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.
It is a great pleasure, and honor that I got the opportunity to translate the Padagogy wheel V5.0 by Allan Carrington, to Swedish. Please see links as below.
Translation Dr. Ebba Ossiannilsson
Det är en stor glädje att berätta att det Padagogiska hjulet V 5 nu också är översatt till svenska. Redan har hjulet översatts till mer än 25 olika språk. Hjulet är nu större och med fler valmöjligheter för aktivitetsverb och aktiviteter kategoriserade enligt Bloom´s kognitiva områdeskategorier. I hjulet finns också mer än 180 utbildningsappar för båda plattformarna Apple iOS och Android, se länkar nedan.
New report of interest from EC and The Joint Research Center (JRC). The report focus on the benefits of blockchain for education, and gives eight scenarious how it can be applied.
Blockchain is an emerging technology, with almost daily announcements on its applicability to everyday life. It is perceived to provide significant opportunities to disrupt traditional products and services due to the distributed, decentralised nature of blockchains, and features such as the permanence of the blockchain record, and the ability to run smart contracts. These features make blockchain technology-based products or services significantly different from previous internet-based commercial developments and of particular interest to the education sector – although education, with some minor exceptions, is not currently perceived to be high on the agenda of most countries with national blockchain initiatives. In addition, currently stakeholders within education are largely unaware of the social advantages and potential of blockchain technology. The report was produced to address this gap.
The EU Commission has launched a framework for educators' digital skills. The framework is intended to spread in all areas of education in Europe, from K-12 to higher education. The framework is based on a previous framework for "Digital Citizens".
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational training, special needs education, and non-formal learning contexts. The development of the framework is based on the analysis, mapping and clustering of the elements constituent of educators’ digital competence, as these are detailed in existing national and international frameworks, self-assessment tools and certification schemes. The reference model thus generated will be subjected to extensive stakeholder consultations and complemented by proficiency levels. As final product a self-assessment tool, which allows educators to assess their own level of digital competence, will be developed.
The framework aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, national and regional agencies, educational organisations themselves, and public or private professional
Quality in Technology Enabeld Learning (TEL) is more than ever a hot topic, not at least because of the transformation of learning and education in the digital era, and the move toward Open, Online, Flexible Learning and TEL (OOFAT). Quality in TEL, can be discussed and measured from a vareity of perspectives and approaches. First, quality has to be considered at different levels, i.e. meso,- miso,- and macro level. Second, there are a huge variety of stakeholders whohave an interest in quality. Third, there are different approaches, as normbased versus processbased quality assurance and /or quality enhancement. Fourth, the maturity level has to be taken into consideration. Fifth, and last, or maybe even as a first issue:
QUALITY IS ALWAYS TIME, CONTEXT, AND CULTURE DEPENDENT, AND
At the 27th ICDE World Conference in Toronto, October 2017, ICDE launched a committee for the global advocacy of OER as a reinforcement and support to the ICDE Chairs in OER. Paul Bardack, the Chair Emeritus of the United States Distance Learning Association, serves as the first Chairperson of the Committee, that works to increase global recognition of OER; and to provide policy support for the uptake, use and reuse of OER. First I am really honored and pleased to have been appointed Ambassadors for the globaladvocacy of OER, but also to be in the core group. Looking forward to the work ahead. All members of the ICDE Advocacy Committee are appointed Ambassadors for the global advocacy of OER for a limited term until end 2019. A smaller group of the members form a core group that works more closely with the chair to facilitate the activities of the Committee and its members: