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On MOOCs, OER, online learning and quality for a group of teachers from Kazakstan 05//05/2014
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E-learning in higher education. From a learners perspective EBBA OSSIANNILSSON, PHD, LUND UNIVERSITY EDUCATIONAL MANAGEMENT KAZAKSTAN 5TH MAY 2014
Ebba Ossiannilsson, PhD Lund University
Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland
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Rhizome
Open Educational Cultures- open arenas
E-learning/online learningOpen educationMOOCsOpen Educational Resources/OER/OEP/OEC
© Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Derek Keats (image) CC-BY
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hej Anders o Ola hur går det med ert elärande projekt.Undrar eftersom jag försöker bilda mig en uppfattning om vad som händer i landet
With the learner in the driving seat
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MobilityCollaborationOpennessPersonalizationQuality
Education Our Content
Our Support
Our Students
Friesen & Murray, 2011
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Ossiannilsson_SwedNet2014
Ossiannilsson_SwedNet2014
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
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Rethinking and transformationFrom Sage on the stage…To Guide on the side…To Meddler in the middle
The question is NOT how we shall work with technology/media in education, BUT rather how we can work with learning in digital world/community
From content to contextFLIPPED CLASSROOM
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UNESCO PARIS DECLARATION 2012 (1)
• Foster awareness and use of OER
• Facilitate enabling environments for use of Information and Communications Technologies (ICT)
• Reinforce the development of strategies and policies on OER
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UNESCO PARIS DECLARATION 2012 (2)
• Promote the understanding and use of open licensing frameworks
• Support capacity building for the sustainable development of quality learning materials.
UNESCO PARIS DECLARATION 2012 (3)
• Foster strategic alliances for OER
• Encourage the development and adaptation of OER in a variety of languages and cultural contexts.
• Encourage research on OER.
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UNESCO PARIS DECLARATION 2012 (4)
• Facilitate finding, retrieving and sharing of OER
• Encourage the open licensing of educational materials produced with public funds.
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50 shades of openness
©
Copyright Public domainCreative Commons
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BIS RESEARCH PAPER NUMBER 130 The Maturing of the MOOC
Why the interest in resource reuse?
Emphasis on mass HE, measuringquality in learning and teaching.
Reuse helps to pay for online learning Cost reduction by sharing at scale.
Knowledge transfer to developingworld. Changing teaching practices.Technological changes with online and digital resources easy to repurpose/reuse.
P
E
S
T
2013 Chris Pegler
Where are we now?
• We’ve solved most of the technical problems• We now have is the human issues*
* Hm. Would money or recognition or reward (technical) or greater clarity about copyright (technical) solve these problems?
2013 Chris Pegler
" 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 120929)
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What does EC mean with Opening up education?
Opening up education means bringing the digital revolution into education. Digital technologies allow all individuals to learn, anywhere, anytime, through any device, with the support of anyone
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EC Recommendations for Higher Education Opening up Education
review their organisational strategiesexploit the potential of Massive Open Online Courses (MOOCs)stimulate innovative learning practices such as blended learningequip teachers with high digital competences equip learners with digital skillsthink about how to validate and recognise learner’s achievements in online educationmake high quality Open Education Resources (OER) visible and accessible
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21 century skills
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Digital literacy across the curricula (Hauge & Payton 2010 p 19
Learning design
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International workshop on policy for OER and less used languages
28 April, Oslo
OER and challenges and opportunities for less used languages in a global, European, Nordic and national
perspective.
MOOC (Downes 2013)
Massive
Open
Online
Course
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What is a MOOC?Liflong learningComplement to other forms of educationTo explain conceptsArena for learningCoursesCoursematerial
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What is characteristic MOOC
VideoChatForumOnline material, pdf, etcBooksQuizzarTask MeetUps (IRL eller virtuellt)Peer ReviewSocial mediaAssignmentCertificate Design, package
Modules
Own spaceOssiannilsson_Kazakstan2014
MOOC - Like reading a newspaper- go for the headings and the bold text/Downes
S Downes – Like reading a newspaper (21 March 2014)
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MOOC dimensions
OpennessScaleMultimediaCommunicationCollaborationLearning pathway
Ref: MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs, Conole G 2013
Quality assuranceReflectionCertificationFormal learningAutonomyDiversity
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MOOC- WHY?• Teaser• Branding• Public funding• Goodwill/Common good• Entrepreneurship• Democracy• Globalisation• Ranking• Recruitment• CoP• PLE
Different business models
MOOC development
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Three main types of MOOC c, s and x
from Lisa (http://lisahistory.net/)
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Image: Courtesy of Nature magazine
Where are these students located and ages?
Coursera registered about 2.8 million learners 27.7% from the United States8.8% from India5.1% from Brazil4.4% from the United Kingdom4.0% from Spain3.6% from Canada2.3% from Australia2.2% from Russia41.9% from the rest of the worldWaldrop, M. Mitchell; Nature magazine (March 13, 013). "Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science". Scientific American. Retrieved April 28, 2013.
BIC 2013 The Maturing of the MOOC
Massive target groupMixing groupsLearning across contextsSupport self-organizationDeclare whats in itPeer to peer pedagogyMOOCs support choice based learning
MOOC.EFQUEL.ORG
MOOC Quality Project:
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Openess to learnersDigital opennessLearner centredIndependent learningMedia supported learningQuality focusSpectrum of diversityOpenupEd label
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On changing perspectivesNetworkingSustainabilityBoundlessnessLifelong learniongHolistic, embedded and beyondGlobalisationDemografiTechnical and digital enhancementStudents as collaboratorsIndividualisationQualityFrame of reference
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Quality in the eyes of the beholder
WHATS IN IT FOR ME?
Some rights reserved by matsber
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Quality culture – dialectic approach
CC BY Some rights reserved by SeattleClouds.com
Quality controlProcessmodelsGuidelinesRulesStandards
CompetecesAttitudesValuesSelf -evaluation
CommunicationTrust
Co-operatiopInclusivness
Innovation/Creativity
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Retrospective or prospektive?
• From control to enhancement
• Self-evaluation• Peer review• Benchmarking• Certification• Accreditation• Quality assurance CC BY-NC Some rights reserved by Shira Golding
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Ossiannilsson 2012
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Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permission from Wiley-Blackwell.
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Learning /Institutional contextStrategy and e-learningCommitment to innovationOpenness to the communityLearning resourcesResources for learningStudentsUniversity Staff
Technology and Equipment
Learning Processes
Qualiy of the offer
Assessment of learning
HR development
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Information about the programmeTarget group orientationQuality of the contentProgramme/course designMedia designTechnologyEvaluation & review
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COURSE DESIGNProvision of course information, learning objectives and instructional guidanceConstructive alignment
LEARNING DESIGNLearner needsPersonalisationInstructional strategies
MEDIA DESIGNMedia integrationInterfaceInteroperability and technological standardsCONTENTAccuracy and values of contentIntellectual property rights Legal compliance
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Learning
• learning is more critical than knowing
• “the network is the learning”
• know-how supplemented by
“know-where” (& know-who)
Why network?
George Siemens“connectivism”© Stephen Downes
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The Networked Teacher – my PLN
meWork Friends
Twitter(# and
people)Conferences/PD meetings
Blogs
Social mediaWikis
Twitter chats
Websites & media
Innovating pedagogy 2013
• MOOCs• Badges to accredit learning• Learning analytics• Seamless learning• Crowd learning• Digital scholarship• Geo learning• Learning from games• Maker culture• Citizen inquiry
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Learning design
Mobile learning
Learning is about people NOT technology
Mobility and Ubiquitous learning
by Stephanie Lowman
Research
Content
Guidance
Assessment
CertificationSe
lecti
on
Today
2030
Assessment
Content
Certification
Guidance
Research
Selection
Educ
ation
al In
stitu
tion
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
Sele
ction
Today
Educ
ation
al In
stitu
tion
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!
Why spend time on MOOCs and OER
Individual levelInstitutional levelNational level Global level
PersonalizationSustainbilityCollaborate to competeLife long learningGet the best of the best…
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Conclusions LERUAll research-intensive universities need to take a strategic approach to the provision of online education. No one will be able wholly to predict how this fast-moving environment will shift and develop, but leading universities must be both proactive and responsive in relation to it. Intelligent scenario planning, underpinned by a willingness to think radically where necessary, will be key to the future provision of a successful learning experience for the next generations of students. Each university will need its own strategy for online education, but the online educational world is one where collaboration and joint working are increasingly viable and exciting. RIUs need thus to incorporate in their strategic planning for online education an openness to the creation of partnerships and alliances and the sharing of resources where it makes sense. RIUs should take a lead in online education in terms of policy making; content creation and delivery; quality assurance; partnerships and collaboration. Online learning initiatives should be driven by a mission to open up and enhance education, to vitalise the blended learning environment, and to maximise the potential for distance learning, OER, and crowd-sourcing initiatives. The educational online future is an exciting one and research-intensive universities must both embrace and strongly influence it.
Caring is sharing, sharing is caring
• Footprints• W:www.lu.se/ced• E:Ebba.Ossiannilsson@ced.lu.se• FB:Ebba Ossiannilsson• T:@EbbaOssian• Phone: +4670995448• S:http://www.slideshare.net/ EbbaOssiann
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Questions?• Do you have cases or modules (programs, syllabuses)
in e-learning? If yes what does it consist of?• Who is responsible for e-learning at the University? Are
there any special departments or kind of Union/organization at the university?
• How do you check your students during e-learning studying?
• Are there any special exams for them at the end of each course? If yes what kind?
• How do you teach e-learning students?• In order to test or check e-learning students do you
always be on-line?• Do you have any contact-hours for e-learning students?• How many hours are required for e-learning studying?• If students want to ask something regarding the course
or discipline how do they contact with the teacher/leader of the course?
• Do the students in e-learning have webinars? How often?
• What kind of task do you require from e-learning students?
• Do you have e-learning programs only in Bachelor? Or do you also have them in Masters and PhD?
• In order to test or check e-learning students do you always be on-line?
• Do you have any contact-hours for e-learning students?
• How many hours are required for e-learning studying?
• If students want to ask something regarding the course or discipline how do they contact with the teacher/leader of the course?
• Do the students in e-learning have webinars? How often?
• What kind of task do you require from e-learning students?
• Do you have e-learning programs only in Bachelor? Or do you also have them in Masters and PhD?
Reflections
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