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.

AJOQI. Greenland - Teacher Education

I am so exited, and honored!

I have been invited to take part and contribute in a new interesting and exiting project with Greenland, and Ole Thorleifsen. The project aims to plan and start a teachers’ education for pedagogical untrained teachers in Greenland. These teachers are employed in the schools in Greenland, and many of them have been educators for years, and they have participated in numerous government/university arranged courses, but they haven’t obtained any certificate which gives them a status as a teacher with the benefits as a trained teacher. The goal with this prospect is to design a teachers’ education to these educators, so they can study two subjects besides pedagogy/didactics through three years and through their study, they have exams in the subjects and if they pass all the requirements in the curriculum, they can get a certificate as a trained teacher. The project is funded by Institute of Learning at the University of Greenland.

The project will be in three parts:

  • Distant education frame – will be designed in close collaboration with the municipal school administrations, Institute of learning and the Education Agency.
  • ICT framework and modify Open Educational Resources – the group is: Ebba Ossiannilsson, Lund, Sweden; Kati Clement, Jyäskylä, Finland; Jan Pawlowski, Essen, Germany, Thuridur Johannesdottir, University of Iceland, and Ole Thorleifsen, Nuuk, Greenland. The work will be assessed by a subject based clearinghouse with participants from the University of Greenland.
  • Curriculum -there will be established a group to write a curriculum for the education.

Information about the Greenlandic school system

The first discussion with the project team, took place in Copenhagen 26 February 2018. A fruitful and graet meeting with a very professional and enthusiastic team, led by Ole Thorleifsen. After information about the conditons and context, a lively discussion within the team took place. We were rather quick and efficient, mixed with a lot of fun and joy,  drawing up the schedule and the coming work within the project. I think we are the very best team to fulfil such interesting mission and tasks we have ahead. The first meeting in Greenland will be held in April 16-17 2018.

The Project became coined AJOQI, after the greenlandic word for the projects activities. 

Greenland (GreenlandicKalaallit Nunaatpronounced [kalaːɬit nunaːt]DanishGrønlandpronounced [ˈɡʁɶnˌlanˀ]) is an autonomous constituent country within the Kingdom of Denmark between the Arctic and Atlantic Oceans, east of the Canadian Arctic Archipelago. Though physiographically a part of the continent of North America, Greenland has been politically and culturally associated with Europe (specifically Norway and Denmark, the colonial powers, as well as the nearby island of Iceland) for more than a millennium.[9] The majority of its residents are Inuit, whose ancestors began migrating from the Canadian mainland in the 13th century, gradually settling across the island. Greenland is the world's largest island.

Digital Competence Framework for Educators (DigCompEdu)

The DigCompEdu framework, from  Joint Research Center (JRC) 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.

A digital competence framework for educators at European level could reinforce national and/or regional initiatives by providing a common understanding of the digital competence needs for educators. The objective of DigCompEdu is to identify and describe the key components of educators' digital competence and to provide an instrument for (self-)assessment, based on research and stakeholder consultations.

Mind the gap

Educational institutions  are facing many challenges ahead. To be in the forefront, which is one of the mainroles for unviversities, both when it comes to teaching, learning, and research, but also to be a voice in the global soceiety, universitites more than ever have to be on the cutting edge, and to take the lead for the UNESCO SDG4. The leading actions are on ACCESS, EQUITY, EQUALITY, DEMOCRACY, INCLUSIVENESS, QUALITY, AND LIFELONG AND LIFEWIDE LEARNIG, 

In additon, we are facing and have to adapt, but also to lead the 4th Indsutrial Revolution, and the digital disruption.

We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before. We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.

There are three reasons why today’s transformations represent not merely a prolongation of the Third Industrial Revolution but rather the arrival of a Fourth and distinct one: velocity, scope, and systems impact. The speed of current breakthroughs has no historical precedent. When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace. Moreover, it is disrupting almost every industry in every country. And the breadth and depth of these changes herald the transformation of entire systems of production, management, and governance.

 

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.

TIBL Teacher training event in Seville, Spain 9-13 May 2018

The European project Technology Innnovation in Blended  Learning  (TIBL) held its first techer training event in Seville, Spain 9-13 May 2018. The project coordinator hosted the event. All parnters were represented and some had several participants as it was a teacher traing event.

 Partners in the project are:

  • The applicant SAFA Coordinator ( Seville) is an important Spanish school foundation focusing on school and vocational education, Coordinator Carlos Guerrero Herrero Dirección Central SAFA Departamento de Formación Profesional 
  • EFQBL is a VET and trainers education organisation Austria Wiener Neustadt
  • DigiLab from the University La Sapienza Rome Italy
  • University of Aveiro south of Porto Portugal are specialised in innovation in technology enhanced training and the related pedagogy.
  • Swedish Association Distance Education SADE is a specialist in Distance Learning and quality enhancement frameworks.

The main intellectual outcomes (IO) for the projct were of course in focus 

  • Trainer’s Toolbox & MOOC
  • Transferability guide and Evaluation Guide
  • Pilot courses (dock inte finansierade)
  •  teacher training eventet diskuterades
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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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