Welcome to my blog on Quality, elearning, OER, OEP, OEC, and user generated content (UGC)


The posts in my blog will be both in English and Swedish.
Blogposterna kommer att vara både på svenska och engelska.

Friday, February 5, 2016

Our new article on Implementation of open educational resources in a nursing programme: experiences and reflections

Authors
Marie Elf, Ebba Ossiannilsson, Maria Neljesjö & Monika Jansson are the authors for this new article on Implementation of open educational resources in a nursing programme: experiences and reflections in Open Learning: The Journal of Open, Distance and eLearning (2015) Vol. 30, No. 3, 252–266.

Affiliations
Department of Nursing, Dalarna University, School of Education, Health and Social Studies, Falun, Sweden; b Center for Educational Development, SADE (the Swedish Association for Distance Education) Lund University, Lund, Sweden

Abstract
The IMPOER project (implementation of open educational resources, OER) aimed to implement OER in a nursing programme at Dalarna University, Sweden. The university and its nursing programme have long engaged in e-learning, and the nursing programme has recently been awarded the European Association of Distance Teaching Universities E-xcellence Associates Quality Label. The quality award was based on the creation of a roadmap for the continuous development of e-learning and the implementation of OER. The results of the study illustrated that overall, the students and the educators were positive about using OER. They considered that this approach was a new way of learning, and they appreciated the fact that OER were free and easy to access. However, they felt overwhelmed by the amount of material that was available and they were concerned about quality. If the use of OER is to be sustainable, a change in attitudes and practices among students and teachers is likely needed regarding the use of resources on the web. 

Keywords 
e-learning; nursing education; open educational practice; open eduactional resourses; quality education



To cite this article: Marie Elf, Ebba Ossiannilsson, Maria Neljesjö & Monika Jansson (2015) Implementation of open educational resources in a nursing programme: experiences and reflections, Open Learning: The Journal of Open, Distance and e-Learning, 30:3, 252-266
DOI: 10.1080/02680513.2015.1127140






To link to this article:
http://dx.doi.org/10.1080/02680513.2015.1127140

ISSN: 0268-0513 (Print) 1469-9958 (Online) Journal homepage: http://www.tandfonline.com/loi/copl20

Wednesday, February 3, 2016

Education Science Special Issue on "Massive Open Online Courses" (MOOCs) Call for papers

Special Issue Editor

Guest Editor
Dr. Ebba Ossiannilsson
The Swedish Association for Distance Education 
Elearning Specialist and international quality reviewer, elearning, OER and MOOCs
Website: http://www.oeconsortium.org/directory/professional/ebba-ossiannilsson/ | http://www.openeducationeuropa.eu/en/user/351
Interests: choiced based learning; e-learning; hybrid learning; learning analytics; learning design; MOOCs; OER; online open learning; quality; rhizome learning

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Special Issue Information

Dear Colleagues,
The Global High Level Policy Forum, organized by UNESCO and the International Council for Open and Distance Education (ICDE) in June 2015 aimed to:
turn international policy statements into actions to ensure equity, access, and quality which encourages countries to provide inclusive, equitable, quality education and life-long learning opportunities for all. In particular, this is to respond to the scale and urgency of need for higher education in the period 2015 to 2030 due to the expected massive growth of students.
The actions aim to encourage, facilitate, and embrace the power of online, open and flexible Higher Education for the future we want for a sustainable global development, and to allow education for all. Thus, we have to concentrate, and to look at the sunrise and what is coming on the horizon related to the entire concept of opening up education, instead of just looking at the sunset of MOOCs (Massive Open Online Courses). We can not educate today’s students with methods from the past century, for a future we do not know anything about.
This Special Issue on MOOCs  will address some burning themes:

  • new pedagogy and learning engagement
  • the death of the MOOCs
  • MOOCs and inequality
  • can MOOCs address the need to “skill” the population around the globe
  • who is the next generation of learners, teachers, managers, administrators
  • opening up learning to ensure equity, access, and quality
  • credentialization and recognition of MOOC-based learning
  • if MOOCs are the answers, what are the questions

Keywords

  • choice based learning
  • equity, access and quality
  • globalization
  • lifelong and lifewide learning
  • new learning environments
  • open online learning
  • recognition
  • MOOC
Welcome to contribute, we are looking forward to hear from you!
Find more information here

Ebba Ossiannilsson
Guest Editor


Submission
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are refereed through a peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed Open Access quarterly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 300 CHF (Swiss Francs). English correction and/or formatting fees of 250 CHF (Swiss Francs) will be charged in certain cases for those articles accepted for publication that require extensive additional formatting and/or English corrections.

Information about  the Journal

Education Sciences — Open Access Journal

Education Sciences (ISSN 2227-7102) is an international, open access journal published quarterly online by MDPI.
  • Open Access - free for readers, with publishing fees paid by authors or their institutions.
  • Rapid publication: manuscripts are peer-reviewed and a first decision provided to authors approximately 31 days after submission; acceptance to publication is undertaken in 8 days (median values for papers published in this journal in 2015).
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Monday, January 18, 2016

e4qualityinnovationandlearning: CO16 You and your Professional Network 5th Februar...

e4qualityinnovationandlearning: CO16 You and your Professional Network 5th Februar...: Upcoming event I will present on the 5th February 2016 CO16: 7th Annual 3-Day Online Conference About Connecting...

CO16 You and your Professional Network 5th February 2016

Upcoming event


Bildresultat för co16 nellie deutsch
I will present on the 5th February 2016
CO16: 7th Annual 3-Day Online Conference
About Connecting Online for Instruction and Learning
Join the 7th annual connecting online (CO09-CO16) on February 5-7 on WizIQ Live Class.

You are cordially invited to join the live online conference on the weekend of Feb 5-7, 2016. Each presentation will be for 45 min with 10 min for questions and answers. Please enroll in CO16 conference area.

https://www.wiziq.com/CO16

Hosts Dr Nellie Dutsch and Tom Hodges
Welcome!


My session will focus on:

How to build and how to maintain Professional Networks online

http://www.wiziq.com/online-class/3418241-co16-9-1-pm-est


Work in progress with my presentation and my blogpsot bout it, in the meanwhile check my Twitter, LinkedIn and Facebook

Ebba Ossiannilsson at Twitter
https://twitter.com/ebbaossian


Ebba Ossiannilsson at LinkedIn
https://www.linkedin.com/in/ebba-ossiannilsson-b3703612

 Ebba Ossiannilsson at Facebook
https://www.facebook.com/ebba.ossiannilsson

Saturday, October 10, 2015

Why keep back learners to learn. Re: the OECD report 2015


The OECD report has frequently been discussed in media, and also in social media the last couple of days. I myself wrote about it in my blog from the 29th of September.The OECD report, Students, Computers and Learning. Making the Connection briefly shows that the introduction of digital tools in schools has not had the desired or expected effect on children's learning. It is then of course tempting to blame the tools, they destroy learning. The report says among other things: student who use tablets and computers very often tend to do worse than them who more moderately use computes. The problem is not how much students sit with computers or how little, but what they actually do when they are online. How is teaching structured, what activities do they use these digital tools to? The mainpoint is that  this is the intereting discussion and it is here that the whole problem lies. How do we use the potentials of digitalisation and the increased technology, it is not just about the devices as such, but how it is used.

OECD believes are that educational institutions generally have not cracked the code for how current technology can best be utilized in the classroom. Technology of the 21st century, is often unfortuntly placed in educational practice from the 20th century.



 I would argue even stronger. Teacher lack of digital skills,  includes both attitudes and skills mean that our children are not getting the education that is expected of them in the 21st century. We have for too long time been afraid to say this out loud, We can no longer accept this. This report from OECD shows explicit the role of the teachers and their digital scolarship, it is obvious by this report,but also research in the area shows ths very explicit and clear.Teachers unfortunatly lack this expertise. I know from my own experience and numerous reports confirm this. Now this must come to an end!

Sir Ken Robinson explain it like how dowe prepare students/learners for jobs that dont even  exist yet? Look at his short YouTube, it is very clear, about the way forward:



Saturday, October 3, 2015

Open Education Europa Portal Anniversary October 2015



Bildresultat för open education europa

The 1st of October 2015 Open Education Europa celebrated its 2 years anniversary. 

A lot of activities were taken placeduring the anniversary.The day before a TweetChat was held and moderated by Ass Professor Steve Wheeler, Plymouth University, UK. The Tweetchat can be followed in Storyfy on the link as below.


Open Education Europa Fellows 2015, like myself, had been asked to send greetings to Open Education Europa Portal, so here is my introduction and my greetings at YouTube.



Dr. Ossiannilsson works in national and international associations in the area of open online learning and education and serves as board member or on consultancy. Just to mention some: EADTU (European Association of Distance Teaching Universities),ExcellenceOpenupEd (MOOCs), EPPROBATE,  EDEN (European Distance and e-Learning Network), EFQUEL (European Foundation for Quality in e-Learning), EUCEN(European Universities Continuing Education Network), SADE/SVERD (Swedish Association of Distance Education) and Campus NOOA (Norway)

I have a passion about developing and contributing to open education for a Future We Want for All, like UNESCO stated at their Policy Forum in Paris 2015.



See also my profile at Open Education Europa


 Open Education Europa Teachers Contest was launched during the anniversary aiming at collecting and sharing innovative teaching practices taken place in Europe.





The contest aims at European teachers and educators in primary, secondary and higher education, vocational training and adult learning who teach in an innovative way or aim to achieve greater openness or inclusion in the classroom.

To participate in the contest, please submit electronically a Good Practice you were personally involved in. We define “Good Practice” in education as an action, initiative or experience that enhances learning and combines one or more of the following principles:
  • Innovation; the application of a novel approach, method or resource to improve teaching or learning.
  • Openness; the use or production of resources that are shared freely; the opening up of the classroom with open educational practices.
  • Inclusion; providing access to education or training to a previously excluded group or audience.
For the contest we will also consider the Replicability of the practice; whether it is easy for colleagues in other countries to apply and adapt the practice.

Everyone taking part in the OEE Teachers Contest will receive the “Open Education Europa Pioneer” badge and have a chance to win a trip to an innovative school in Europe.

We invite innovators from all all disciplines, fields and levels of education who use successfully various approaches and resources to share their good teaching practices until October 31th, 2015!

We are looking forward to meeting you online and learning about your successful practices!

Start here and good luck!








































Open Education Europa Teachers Contest launched!

Are you or your team the best educators in the World/in Europe
It is time to nominate as the Open Education Europa Teachers Contest was launched the 1st of Octoer in connection wih its 2 years anniversary.

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Innovators from all all disciplines, fields and levels of education who use successfully various approaches and resources to share their good teaching practices until October 31th, 2015! You are most welcome to submit in any European language. 
See more at the special page for the Contest


Excellence in education requires a constant drive and passion for improvement, and professional development. Sharing is the heart of Education. The Open Education Europa portal is announcing the Open Education Europa Teachers Contest.

The Open Education Europa portal has just launched a contest aiming at collection and sharing innovative teaching practices taking place in Europe. See the infrórmation at the presentation below.


Open Education Europa Teachers Contest from Open Education Europa

The contest aims at European teachers and educators in primary, secondary and higher education, vocational training and adult learning who teach in an innovative way or aim to achieve greater openness or inclusion in the classroom.

To participate in the contest, please submit electronically a Good Practice you were personally involved in. We define “Good Practice” in education as an action, initiative or experience that enhances learning and combines one or more of the following principles:
  • Innovation; the application of a novel approach, method or resource to improve teaching or learning.
  • Openness; the use or production of resources that are shared freely; the opening up of the classroom with open educational practices.
  • Inclusion; providing access to education or training to a previously excluded group or audience.
The Replicability of the practice; whether it is easy for colleagues in other countries to apply and adapt the practice is also concidered in the contest.

Everyone taking part in the OEE Teachers Contest will receive the “Open Education Europa Pioneer” badge and have a chance to win a trip to an innovative school in Europe.
We are looking forward to meeting you online and learning about your successful practices!

Start here and good luck!

Tuesday, September 29, 2015

RE: the OECD Report September 2015, it is time to read the full report

...and not just to concentrate on some critical headings from "between the lines" which have been published the last couple of days in all kind of media all over the world.

The OECD has recently published the report entitled "Students, Computers and Learning: Making the connection". This report has caused quite a stir - both in popular media and in professional and academic circles. But what does it actually say? What are the conclusions we should draw from it? What are the consequences and implications we should expect?
Read the full report here



The  report discuss: Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

OECD (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264239555-en


View the presentation from OECD A. Schleicher, Director for Education and Skills below:


Students, Computers and Learning: Making the Connection (Andreas Schleicher, (Director, OECD Directorate for Education and Skills) from OECD Education

One simple conclusion can be summarized as: You can’t think about technology for learning in isolation from teachers.


For some people this report might be the evidence that computers do not improve learning. For other people the findings of this report might prove that teachers still luck the skills to use technology in classroom in an efficient way. Few people can also say that this research has just shown that there is no bad technology but only bad teachers or, from another perspective, what makes technology work is a brilliant teacher and nothing more!

For sure the research findings of the OECD report have been interpreted in different ways and have caused quite a stir - both in popular media and in professional and academic circles. But what does it actually say? What are the conclusions we should draw from it? What are the consequences and implications we should expect?

The report has been commented by some experts at the OPEN EDUCATION EUROPA. You can contribute and join the OPEN debate about the OECD report: Digital technology in schools is it a "benefit" or a "burden"? Follow the link and contribute to the  public debate, and make  your voice heard!

Wednesday, September 23, 2015

En nationell referensram för kvalifikationer för livslångt lärande

Betänkande 2014/15:UbU15 En nationell referensram för kvalifikationer för livslångt lärande


Så tas äntligen hela frågan om livslångt lärande och kvalifikationer för detssamma på allvar av Regeringen, åtminstone i form av publikattion och beslut. Nu återstår implementering och handling. Ska bli intressant att följa hur utbildningsorganisationer och arbetsliv tar konsekvenserna av dessa beslut.


Bildresultat för livslångt lärande

Under hösten 2015 har regeringen infört en nationell referensram för kvalifikationer för livslångt lärande (SFS 2015:545) i enlighet med Europaparlamentets och rådets rekommendation om en europeisk referensram för kvalifikationer för livslångt lärande (EUT C 111, 6.5.2008). Den grundläggande idén med den europeiska referensramen för kvalifikationer för livslångt lärande och införandet av nationella referensramar är att det ska bli enklare för personer, arbetsgivare och utbildningsanordnare att förstå på vilken nivå en kvalifikation ligger. Med kvalifikation avses ett dokumenterat resultat av lärande i form av kunskaper, färdigheter och kompetenser, t.ex. examina, certifikat och diplom. Att nivån på kvalifikationer tydliggörs underlättar för den som vill byta arbete eller börja studera i Sverige, eller i ett annat EU-land. 
Den nationella referensramen innehåller åtta nivåer som beskriver det resultat av lärande som är av betydelse för respektive nivå. Referensramen kan tillämpas inom alla delar av det offentliga utbildningsväsendet och möjliggör samtidigt för aktörer utanför det offentliga utbildningsväsendet att få nivån på sina kvalifikationer fastställd i den nationella referensramen. Regeringen har fastställt nivån på kvalifikationer som är författningsreglerade och som uppfyller de krav på läranderesultat och kvalitetssäkring som ställs i rekommendationen om EQF i förordningen. Nivån på övriga kvalifikationer kan fastställas efter ansökan och erlagd avgift från utfärdaren, under förutsättning att samma krav uppfylls. En sådan ansökan prövas av Myndigheten för yrkeshögskolan och kan överklagas till Överklagandenämnden för högskolan. 


Bildresultat för sveriges riksdag


Människor lär genom hela livet och i många olika sammanhang, inom det offentliga utbildningssystemet, inom arbetslivet eller genom privata utbildningsanordnare. Lärande kan leda till olika former av examensbevis, examen, certifikat eller diplom. Dessa kvalifikationer kan vara av mycket olika karaktär. Genom införandet av en nationell referensram skapas en helhetsbild av olika kvalifikationer som ges ut i Sverige och som underlättar för enskilda personer, arbetsgivare och utbildningsanordnare att förstå på vilken nivå en kvalifikation ligger, både nationellt och internationellt. Därmed främjas rörlighet och livslångt lärande för arbetstagare och studerande inom EU. 

Den nationella referensramen ersätter inte det offentliga utbildningssystemets styrdokument, som t.ex. läroplaner och kursplaner, och på- verkar inte heller antagningsregler inom respek- tive utbildnings- eller skolform. Det handlar i stället om att synliggöra vilken nivå på kunskaper, färdigheter och kompetenser som krävs för att erhålla de olika kvalifikationer som ges ut i Sverige. Att kraven för att uppnå en viss kvalifikation definieras i termer av lärande- resultat, i stället för t.ex. längden på en ut- bildning, innebär att det tydligt behöver framgå vilka kunskaper, färdigheter och kompetenser som krävs för att uppnå kvalifikationen. Införandet av en nationell referensram och dess princip om läranderesultat kan underlätta arbetet med validering och stimulera utvecklingen. En nationell referensram kan förhoppningsvis bidra till att öka rörligheten på arbetsmarknaden, underlätta övergångar mellan arbete och utbildning och bidra till att ge resultaten av validering nationell legitimitet på arbetsmarknaden. 

De bestämmelser i förordningen som reglerar referensramens syfte, nivåer i referensramen och bemyndiganden för Myndigheten för yrkeshög- skolan att meddela föreskrifter samt lagen (2015:478) om avgift för ansökan träder i kraft den 1 oktober 2015. Bestämmelser som avser ansökan och beslut om nivå på en kvalifikation i den nationella referensramen träder i kraft den 1 januari 2016.
Läs hela betänkandet här