Ossiannilsson tiim2011 boldic session

E l i CE-learning on CampusINTERNATIONAL BENCHMARKING OF E-LEARNING AT LUND UNIVERSITY, SWEDENOF E LEARNING AT LUND UNIVERSITY, SWEDEN- an emerging conceptual framework

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FB:Ebba Ossiannilsson

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Phone: +4670995448

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Benchmarking is an exemplar-driventeleological process operating within anorganization [sic] with the objective of

Benchmarking is an exemplar driven teleological process

intentionally changing an existing state ofaffairs into a superior state of affairs (Moriarty,2008, p. 30).

Benchmarking is an exemplar-driven teleological processoperating within an organization [sic] with the objective ofintentionally changing an existing state of affairs intoa superior state of affairs. (Moriarty, 2008, p. 30).

…the ´locus´ of benchmarking lies between the current and desirable states of affairs and contributes to the transformation processes

...is a technique, method, process, activity, incentive, or

f pthat realise these improvements. (Moriarty and Smallman, 2009, p. 484)

q , , p , y, ,reward which conventional wisdom regards as more effective at delivering a particular outcome than any other technique, method, process, etc. when applied to a particular condition or circumstanceor circumstance

TIIM2011_ Oulu_Ebba Ossiannilsson30 June 2011

benchmark-careers.com

TIIM2011_ Oulu_Ebba Ossiannilsson 30 June 2011

Benchmarking projects conducted by Lund University, SE

•The Swedish National Agency of Higher Education, ELQ

•EADTU, E-xcellence+U, ce e ce

•ESMU, Benchmarking eLearning exercise 2009

•The First dual-mode distance learning benchmarking club


LUMA-GIS och IIIEE, MPE at Lund University, SE, first in yEurope

http://www.eadtu.nl/e-xcellencelabel


Benchmarking elearning in European universities

…exercise on e-learning launched in the spring of 2009…initiated by the University of Southern Denmark (SDU) and gathering a group of nine European universities. April 2009 - December 2009.

i d b ESMU d E A i i f Di T hi…co-organised by ESMU and European Association of Distance Teaching Universities (EADTU; www.eadtu.nl), combined ESMU’s collaborative benchmarking approach (benchmarking through a comparative exercise of good practices between universities) and EADTU’s more individually-oriented

http://www esmu be/projects/94 benchmarking

g p ) yapproach. EADTU’s E-xcellence online tool, consisting of a set of 33 e-learning benchmarks, is used as a starting point to the benchmarking exercise

http://www.esmu.be/projects/94-benchmarking-elearning.html


The First dual-mode distance benchmarking club

University of Leicester (coordinator) and University of Liverpool, UK, University of Southern Queensland, AU, Massey University, NZ,

The First dual-mode distance benchmarking club

UK, University of Southern Queensland, AU, Massey University, NZ, Thompson Rivers University, CA, and the Royal Institute of Technology, SE

T k f L d U i it SETasks for Lund University, SEbenchmark, in accordance with the detailed criteriaconsider the already defined and/or suggest any other critical success factorsfbased on experience and results from EADTU's

E-xcellence+ and ESMU's ELBE correlate Pick&Mix with those


The Benhmarking process

Determine what to benchmark

FForm a benchmarking

teamTake action

Identify benchmarkong

partners

Collect and analyse

benchmarking information

Ossiannilsson, E. (2011). Findings fromEuropean benchmarking exercises on e-learning: value and impact CreativeEducationlearning: value and impact. CreativeEducation.Manuscript in press.


The Three P’s Pedagogy for the Networked SocietySociety

Mc Loughlin & Lee (2008)The Three P’s Pedagogy


The Three P s Pedagogy for the Networked Society

Wheeler, 3 May 2010, UNESCO


Research approach:

Exploratory multiple case study strategy, p y p y gy,Yin, 2003, 2009

Cross case anayses, with embedded and multiple unites of analysesmultiple unites of analyses


Respondents E-excellence+ e-learning benchmarking exerciseE excellence+ e learning benchmarking exercise

Α Alpha xΒ Beta xΒ Beta xΓ Gamma xΔ Delta xΕ Epsilon x Ζ Zeta x x

Respondents involved in the benchmarking projects, EADTU E-xcellence+ and the ESMU e-learning benchmarking exercise. Ossiannilsson, E. (2011). Findings from European benchmarking exercises on e-learning: value and impact. CreativeEducation. Manuscript in press.


C lt l i

Added valuesCultural issues

Attitudes

Passion

Internal processes and involvementQuality enhancement

Management and commitment

Committment

g

Collaboration and networking

Dedication

Collaboration and networking

ReflectionCourage

The concept of rhizomeTh t f b i


The concept of becoming

Universities involved in local seminars, E-ll + b EADTUxcellence+, by EADTU

University Number individuals Local seminar Date(I) Alf 15 13 14 N b 2008(I) Alfa 15 13-14 November 2008(II) Beta 20 11-12 March 2009(III) Gamma 10 20-21January 2009(IV) Delta 50 19-20 February 2009(V) Epsilon 80 9-10 March 2009


Policy statement

Quality improvement and quality assurance

Dialogue

Transparency

Teambuilding

Some key findings on the use of EADTU benchmarking QuickScan tool. Ossiannilsson (2011).


BenefitsBenefits

self-assess institution respond to national performance indicators d b h k

better understand the process strengthen institutional identity

and benchmarks

measure and compareenhance reputation

set new standards for the sector

discover new ideas,set targets for improvement

f

obtain data to support decision-makingvan Vught et al., (2008). A practical guide.


g , ( ) p gBenchmarking in European HE. ESMU

LimitationsLimitationsTime?

Committment?

Benchmarks?

Interpretations?

Language?

Who is involved?

Language?


The door isopen …

What next?

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


TIIM2011_ Oulu_Ebba Ossiannilsson 29 June 2011 Ossiannilsson & Landgren, 2011

•Networking•Globalization•SustainabilitySt d t i l t•Student involvement

•Boundless education•Lifelong learningLifelong learning •Embedded and beyond…..•Holistic and conceptual

… will be some of the leading stars in this h i h h i di i hprocess, together with the indicators in the

conceptual framework.


EDEN 2011 in quotesEDEN 2011 in quotesWhy is there no Nobel prize for education? (Alfredo Soeiro)

h ' l l ( h ll)Competency is not a thing, it's a cultural construct. (Graham Attwell)

If you're not working with mobile apps, you are out of touch with progress. (Dennis Pamlin)

Valuing learning for all. Everywhere and in any mode. A dream? (Alfredo Soiero)

We are only in the opening chapters of the transformation of education and social transformation by technology. (President Mary McAleese)

Education should disrupt as much as it should build. (Graham Attwell)

The future is not widely distributed, so it's not here yet. (Paul Kim)

Education should be open and adaptable, designed to suit the pace and place of the learner. (President Mary McAleese)

Many still consider that quality in education is synonymous with exclusivity ... the y q y y y ynotion of an open university, that measures its success by the number and variety of people that it includes, is deeply threatening. (Sir John Daniel)


Opening Pandora’s box

Some rights reserved by Christiaan Botha


E-learning on CampusE learning on Campus

Footprints

W:www.oulu.fi; www.lu.se/ced

E:[email protected]

E:[email protected]

FB:Ebba Ossiannilsson

T:@EbbaOssian

Phone: +4670995448

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

Ossiannilsson tiim2011 boldic session

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