annual innovative learning spaces summit 2016 ossiannilsson

CURRENT GLOBAL TRENDS

CHALLENGES AHEAD FOR QUALITYASSURANCE IN THE FIELD OF OPENONLINE LEARNING AND ELEARNING

The Annual Innovative Learning Spaces Summit -Luxatia

Prague CZ 22-23 SeptemberDR. EBBA OSSIANNILSSON, SWEDEN

Ebba [email protected]

Dr. Ebba OssiannilssonEDEN FELLOWOPEN EDUCATION FELLOWSenior Advisor and ConsultantE-learning and Digitization Quality ExpertEDEN EC, EDEN NAPV President Swedish Association for Distance Education1st V President Swedish Association for e-CompetenceICDE_ON_BOLDICEADTU and ICDE Quality reviewer, e-learning and MOOCs

The Annual Innovative Learning Spaces Summit - Luxatia, September 2016 Ossiannilsson

How Do We Prepare Students For Jobs That Don’t Exist Yet?

https://youtu.be/Ax5cNlutAys

Short You Tube, 2 minutes


Preparing students…

■… for changes in their professions due to increased digitization■… in daily life as global digital citizen


UNESCO Education 2030: Towards inclusive and equitable quality education and lifelong learning for all (The Incheon Declaration)

Ensure inclusive and equitable quality education and promotelifelong learning opportunities for allAccessInclusion and equityGender equalityLifelong learning opportunities

The Qingdao Declaration promotes use of ICT to achieveeducation targets in new sustainable development goals

Global, lifelong, lifewide learning arenasThe Annual Innovative Learning Spaces Summit - Luxatia, September 2016 Ossiannilsson

“A fundamental change is needed in the way we think about education’srole in global development, becauseit has a catalytic impact on the well-being of individuals and the futureof our planet,” said UNESCO Director-General, Irina Bokova. “Now, more than ever, educationhas a responsibility to be in gearwith 21st century challenges and aspirations, and foster the right types of values and skills that willlead to sustainable and inclusivegrowth, and peaceful livingtogether.”

UNESCO: Education needs to changefundamentally to meet global developmentgoals (1)

Today Newspaper 2nd September 2016


UNESCO: Education needs to changefundamentally to meet global developmentgoals (2)

■ Education systems need to ensure they are giving peoplevital skills and knowledge thatcan support the transition to greener industries, and findnew solutions for environmental problems. Thisalso requires education to continue beyond the schoolwalls, in communities and the workplace throughoutadulthood.

■ If we want a greener planet, and sustainable futures for all, we must ask more from our educationsystems than just a transfer ofknowledge. We need our schools, universities and lifelong learningprogrammes to focus on economic, environmental and social perspectives that help nurtureempowered, critical, mindful and competent citizens.” said Aaron Benavot, Director of the GEM Report.


The 4th Industrial revolution: what it means, how to cope with it

■ The impact on business■ The impact on

organizations■ The impact on

people


We can not educate today’s students with methods from the past century, for a future

we do not know anything about.


IPTS 2014


What’s the point of education if Google can tell us anything? New arenas for HEIs?!

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Personal vs Personalized learningDownes 17th February 2016

■ Personal learning often begins informally, on an ad hoc basis, driven by the need to complete some task or achieve some objective. The learning is a means to an end, rather than the end in itself. Curriculaand pedagogy are selected pragmatically. If the need is short term and urgent, a simple learning resource may be provided. If the person wants to understand at a deep level, then a course might be the best option.

■ Personalized learning is like being served at a restaurant. Someoneelse selects the food and prepares it. There is some customization –you can tell the waiter how you want your meat cooked – butessentially everyone at the restaurant gets the same experience.

■ Personal learning is like shopping at a grocery store. You need to assemble the ingredients yourself and create your own meals. It’sharder, but it’s a lot cheaper, and you can have an endless variety ofmeals. Sure, you might not get the best meals possible, but youcontrol the experience, and you control the outcome

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The importance of online-learningFor learningPotential to support interaction, communication and collaborationDeveloping digital literacy skillsPromoting different pedagogical approachesFostering creativity and innovationConnecting students beyond the formal course

For lifePreparing students for an uncertain future

Preparing for e-citizenship in a global worldImproving employability opportunities

Increased importance of technology in societyThe Annual Innovative Learning Spaces Summit - Luxatia, September 2016 Ossiannilsson

Key learning trends and their implicationsfor workplace Learning & Development, in terms of learning design, delivery and measurement: OUUK, 2016:

1. Incidental learning2. Adaptive teaching3. MOOCs4. Accreditation badges5. Learning analytics6. E-books7. Mobile learning


NMC Horizon Report 2016


UNESCOMobile Learning bridging the GAP■ Mobile learning involves the use of mobile

technology, either alone or in combination with other information and communicationtechnology (ICT), to enable learning anytimeand anywhere. Learning can unfold in a variety of ways: people can use mobile devices to access educational resources, connect with others, or create content, bothinside and outside classrooms. Mobile learning also encompasses efforts to support broad educational goals such as the effective administration of schoolsystems and improved communicationbetween schools and families. The Annual Innovative Learning Spaces Summit - Luxatia, September 2016 Ossiannilsson

UNESCO■ Today over 6 billion people have access to

a connected mobile device and for everyone person who accesses the internet from a computer two do so from a mobile device.

■ Mobile technology is changing the way welive and it is beginning to change the waywe learn.

■ UNESCO is working to help governmentsand individuals use mobile devices to advance Education for All Goals; respondto the challenges of particular educationalcontexts; supplement and enrich formal schooling; and, in general, make learningmore accessible, equitable and flexible for students everywhere.


21 st century skills■ Learning and innovation skills: critical thinking and

problem solving, communications and collaboration, creativity and innovation■ Digital literacy skills: information literacy, media

literacy, Information and communication technologies (ICT) literacy■ Career and life skills: flexibility and adaptability,

initiative and self-direction, social and cross-culturalinteraction, productivity and accountability


Smart Ways to Use Smartphones in Class

■ Collaborate■ Communicate■ Create■ Coordinate■ Curate/Coordinate

■ APPs


Remembering: Apps that fit into the "remembering" stage improve the user's ability to define terms, identify facts, and recall and locate information. Many educational apps fall into the "remembering" phase of learning. They ask users to select an answer out of a line-up, find matches, and sequence content or input answers

Applying: Apps that fit into the applying stage provide opportunities for students to demonstrate their ability to implement learned procedures and methods. They also highlight the ability to apply concepts in unfamiliar circumstances.

Analysing: Apps that fit into the "analysing" stage improve the user's ability to differentiate between the relevant and irrelevant, determine relationships, and recognise the organisation of content..

Evaluating: Apps that fit into the "evaluating" stage improve the user's ability to judge material or methods based on criteria set by themselves or external sources. They help students judge content reliability, accuracy, quality, effectiveness, and reach informed decisions.

Creating: Apps that fit into the "creating" stage provide opportunities for students generate ideas, design plans, and produce products.

Developed by Allan Carrington Designing Outcomes Adelaide South Australia Email: [email protected]

The Padagogy Wheel V4.0 Published 010315

Standing on the Shoulders of Giants

Remembering Criteria

Applying Criteria

Understanding Criteria

Evaluating Criteria

Creating Criteria

This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website

mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of

Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, For V2.0

and V3.0 I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps For the major revision that is V4.0 I have to thank the team of ADEs who created APPitic the

App Lists for Education Project which has now closed

Analyzing Criteria

http://tinyurl.com/posterV4

http://tinyurl.com/ILMSimulations

Understanding: Apps that fit into this "understanding" stage provide opportunities for students to explain ideas or concepts. Understanding apps step away from the selection of a "right" answer and introduce a more open-ended format for students to summarise content and translate meaning.

App Selection Criteria The Padagogy

Wheel V4.1

The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution-nonCommercial-ShareAlike 4.0 International

License. Based on a work at http://tinyurl.com/bloomsblog.

The Padagogy Wheel First Language Project: 21 languages

are planned for 2016. For the latest languages see bit.ly/languageproject

Immersive Learning at the core of the wheel is the New Instructional Design

Keynote

Mental Note

Notepad+

BlogpressiAnnotate

iBooksSonic Pics

Show Me

Voice Thread

Evernote

Notability

EducreationsiTunesU

Kodable

Prezi neu+Notes

Twitter

Polaris Office

Smart Office 2

PowerPoint

Google

Google Docs

Wikipanion

Puffin Browser

Exel

Word

Quick Sketch

Flashcard Machine

Flashcards Deluxe

Quiz Your Lizard

Awesome Note

I Wish

FlipBoard

WolframAlpha

Maptini

Inspiration Maps

Pages

Multi Quiz

WunderListStumble

Upon

Kidspiration

Ann’s Flashcards

iThoughtsHD

Popplet

Snap the Notion

Bitsboard Pro

Assignments

Corkulous

Course Notes

Data Analysis

Easy Chart

Ideament

iStudiez PromyHomework

Notes PlusOutliner

Penultimate

Polldaddy

Priority Matrix

Quick Graph

Simple Note

Use Your Handwriting Big World

Dropbox

Numbers

Pearltrees

Simpleminds+

Blackboard

Clear Sea

Moodle Mobile

Skype

Edmodo

Fring

WhatsApp

Facebook

FB Messenger

Google+

iTunes UTouch

YouTube

Strip Designer

Filemaker Go 14

GroupBoard

iBrainstorm

Roambi Analytics

TED

Opera Mini

Jot

AudioBoom

Toontastic Flipbook

Do Ink

iMovieExplain Everything

Garageband

Creative Book

Showbie

Halftone 2

ChatterPix PhotogeneWriter’s Studio

Pictello

Recordium Pro

Photo Reminders

Story Creator

Pic Collage

PixelmatorPuppetPals 2

Doodlecast Pro

EasyStudioBookCreator

WebAlbums

VideoShop

ShadowPuppet

iStopMotion

Conference Pad

Wordpress

Microsoft OneNote

iDesign

PaperHelper

2Screens

Presentation Timer

Screen Chomp

Twitterrific

DrawingPad

Feeddler

Simulations are the most effective pedagogy to develop graduate attributes and capabilities in learners, as well as address motivation. Please visit these Immersive Learning Resources which will help you design and build engaging experienced-based immersive scenarios.

Getting the best use out of the Padagogy Wheel Use it as a series of prompts or interconnected gears to check your teaching from planning to implementation The Attributes Gear: This is the core of learning design. You must constantly revisit things like ethics, responsibility and citizenship. Ask yourself the question what will a graduate from this learning experience ‘look like’ i.e. what is it that makes others see them as successful? Ask ‘how does everything I do support these attributes and capabilities?’ The Motivation Gear: Ask yourself ‘How does everything I build and teach give the learner autonomy, mastery and purpose?’ The Blooms Gear: Helps you design learning objectives that achieve higher order thinking. Try to get at least one learning objective from each category. Only after this are you ready for technology enhancement. The Technology Gear: Ask ‘How can this serve your pedagogy’? Apps are only suggestions, look for better ones & combine more that one in a learning sequence. The SAMR Model Gear: This is “How are you going to use the technologies you have chosen”? I would like to thank Tobias Rodemerk for the idea of the gears. Tobias is a teacher & works for the State Institute for School Development Baden-Württemberg (LS), Germany

Allan Carrington

Attributes

BloomsSAMR

MotivationEdtech

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Quality is in the eye of the beholder


Quality Assurance Agencies will becomesprawling education regulations

Quality Assurance Agencies willbecome Increasingly irrelevant


Norm based accreditation Process based enhancement

Normbased vs Processbased

Accreditation, Certification, Benchmarking


+ 40 Quality Models on OER; MOOCs, E-learning, Online learning

Norm Based/Process based

Quality Matrix

Set of Characteristica

Nature of quality interventions

Perspectives stakeholders

Maturity level

Macro, meso and micro level

Recommendations

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Significant areas related to quality in open online learning including e-learning (Ossiannilsson 2012)


Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permission from Wiley-Blackwell.

Peer-to-peer interaction PassionPurpose Autonomy Diversity, andOpenness


Set of characteristica (Ossiannilsson et al 2015)

■ Multifaceted■ Dynamic■ Mainstreamed■ Representativ■ Multifunctional

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Stakeholders■ Learners■ Academics■ Faculty■ Institutional■ Region■ Nation/Country■ International


Stakeholders perspectives and maturitylevels of maturity (Ossiannilsson et al 2015)

Designing Implementing Enhancing

Learners pespecive

Teacher perspective

Manager prespective

Organizationalleader perspective

Quality assuranceperspective The Annual Innovative Learning Spaces Summit - Luxatia, September 2016 Ossiannilsson

Quality interventions (Ossiannilsson et al 2015)

Initial/EarlyStage

Developing Mature Evolving

Stagedescription

Purpose ofqualityschemes

Role of qualitymanagers/reviewers


IPTS Framework for Open Education


Quality in open education IPTS (Inomorates dos Santos et al., 2016)


• Efficacy: fitness for purpose of the object and concept being assessed

· Impact: a measure of the extent to which an object or concept proves effective, impact depends

on the nature of the object or concept itself, the context in which it is applied, and the use to

which it is put by the user

· Availability: a pre-condition for efficacy and impact to be achieved; availability is thus also an

essential part of the element of quality. In this sense, availability includes concepts such as

transparency and ease of access.

· Accuracy: a measure of precision and the absence of errors in a particular process or object

· Excellence: comparing the quality of an object or concept to its peers and to its maximum quality

potential

EC ET DOL working group(Ossiannilsson, 2016)


Impact

Excellence

Implementation

THERE IS NO SINGLE ONE AND ONLY QUALITY MODEL

■ Norm based vs Processbased■ Intervention■Maturity level■Macro, meso, micro

level■ Stakeholders

■ … but the importance of a holistic, contextualized approach


Learn to learn you learners

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Digital Leadership - D Transform■ Digital leadership is

the strategic use of a company's digital assets to achievebusiness goals.

■ Digital leadership canbe addressed at bothorganizational and individual levels.

■ Changing Paradigms for Changing Times


PerspectivesWhat kind of institutions are we going to develop for the 21 st century

Learning by curriculum OR

Learning to become a learner

…a global knowledgeableperson The Society is the Curricula (D Cormier)


Rethinking quality - When the questionsare about …■ Impact, short time impact, long time impact, and

personal, social and community impact■ Student engagement and satisfaction■ Tracing student activity and achievements■ Efficacy of learning■ Interactivity■ Knowledge, skills , capability and competenceies as as

result of learning■ Faculty satisfaction with their conditions of pracice■ Indicators of faculty engagement in academic decison

makingThe Annual Innovative Learning Spaces Summit - Luxatia, September 2016 Ossiannilsson

THERE ARE MORE QUESTIONS THAN ANSWERSIN CASE OF SOME ANSWERS, IT WILL CONCERN RETHINKING MOST OF WHAT WE ARE DOING TODAY:

■ Pipeline courses■ Curricula■ Learning outcomes■ Assessments■ Leadership■ Pedagogy vs

Padagogy

■ Roles■ Ownership/power■ Capacity building■ Quality and Quality Culture■ Validation and Recognition■ Etc , etc


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