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

Conferences and contributions Autumn 2020, Some samples

 A sample of conferences and contributions during 2020. My presentations are available at SlideShare

15 - 16 December 2020 4th Teacher Subject Forum 2020  Ministry of Education United Arab Emirates, Will give a keynote

 2 -4 December 2020 OEB2020 The UNESCO OER Recommendation: Opportunity and Challenges, Panels and Discussions 4 December 2020

25 November 2020 ICDE Presidents' Forum 2020' Forum 2020. Hosted the event for Europe and Middle East

23 -24 November 2020 Internetdagarna 2020 
TransformationDay tillika vårt spår Accelerera och skala upp digital transformation på Internetdagarna. Srockholm Sammanställning av hela dagen inklusive presentationer att ta del av här: https://digjourney.com/insikter/transformationday-pa-internetdagarna-lockade-350-personer 

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  • Ebba Ossiannilsson

OEB2020 part 2

This is the second part of the Blog from OEB2020. Read the first part here where I wrote shortly about our contributions from ICDE the 4th December 2020 we had a session at OEB2020 The UNESCO OER Recommendation: Opportunity and Challenges, with ICDE, International Council for Open and Distance Education
  • Ebba Ossiannilsson

OEB2020

This autumn 2020 has been extremely busy, with a lot of contributions  at conferences, keynotes and publications on demand. Unfortunately I havent´even had a chance to catch up with everything. Anyway the latest one OEB2020, will be in two postsI thus therefor deciced just to list some of the mor important contrivbutions, not at , as there are so much to tell abot it. least for myslelf trying  to get some overview of actriviteies during  this exceptional Autumn 2020. and maybe trying to summarize the outcome and impact. However, I will like to catch up.

4 December 2020 we had a session with ICDE on OEB2020 The UNESCO OER Recommendation: Opportunity and Challenges, with ICDE including the OERAC. A more comprehensive report from the OEB2020 will follow in part two of this post.

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  • Ebba Ossiannilsson

The European competence framework: The LifeComp (JRC)

In our rapidly changing societies, citizens need to develop competences which allow them to successfully manage the challenges posed by the many transitions taking place in their work, in their personal spheres, and in society (JRC, 2020).

The 22 July 2020, an important and timely framework was launched by the European Commission’s Joint Research Center (JRC), the LifeComp, the European competence framework on Personal, Social and Learning to Learn.  JRC has developed several competence frameworks, the "Comp" family by #DigComp#DigCompEdu#DigCompOrg#SELFIE,#Entrecomp, and now, #LifeComp.

Maybe, one of the previous most wellknown one is the DigComp 2.0 framework, which identifies the key components of digital competence in 5 areas which can be summarized as:1) Information and data literacy, 2) Communication and collaboration, 3) Digital content creation, 4) Safety, and 5) Problem solving, and problably also #SELFIE

This framework is really welcomed and I really hope It will be implemented and in use for Education and training. Its really urgent to change perspectives and to transform Education into these directions.

 

The Joint Research Centre (JRC) developed the LifeComp framework on behalf of, and in collaboration with the Directorate-General for Education, Youth, Sport, and Culture (DG EAC). This is the third competence framework for individuals the JRC has contributed to develop, following the already consolidated Digital Competence Framework for Citizens, also known as DigComp, and the Entrepreneurship Competence Framework, EntreComp. JRC believe that LifeComp is a crucial complement to these and other frameworks, and maybe even constitutes the base line, as it deals with life skills – the skills and competences that everybody should continually develop throughout life. The LifeComp framework is a conceptual reference framework; more work will be needed to put the framework into practice, and to guide stakeholders on its implementation. 

The JRC report is part of their research on ‘Learning and Skills for the Digital Era’. Since 2005, more than 25 major studies have been undertaken in this area, resulting in more than 120 publications. More information on all of our studies can be found on the JRC Science hub

As according to the researchers LifeComp competences are teachable. They can be learned through formal or informal education.

"It is possible to teach a person to be a critical thinker, to control their emotions or to become more empathetic towards others. These skills are fundamental for people to be able to determine their own career paths and for their own well-being"

The researchers thus hope that the formalization of the skills into a framework will encourage schools and teachers to devote more time for them in the learning programmes.

The LifeComp framework is well aligned with the UNESCO initiative Futures of Education: Learning to become, which goes beyond  the UNESCO SDGs and education for all, and targeting for education 2050. The Initiatives rethinks how knowledge and learning can shape the future of humanity and the planet. The Futures of education initiative goes beyond the SDG and target for Education 2050. This initiative aims to rethink education and shape the future. The initiative catalyzes a global debate on how knowledge, education and learning must be rethought in a world of increasing complexity, uncertainty and precariousness.

Overview of the LifeComp framework

The LifeComp framework is a flexible tool that can be adapted to different learning settings, and target groups to support the development of the Personal, Social and Learning to Learn competences in a sociocultural context. Both formal, non-formal, and informal education can contribute to the acquisition of these competences.

As a rule, the definition of "competence" includes knowledge, skills and attitudes. However, a holistic perspective that understands the interdependence between the elements of the framework as a complex ecosystem can be more effective. Indeed, the key competence comprises elements with different profiles and characteristics. For example, some focus on attitudes as dispositions and orientations for action; others represent a range of competences. 

To cope with a given situation, individuals activate a range of competences that vary according to the requirements of the situation. All the competences included in the framework are therefore equally relevant, necessary, interrelated and interconnected and should be treated as parts of a whole.

Based on this framework, these are the nine skills that can help people of all ages to manage the challenges and changes in their personal and professional lives. 

The Personal domain includes 

  1. Self-regulation: Awareness and management of emotions, thoughts and behaviour
  2. Flexibility: Ability to manage transitions and uncertainty, and to face challenges
  3. Wellbeing: Pursuit of life satisfaction, care of physical, mental and social health, and adoption of a sustainable lifestyle

The Social domain includes:

  1. Empathy: The understanding of another person’s emotions, experiences and values, and the provision of appropriate responses
  2. Communication: Use of relevant communication strategies, domain-specific codes and tools depending on the context and the content
  3. Collaboration: Engagement in group activity and teamwork acknowledging and respecting others

The Learning to learn domain includes:

  1. Growth mindset: Belief in one’s and others’ potential to continuously learn and progress
  2. Critical thinking: Assessment of information and arguments to support reasoned conclusions and develop innovative solutions
  3. Managing learning: The planning, organizing, monitoring and reviewing of one's own learning

The LifeComp framework emphasizes the importance of social and personal skills. It aims to systemize the strengthening of these competences through education and lifelong learning.

The domains are shown in Table 2, and as a visualized metaphor as a glance as in Figure 5, and as the LifeComp Ecosystem in Figure 6. It is important to take a holistic approach and to see the ecosystem of the LifeComp,

Source: Sala, A., Punie, Y., Garkov, V. and Cabrera Giraldez, M., LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence, EUR 30246 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN 978-92-76-19418-7 (online),978-92-76-19417-0 (print), doi:10.2760/302967 (online),10.2760/922681 (print), JRC120911

A Blogpost on this theme has been published 26 July 2020 at the DISK project Blog, as this project deals with Digital comptences and Digital Survival Kit for Digital Immigrants.

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  • Ebba Ossiannilsson

Digital Immigrants Survival Kit (DISK), an EU project

The project aims to develop the digital literacy of adults Adult Education (AE) with a special focus on the so-called "digital immigrants", who are DC disadvantaged in society due to their lack of digital literacy and are therefore among the less educated DC) and enable them to take an active role in the digital society.

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The objectives are the design, implementation and evaluation of 15 modules teaching different specific topics of everyday life and covering DCs as "Digital Immigrants Survival Kit" (DISK), the use of "flipped learning 3.0" as a training approach, the creation of an innovative self-evaluation tool based on competence-based self-evaluation mandalas, the development of a guide on transferability and implementation, the flexible transfer of results and outcomes to other European countries and finally the publication of the modules of the DISK toolkit as Open Educational Resources (OER).

There are five Intellectual Outcomes (IoS) as below in the screenshot. All IoS will be translated into the partner languges; German, Greek, Italian, Portuguise, and Swedish.

PARTNERS

The consortium consists of 5 partners (3 adult education organizations, one university and one specialist in course quality and open learning resources OER) with complementary skills, experience and approaches in adult education.

The applicant is the University of Porto, which will focus on adults with lower educational levels and provide opportunities for their further education, integration and full participation as European Citizens and for their survival in a digitalised world. 3 Adult Training organizations are well distributed in Europe and have complementary approaches to Adult Education: Edrase, GR is very experienced in training in remote locations, EFQBL, AT has a specific focus on older people, while Training 2000, IT is a professional training AE organization that offers training for all age groups of adults. Ossiannilsson Quality in Open Online Learning (QOOL) Consultancy is a Swedish organization that focuses on the quality of training and publication as OER.

PROJECT Results
The results can be expressed as to serve in nano, micro, meso and macro levels.

In the project Blog, results are presented on  regular base. The latest post is on Digital Competences of European Citizens

I have written two, one 21 July 2020 on Why OER (Open Educational Resources) Matters

and one 18 Febraury 2020 on Digital competences

Information and Disclaimer

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The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

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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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