My keynote today KEYNOTE 2:15 PM EBBA OSSIANILSSON� Professor, and world-known expert on education´s digital transformation. ICDE board member and chair of ICDE´s Advocacy Committee for Open Education Resources (OER) ��GLOBAL HIGHER EDUCATION AFTER COVID 19: PATHWAYS TO INNOVATIONS IN THE CONTEXT OF OPEN EDUCATIONAL RESOURCES at World Learning Summit 2021 AFTER CORONA: TRANSFORMING HIGHER EDUCATION http://wls.futurelearninglab.org/final-program/

1. GLOBAL HIGHER EUCATION AFTER COVID
19: PATHWAYS TO INNOVATIONS IN THE
CONTEXT OF OPEN EDUCATION RESOURCES
Professor, Dr. Ebba Ossiannilsson, Sweden
Swedish International Council for Open and Distance Education (ICDE)
ICDE OER Advocacy Committe (OERAC)
International Council on Badges and Credentials
Swedish Association for Distance Education, Lund, Sweden

2. Ebba Ossiannilsson Sweden
… is a professor of innovation and open online learning. She is an
independent expert, quality reviewer, influencer and researcher in
the fields of open, flexible, online and distance learning. Her focus
is on SDG4 and the future of education, quality, resilience,
leadership and personal learning. She is a member of most
international and national organizations. At ICDE she is a member
of the Board of Directors, on Quality Network, Chair of ICDE OER
Advocacy Committee and ICDE OER Ambassador. She is also a
quality reviewer for ICDE and EADTU. She was the research leader
for ICDE research on Quality models in online and open education
around the globe: state of the art and recommendations, and she
was the researcher of ICDE Blended Learning: State of the Nation.
Ossiannilsson is a member of the ICoBC and chairs the Committee
on Quality and Standard for Micro-Credentials. She collaborates
with the European Commission, UNESCO, COL, OEB and ITCILO.
She has been awarded several fellowships and serves on the
editorial board and as guest editor of several scientific journals.
Her own publications include over 200+. She is V-President of
Swedish Association for Distance Education and a board member
of Job and Skills Coalition Sweden. She is a regular keynote speaker
at conferences.

3. •Challenges
•Facts and figures COVID-19
Pandemic
•What is normal, for whom
and when: Context
dependence
•Building forward differently
•OER
•Wellbeing
•Empathy
AGENDA

4. Global Challenges
Digitalization
Equity
Inclusion
Climate Change
Sustainability

8. GLOBAL HIGHER EUCATION
AFTER COVID-19
• How does the digital transformation affect society? What
does the workplace of the future look like and what do we
work with in an increasingly digital world?
• Who led the digitalisation of your company? «. The options
given are: the CEO, the IT manager or the coronavirus. The
correct answer is of course Covid-19. Now the pandemic
eases its paralyzing grip on the world and soon the wheels
are turning fully again. Then we can state that Covid-19
became another catalyst for the ongoing digital
transformation. The pandemic became the fast forward
button that catapulted us into the digital future. Not only
the outside world has changed. We have changed. How we
live, how we eat and how we work. What we like, what we
dream about and how we plan for the future. It took a crisis
of Covid-19's magnitude and length for us to seriously
change. Basically.

11. Open
Educational
Resourses
• Human Rights
• Social Justice
• SDG
• What is paid by
tax money
should go back
to taxpayers

14. AREAS OF ACTION
UNESCO OER Recommendation
(i) Building capacity of stakeholders to create, access, re-use, adapt
and redistribute OER
(ii) Developing supportive policy
(iii) Encouraging effective, inclusive and equitable access to quality
OER
(iv) Nurturing the creation of sustainability models for OER
(v) Promoting and reinforcing international cooperation

15. DEFINITIONS AND SCOPE
1. Open Educational Resources (OER) are learning,
teaching and research materials in any format and
medium that reside in the public domain or are under
copyright that have been released under an open
license, that permit no-cost access, re-use, re-purpose,
adaptation and redistribution by others.
2. Open license refers to a license that respects the
intellectual property rights of the copyright owner and
provides permissions granting the public the rights to
access, re-use, re-purpose, adapt and redistribute
educational materials.
3. Information and communications technology (ICT)
provide great potential for effective, equitable and
inclusive access to OER and their use, adaptation and
redistribution. They can open possibilities for OER to be
accessible anytime and anywhere for everyone,
including individuals with disabilities and individuals
coming from marginalized or disadvantaged groups.
They can help meet the needs of individual learners
and effectively promote gender equality and incentivize
innovative pedagogical, didactical and methodological
approaches.
Stakeholders in the formal, non-formal and
informal sectors (where appropriate) in
this Recommendation include: teachers,
educators, learners, governmental bodies,
parents, educational providers and
institutions, education support personnel,
teacher trainers, educational policy
makers, cultural institutions (such as
libraries, archives and museums) and their
users, information and communications
technology (ICT) infrastructure providers,
researchers, research institutions, civil
society organizations (including
professional and student associations),
publishers, the public and private sectors,
intergovernmental organizations, copyright
holders and authors, media and
broadcasting groups and funding bodies

16. MONITORING
Member States should, according to their specific conditions, governing structures and
constitutional provisions, monitor policies and mechanisms related to OER using a
combination of quantitative and qualitative approaches, as appropriate. Member States
are encouraged to consider the following:
(a) deploying appropriate research mechanisms to measure the effectiveness and
efficiency of OER policies and incentives against defined objectives;
(b) collecting and disseminating progress, good practices, innovations and research reports
on OER and its implications with the support of UNESCO and international open education
communities; and
(c) developing strategies to monitor the educational effectiveness and long-term financial
efficiency of OER, which include participation of all relevant stakeholders. Such strategies
could focus on improving learning processes and strengthening the connections between
findings, decision-making, transparency, and accountability for inclusive and equitable
qualit

17. OER DYNAMIC
COALITION
• Framework documents
• 2019 UNESCO OER Recommendation
• 2017 Ljubljana OER Action Plan
• 2012 Paris OER Declaration
• 2008 Cape Town Open Education Declaration(linkis external)
• Publications
• Guidelines on the development of open educationalresources policies, 2019
• Open EducationalResources: Policy, Costs and Transformation, 2016
• A Basic Guide to OER, 2015
• Survey on Governments’ OER policies, 2012
• OER Programme, 2012
• OER and Change in Higher Education: Reflections from Practice(linkis external), 2012
• Guidelines for OER in Higher Education, 2011
• OER: conversations in cyberspace, 2009
• Documents
• 2nd World OER Congress: Ljubljana OER Action Plan
• Study on InternationalCollaborationon Open Education Resources
• Forum on the Impact of Open Courseware for Higher Education in Developing Countries: Final report
• OER competency Framework: English | French | Spanish
• OER Trainer’s guide, v 1.1: English | French

21. The Empathic
Approach(Börje
Holmberg)
• Personal interest
• Trustful communication
• Processes wich leads to
internalized learning
https://www.icde.org/icde-blog/paragons-borje-holmberg

22. Empathic Approach (B. Holmberg)
• ”I consider empathy and personal relationships between the parties involved
in the teaching and learning process to be central to distance education.
Interactions, conversations, atmosphere, feelings and trust are essential.
• … must examine the student's previous experience and willingness to learn.
Personal contact is essential. Also, in the course materials it is necessary to
establish a personal contact and to try to win interested parties.
• … the empathy approach and individualization are guiding principles.
• Lifelong and learning throughout the lifespan are also guiding principles.”

23. People first
Culture
Business models
Leadership
Resilience
Equity
Upskilling and
upscaling for
Open Education
and OER
The Next
Normal, Building
Forward
Differently – For
Wellbeing and
Empathy

25. My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gmail.com
info@i4quality.se
THANK YOU!
CARING IS SHARING, SHARING IS CARING