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, September 8, 2017

e4qualityinnovationandlearning: Special Interest Group (SIG) on Technology Enabled...

e4qualityinnovationandlearning: Special Interest Group (SIG) on Technology Enabled...: Under EDEN Annual Conference, Jönköping 13-16 June, 2017 lanserade EDEN Special Interest Group (SIG) on Technology Enabled Learning (TEL...

Special Interest Group (SIG) on Technology Enabled Learning (TEL) and Quality Enhancement (QE)

Under EDEN Annual Conference, Jönköping 13-16 June, 2017 lanserade EDEN
Special Interest Group (SIG) on Technology Enabled Learning (TEL) and Quality Enhancement (QE)

Under konferensen hölls fyr aworkshops med tema
  • EDEN’s rationals, and action plan on the work of launching a SIG on TEL and QE
  • Renewing the quality agenda
  • Quality in TEL on micro, meso, and macro level, and who the stakeholders are
  • Innovation for quality leadership
EDENs President Airina Volungeviciene både inledde och avslutade konferensen med hur EDEN ska bidra till att utveckla den internationella kvalitetsagendan relaterat till TEL for quality enhancement.
"The aim is to work through EDEN NAP and to involve members as experts, but is also for everyone with an interest in QE and TEL.
The action plan for the following year will include activities as to:

  • Create a space (hub) on the EDEN portal for SIG TEL QE, for resources (projects, references etc), events, experts, quality models and current news within the areas
  • Include hot topics within the areas of TEL and QE in EDEN’s monthly Newsletter
  • Organize EDEN NAP Tweet Chats and Webinars
  • Present EDEN SIG TEL QE at EDEN’s conferences (Open Classroom, and Research Workshop)
  • Integrate the topic of EDEN SIG TEL QE at the annual Open Education Week (OEW), and at the European Distance Learning Week (EDLW)"
EDEN SIG TEL QE arbetsgrupp är:
  • Dr. Ebba Ossiannilsson, EDEN EC (Koordinator)
  • Dr. Sandra Kucina Softic, EDEN EC, Vice President
  • Dr. Mark Nichols, EDEN EC
  • Dr. Airina Volungevičienė, EDEN President
  • Dr. Antonella Poce EDEN NAP
  • Professor Antonio TeixeraUniversidade Aberta
  • Professor Ulf Ehlers, Baden-Wuerttemberg Cooperative State University Karlsruhe
Läs mer här

e4qualityinnovationandlearning: International Council for Open and Distance Educat...

e4qualityinnovationandlearning: International Council for Open and Distance Educat...: International Council for Open and Distance Education (ICDE) has launched their new blog  7 Sept 2017. Working alongside the existing I...

International Council for Open and Distance Education (ICDE) launch its new blog

International Council for Open and Distance Education (ICDE) has launched their new blog 
7 Sept 2017.

Working alongside the existing ICDE website and newsletter, this new blog will provide ICDE members and stakeholders with an interactive platform for news, expert-views, background and interaction where all are invited to comment on topics presented. They hope our readers and members will find the initiative useful, inspiring and to give insight as well as interactions on specific topics.

First they invite for the OER chairs, OER ambassadors, experts on Learning Analytics, Blended learning  and other hot topics to share their views on the blog. Later we will invite for content to support main events, webinars and other topical activities.
I had myself the honor to write their Second Insight paper now in summer and the topic on BLENDED LEARNING. So I an invited to write a blog post to be published as above.
Read more and read the blog posts here 
Facts about ICDE

The International Council for Open and Distance Education (ICDE) is the leading global membership organization for online, open and flexible education and draws its membership from institutions, educational authorities, commercial actors, and individuals.
  • Enables change to technology enhanced quality education across the globe.
  • Advocates for access, equity and quality learning through online, open and flexible learning.
  • A dynamic platform for cooperation on innovation and development, featuring key regional actors and leading experts.
  • Access to thousands of higher education institutions, networks and systems.
  • A key partner for UNESCO.
  • Part-funded by the Government of Norway.


Thursday, August 24, 2017

Topical Collection "Massive Open Online Courses"

Welcome to contribute with your latest research on MOOCs
I am the Collection Editor 
Dr. Ebba Ossiannilsson

The Swedish Association for Distance Education
Interests: choiced based learning; e-learning; hybrid learning; learning analytics; learning design; MOOCs; OER; online open learning; quality; rhizome learning

Topical Collection Information

Dear Colleagues,
All global organizations, such as UNESCO, Commonwealth of Learning, the European Union, and others around the globe, call for opening up education in all means 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.
Global 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, at anytime, from anywhere, by any person, at any time and on any device. Thus, we have to concentrate, what is on the horizon related to the entire concept of opening up education. MOOCs (Massive Open Online Courses) provides offers and resources as never before. New business models are seen, not just branding and common goods, but also, for example, MOOCs are used both for lifelong learning and degrees, but also as continuing professional development (CPD), and not least of all, to meet the enormous higher education updates for refugees. MOOCs have also highlighted pedagogical questions for open online learning, as we can not educate today’s students with methods from the past century, for a future we do not know anything about. There are huge needs for innovations and entrepreneurship to meet demands in the global society today, and tomorrow. Opening up education requires also that we go beyond MOOCs and OERs (Open Educational Resources) and also to find new opportunities for learning, especially for personal learning, just for me and just in time learning.
We very much welcome your contribution of your research and/or policy statements.
The journal is an open access journal, so we are welcoming articles continuously.
We will especially address some burning themes:
•    open online learning beyond MOOCs
•    innovation in global open online learning
•    new pedagogy and learning engagement
•    the death of the MOOCs, or maybe the new born MOOCs
•    MOOCs and inequality
•    Can MOOCs address the need to “skill” the population around the globe?
•    the next generation of learners, teachers, managers, administrators
•    opening up learning to ensure equity, access, and quality
•    credentialization and recognition of MOOC-based learning
•    stakeholders for MOOCs
•    business models for MOOCs
•    learners success stories
•    If MOOCs are the answers, what are the questions?
Ebba Ossiannilsson
Collection Editor
Manuscript Submission Information
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. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the collection website. Research articles, review articles as well as short 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 thoroughly refereed through a single-blind 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 350 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions. 


  • choice based learning
  • equity, access and quality
  • globalization
  • lifelong and lifewide learning
  • new learning environments
  • open online learning
  • recognition
  • MOOC

Tuesday, August 22, 2017

e4qualityinnovationandlearning: Education in a Digital Age

e4qualityinnovationandlearning: Education in a Digital Age: Professor  Erik P.M. Vermeulen  raise in his blog post  Aug 13 2017 t he urgent question as many international researchers, including myse...

Education in a Digital Age

Professor Erik P.M. Vermeulen raise in his blog post Aug 13 2017 the urgent question as many international researchers, including myself has raised during the last couple of years: How to Prepare the Next Generation for the Uncertain Things to Come about how to prepare the next generation for an uncertain  future.

He as many others emphasize that The future will be full of tremendous opportunities, but it will also be a world of tremendous uncertainty. Such uncertainty creates a huge challenge for educators. With the current pace of innovation and shorter innovation cycles, it seems obvious that new technologies are going to continue to transform every aspect of how we live and work. Constant technological disruption is the new normal. “Old world” concepts, models, paradigms and ideas will no longer be relevant. The fig as below illustrates the evolution form around 1980 until 2025, which is also predicted by te UNESCO SDG 2030
Accordingly we have to raise the urgent questions on why, what, whom, when, and how, as we have to reconsider what should we be teaching our students today? and also that Education needs to become much more “forward-looking” and skills-based.
The most urgent question according to Vermeulen is about: How then do we prepare the next generation for dealing with unknown future problems? He gives some answers as the five #, which are aligned with the UNESCO SDG Goals and also 21st century skills

#1 — Creative Thinking

#2 — Entrepreneurship

#3 — Teamwork

#4 — Ethics

#5 - Interdisciplinary learning

So the second important question, besides what is according to Vermeulen about; How should we teach the next generation? and What teaching methods do we need to employ to be more effective as educators in the digital world?

The  largest risk for universities is that if they don’t adapt to this new reality, they will go the way of the “dinosaurs”. Lumbering giants ill-suited to a different and fast-changing environment.

Read the full post here

Friday, July 21, 2017

The Principles of Learning to Design Learning Environments

The OECD Handbook for Innovative Learning Environments

A recent study by OECD (June 2017) on Innovative Learning  Environments focus on four areas:
  • The principles of learning to design learning environments
  • The OECD “7+3” framework for innovative learning environments
  • Learning leadership and evaluative thinking
  • Transformation and change in learning ecosystems
The full report can be  explored here

Bildresultat för OECD (2017). "The principles of learning to design learning environments". In The OECD handbook for Innovative learning environments. OECD Publishing, Paris

The Principles of Learning to Design Learning Environments

The first section on The principles of learning to design learning environments focus on a set of principles and tools. The principles maintain that learning environments should:
  • make learning and engagement central
  • ensure that it is understood as social
  • be highly attuned to learners emotions
  • reflect individual  differences
  • be demanding for all while avoiding overload
  • use broad assessments and feedback
  • promote horizontal connections

The seven principles are:
  1. The learning environment recognizes the learners as its core participants, encourages their active engagement, and develops in them an understanding of their own activity as learners.
  2. The learning environment is founded on the social nature  of learning and actively encourages well-organized co-operative learners.
  3. The  learning professionals within the learning environment are highly attuned to the learners motivation, and the key role of emotion in achievement.
  4. The learning environment is acutely sensitive to the individual differences among the learners in it, including their prior knowledge.
  5. The learning environment devises programmes that demand hard work and challenge from all without extensive overload.
  6. The learning environment operates with clarity of expectations and deploys assessment strategies consistent with these expectations; there is a strong emphasis on formative feedback to support learning.
  7. The learning environment strongly promotes  "horizontal connections" across areas of knowledge, and subjects as well as to the community and the wider world.

According to the Director for Education and Skills, OECD Andreas Schleicher emphasize 
from the study:

...If there has been one lesson learnt about innovating education, it is that teachers, schools and local administrators should not just be involved in the implementation of educational change but they should  have a central role in its design. 

The tools presented are
Tool 1.1 gets learning environments to interrogate how well they are organised so as to optimise young people’s learning, using either a relatively rapid scan or more profound review. 

Tool 1.2 builds on the Learning Principles through a Spiral of Inquiry as developed in British Columbia, Canada. 

Tool 1.3 puts learners centre stage by getting schools to juxtapose the perceptions of staff with the views of learners themselves. 

Tool 1.4 recasts the Learning Principles so that they are focused on the educators, leading to the identification of priorities and strategies for action.

OECD (2017). "The principles of learning to design learning environments". In The OECD handbook for Innovative learning environments. OECD Publishing, Paris.

Monday, July 17, 2017

Reconsidering the agenda for technology enhancement and quality enhancement

Several research studies as well as leading international organisations, as UNESCO, OECD, Commonwealth of Learning (COL), and in Europe the European Commission (EC) have for long time emphasized that  digital success, and capability extended far beyond 
technology adoption, and encompasses the entire institutional  leadership and community. 

The key question for the future of digital education is not how to adapt education to digital technologies and a digital world, but how to leverage digital technologies to fundamentally change educational systems so that they may again ful fill their promise of continually expanding human potential. 

In my recent blogpost  (17th July 2017) I wrote about The Digital Education Manifesto agreed during the EU 2017 Malta meeting. In this  Manifesto the  group argues that just as in every other industry which has been disrupted, the disruption comes not from technology, but from those new business/ operational models which best manage to take advantage of technologies to address people’s needs. Furthermore, they argues that for education to influence current international trends these trends, it needs to lead rather than react to technological change, and, in particular by proposing a vision for the digital revolution to enrich rather than replace traditions of humanism. The background for this Manifesto are that:

Multiple surveys show skills gaps between what is taught and what is needed – both in terms of life skills and skills for employment. Uneven uptake of competences for a digital society are creating a new digital-divide. The Internet, the emergence of smart, personal technologies and the mass uptake of the social web are further challenging long-standing power relations between education institutions and those they prepare for their lifelong learning and employment journey. Our educational systems are faltering in their ability to deliver on their core promise - leading to broader social questioning of the value of education, expertise or even the scienti c method as a whole. 

EDEN, the European Distance and e-learning Network contributes, and will take a lead, to do so they official launched its special interest group (SIG) on technology enabled learning (TEL) and quality enhancement (QE) during  the EDEN Conference in Jönköping 2017, Sweden 13-16 June 2017.  

Bildresultat för eden  jönköping image

EDEN hosted a series of four workshops/ cafe´s during the entire conference with the themes:

  •  Purpose and why EDEN will take on the work of launching a SIG on TEL and QE, moderated and contribution by Ebba Ossiannilsson
  •  Renewing the quality agenda, moderated by Ulf Ehlers
  •  Quality in TEL on micro, meso, and macro level, and who are the stakeholders, moderated and contribution by Ebba Ossiannilsson, and also Sandra Kucina Softic, and, Antonio Teixeira
  • Innovation for quality leadership, moderated by Ulf Ehlers

Each workshop was a stand-alone event, but all of them were one of the highlight contributions from EDEN during the conference days. The workshops were a start for the EDEN SIG on TEL Quality Enhancement, activities to work further on, especially together with EDEN NAP, and to get EDEN members involved to continue to learn together.

The first workshop introduced and presented the rationals, of the EDEN SIG on Technology Enabled Learning (TEL), and Quality Enhancement, and the series of wokshops/learning cafes were introduced, and why EDEN will take a lead on TEL and QE. State of the art in research and practices, current challenges and challenges ahead were also discussed. In addition, EDEN NAP presented how they can support and engage members. Suggestions were also raised on different events throughout the year, like EDEN NAP Tweet Chats, Webinars, and a special space for resources (persons, events, quality models etc.), at the EDEN NAP area, and also at the EDEN webpage. In the end of the conference the EDEN President summarized the workshops/learning cafes, and how EDEN can contribute to the international quality agenda related to TEL for qualiyt enhancement.

Two recent book (2016, 2017) on TEL QE were introduced during the 1st workshop

Bildresultat för technology enabled learning image
Kirkwood and Price (2016) COL

Duval, Sharples, and Sutherland(Eds.), 2017

The third workshop raise questions on quality on micro, meso, and mccrolevel. The spectra on norm based vs process base quality accreditation and self evaluation was discussed, as well as stakeholders, and maturity levels. The second, and the fourth workshop raised questions on reniewing the quality agenda and  leadership for quality.

In the rise of opening up education, related to the UNESCO Sustainability Goals, especially number 4 on education, and the fourth industrial revolution quality related issues are of highest importance, and there  are needs to reconsider the quality agenda as such for education. It was agreed that this special interest group will play a huge role for EDEN, its members and the open online learning community. It was a common understanding a well that there are needs to reconsider the agenda for technology enhancement and quality enhancement. It was also agreed that leadership, and management are crucial, and to develop a culture of quality within the organisations, so bottom up initiatives are supported by active leadership, and management, but also the other way that leaders and managers at all levels take responsibilities for visions, mission and strategies.

In  a paper from EducauseReview by Grajek(2016) they emphasized the importance of an ecosystem for a change, but not at least for sustainability within an organization, they argued that the following is required

  • A sufficient and sustainable funding model
  • A sufficient and sustainable staffing model
  • Active support from institutional leadership
  • Active support from the faculty
  • Engagement of the entire institutional community
  • Adequate training for the institutional community
  • Alignment with institutional strategy
  • Dedicated leadership of the area
  • Support for policies that are appropriate and clear
To be successful, with quality development in an organization it all boils down to leadership. It is true as the saying states

Nothing is stronger than the weakest link in an organization

The action plan for EDEN SIG TEL QE will be to work through EDEN Network of Academics (NAP), and to involve members, both as experts, but also for everyone with an interest in QE and TEL, but also with dissemination, and to set up a HUB a special space for resources (persons, events, quality models etc.) The action plan for the following year will include activities as:

A space at the EDEN NAP web site for SIG TEL QE, and also at the EDEN webpage, for resources, events, experts, quality model and current news within the areas
EDEN NAP Tweet Chat
EDEN NAP Webinars
Newsletter on hot topics within the areas
E-mail lists

EDEN SIG TEL QE is coordinated by Dr Ebba Ossiannilsson, EDEN EC

The core group are: Dr. Sandra Kucina Softic, EDEN EC, Dr. Mark Nichols, EDEN EC, Dr. Airina Volungevičienė, EDEN President, Dr. Antonella Pocs, EDEN NAP, Dr. Antonio Teixeira, and Dr. Ulf Ehlers