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

IDOL IDEA CEMCA 24th IDEA NATIONAL CONFERENCE

The 24th IDEA National Online Conference on Emerging Perspectives of Open and Distance Learning organised a two days (17-18 July 2020) 24th IDEA National Online Conference on Emerging Perspectives of Open and Distance Learning.  The conference was orgainzed by University of Mumbai, Institute of Distance and Open Learning in association with Indian Distance Education Association (IDEA) & Commonwealth Educational Media Centre for Asia (CEMCA).  I was honored and deligthed to be invited as Chief Guest on the 18 July 2020. I was invited by Professor Dhaneswar Harichandan, who also serve as ICDE Ambassador for the global advocacy of OER in the OER Advocacy Committe which I chair. Professor Dhaneswar Harichandan, recieved the Lifetime Achievement Award in ODL during the  Award ceremony on hte 18 July 2020. The conference gatherd approxiamtely some 1000 delegates from all over the world. Program and speakers were really on hte cutting edge in the fiueld of open and distance leaning

image.jpeg

See the fisrt day 17 July 2920 on YouTube here

See the second day 18 July 2020 on YouTube here where i presented as Chief Guest on ICDE, ICDE OER Advocacy Committe and OER (Open Educational Resources).

Read the report here

CEMCA is supporting , Institute of Distance and Open Learning (IDOL), University of Mumbai and Indian Distance Education Association (IDEA) in organising two days (17-18 July 2020) 24th IDEA National Online Conference on Emerging Perspectives of Open and Distance Learning. In the Inaugural session of the conference, Dr. Kavita Laghate, Director IDOL; Dr. K Murali Manohar, President, IDEA; Dr. Romesh Verma, Secretary General, IDEA welcomed the dignitaries, paper presenters, participants and described the objectives of the conference introducing their respective institutions. Prof. Madhu Parhar briefly presented the activities of COL and CEMCA during the last three months. Prof. Nageshwar Rao, Vice Chancellor, Indira Gandhi National Open University delivered Inaugural address and Dr. Avichal Kapur: Joint Secretary UGC DEB; Guest of Honour addressed the participants. Dr. Suhas Pednekar, Vice Chancellor, University of Mumbai gave the Presidential remarks and released the book "Understanding of ODL in Dual Mode Universities of India". Dr. D. Harichandan, Conference Secretary proposed a formal vote of thanks. Around 100 faculty members form different parts of the country are participating in this Conference.

Read more on OER as below. 25th November 2019 was a milestone in the feild of open education to reach the SDG4 and to acheive accessible, affordable, quality education for all, and to acheve lifelong learning, equity, equality, for human rights and social justice.

Open Educational Resources (OER) are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. 
OER form part of ‘Open Solutions’, alongside Free and Open Source software (FOSS), Open Access (OA), Open Data (OD) and crowdsourcing platforms.

 

UNESCO is the only UN agency with a dedicated OER programme. The term “Open Education Resource” was first coined in 2002 at a forum organised by UNESCO on Open Courseware in Higher Education. In November 2019, the 40th UNESCO General Conference adopted the UNESCO OER Recommendation which is the only international standard setting framework in this area worldwide.

UNESCO believes that universal access to information through high quality education contributes to peace, sustainable social and economic development, and intercultural dialogue. OER provide a strategic opportunity to improve the quality of learning and knowledge sharing as well as improve policy dialogue, knowledge-sharing and capacity-building globally.

  • Ebba Ossiannilsson

OE4BW EDUSCOPE2020

The interesting conference OE4BW EDUSCOPE 2020 took place online 29 June -  2 July 2020.

I have myself have been mentor for the SDG7HUB iEnergy Open Library, a very interesting project led by Mojca Drevensek. 

The iEnergy Open Library will integrate many of the existing energy literacy materials produced by the EN-LITE Society and partner organisation to create a digital, smart and open library. It will allow users to find energy-related OER by choosing the energy literacy essential principles, fields of knowledge, energy-related content, and other relevant dimensions the library users are interested in. The Open Library is designed openly so that other energy-related, SDG7-supporting OER developers will be able to join the platform with their resources.

I had several presenations myself, I was doing a keynote 30 June, A presntation for the SDG7HUB 30 June, a Mentor presentation  1 July 2020, and a testimonal for the project.

The presentations were entitled and are all availble at my SlideShare

30 June Open Education, OER and quality related considerations

30 June 2020 OER AND QUALITY AN ECOSYSTEM

1 July 2020 Implementation of OER to reach the SDGs

The leading Slovenian online information portal Montel energetika.NET published an article about our successful yesterday's event.

The English version of the article is freely avilable here:

  • Ebba Ossiannilsson

How Open Educational Resources can Help OGP Initiatives

I was happy and delighted to contribute to this Blogpost for Open Government PartnershipThis post is a portion of the original Creative Commons blog post. Read it here.

Currently we face both a swell of support for open educational resources (OER) and devastating upheaval of our traditional education systems. Resulting from the COVID-19 pandemic, over 1.5 billion youth are out of school, countless teachers and parents are pivoting to online teaching and education systems face immense financial strain. While OER are not a magic cure for the current education crisis, there are opportunities to work with open education efforts to build greater resiliency within our learning ecosystems and also support open government efforts. 

Open educational resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to retain, use, change and share the works with others. OER are one facet of open education, or efforts to make education more affordable, accessible and effective–providing unfettered access to learning to as many people as possible. Open education involves open practices, open policies and open educational resources.

Today, we have a stronger need and the established international frameworks to use OER to fuel our education efforts and collective commitments. This pandemic highlights the effects closing access to information and communication has on communities; conversely it demonstrates how essential open practices (free sharing of information, unfettered access to education materials) are to our collective human security. 

Now more than ever, governments recognize the potential of OER–and the opportunity to partner under international frameworks that support open education goals. In November 2019, UNESCO unanimously passed the UNESCO Open Educational Resources (OER) Recommendation to advance the construction of open, inclusive and participatory knowledge societies and established a Dynamic Coalition of government, civil society and private sector experts connected to support the recommendations. The OER Recommendation dovetails with SDG4efforts, emphasizing that open education can support “inclusive and equitable quality education” and “lifelong learning opportunities for all.”

How can you get involved? 

  • Open education networks have provided outreach–offering “how to” webinars, support for emotional wellbeing, and lists of open resources for use. View this wikipedia article section collecting just a few of the resources and responses. 
  • Join the Creative Commons open education listserv or Slack community or discuss opportunities for engagement in open education efforts with This email address is being protected from spambots. You need JavaScript enabled to view it.; or open data and open source efforts with This email address is being protected from spambots. You need JavaScript enabled to view it.

This post was written in collaboration with Jan GondolEbba OssiannilssonKarolina Szczepaniak and Spencer Ellis.

Featured Photo by Allison Shelly/The Verbatium Agency for American Education: Images of Teachers and Students in Action, licensed CC BY-NC 4.0

1110 Vermont Ave NW Suite 500 Washington D.C. 20005 www.opengovpartnership.org @opengovpart

 
OGP is excited to launch Open Response + Open Recovery, a new campaign to ensure open gov values are forefront as we move through COVID-19 response and recovery. 
Have a resource, webinar, or article you'd like to promote through the campaign? Drop us an email at This email address is being protected from spambots. You need JavaScript enabled to view it. or tag OGP on social media.

  • Ebba Ossiannilsson

Vad menas egentligen med öppenhet?

Blogginläggets idé kommer från nätverket Mötesplats OER och är främst författat av Josefine Hellroth Larsson, Ebba Ossiannilsson och Christophe Premat.Blogposten är på svenska (The BLog is in Swedish)

 

Vi i nätverket Mötesplats OER vill se medvetenhet och handling från såväl utbildningsinstitutioner, museer och skolor som från ansvariga myndigheter och regering när det gäller att lyfta vikten av OER och hela öppenhetsrörelsen förespråkad av Unesco. Fritt (gratis) på nätet är en sak, men öppenhet något helt annat när det kommer till mänskliga rättigheter och social rättvisa. Det betyder att människor ges möjlighet att anpassa, dela och använda utbildningsmaterial utifrån sina egna behov och sammanhang.

oer unesco

OER-loggan i oförändrad version, av JonathasmelloCC BY 3.0

Unescos OER-rekommendationer

I höstas (25 november 2019) antogs Unescos rekommendationer för hur medlemsstater globalt och lokalt ska arbeta med implementeringen av OER, av nästan 200 länder. Rekommendationerna går från medvetandegörande till handling, implementering, monitorering och utvärdering. Det är fem områden som prioriteras:

  • Utveckla kunskap och kapacitet hos intressenter för att hitta, återanvända, skapa och dela OER
  • Utveckla stödjande politik
  • Tillgodose inkluderande och rättvis tillgång till OER av hög kvalitet, till alla
  • Utveckla hållbarhetsmodeller för OER
  • Underlätta internationellt samarbete (inom alla de fyra områdena ovan)

När vi frågade Regeringskansliet (den 19 maj 2020) vad de menar med “öppen”, och om det finns några krav gällande öppenhet på de institutioner som kommer få del av dessa medel, fick vi följande svar: 

När det gäller vad regeringen avser med öppen nätbaserad utbildning, så avses det som regleras i  högskoleförordningen (11 kap) och anslutande regelverk. Där framgår bl.a. att:  

– Med öppen nätbaserad utbildning avses utbildning som ges via internet och som är öppen för alla, utan förkunskapskrav.
– Öppen nätbaserad utbildning ska knyta an till och främja den utbildning eller forskning som lärosätet redan har.
– Lärosätena får anord­na prov för deltagarna, sätta betyg och utfärda utbildningsintyg.
– Den öppna nätbaserade utbildningen är avgiftsfri för deltagarna.
– Öppen nätbaserad utbildning ger inte rätt till studiemedel.

När det gäller öppna lärresurser har Sverige inte några rekommendationer för hur lärosätena kan arbeta med öppna lärresurser enligt Unescos definition. Det är dock en intressant fråga att titta vidare på och vi tackar för inspelet.

Sverige var alltså en av ungefär 200 stater som antog OER-rekommendationerna för ett halvår sedan, och i dagsläget har Utbildningsdepartementets tjänstemän ingen plan för hur lärosätena ska arbeta med frågan, utan tackar för inspelet. Eftersom Sverige var med i konsultationen inför att rekommendationerna antogs blir vi lite förvånade över responsen. Vi ser också med glädje fram emot att kunna bistå både Utbildningsdepartementet och Svenska Unescorådet på alla tänkbara sätt inför implementeringen av rekommendationerna inom en snar framtid.

 

Det handlar också om att riksdagen så sent som 2019 fastslog attSverige ska vara ett digitalt framgångsland, där “öppna data” har fått ett särskilt fokus. I förslaget kan vi läsa att Sverige halkat efter vad gäller öppna data, och att landets digitalisering bland annat hämmas för att svenska myndigheter inte prioriterar området. Så verkar onekligen vara fallet när det kommer till OER, som kan räknas in i den breda globala rörelsen för öppenhet. Där finner vi också exempelvis open access, som framförallt handlar om öppenhet kring vetenskapliga publikationer, samt de 10 områdena för öppenhet som antogs 2017 i form av Cape Town Open Education Declaration.

  • Ebba Ossiannilsson

A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis

Yes it is out (6 June 2020), A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisisglobal research due to Covid 19. A large international  research study from 31 countries, led by Researcher and Faculty member at Anadolu UniversityAras Bozkurt. So proud and honred to have been involved together with so many prominent researchers worldwide as Insung Jung,  Junhong Xiao, Ramesh Sharma and so many other academic scholars almost from 30+ countries worldwide. We did it in appr  one month, some 500 emails, Google Drive Document, and WhatsApp. It was carried out by networking, collaboration, committment and trust and in a very good academic athmosphere, and with a professional sharing culture. All countryreports were peer-reviewed. 

 

Abstract:
Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study pointsout how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
 
Keywords: emergency remote education, distance education, online learning, Coronavirus Pandemic, Covid-19

Suggested citation:
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, Jr., D. Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr., A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, S., Brown, M., Asino, T. I. Tumwesige, J., Ramírez Reyes, T., Barrios Ipenza, E., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V., Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N. Ambrosino, A., Lazou, C., Mocquet, B., Mano, M., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572
 
 
 
 
i4quality.se
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.
Follow me

delicious logo bw     https://www.researchgate.net/profile/Ebba_Ossiannilsson     https://www.slideshare.net/EbbaOssiann/

design & produktion: SL Development - responsiva webbplatser som fungerar på allt från datorer till smarta mobiltelefoner