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.

Wednesday, July 6, 2016

e4qualityinnovationandlearning: Almedalen 2016

e4qualityinnovationandlearning: Almedalen 2016: Almedalsveckan har arrangerats på Gotland i över fyrtio år. Det hela började 1968 när dåvarande utbildningsministern Olof Palme talad...

Almedalen 2016 SVERD, NITUS och VIS



Almedalsveckan har arrangerats på Gotland i över fyrtio år. Det hela började 1968 när dåvarande utbildningsministern Olof Palme talade från ett lastbilsflak vid kruttornet i Almedalen. De tidiga årens politiska tal har utvecklats till att bli Sveriges största politiska mötesplats. Genom demokrati och öppenhet ger veckan alla som vill debattera samhällsfrågor möjlighet att delta.Öppenheten och tillgängligheten under Almedalsveckan är unik både för Sverige och övriga världen. Alla evenemang under veckan är kostnadsfria och öppna för alla. De politiska riksdagspartierna är kärnan i Almedalsveckan. Deras medverkan med seminarier, presskonferenser och tal från Almedalen utgör basen i veckan. Varje riksdagsparti har en egen dag i Almedalen och Almedalsveckan pågår från söndag vecka 26 till och med söndag vecka 27.Se hela programmet här.

2016 har blivit digitaliseringens år i Almedalen. Med ett rekordstort antal seminarier på temat pratades digitalisering i alla tält och utifrån alla vinklar. 



Vuxna i Samverkan (ViS) i samarbete med Svenska Riksorganisationen (SVERD) och Nätverket för kommunala lärcentra (NITUS) arrangerade paneldebatt, heta stolen och utfrågningar under temat:
"Nya vägar för att klara kompetensförsörjningen i hela landet"den 5:e juli 2016 i Almedalen
Distansutbildning och tillgången till lokal och regional infrastruktur är en förutsättning för tillväxt i hela landet och inte bara i storstadsregionerna. Frågan om kompetensförsörjning finns alltid med som en bärande del i samtalen om regional tillväxt. Men resurserna för utbildning är mycket ojämnt fördelade i landet. Tillgången till vuxenutbildning och högre utbildning via distansutbildning och kommunala lärcentra avgör ofta förutsättningarna för en glesbygdsregion att växa. Från att ha varit några av de mest framskjutna frågorna inom vuxenutbildningsområdet har IT-stödd distansutbildning och lärcentra kommit mer i skymundan. 
Vid seminariet diskuteras fr.a.
Nya möjligheter för att säkra en kompetensförsörjning i hela landet och Vilka strategier finns inom politiken för att klara kompetensförsörjningen i hela landet?
Ta del av seminarierna nedan

Paneldebatt - Vuxenutbildningsdagen Almedalen 2016 med NITUS och SVERD



Medverkande i paneldebatten
Anna-Caren Sätherberg, Riksdagsledamot (s), Parlamentariska landsbygdskommittén

  • Ulrika Carlsson, Riksdagsledamot (c),, Talesperson i utbildningsfrågor
  • Erik Arroy, Utredare, TCO
  • Lena Lindhé, Utvecklingsstrateg, Högskolan Väst
  • Lars Ilmoni, Utbildnings- och arbetsmarknadspolitisk expert, Företagarna
  • Jerry Engström, Campus Västervik/NITUS
  • Mikael Andersson, Moderator, Tretton2 AB

  • Heta stolen med Ylva Johansson (S) - Vuxenutbildningsdagen Almedalen 2016




  • Tuesday, March 15, 2016

    e4qualityinnovationandlearning: UKÄ förespråkar att MOOCs bör inkluderas i svensk ...

    e4qualityinnovationandlearning: UKÄ förespråkar att MOOCs bör inkluderas i svensk ...: UKÄ:s  utredning om MOOCs presenteras på ett webbinar den 16 mars 2016. UKÄ:s uppdrag var att analysera möjligheter med och eventuella hin...

    UKÄ förespråkar att MOOCs bör inkluderas i svensk högskola

    UKÄ:s  utredning om MOOCs presenteras på ett webbinar den 16 mars 2016. UKÄ:s uppdrag var att analysera möjligheter med och eventuella hinder för att införa öppen nätbaserad utbildning (så kallad MOOCs) i svensk högskola.

    Universitetskanslersämbetet logotyp

    Marie Kahlroth som ansvarat för utredningen kommer att presentera UKÄ:s syn på om, hur och i vilken omfattning MOOCs skulle kunna integreras i svensk högskola. Det blir tillfällen att ställa frågor till henne och till avdelningschefen och moderatorn Annika Pontén.

     Annika Pontén och Marie Kahlroth. Foto: Karin Wrete


    Webbinariet är kostnadsfritt och är ett samarrangemang mellan UKÄ, SVERD, ITHU och SUNET Det hålls på svenska. Rapporten publicerades i slutet av januari vid ett välbesökt seminarium Stockholm.


    Tid: 16 mars kl. 15.00-16.00
    Plats: Virtuellt mötesrum i Adobe Connect - läs mer om hur det går till här

    Anmälan senast: 14 mars -Länk till anmälan
    Antal anmälda 14 mars: 137

     

    Sammanfatting av utredningen 

    Sedan flera år erbjuder universitet och högskolor i många länder öppna nätbaserade kurser som är fritt tillgängliga via internet, så kallade Massive Open Online Courses (MOOCs). Vem som helst kan delta i kurserna, det enda som behövs för deltagande är tillgång till en dator med internetuppkoppling.
    Några svenska lärosäten har börjat anordna MOOCs, men det finns flera oklarheter kring denna utbildningsform i den svenska högskolan. Regeringen gav våren 2015 Universitetskanslersämbetet (UKÄ) i uppdrag att analysera möjligheter och eventuella hinder med ett införande av öppna nätbaserad utbildningar (MOOCs) i svensk högskola. I uppdraget ingår att föreslå om, och i så fall på vilket sätt och i vilken omfattning, MOOCs skulle kunna rymmas inom den svenska högskolan och vilka konsekvenser detta skulle få. I denna rapport redovisar UKÄ uppdraget.

    MOOCs bör inkluderas i svensk högskola

    UKÄ anser att svenska universitet och högskolor, liksom lärosäten i andra länder, bör ges möjlighet att anordna öppen nätbaserad utbildning i form av kurser (MOOCs). UKÄ menar att kurserna bland annat ger nya möjligheter att nå ut med kunskap till stora grupper i samhället och att de kan hjälpa till att hantera stora samhällsutmaningar. Samtidigt synliggörs lärosätena ytterligare internationellt.

    Här kan  Du läsa mer och också ladda ner hela rapporten.

    Figur 7 ur rapporten

    Thursday, March 10, 2016

    e4qualityinnovationandlearning: Quality in digital learning

    e4qualityinnovationandlearning: Quality in digital learning: The MOOC on  Quality in digital learning have the following topics What is digital learning? Quality in Digital Learning? New learn...

    Quality in digital learning



    The MOOC on Quality in digital learning have the following topics


    • What is digital learning?
    • Quality in Digital Learning?
    • New learning formats need new quality criteria & concepts
    • Developing quality criteria in digital learning
    • Peer review process – quality concepts generated by the community
    • Sharing with the community
    • Parcour – Digital Learning for Development and Change

    I  gave a presentation the 9th of March 2016 on Developing quality criteria in digital learning 

    Expert: Dr. Ebba Ossiannilsson, Vice President The Swedish Association for Distance Education/SVERD/SADE, EdTech Sweden, EDEN Fellow, EDEN NAP, EDEN EC, LANETO eV Board member, Campus NooA Swedish contact node, EADTU Quality Reviewer


    See link here

    I also shared the research on behalf of ICDE on Quality Models in online and open education around the globe (Ossiannilsson, Williams, Camilleri & Brown, 2015),


    The MOOC is supported by the following organisations:

    Baden-Württemberg Cooperative State University, Germany
    Federal Ministry for Economic Cooperation and Development (BMZ),
    Berlin, Germany
    Food and Agriculture Organization of the United Nations, Rome, Italy
    Deutsche Gesellschaft für
    Internationale Zusammenarbeit GmbH (GIZ), Bonn, Germany
    International Training Centre of the International Labour Organization (ITCILO), Turin, Italy
    United Nations Institute for Training and Research (UNITAR), Geneva, Switzerland
    United Nations University Institute for Environment and Human Security (UNU-EHS)
    University of Namibia
    The World Bank

    Technical development:

    Konnektiv, Berlin, Germany
    Deutsche Gesellschaft für
    Internationale Zusammenarbeit GmbH (GIZ), Bonn, Germany




    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

    education-logo

    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).
    education-logo

    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: