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

The European Commission: New initiatives in Jan. 2022 for HE

The European Commission launched two new higher education initiatives in January 2022: A European strategy for universities and a Proposal for a COUNCIL RECOMMENDATION on building bridges for effective European higher education cooperation 

 

Universities have a unique position at the crossroads of education, research, and innovation, at the service of society and the economy: they play a crucial role in the realization of the European Education Area (EEA) and the European Research Area (ERA), in synergy with the European Higher Education Area. Through strong partnerships in the EU and around the world and building on the cumulative advantage of education systems and research networks, they are key players in promoting the European model in line with EU interests and values: the rule of law, human rights, and international norms and standards.

Diversity, inclusion, and gender equality in higher education are more important than ever. Students, academics, administrators, and researchers from disadvantaged backgrounds are still underrepresented in higher education11. A gender gap persists in some areas of study and research and in decision-making positions in universities. The gender balance decreases significantly with seniority in heads of higher education institutions, where women occupy just under 24% of these positions in the EU27. 

Universities have a unique position at the crossroads of education, research, and innovation, at the service of society and the economy: they play a crucial role in the realization of the European Education Area (EEA) and the European Research Area (ERA), in synergy with the European Higher Education Area. Through strong partnerships in the EU and around the world and building on the cumulative value of education systems and research networks, they are key actors to promote the European model in line with EU interests and values: Rule of Law, Human Rights, and International Norms and Standards.

Extract from the Proposal

Achieving the European Education Area by 2025 means creating a European learning space that benefits all learners, academics, and other education personnel who can move freely throughout the EU to study and work. To achieve this, European higher education institutions must be able to cooperate more closely and intensively. Further realization of a European Research Area requires strengthening the mobility of researchers and the flow of knowledge, incentivizing investment in research and innovation, and enhancing transnational collaboration between higher education institutions and with businesses and other research and innovation actors in their ecosystems. Transnational cooperation strengthens the inclusiveness, excellence, diversity, attractiveness and global competitiveness of European higher education. It will contribute to equality and non-discrimination, to solving European challenges related to climate change, digital transformation, and aging populations, to equipping learners with relevant skills and knowledge, and to building resilience and supporting recovery. It will strengthen the role of higher education institutions on the global stage and make Europe a pacesetter in solving global challenges effectively and efficiently, a global source of inspiration, and an attractive destination for students, academics, and researchers.

  • Ebba Ossiannilsson

Mötesplats OER Nationell konferens 25 november 2021

Den 25 november 2021 arrangerade Mötesplats OER en nationell konferens för beslutsfattare inom fre kultur och utbildningssektorn för att uppmärksamma tvåårsdagen den 25 nov 2019 av att UNESCO OER-rekommendation (Open Educational Resources)  för implementering dvs och allas rätt till kvalitativt livslångt lärande, enhälligt  antogs av samtliga medlemsländer, även Sverige. Konferensen samlade drygt ett 40 tal delegater och var synnerligen uppskattad och lärorik för deltagarna, som uttryckte att den här typen av konferenser och mötesplatser behöver anordnas så mycket mer. De gav även uttryck för att det var ena v de bättres och mer interaktiva konferensen de deltagit på online. VI nyttjade bla Menti och Padlet för interaktion och heal konferensen dokumenterades i Padlet. Här kan man läsa mer om konferensen, dess program mm.  Här kan dokumentation från hela konferens återfinnas

Om Mötesplats OER

Mötesplats OER är både ett nätverk och fysiska träffar som drivs av den ideella föreningen Wikimedia Sverige (WMSE).

Vad är OER?

Open educational resources, förkortat OER, är det som på svenska kallas öppna lärresurser. Det handlar om lärmaterial som kan användas fritt av vem som helst av oss, för att planera eller genomföra undervisning. Resurserna ska alltså vara släppta under fri licens, till exempel creative commons.

Här kan man läsa mer om Mötesplats OER

Delta i nätverket!

Vår Facebookgrupp

Med i nätverket är bland annat:

This email address is being protected from spambots. You need JavaScript enabled to view it.Wikimedia Sverige
This email address is being protected from spambots. You need JavaScript enabled to view it., ICDE OER Advocacy Committee och Svenska Riksorganisationen för Distansutbildning (SVERD)
This email address is being protected from spambots. You need JavaScript enabled to view it., Stockholms Universitet
This email address is being protected from spambots. You need JavaScript enabled to view it., Riksantikvarieämbetet
Pontus Juth, Södertörns högskola
Jörg Pareigis, Karlstads universitet

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  • Ebba Ossiannilsson

OERcamp.global 2021 – an Unconference on OER 9-11 December 2021

OERcamp.global took place in a format called ‘BarCamp’. This unconference format invited everyone to contribute to the programme. It’s an open and participatory event, made of user-generated workshop events. The opening session of OERcamp.global started on 9 December 2021 at 1 pm UTC. We had 48 hours of sessions and plenary hours so that everyone could choose the time of the day (or night) to participate in the event. OERcamp.global comprised 114 sessions from 186 speakers. 79 sessions and 11 keynotes have been recorded. There were 1089 registrations from 87 different countries. The session hosts provide videos, slides, etc. via Sched. Videos from the keynote talks are published on this playlist on YouTube

Read also another post I wrote about #OERcamp partly published by ICDE. See slides here from the keynote session.

During the OERcamp I had two sessions, one keynote on OER-a a new social contract for learning throughout the lifespan. See also the presentation at SlideShare. I also presented the ICDE ENCORE+ and the ICDE Francophone project (LIDAfr)

My other session was with Christian Stracke and Ramesh Sharma on A Global Study on Macro, Meso, and Micro aspects of Open Education due to the COVID-19. See the recording here OERCampGlobal-A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19 and the slides here

Why an OERcamp.global?

Let’s celebrate OER! Let’s share our knowledge, experience, and resources! Let’s get to know each other, as individuals, as organizations, globally! Let’s talk about our projects, our aims, our hopes, and also about our doubts and challenges.

OER is all about sharing – and why should we stop at geographical borders? We gathered for a 48-hour unconference with practitioners, activists, scientists, OER, and novices from around the globe. 

All areas from the UNESCO OER Recommendation was covered during the OERcamp Global 2021

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  • Ebba Ossiannilsson

Develop a Culture of Change

In the last two years with the pandemic and COVID-19 and the new outbreak of Omicron, it has been terrible times. It has led to lockdowns around the world that have shaken education and society. Young children and students, in particular, have had to and continue to bear the burden of private isolation, school closures, and lack of social contact. During this time, the entire education system was questioned. Questions have been raised about the role of education and the values and promises on which our current education system is based. There are urgent calls for transformation and cultural change as already existing problems in the education system became visible and surfaced due to the pandemic. Quality in universities has been practiced around the world for a long time. In the face of COVID -19, they are faced with being seen as outdated, obsolete, or irrelevant as the entire role of universities is questioned. There is therefore also an urgent need to rethink what a university might mean by quality of impact, outcomes, satisfaction, sustainability, resilience, changing core values, and digital transformation. Issues of health and wellbeing have become an indicator of quality. So it's time to drive sustainable improvement in organizational performance and health. Organizational change at the institutional level is necessary because education must respond to an ever-changing environment. It is time to develop a future-proof organization with a culture that can sustain superior performance.

Change is often best achieved through the convergence of bottom-up (grassroots initiatives; likely faculty in higher education) and top-down (individuals in positions of power; administration). This model outlines three phases of culture change that are not necessarily linear (Kezar, 2013):

  • Mobilize - developing initial awareness of the need for change (data); creating a vision; mobilizing support for change through discussion; mobilizing leadership and collective action.
  • Implement - selecting strategies; piloting projects; changing policies, processes, and structures; professional development; evaluating and refocusing results; celebrating successes; scaling up or down
  • Institutionalize - disseminate results; review; commit; follow-through

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  • Ebba Ossiannilsson

ICoBC Symposium from Theory to Reality, 2021

The first ICoBC Symposium was held on the 30th of November 2021 in Berlin, Germany, around the topic from theory to reality. This day-long symposium was focusing on sharing digital credential uses cases and successful implementations of digital credential frameworks. The symposium brought together thought leaders, employers, associations and non-profits, higher education institutions, government representatives, and technology solution providers.

On the 16th of December, 2021 a workshop session was held where we talked about "creating a permeable #occupation #ecosystem across UN&IOs with bridges to formal #education".

I have worked with the ICoBC on a taxonomy and Quality Grid for Micr-Credentials. 23/09/2021: The ICoBC Taxonomy, Quality Criteria, and Quality Grid, authored by our Quality Committee, has been released . Please access it here. Follow ICoBC at LinkedIn

Raed more here about the ICoBC Symposium, and see the program here 

Read more about the ICoBC here

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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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