Welcome to my Blog

Here, I will discuss topics, and current trends on open, online, flexible and technology enabled/enhanced learning (OOFAT), including Massive Open Online Courses (MOOC), Open Educational resourses (OER), Open Educational Practice (OEP, and Open Educational Culture (OEC). In addition I will discuss current trends and news related to quality, innovation, serendipity, rhizome learning, agility, and leadership.


Lack of access rights - File 'http:/ec.europa.eu/jrc/sites/jrcsh/files/styles/responsive-portrait/public/publications_thumbnails/publication_107466_cover.jpg'

Lack of access rights - File 'http:/ec.europa.eu/jrc/sites/jrcsh/files/figure_2_2018-01-corr-cropped.png'

  • Ebba Ossiannilsson

Mind the gap

Educational institutions  are facing many challenges ahead. To be in the forefront, which is one of the mainroles for unviversities, both when int comes to teaching, learning, and research, but also to be a voice in the globla soceiety, universitites more than ever have to be on teh cutting edge, and to take the lead for the UNESCO SDG4


In additon, the 4th Indsutrial Revolution, and the digital disruption.

We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before. We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.

There are three reasons why today’s transformations represent not merely a prolongation of the Third Industrial Revolution but rather the arrival of a Fourth and distinct one: velocity, scope, and systems impact. The speed of current breakthroughs has no historical precedent. When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace. Moreover, it is disrupting almost every industry in every country. And the breadth and depth of these changes herald the transformation of entire systems of production, management, and governance.

In two of  the latest articles in The Higher Education World Ranking the role of the Universities has been questioned, as Universities have to be more in line with citizens needs and demands in a connected global world. It was stressed that besides the missions relating to teaching and research, institutions have to  accept. 

...the role as critic and conscience of society

In the other one it was argued that Universities´ new mission is to RECONNECT

With expertise being vilified, institutions must re-establish their relevance to ‘real people’. Fortunately, they are ideally placed to do so


the role Digital disruptions, digital promises, digital culture

Nano,Micro, Meso, Macro Level

Diigtal learning is about chnaging mindset, the growing minset,attitudes, values and culture more thann special skills, and competences

Sir John Daniel Iron Triangle

Sir John Daniel  education sdor all is not pososible 


Disruption Netflix, Ubur, Spotify etc.  

On digital literacy, and the digital gap

The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence. In December 2017 the EC Joint Research Centre launched the Digital Competence of Educators, DigCompEdu. The DigCompEdu study builds on previous work carried out to define citizens' Digital Competence in general, and Digitally Competent Education Oragnisations (DigCompOrg). It contributes to the Commission's recently endorsed Skills Agenda for Europe and to the Europe 2020 flagship initiative Agenda for New Skills for New Jobs. In a previous Blogpost, 8 December 2017, I wrote about it as well.

The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.

DigCompEdu Areas

DigCompEdu details 22 competences organised in six Areas. The focus is not on technical skills. Rather, the framework aims to detail how digital technologies can be used to enhance and innovate education and training.



  • Ebba Ossiannilsson

CSEDU 2018, Funchal, Madeira, Portugal

CSEDU has become a an annual meeting plece for presenting and discussing learning paradigms, best practices, and case studies that concern innovative computer-supported learning strategies, web-based distace learning, e-learning technology-enhanced learning, and instituional policies on computer-based learning. CSEDU 2018 provided an overview of the state of the art in all these areas, oulined upcoming trends, and promoted discussions about the educational potential of new learning technologies in the academic and corportaded worlds. 


The conference was comlemented with  two Special Sessions entitled: Analytics in Educational Environments -A2E chaired by Ana Azevedo (Portugal), Blended Learning and quality Enhancement BLQE 2018, chaired by Ebba Ossiannilsson, Sweden.

BLQE 2018, Special Session on Blended Learning and Quality Enhancement, Chair Ebba Ossiannilsson




Ebba Ossiannilsson 
The Swedish Association for Distance Education (SADE), Sweden

The presentation was based on the ICDE Insight Paper which I authored on behalf ICDE

blended learning

The full report can be downloaded here

The Blogpost The Blended learning ecosystem: Taking control and orchaestrating learning pathways at ICDE Blog can be found here

Blended learning embraces personal quality learning. This widely recognized and personalizable method engages, facilitates, and supports learning. UNESCO and the Commonwealth of Learning emphasize this approach, as it makes learning more flexible and convenient. This will help students be part of a global digital society The blended learning model requires changes in the roles of teachers and learners. These changes are accompanied by shifts in ownership and empowerment, where learners become prosumers and orchestrate their own learning regarding time, place, setting, path, and pace. Blended learning involves people as learners, teachers, administrators, technicians, leaders, and managers with a variety of aspirations and ambitions. Clearly, there is a renewed focus on quality, and the blended learning approach is worthy of consideration.

For the quality enhancement discussion the presentation was mainly based on the ICDE research report by Ossiannilsson, Williams, Camilleri, and Brown , (2015).

Quality models in online and open

At the Special Session BLQE two other presentations were presented as well (six submissions were recieved, and three were accepted after blind paper reviews.  The two others were the EU funded projects the Technical Innovation in Blended Learning-Concepts for the Creation of High Quality Continuous Vocational Education Courses using Multipe Devices (TIBL), by Mazohl, Ossiannilsson, and Maki (2017), and  the Virtual Teachers Toolbox-An Innovatie Tool to Assist the Creation of High Quality Open Distance Learning Courses, (VTT_BOX), by Mazohl, Ossiannilsson, Maki, Ampartzaki, and Kalogiannkis (2017).


The Creation of High Quality Continuous Vocational Education Courses using Multipe Devices (TIBL), by Mazohl, Ossiannilsson, and Maki (2017)

 the Virtual Teachers Toolbox-An Innovatie Tool to Assist the Creation of High Quality Open Distance Learning Courses, (VTT_BOX), by Mazohl, Ossiannilsson, Maki, Ampartzaki, and Kalogiannkis (2017).



 The following conference themes wer covered during th  conference

  1. Information technologies supporting learning
  2. Artificial intelligence in education
  3. Learning /teaching methodologies and assessment
  4. Social context and learning environents
  5. Domain applicstions and case studies
  6. Ubiquiotous learning

The CSEDU2018 recieved193 paper submissions from 44 countries, of which 23% were accepted,as full papers. To evaluate each
submission, a  double blind paper reviiew was performed  by the Program Committee, whose members are all highly qualified independent resaercherss in the CSEDU topic areas. I am myself happy and proud to be in the Program Committee. 

The confernce were sponsored by INSTICC, and technically co-sponsored by IEEE Portugal Setion in cooperation with ACM SIGMIS_ACM, ACM SIGITE-ACM, SADE, ASEE, and ATIEF.


CSEDU2019 will be hosted in Greece, Creete 2-4 May 2019

  • Ebba Ossiannilsson

Blockchain in education

On the  22nd November 2017, and on the 6th January 2018 I wrote a blog post on Blockchain in Education, this is a follow up to that one.

So what does the Blockchain actually do:
A global network of computers uses blockchain technology to jointly manage the database that records Bitcoin transactions. That is, Bitcoin is manged by its network, and not only one central authority. Decentralization means the network operates on a user to user (or peer - to -peer) bases. 

Blockchain 2

The short version of understanding what Blockchain can do is as Shaurya Malwa wrote yesterday 10 March 2018 in Hackernoon, they eable us to formalize and secure new kinds of relationships in the digital world.

The gist of these new kinds of relationships is that the cost of trust (heretofore provided by notaries, lawyers, banks, regulatory compliance officers, governments, etc…) is avoided by the architecture and qualities of distributed ledgers.

The invention of distributed ledgers represents a revolution in how information is gathered and communicated. It applies to both static data (a registry), and dynamic data (transactions). Distributed ledgers allow users to move beyond the simple custodianship of a database and divert energy to how we use, manipulate and extract value from databases — less about maintaining a database, more about managing a system of record.

  • Ebba Ossiannilsson

AJOQI. Greenland - Teacher Education

I am so exited, and honored!

I have been invited to take part and contribute in a new interesting and exiting project with Greenland, and Ole Thorleifsen. The project aims to plan and start a teachers’ education for pedagogical untrained teachers in Greenland. These teachers are employed in the schools in Greenland, and many of them have been educators for years, and they have participated in numerous government/university arranged courses, but they haven’t obtained any certificate which gives them a status as a teacher with the benefits as a trained teacher. The goal with this prospect is to design a teachers’ education to these educators, so they can study two subjects besides pedagogy/didactics through three years and through their study, they have exams in the subjects and if they pass all the requirements in the curriculum, they can get a certificate as a trained teacher. The project is funded by Institute of Learning at the University of Greenland.

The project will be in three parts:

  • Distant education frame – will be designed in close collaboration with the municipal school administrations, Institute of learning and the Education Agency.
  • ICT framework and modify Open Educational Resources – the group is: Ebba Ossiannilsson, Lund, Sweden; Kati Clement, Jyäskylä, Finland; Jan Pawlowski, Essen, Germany, Thuridur Johannesdottir, University of Iceland, and Ole Thorleifsen, Nuuk, Greenland. The work will be assessed by a subject based clearinghouse with participants from the University of Greenland.
  • Curriculum - there will be established a group to write a curriculum for the education.

Information about the Greenlandic school system

The first discussion with the project team, took place in Copenhagen 26 February 2018. A fruitful and graet meeting with a very professional and enthusiastic team, led by Ole Thorleifsen. After information about the conditons and context, a lively discussion within the team took place. We were rather quick and efficient, mixed with a lot of fun and joy,  drawing up the schedule and the coming work within the project. I think we are the very best team to fulfil such interesting mission and tasks we have ahead. The first meeting in Greenland will be held in April 16-17 2018.

The Project became coined AJOQI, after the greenlandic word for the projects activities. 

Greenland (GreenlandicKalaallit Nunaatpronounced [kalaːɬit nunaːt]DanishGrønlandpronounced [ˈɡʁɶnˌlanˀ]) is an autonomous constituent country within the Kingdom of Denmark between the Arctic and Atlantic Oceans, east of the Canadian Arctic Archipelago. Though physiographically a part of the continent of North America, Greenland has been politically and culturally associated with Europe (specifically Norway and Denmark, the colonial powers, as well as the nearby island of Iceland) for more than a millennium.[9] The majority of its residents are Inuit, whose ancestors began migrating from the Canadian mainland in the 13th century, gradually settling across the island. Greenland is the world's largest island.

In Mid February, more exactly 15-16 February 2018, I was invited as keynote speaker to the Regional Consultation Meeting on Quality Assurance in Higher Education for the Western European Region, The role of Quality Assurance in Higher Education: challenges, developments and trendsThe role of Quality Assurance in Higher Education: challenges, developments and trends, Geneva, CICG, organized by UNESCO, and AAQ Schwitzerland. The event was part of the Regional Consultaton Meeetings aroud teh globe.

unesco logo 10

My presentation was in the session: 

11:00-13:10 Session 1 - Quality Assurance and the Diversification of Provision in Higher Education

Ebba Ossiannilsson, Swedish Association for Distance Education, Leader of EDEN SIG for QE in TEL, ICDE Focal Points on Quality, Sweden - "Quality models in online and open education around the globe: State of the art and recommendations"

Facilitator: Padraig Walsh, Chief executive, Quality and Qualifications Ireland (QQI), Ireland; Advisory Council Member, CHEA International Quality Group

My presentation had its point of departure from the ICDE research study Global overview of quality models: State of the art and recommendations. The study was carried out on behalf of the International Council for Open and Distance Education (ICDE) by a team coordinated by the European Association for Distance Teaching Universities (EADTU) is for:

  • institutional leaders responsible for quality in online, open and flexible higher education
  • faculty wanting to have an overview of the field
  • newcomers that want to develop quality schemes
  • policy makers in governments, agencies and organisations
  • major educational stakeholders in the international community  

The report provides the first global overview of quality models in online and open education, an overview which is very timely, delivered as it is for Global Education 2030, the new global educational agenda which replaces Education For All, EFA. The report is available in three parts, the Summary, the Complete report, and its Appendices.

The reflections from the Geneva Consultation Meeting, Europe exchanged on the challenges, developments and trends within Quality Assurance in Higher Education witness the great interest aroused among the 135 participants.The first positive echoes received were a great result already. The speakers’ presentations. They are now available for download on the event’s website. Some highlights are to be discovered on the photo gallery of the event.

The parallel event for the Eastern European region will be held in Moscow on 23-24 April 2018. 
> More information 

Results of the 6 regional meetings will be brought to the Unesco Global Conference on Quality Assurance in Higher Education, to be held in Paris on 21-23 November 2018.

Ebba Ossiannilsson is an e-learning expert and consultant with a range of research interests in the use of digital technologies for learning, teaching and research.
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