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.

  • Ebba Ossiannilsson

Next Generation Learning Spaces 2018

The Next Generation Learning Spaces conference was held in Manchester, UK, 20-22 March 2018, hosted by IQPC.CO.UK, and University of Manchester, UK.



The aim was to present and to discuss on the topics as

  • improve student engagement, retention, and academic results by adopting unique approaches, and to re-imagine learning spaces
  • design and implementation of cost-effective, flexible, and future proofed space to ensure that learning environmemtns can adapt to future demands and continue to deliver world class teaching and learning opportunities
  • select, integrate, and utilise technology to drive innovation and optimise the learning process to deliver on student expectations now, and  into the future
  • develop key metrics to monitor, and measure performance of new learning spaces to identify areas of improvement and justify investments
  • collaborate effectively with all stakeholders throughout the entire project process to avoid cost blow outs, time delay, and missing brief

I was invited to host a preworkshop on the 20 March 2018, which I did. The presentation can be downloaded at my SlideShare account

1:00 PM - 3:00 PM Workshop B: Future Libraries: Re-thinking Traditional Spaces and Aligning them With User Expectations

With this in mind, this workshop is will provide you with the tools to:

Review recent trends influencing the future of University Libraries and analyse their implications on design, user experience and operation
Assess your space and storage arrangements, identify unique requirements and develop leaner learning environments and user centric space
Look at storage arrangements/ consortiums to house older journals, along with other technologies to build leaner learning environments

Next Generation Learning Spaces is a hot and highly debated topic right now due to high demands and trends for educatiion, not at least to the changing learning landscape, and UNESCO SDG4. Some of them can be described as

Competitiveness amongst Universities, changing expectations from students, rising fees, introduction of new frameworks and the rapid pace of change occurring with technology is changing the entire education landscape.

New campus development, as well as re-lifing and retrofitting existing spaces can create an opportunity to disrupt traditional ways of teaching and transform the way in which students interact and learn, but it must be approached in the right way.

It is clear therefore, to attract and retain students, as well as improve engagement and drive better results; the classroom of the future must utilize the physical space effectively, whilst leveraging tech-driven innovations that support the innovative environment and teaching approaches.

Clearly, understanding how existing spaces are performing by leveraging, ratings tools and post occupancy assessment will be key.

With this in mind, this year’s event aimed to continue to focus on process of creating innovative, comfortable, accessible, flexible, collaborative, and aesthetically pleasing and technology enabled spaces, but it will evolve to cover performance assessment of spaces. The event gathered a large variety of professions with interest in Next Generation Learning spaces, such as academics, Librariens, Architects, Estate staff, Administrators, Senior Managers, and Rectores, as well as Students. The Conference had also a wordlwide target group, although mainly from UK and Ireland, but  also from US, Brazil, Lithuania, and Sweden.

Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration.

Recently I have presented and discussed learning spaces in two of my latest Blogposts from 25 February for the online Conference CO18, on the topic Learning Spaces, and Cross Action Spaces, the other one was from my presentation Innovative Learning Spaces at the online discussion for Open Education Europa the 30 January 2018.





Learning Spaces

  • 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 it comes to teaching, learning, and research, but also to be a voice in the global soceiety, universitites more than ever have to be on the cutting edge, and to take the lead for the UNESCO SDG4. The leading actions are on ACCESS, EQUITY, EQUALITY, DEMOCRACY, INCLUSIVENESS, QUALITY, AND LIFELONG AND LIFEWIDE LEARNIG, 

In additon, we are facing and have to adapt, but also to lead 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.


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  • 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.

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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