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.
The activities performed are the development, implementation, performing and evaluation of pilot courses in C-VET, the programming of a supporting software tool for trainers, the implementation of a training course for trainers to learn about the new techniques and the creation of a transferability and evaluation guide for the use of the developed outputs.
The four products are special pilot courses fitting to the needs of the two training institutions SAFA and EFQBL using the tools described above, the new developed (web-based) software tool “Trainer’s Toolbox”, a Trainers training course (implemented as a MOOC on a Moodle server, provided as a MOOC) and the transferability guide. Read more about the project here
The project is now halfways, and the interimreport is soon submitted 30 October 2018. Within the project I have authored three reports:
Ossiannilsson, E (2018). Blended learning in continuous vocational training, and continuous professional development. Technical Innovation in Blended Learning (TIBL), a KA202 - Strategic Partnerships for vocational education and training project, 2017-1-ES01-KA202-038256
Ossiannilsson, E. (2018). Blended learning, in continuous vocational training, and continuous professional development: quality concerns. Technical Innovation in Blended Learning (TIBL), a KA202 - Strategic Partnerships for vocational education and training project, 2017-1-ES01-KA202-038256
Ossiannilsson, E., & Loureiro, M. (2018). A framework for pedagogical and training considerations. Technical Innovation in Blended Learning (TIBL), a KA202 - Strategic Partnerships for vocational education and training project, 2017-1-ES01-KA202-038256
This summer I got a great opportunity to conduct work and assignment for the ITCILO. I am honored and delighted to have been asked and selected for the assignment Towards a consolidated ITCILO monitoring and evaluation system for distance learning activities
Background and rationale of the assignment
The International Labour Organization (ILO) is the Specialized Agency of the United Nations that promotes social justice and human rights in the world of work (ilo.org). The International Training Centre of the International Labour Organization (hereinafter the Centre) is the training arm of the ILO (www.itcilo.org). The core offering of the Centre is group-based training for ILO constituents and other ILO stakeholders, with thematic focus on the promotion of decent work and social justice, and delivered either face-to-face on the campus of the Centre/worldwide in the field, or online via the electronic campus of the organization.
The 2018-21 Strategic Plan of the Centre reaffirms the emphasis on group training over the coming years, with face-to-face training as primary delivery method and distance learning as supplementary delivery method.Where applicable, the two delivery modalities are to be combined as part of blended learning journeys (p.11).The 2018-19 Programme and Budget (P&B) of the Centre further specifies that the Centre will consolidate and maintain its face-to-face training activities at levels seen in the 2016-17 biennium, and “further expand its suite of Massive Open Online Courses (MOOC) and self-guided distance-learning courses to take advantage of economies of scale and the lower per capita training costs of these distance-learning modalities. (p.14f). This means that in order to further grow its client base in a budget context that allows for zero growth in fixed staff costs, the Centre will maintain its current outreach in the market segment for more cost-intensive face-to-face training and increase its outreach in the segment for less cost-intensive distance learning.
The outreach-specific indicators in the Results-Based Management Framework underpinning the 2018-19 P&B of the Centre further illustrate the direction of the growth effort: The Centre is expected to maintain its current outreach via face-to-face training at levels seen in the last two biennia (on average 11,000 participants per year) while significantly growing its outreach via distance learning activities from 8,600 participants in the 2016-17 biennium to 14,000 participants in the 2018-19 biennium (p.19).
While distance learning contributes to most of the key performance indicators (KPIs) specified in the 2018-19 P&B owned or co-owned by the Training Department, the following KPIs in particular concern distance learning outreach and impact:
Indicator 1.2 Number of participants reached through distance-learning activities, disaggregated by gender and tripartite constituents
Indicator 1.4. Number of ILO staff trained by the Centre
Indicator 2.1 End-of-activity level of participant satisfaction with overall quality
Indicator 2.2 Percentage of participants who acquire new knowledge during training
Indicator 2.3 Percentage of participants who apply the newly acquired knowledge after training
The 2018-19 Strategy Implementation Framework of the Training Department echoes the call of the P&B for an increase in the number of participants reached via distance learning activities; the framework commits the Office of the Director Training to (a) facilitate the expansion of the suite of MOOCs and self-guided distance learning courses (b) more systematically promote self-guided distance learning courses using the existing comprehensive digital communication approach for open courses, and (c) to further increase of the share of blended activities that combine face-to-face training and distance-learning modalities.The target is to offer at least three MOOCs per year, have a digital communication approach for self-guided distance learning courses in place by October 2018 and to offer at least 80% of all open courses of the Centre in a blended learning approach by end 2019 (p.52ff).
To support this growth drive of the Centre, a robust monitoring and evaluation framework to track and report the outreach and quality of the distance learning activities of the Centre is a pre-requisite. The purpose of this consultancy assignment is to support the Centre in reviewing and further developing the existing monitoring and evaluation processes and tools for distance learning activities and to make them fit for purpose.
The overall objective of the assignment is to contribute to the achievement of the outcomes specified in the 2018-19 P&B of the Centre and further described in the 2018-19 Strategy Implementation Framework of the Office of the Director Training. The immediate objective is to strengthen the capacity of the Centre to monitor and evaluate its distance learning activities, and as a result to meet its reporting obligations under the results-based management framework of the 2018-19 P&B.
Under the direct supervision of the Director Training, in close collaboration withthe programme officer in the quality assurance unit of the Office of the Director Training, and in consultation with other units of the Centre directly concerned with monitoring distance learning activities (all Technical Programmes in the Training Department and ICTS), the consultant will:
Review the monitoring and evaluation system underpinning distance learning activities in the Centre and document the current processes and instruments, for future publication as part of a quality assurance manual of the Centre;
Recommend immediately actionable measures to overcome priority challenges to the Centre’s reporting obligations under 2018-19 P&B related to distance learning outreach and impact;
Propose intervention points for the incremental improvement of the existing system, to better align it with international good practice;
Along these intervention points, advise the Centre on the refinement of selected existing processes and tools, and document these revised processes and tools for future use in the quality assurance manual.
Four reports was deleivered for the four deliverables:
Ossiannilsson, E (2018). Towards a consolidation ITCILO monitoring and evaluation system for distance learning systems. Report 1. Turin: ITCILO.
Ossiannilsson, E (2018). Framework to measure and report outreach and impact of distance learning. Report 2. Turin: ITCILO.
Ossiannilsson, E (2018). List of intervention points to for the incremental improvement of the existing system to better align it with international good practice. Report 3. Turin: ITCILO.
Ossiannilsson, E (2018). Intervention points to for the incremental improvement of the existing system to better align it with international good practice. Report 4. Turin: ITCILO.
The theme of EDEN2018 was on Exploring the micro, meso, and macro level. Navigation between dimensions in the digital learning landscape.
The conference was hosted by Faculty of Political Science of the University of Genoa, Italy.
This year I had several presentations and it was a busy week. The conference gathered some 300 participants from over 35 countries, with some 15 delegates from Sweden, which this year was the fourth largest country when it came to number of delegates. There were a lot of possibilities to network and to catch up with new and old friends and colleageus.
17 June EDEN EC and EDEN AGM. At the AGM I was elected for my second period in EDEN EC for another 3 years.
Expert workshop on Pursuing a demand-led strategy for promoting online training among European SMEs. and the initiative Promoting Online Training Opportunities for the Workshop iEurope. Besides being an expert I am in the Steering Committe. During the workshop it was even pointed out that Sweden was in the forefront in promoting online training among European SMEs, so I had also to comment on that.
Poster presentation with Peter Mazohl on the EU VTT-BOX project (Virtual Teachers Toolbox)
Synergy presentation on National Associations for Distance Education
Meeting in EDEN SIG TEL QE
Workshop on Innovative Learning Spaces
Paper presenation on hte EU project TIBL (Technology Innovation in Blended Learning)
Informal meeting with the Swedish Delegats
All presentations from me are available at my slideshare, and in the EDEN2018 Book of Abstacts
The second consultation I have been asked as an expert, and also on behalf as reviewer of EADTU Excellence, to give my review on is the work by ENQA on the Considerations for quality assurance of e-learning provision (so I did two consultations).
The ENQA working group on quality assurance and e-learning has drafted their "Considerations for quality assurance of e-learning provision". It is still a work in progress, but the group would already like some feedback from representatives of stakeholders/organisations who are welinformed about quality assurance and e-learning.
The Considerations for quality assurance of e-learning provision is very promising and welcomed. The Considerations for quality assurance of e-learning provision are very much in line with the EADTU Excellence, The European quality benchmark for online, open and flexible education. I serve as a reviewer for EADTU on E-xcelelnc, and also OpenUpEd, and I was in the review team for the 3rd Editons updating of the Manual. It is also very close to the work on SEQUENT, which I was a reviewer for.
I have recently been involved as expert in two important international consultations. One was about the UNESCO open call and consultation on Open Educational Resources (OER) Recommendation. From the ICDE OER Advocacy Committee, which I Chair, and in collaboration wiht the ICDE Chairs in OER we replied to the Consultation.
Although, the text is very promising and very good, the area of quality related issues are not especially addressed, which we emphasized and gave suggestions for.
The Draft text for the OER Recommendations was in four parts I. Definition and Scope
II. Aims and Objectives
III. Areas of Actions
Of special interest can the four areas of actions be mentioned
Build the capacity of stakeholders to find, re-use, create and share OER
Develop support policy
Ensure inclusive and equitable access to quality OER
Nurture the creation osf sustainabiliyt models for OER
The aim of the consultation was to
In order to facilitate the online consultation process, we would like to informs you that the worldwide consultation on the drafting of the UNESCO Open Educational Resources (OER) Recommendation text is now OPEN.
The Draft Recommendation text has been prepared by a group of experts from UNESCO and experts, stakeholders, researchers and practicioners in the field of OER from all World Regions.
The OER Recommendation builds on the Ljubljana OER Action Plan (attachment) which was the product of a worldwide open consultation process - 6 Regional Consultations, open online consultation and debate during the 2nd World OER Congress held from 18 to 20 September 2017 in Ljubljana, Slovenia, with over 500 stakeholders from all regions, including 14 Ministers of Education or Higher Education.
We would like to kindly ask you to forward this open invitation to contribute to the draft of the OER Recommendation text to the responsible authorities as well as to all interested institutions in your countries.
Of course, we are looking forward also to your own active participation so that we could guarantee an inclusive approach and the development of a worldwide recognized draft recommendation text.