay reduced fees, if you want to gain academic credit - and you only pay for assessment when you’re ready. Either way, you get the course that suits you, when you want it. 

OER Research Hub Data Report 2013-2015: Informal Learners

• A majority of informal learners using OER are full-time employed and already hold an educational qualification

• Cost is the most important factor driving adoption of OER by informal learners

• Relevance to one’s particular needs and clear learning objectives guide informal learners’ selection of open content

• Few (13.9%) informal learners are mindful of open licenses allowing adaptation when selecting OER

• Discoverability of resources, quality and subject coverage are the most pressing challenges faced by informal learners using OER

• 91.5% of informal learners are likely to continue using OER

• A quarter of respondents declare their inclination to go into formal education after using OER

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

OER Research Hub Data Report 2013-2015: Formal Learners

• Cost (88%) and ease of access (79%) are the most important factors influencing formal learners’ decision to use OER

• 32% of formal learners say that their use of open content influenced their decision to register for their course of study

• Biggest impact of OER use not on grades but on increased interest in the subject, satisfaction with the learning experience and enthusiasm for future study

• Relevance, reputation and clear learning objectives guide formal learners’ selection of OER

• Discoverability of resources is a barrier to OER adoption by formal learners

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

EDUCATION IS ORGANIZED IN A LINEAR MATTER DUE TO THE INSTITUTIONS OFFERS

LEARNING IS HAPPENING ON RHIZOME MATTER

The Invisible Learners Taking MOOCsRecent research suggests that the majority of people enrolled in these open online courses are highly educated. As far as US participants are concerned, a large percentage also live in high-income neighborhoods.

“Anyone, anywhere, at any point in time will be able to take advantage of high quality education.”

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

The Invisible Learners Taking MOOCs (2)

• Successful online learners have sophisticated study skills.

• Flexibility and a flexible life are often essential for engaged participation

• Online learning is an emotional experience

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Blog U › Higher Ed BetaMOOCs and Beyond

Oss

iann

ilsso

n_EC

_ET2

020W

GDO

L_Lj

ublia

na_p

erso

nalis

ation

160

915

Review of the Recent Literature Dr Sarah Hayes July 2015 QAA MOOCs Network

Data on learners and engaging students in MOOCs design

Non-completion rates

Good learning and instructional design

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

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Choised based learning

Perspectives on MOOC quality - An account of the EFQUEL MOOC quality projectCreelman, Ehlers & Ossiannilsson (2014)

INNOQUAL. Volume 2, No 3, 2014 and Special Issue on Quality in Massive Open Online Courses

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Validation/Recognition

CAMEO 3rd Sept 2015

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Users engaging in CAMEO register for a given course with multiple accounts, one of which is designated the “master” account. They then use non-master “harvester” accounts to click through assessments as quickly as possible until the grading tool provides correct answers. The CAMEO user then inputs these “harvested” answers to gain certification for their “master” account in a significantly shorter amount of time than is generally possible.http://www.thecrimson.com/article/2015/9/3/cameo-cheating-method-mooc/

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 person

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915The Society as the Curricula David Cormier

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915

Caring is sharing, sharing is caring

My Footprints

Ossiannilsson_EC_ET2020WGDOL_Ljubliana_personalisation 160915