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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.

Blockchain in education

New report of interest from EC and The Joint Research Center (JRC). The report focus on the benefits of blockchain for education, and gives eight scenarious how it can be applied.

Blockchain is an emerging technology, with almost daily announcements on its applicability to everyday life. It is perceived to provide significant opportunities to disrupt traditional products and services due to the distributed, decentralised nature of blockchains, and features such as the permanence of the blockchain record, and the ability to run smart contracts. These features make blockchain technology-based products or services significantly different from previous internet-based commercial developments and of particular interest to the education sector – although education, with some minor exceptions, is not currently perceived to be high on the agenda of most countries with national blockchain initiatives. In addition, currently stakeholders within education are largely unaware of the social advantages and potential of blockchain technology. The report was produced to address this gap.

“The blockchain is an incorruptible digital ledger of economic transactions that can be programmed to record not just financial transactions but virtually everything of value.”
Don & Alex Tapscott, authors Blockchain Revolution (2016)

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.

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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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