This document discusses open educational cultures, individualization, success factors, and benchmarking in e-learning. It presents information on benchmarking e-learning in higher education, including the benchmarking process, areas that should be benchmarked, and benefits of benchmarking. Benchmarking can help institutions self-assess, obtain new ideas, support decision making, and set improvement targets. It also discusses perspectives like networking, sustainability, and lifelong learning in relation to benchmarking.
12. " We must engage in a fundamental transformation
of our education and training systems
And we need to fully exploit the potential that open
and flexible education offers" (Commissionaire
Vassilio EADTU 120929)
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13. Vad menar då EC med
opening up education?
Opening up education means
bringing the digital revolution into
education. Digital technologies allow
all individuals to learn, anywhere,
anytime, through any device, with
the support of anyone
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14. EC Recommendationer för högre
utbildning Opening up Education
review their organisational strategies
exploit the potential of Massive Open Online Courses
(MOOCs)
stimulate innovative learning practices such as blended
learning
equip teachers with high digital competences
equip learners with digital skills
think about how to validate and recognise learner’s
achievements in online education
make high quality Open Education Resources (OER)
visible and accessible
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16. The herd is coming - MOOC
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17. Vad är karakteristiskt
med MOOC
Video
Chat
Forum
Online material, pdf, etc
Books
Quizzar
Task
MeetUps (IRL eller virtuellt)
Peer Review
Social media
Assignment
Certifikat
Design, package
Modules
Own space
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18. Ossiannilsson_FSA2014
The Networked Teacher – my
PLN
m
eWork
Frien
ds
Twitter
(# and
people) Conferenc
es/PD
meetings
Blogs
Social
mediaWikis
Twitter
chats
Website
s &
media
24. E-learning
24
…“teaching and learning- which may represent
a part or the whole of the education model in
which it is used – that makes use of electronic
media and devices to facilitate access, promote
evolution and improve the quality of education
and training.” (Epprobate 2012)
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28. From Sage on the stage…To Guide on the
side…To Meddler in the middle
Frågan är INTE hur vi ska arbeta med digitala
medier/teknik i utbildning utan snarare hur vi
kan arbeta med lärande i en digital
värld/community
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29. PLE och COP
Filter; Netvibes, Freedly
Curate; ScoopIT, Pinterest,
Educlipper
Collaborate; Padlet,
Conceptboard
Free cloud tools:
Google drive, FB, Twitter, Blog
etc
”Networking, Mentors and Prosumers”
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35. Hönan eller ägget…
Tekniken och
pedagogiken…
Pedagogiken och
tekniken…
Det ena påverkar det
andra, och det andra
påverkar det ena…
36. Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-
learning ought to cover. Reprinted with permission from Wiley-Blackwell.
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37.
38. 8 NÄRV 2/2012 TEMA: E-LÄRANDE
Novis i filmens värld
Ragnhild Cederlund, docent i arbetsterapi, vill använda sig av filmer
i sin undervisning och anmälde sig till en inspirationsdag för lärare
och forskare vid Lunds universitet arrangerat av Centre for
Educational Devolepment, CED.- Utan stöd är tekniken ett jättestort
hinder som är svårt att ta sig över. De flesta har nog varken tid eller
kunskap att sätta sig in i det, säger hon.
Ambitionen är att göra små undervisningsfilmer som hon kan lägga in i sin
powerpointpresentation, eller göra tillgängliga på iTunes, för att förtydliga för studenterna
sådant som är viktigt att lära sig som blivande arbetsterapeut.
INSPIRERAD PÅ LÄRARUTBYTE
Inspiration till att använda rörlig bild fick Ragnhild Cederlund när hon var på lärarutbyte på
University of Toronto.
Fotnot: Ragnilds filmer finns på iTunes:
itunes.apple.com/se/institution/lund-university/
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39. Kvalitet –
Då det är jag som bestämmer…
Lärande handlar om människor
INTE teknik
Cc by Stephanie Lowman
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48. Ossiannilsson (2012) Benchmarking (e)-
learning in higher education, Doctoral
dissertation, Oulu University, Finland
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49. Retrospectivt eller prospektivt?
• From control to
enhancement
• Self-evaluation
• Peer review
• Benchmarking
• Certification
• Accreditation
• Quality assurance
CC BY-NC Some rights reserved by Shira Golding
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50. Benchmarking
Benchmarking is an internal organisational process that
aims to improve the organisation´s performance by
learning about possible improvements of its primary and/or
support processes by looking at these processes in other,
better-performing organisations (van Vught et al. 2008a:
16).
The concept was first used by Camp at Xerox (1989 1993).
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51. Benchmarking
“The locus of benchmarking lies between the
current and desirable states of affairs and
contributes to the transformation process that
realizes these improvements.”
Moriarty & Smallman (2009) En route to a theory on benchmarking
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52. Background
• The Swedish National Agency of Higher
Education, ELQ
• EADTU, E-xcellence+
• ESMU, Benchmarking eLearning exercise 2009
• The First dual-mode distance learning
benchmarking club
• Existing QA/QE models
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54. RQ 1The benchmarking process
What to
benchmark
Benchmarking
team
Benchmarking
partners
Analyse
benchmarking
information
Take action
Ossiannilsson 2011. Reprinted with permission from SCIRP
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55. Kvalitet ligger i betraktarens ögon…
Lärande handlar om människor
INTE om teknologi
Mobilitet och Ubiquitous
learning
Nya aktörer ger nya influenser-
stärker kvalitet genom
samarbete och konkurrens
(Svenskt Näringsliv DN
13/10/04)
by Stephanie Lowman
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57. Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-
learning ought to cover. Reprinted with permission from Wiley-Blackwell.
Ossiannilsson_SwedNet2014
59. Benchmarking benefits and values
• Self assess institutions
• Better understand the
process
• Measure and compare
• Discover new ideas
• Obtain data to support
decision making
• Targets for
improvements
• Strengthen identity,
strategy,
implementation
• Enhance reputation
• Respond to national
indicators
• New standard for the
sector
Van Vught, F. (2008)
A practical guide. Benchmarking in European Higher Education
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61. Om att byta perspektiv
Nätverkande
Hållbarhet
Boundlessness
Livslångt lärande
Holistisk, embedded och beyond
Globalisering
Demografi
Teknisk och digital utveckling
Student delaktighet och
individualisering
Kvalitet
Referensram
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63. Learning /Institutional
context
Strategy and e-learning
Commitment to
innovation
Openness to the
community
Learning resources
Resources for learning
Students
University Staff
Technology and
Equipment
Learning
Processes
Qualiy of the offer
Assessment of
learning
HR development
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64. Information about the
programme
Target group orientation
Quality of the content
Programme/course
design
Media design
Technology
Evaluation & review
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65. COURSE DESIGN
Provision of course
information, learning
objectives and
instructional guidance
Constructive alignment
LEARNING DESIGN
Learner needs
Personalisation
Instructional strategies
MEDIA DESIGN
Media integration
Interface
Interoperability and technological
standards
CONTENT
Accuracy and values of content
Intellectual property rights
Legal compliance
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66. Openess to learners
Digital openness
Learner centred
Independent learning
Media supported learning
Quality focus
Spectrum of diversity
OpenupEd label
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72. Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
Networked knowledge Distributed knowledge
Fit for success My career path
Universities play a key
role:
→ As professional
training providers
→ As educational content
providers
Universities play a key
role:
→ As educational content
providers
→ For certification and
accreditation
A global open research
arena enables anybody
to engage in research
Universities play a key
role:
→ as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
73. Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
Networked knowledge Distributed knowledge
Fit for success My career path
Universities play a key
role:
→ As professional
training providers
→ As educational content
providers
Universities play a key
role:
→ As educational content
providers
→ For certification and
accreditation
A global open research
arena enables anybody
to engage in research
Universities play a key
role:
→ as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Where are the MOOCs???
74. Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
Networked knowledge Distributed knowledge
Fit for success My career path
Universities play a key
role:
→ As professional
training providers
→ As educational content
providers
Universities play a key
role:
→ As educational content
providers
→ For certification and
accreditation
A global open research
arena enables anybody
to engage in research
Universities play a key
role:
→ as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
MOOC
s
MOOC
s
77. Läser på distans från Skottland
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Klara Tjäder kommer ifrån Stockholm, bor i Edinburgh, Skottland, och
pluggar arbetsterapeut på distans vid Luleå tekniska universitet.
The thirdtheme is aboutqualityA move from the paradigm my students, my course, my content..towardshttp://4.bp.blogspot.com/_-rcFBgUNtQ0/SFO-eE5igTI/AAAAAAAAEIk/4cyVccxKt_U/s400/GMU+service-learning+orientation+037.jpghttp://umami.typepad.com/umami/images/2007/07/18/p7050954.jpghttp://s3.frank.itlab.us/photo-essays/small/aug_05_4646_teacher.jpg
Quality can enhance when use the very best of what is out there and available and often for free and peer reviewedIn research we are used to talk about peer review, but not that often in educationTowards any university, any content, any studentProbably the role of the University will shift to an assessing and credentialling institution or just for elite students and for researchhttp://img.scoop.it/_kg6c2d18VvkH-C1_rudTzl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ
Karen: If you had told me my PLN would look like this a year ago, I would have laughed in your face! I wasn’t even on Facebook let alone Twitter…..and had no idea what PLN meant…Twitter & Blogs are larger font as these have the most impact on my learning at the moment (explain briefly some of the connections in the diagram).You can see how connected the PLN is. I learn from many many other people, and with other people: I am basically connected to a global staffroom of engaged and interested teachers…..>>
We would like to argue that networking is something we need to do in this day and age. To sum up some of the personal benefits Karen has been talking about…Find what you need, when you need – eg that lesson plan - be supported by people who know what you are going through - Be inspired by those around you All this tailored exactly to your individual needs and context.Many studies on social/emotional importance of being part of a community –– thanks to online networks, no one has to feel isolated – you can find like-minded teachersThis is all very nice. But at the end of the day a lot of people also don’t feel they have the time to invest in for a social networking platform, such as Twitter or Facebook.Maybe see it as a fad/bandwagon – maybe just too troublesome with signing up, checking, online security etc. But there are other reasons why it’s worth investing yourself in social media…>>
We live in a time when knowledge is increasing at an exponential rate. People’s roles, jobs and skills change many times over a lifetime - so the ability to keep learning essential. Learning is more critical than knowing. “Our ability to learn what we need for tomorrow is more important than what we know today” (Siemens)This is a basic principle of connectivism, an influential theory of learning for a digital age first put forward by George Siemens.He also said “the network is the learning” - new knowledge can be found in many places, distributed across a network of connections, so in order to learn we need to be able to “construct and traverse those networks” (NB “network”= the pipeline(how you connect), people (who can tell you what you need to know) or things (e.g. websites, corpus data)In the “old” days, new knowledge was only available through universities, conferences or articles. Nowadays this know-how is available to EVERYONE, we just have to know where to look - or who to ask.
We can’t ignore these changes in learning, or we’ll be left behind. We all need to learn to travel the network, to gather the knowledge that we need, as individuals. We can feed this greater knowledge back into our wider world to improve practice in classrooms, organisations, the EFL industry, policy-making…This is one of the main ways we can increase the professionalism of our industry.
§
http://www.flickr.com/photos/jdigger/776313919/ Jim Moore
http://www.flickr.com/photos/tomsly/94236282/ - Thomas Sly