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.

CC OER Policy Registry has moved to the OER World Map

Creative Commons OER Policy Registryis currently moved to the OER World Map. The registry allows anybody to easily share, update, and browse open education policies and legislation. It also hosts supporting policy resources such as case studies and guides.

Adding open policies as a new layer to the OER World Map enables open advocates and policymakers to get a more complete picture of all open education activities in a particular country or region.

ICDE Lillehammer conference on February 11-13 February 2019

The ICDE OER Advocacy Committeewhich I am leading will organize a Symposium during the ICDE Lillehammer conference on February 11-13 February 2019 on OER, and OEP for access, equity, equality, quality, inclusiveness, and empowering lifelong learning(Panel), (3E).

It is well recognized that Open Educational Resources (OER) serves as a catalyst for lifelong learning (LLL), and Continuous Professional Development (CPD). OER can make significant contributions to the United Nation, UNESCO Sustainability Goals (SDG), especially number 4 on education, with its key pillars of access, equity, equality, quality, and inclusion.

The speed of digitalization is constantly challenging and affecting the ways we work. These challenges require new skills and competencies which again has led to an increasing focus on and demand for lifelong learning by society. Almost 300 delegates from 35 countries are ready to learn more, share experiences and discuss the future of lifelong learning for employability at the conference.

Open Education Leadership 2018, Paris, France

The Open Education Leadership Summit 2018 on 3-4 December 2018 in Paris, hosted by Le Conservatoire des Arts et Métiers (CNAM).

I took part in the Summit as Chair and Ambassador of the ICDE OER Advocacy Committee.  Several of us from the ICDE OER Advocacy Committee participated, and some of us traveled further to OEB18 Shaping the Future to present a Symposium on Roadmaps for Open Education Leadership.

The Open Education Leadership Summit 2018 was organized in collaboration with International Council for Open and Distance Education, ICDE, Open Education Consortium, OEC and the French Ministry for Higher Education and Research (MESR).

Over 200 delegates (mainly leaders and senior managers) from all over the globe were represented from over 55 countries during two days. The topics were on:

Setting the scene: How Open Education unveils in different regions of the world, leadership approaches.
The Open Education leadership challenges: Policy, Quality, Digitalization, Transformation and Sustaining educational offerings.
Open Education strategies for break through achievements, designing a roadmap.
How can collaboration increase impact from Open Education?
Leading Open Education - Best practice cases.
Open Education as a catalyst for innovation.
Students voice for open education.
I want to start up Open Education, what are the pathways and stepping stones.
The collaborative roadmap for achieving more. 

Open Educational Resources (OER) Recommendation-Consultation

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 OERwe 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

IV. Monitoring

Of special interest can the  four areas of actions be mentioned

  1. Build the capacity of stakeholders to find, re-use, create and share OER
  2. Develop support policy
  3. Ensure inclusive and equitable access to quality OER
  4. 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.

The text is available in English and French on:

https://www.oercongress.org/unesco-oer-recommendation/

https://www.oercongress.org/fr/recommandation-sur-les-rel/

UNESCO OER Recommendations

I have been invited by the Swedish National Commission for UNESCO, Ministry of Education and Research to give my view and arguments to the Swedish Government on the UNESCO suggestions for recommendations on Open Educational Resources (OER), which has been sent out to all member organizations. I am excited and honored.  The Swedish Association for Distance Education (SADE) has in addition been asked,  to give answers and suggestions for the answers to the Swedish Government. Today, I have drafted both replies.

From ICDE OERAC (OER Advocacy Committee)  which I am charing (read more below on ICDE OERAC) we earlier answered on the pre-consultation for this current recommendations.  In both my replies, both as an expert and an expert from SADE I will answer in the name of Chair of OERAC.See also my post on LinkedInfor ICDE OERAC

The recommendations have been discussed after several years of discussion, conferences, and summits. In autumn 2017 UNESCO decided that there are needs:

 

“to reinforce international collaboration in the field of Open Educational Resources (OER)” and that “a recommendation could be an essential tool to strengthen the implementation of national and international legislation, policies and strategies in this field, as well as to enhance international cooperation on the use of Open Educational Resources (OER) in support of Sustainable Development Goal 4 ‘Education’.

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The Recommendation conclude three main standpoints

1. Based on the present study, it is clear that a Recommendation on International Collaboration on Open Educational Resources is both desirable and feasible. Such a new UNESCO normative instrument is desirable because education is diversifying rapidly in all parts of the world while at the same time the usage, creation, and availability of Open Educational Resources have become global as well as regional. 

2. The advantage of a Recommendation is that it is flexible and meant to allow for contextualization. However, a framework for Open Educational Resources delivery for international cooperation towards further and extended capacity building is missing and a Recommendation should build on decades of work in developing and implementing Open Educational Resources related policies and actions. 

3. It will rely on tools developed over the years that have helped to deliver Open Educational Resources criteria and procedures. The events, documents, and surveys conducted presented in this study clearly demonstrated that a majority of those most familiar with Open Educational Resources firmly support the move to a standard-setting 

UNESCO rekommendationer för Open Educational Resources (OER)

UNESCO har skickat ett förslag till alla länders regeringar angående rekommendationer om implementering för Open Educational Resources (OER). Regeringskansliet i Sverige har också erhålleit den och har därför nu gått ut till berörda för att  få synpunkter. Jag är stolt och hedrad att direkt från Regeringskansliet blivit tillfrågad att yttra mig. Jag leder ICDEs OER Advocacy Committé och därigenom har vi bidragit till de skrivningar som nu föreligger i förslaget.

Från Regeringskansliet står det bl.a. i förfrågan:

Det politiska intresset från både denna och förra regeringen har dessvärre varit ganska svagt vad gäller OER.

OER är oftat licensierade med Creative Commons (CC) och definieras av UNESCO så här

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.

Förslaget kommer efter flera års diskussioner inom UNESCO om behovet av  rekommendationer för OER. UNESCOs generalkonferens beslutade hösten 2017 att det finns ett behov

...to reinforce international collaboration in the field of Open Educational Resources (OER)” och att “a recommendation could be an essential tool to strengthen the implementation of national and international legislation, policies and strategies in this field, as well as to enhance international cooperation on the use of Open Educational Resources (OER) in support of Sustainable Development Goal 4 ‘Education’”.

Förslaget om rekommendationer om OER kommer att behandlas på Unescos generalkonferens 2019.

I enlighet med Unescos stadgar måste en preliminär rapport och ett förslag på rekommendation skickas till samtliga medlemsländer med möjlighet för synpunkter i god tid innan en rekommendation kan antas. 

En rekommendation riktar sig till medlemsländerna och är ett uttryck för gemensamma ståndpunkter i en viss fråga och en uppmaning att genomföra vad som framförs i rekommendationen. Samtliga medlemsländer ska sedan rapportera om genomförandet av en rekommendation vart fjärde år till Unesco.

Jag ska lämna synpunkter på rekommendationen senast den 30 november. Sedan kommer Regeringskansliet att sammanställa samtliga inkomna synpunkter och bereda dessa innan Sveriges synpunkter skickas till Unesco i januari.

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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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