Papers by Ebba Ossiannilsson
Towards Digital Education, Cutting-Edge Perspectives on Digital Transformation, 2024
Front. Educ., Higher Education, 2024
The sustainable development goals (SDG) have expanded the focus to quality in higher education fo... more The sustainable development goals (SDG) have expanded the focus to quality in higher education for everyone (Global Sustainable Development Report, 2023). This calls for equal, inclusive access to higher education with a focus on diversity, and lifelong learning. Similarly, the vision for the European Union (EU) also calls for universities without walls and specificaly for 1) universities to be open transformative and transnational through hybrid offerings, where “physical and digital learning and research environments must be designed in a holistic way to accommodate the different needs of a diverse university community and allow for flexible and blended approaches” (European University Association, 2021, p. 5, 6). Secondly, they call for universities to be sustainable, diverse, and engaged so that they are equipped to welcome students from all backgrounds, having learning environments designed to accommodate the needs of a diverse student body, and having students equipped to work in diverse environments (European University Association, 2021, p. 6).
It is within this context that there is a need for more flexible, inclusive, and diverse higher education programs that give students the opportunity to choose a mix of pedagogical approaches, such as online and face-to-face opportunities, that best meet their needs. The increased need for flexibility is of utmost importance for in-service students that are unable to leave their home area to further their education. In the paper by Versteijlen et al. the authors argue for a flexible education that reduces the need for students to travel to campus, and thus reduce the overall carbon footprint.
Open praxis, 2024
Artificial intelligence (AI) has recently been gaining ground, particularly since November 2022, ... more Artificial intelligence (AI) has recently been gaining ground, particularly since November 2022, with the introduction of generative tools based on natural language processing and neural network algorithms. These kinds of tools have great potential for creators and users of Open Educational Resources (OER) and the Open Movement itself but they also represent risks. The International Council for Open and Distance Education OER Advocacy Committee (OERAC) developed two workshops to present the role of AI in OER at two international conferences in the fall of 2023. The workshops presented the features, benefits, key challenges, and practical issues related to using AI technologies from professional, ethical, sustainable, and equitable perspectives, while also focusing on the five areas of the UNESCO OER Recommendation. Participants were dynamically engaged in discussions, and documented their ideas in formats that could be used as OER in themselves. The OERAC noted and categorized the results, and developed short summaries and drafts for further work. Finally, drawing on the findings from the workshops, we asked ChatPDF for a second opinion on further suggestions for AI in connection with OER, which in turn related to the five areas of the recommendation. We conclude that, while there is great potential for the use of AI in the context of the Open Movement, there is also a need for professional ethics, equity, and sustainable capacity building, access, inclusion, policy, models, and international collaboration. *Author affiliations can be found in the back matter of this article 238 Ossiannilsson et al.
Learning, Design, and Technology, 2017
In higher education assessments are mostly used for summative purposes such as grading and certif... more In higher education assessments are mostly used for summative purposes such as grading and certifying. Albeit, assessments are also considered to support learning processes by offering formative feedback to learners about their current performance and how to improve. Even though such feedback might enhance learners’ self-regulated learning processes, it is used infrequently due to resource constraints. In addition, the competences, skills, and knowledge that should be assessed are evermore complex. To derive valid inferences about learners’ current performance, ongoing assessments across contexts are desirable. With the advancing use of digital learning environments, learning analytics are also coming in for increasing discussion in higher education. However, learning analytics are still not sufficiently linked to learning theory and are lacking empirical evidence. Hence, the purpose of this paper is to propose how theory on assessment and related feedback can be linked to learning analytics with regard to supporting self-regulated learning. Therefore, relevant concepts of assessment, assessment design, and feedback plus current perspectives on learning analytics are introduced. Based on this theoretical foundation, a conceptual integrative framework and potential learning analytics features were derived. The framework and its implications plus further research needs are discussed and concluded.
Open Praxis, 2024
Artificial intelligence (AI) has recently been gaining ground, particularly since November 2022, ... more Artificial intelligence (AI) has recently been gaining ground, particularly since November 2022, with the introduction of generative tools based on natural language processing and neural network algorithms. These kinds of tools have great potential for creators and users of Open Educational Resources (OER) and the Open Movement itself but they also represent risks. The International Council for Open and Distance Education OER Advocacy Committee (OERAC) developed two workshops to present the role of AI in OER at two international conferences in the fall of 2023. The workshops presented the features, benefits, key challenges, and practical issues related to using AI technologies from professional, ethical, sustainable, and equitable perspectives, while also focusing on the five areas of the UNESCO OER Recommendation. Participants were dynamically engaged in discussions, and documented their ideas in formats that could be used as OER in themselves. The OERAC noted and categorized the results, and developed short summaries and drafts for further work. Finally, drawing on the findings from the workshops, we asked ChatPDF for a second opinion on further suggestions for AI in connection with OER, which in turn related to the five areas of the recommendation. We conclude that, while there is great potential for the use of AI in the context of the Open Movement, there is also a need for professional ethics, equity, and sustainable capacity building, access, inclusion, policy, models, and international collaboration. *Author affiliations can be found in the back matter of this article 238 Ossiannilsson et al.
European Distance and E-Learning Network (EDEN) Conference proceedings, Jun 16, 2019
oer, personalisation, open education, qualit
Education@ETMA, 2023
This concept article delves into the UNESCO 2030 Agenda for Sustainable Development, fo... more This concept article delves into the UNESCO 2030 Agenda for Sustainable Development, focusing on the crucial intersection of SDG 4 (Education) with related SDGs, particularly open education, and SDG 11 (Sustainable Cities and Communities). It lays the groundwork for exploring the symbiotic relationship between education and urban development within the context of the Sustainable Development Goals. Aligning and investigating how sustainable education influences and is influenced by sustainable cities is pivotal for a promising and sustainable future. Drawing on UNESCO reports and the author's 20 years of experience in sustainability, this literature review encapsulates the essence of these goals. SDG 4, the Education Goal under the 2030 Agenda for Sustainable Development, aims to provide inclusive, equitable, and high-quality education, promoting lifelong learning opportunities for everyone (UNESCO, 2016). SDG 11 addresses the challenges posed by rapid urbanisation, presenting a distinct goal focused on creating sustainable cities and communities. The evolving digital landscape has significantly transformed various aspects of our lives, necessitating a smart city approach to enhance citizen well-being, environmental sustainability, and overall efficiency through collaborative efforts involving multiple stakeholders. Smart cities utilise digital transformation to enhance citizen well-being and establish a more sustainable, inclusive environment. A sustainable city, often referred to as an eco-city or green city, prioritises positive impacts on society, economy,and the environment, ensuring a resilient living space for present and future generations while preserving quality of life. In summary, leveraging digital transformation in smart cities is crucial to enhancingcitizen well-being and fosteringsustainability through collaborative initiatives. The articlesuggests a positive and optimistic outlook, reinforcing the idea that aligning these two goals can lead to a more sustainable and prosperous future.
ICERI proceedings, Nov 1, 2018
Advances in educational technologies and instructional design book series, 2019
Ett forskningsprojekt IMPOERS har startats for att folja en cohort sjukskoterskestudenter under i... more Ett forskningsprojekt IMPOERS har startats for att folja en cohort sjukskoterskestudenter under implementering av OER. Detta ar ett av de forsta mer systematiska projekten i Sverige om inforande av ...
Advances in educational technologies and instructional design book series, 2018
The purpose of this chapter is to identify, analyze, and present multiple learning methodologies ... more The purpose of this chapter is to identify, analyze, and present multiple learning methodologies and frameworks that are available to academics today. The chapter begins with the presentation and analysis of a range of learning methodologies, such as mobile learning, micro learning, personal learning, challenge-based learning, collaborative learning, and ubiquitous learning. In addition, the purpose of higher educational institutions and the use of emerging technologies are discussed. Based on the findings, a theoretical framework and learning methodology for innovative mobile learning are proposed to meet the challenges of enhancing and cultivating innovative mobile learning in the 21st century. Finally, suggestions are provided regarding the role of academics and how mobile technology could be incorporated into the overall learning experience.
IGI Global eBooks, 2018
Global open online, and distance learning call for innovation and new strategies at all levels be... more Global open online, and distance learning call for innovation and new strategies at all levels because of current paradigm shifts and global trends towards increased digitization in all sectors in society. Thus, the educational sector must focus on new trends in executive leadership, shifting paradigms, innovative approaches to distributed leadership, and management practice. The sections in this chapter consider why we have to re-think leadership and why the demands of leadership in global open, online, and distance learning have to innovate, change and be rethought. The main topics elaborated in this chapter are increased digitization and societal issues, global open online and distance learning, and finally leadership in global open online learning arenas. In conclusion, leaders must embrace and be in the forefront in the areas of teaching, research, governance and society for the transitions to personal global open online learning.
IGI Global eBooks, 2021
This chapter focuses on learners and the transformation of education for UNESCO SDG4 to ensure in... more This chapter focuses on learners and the transformation of education for UNESCO SDG4 to ensure inclusive, affordable and quality education for all to support lifelong learning, based on access, equity, diversity, and quality. It addresses the current need for open, innovative, and collaborative education. The first theme concerns the next generation of learners, and includes lifelong learning, ethics, inclusion, and modernization of higher education. The second theme focuses on 21st century skills and digital learners. The third theme examines the ways in which learners take the lead in and own their learning, including self-determined learning. The last theme considers models of quality learning for the next generation of learners, as well as learning, and teaching in unbundling scenarios. A model on systemic transformation through a smart framework is also presented.
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Papers by Ebba Ossiannilsson
It is within this context that there is a need for more flexible, inclusive, and diverse higher education programs that give students the opportunity to choose a mix of pedagogical approaches, such as online and face-to-face opportunities, that best meet their needs. The increased need for flexibility is of utmost importance for in-service students that are unable to leave their home area to further their education. In the paper by Versteijlen et al. the authors argue for a flexible education that reduces the need for students to travel to campus, and thus reduce the overall carbon footprint.
It is within this context that there is a need for more flexible, inclusive, and diverse higher education programs that give students the opportunity to choose a mix of pedagogical approaches, such as online and face-to-face opportunities, that best meet their needs. The increased need for flexibility is of utmost importance for in-service students that are unable to leave their home area to further their education. In the paper by Versteijlen et al. the authors argue for a flexible education that reduces the need for students to travel to campus, and thus reduce the overall carbon footprint.
The objectives are to create, implement and evaluate 15 modules teaching various specific topics related to everyday life covering and including DCs as a “Digital Immigrants Survival Kit” (DISK); to use flipped learning 3.0 as the training approach; to create an innovative self-evaluation tool based on competency-based Self-Evaluation Mandalas; to create a transferability and implementation guide to transfer the results and outcomes in a flexible way in other European countries and finally to publish the modules of the DISK Toolkit as Open Educational Resources (OER).
The Self-Evaluation Mandala is the modules’ innovative element. The Mandala is a graphic depiction which aims to increase the learners’ control, satisfaction and, ultimately, motivation. It describes the taught competences in terms of knowledge, skills, and attitudes. The depiction or graphical pattern of the competence’s description enables self-assessment to take place at a regular pace throughout a course. It can be implemented as a formative assessment to provide “just-in –time feedback”, as well as a summative assessment at the end of the course.
This method was developed between 2017 and 2018, has been evaluated in a case study in 2018 in the field of School Education and has been tested positively in an international project in Austria, Italy, and Spain in 2019.The DISK Project will transfer this method to Adult Education for the first time. For this purpose, the Self-Evaluation Mandala will be enhanced, and the use will be adapted to adult learners (in AE).
The DISK Project is an Erasmus+ (KA2 Cooperation for innovation and the exchange of good practices) with the project number 2019-1-PT01-KA204-060898, the coordinator of the project is the University of Porto (Portugal).
The global COVID-19 pandemic has disrupted learning and knowledge sharing
worldwide, affecting 1.57 billion learners in 191 countries. Today, we are at
a crucial moment in history (UNESCO, 2020a). The global spread of COVID-19
has led to unprecedented disruptions in school systems around the world, which
has created heightened interest among policy makers, educators, researchers, and
the public in learning how education systems have responded to the pandemic and
how students’ learning experiences have changed (OECD, 2020).
Even before the pandemic, key initiatives were launched by the United Nations
Educational Scientific and Culture Organization (UNESCO), which led us
through the pandemic and its aftermath. One initiative to which I refer is the
UNESCO Sustainability Targets (SDG), which is shown in Figure 1. The SDGs
focus on spiritual needs, ecology, and people. In the educational context, the Sustainability
Goal, number 4 (SDG 4) plays a crucial role (Education for All by 2030)
(UNESCO, 2015).
and these numbers will continue to increase in 2021 and beyond. Therefore, the effects of the COVID-19 pandemic must be understood in order to be better prepared for future disruptions. There is a need to
recognize that education is an investment in rebuilding. The key lessons learned are that the future of education needs to be rethought without forgetting the past. Certainly, there is room for improvement in the technical area, but most importantly, it is critical to recognize the social dimensions of learning and education. This conceptual chapter provides a review of the literature on several global initiatives to shape the futures of education by focusing on resilient open education for all in the context of social justice, human rights, and democracy.
Dear Colleagues,
This Special Issue of Sustainability focuses on a topic that is demanding increasing attention because of the many lessons learned during the COVID-19 pandemic, including the significance of emergency distance education and sustainable distance and online education. The articles in this Special Issue will target the many futures of education in which “learning to become” is the main goal.
UNESCO’s Sustainability Goals (SDGs) for 2030 have been adopted as a special SDG for Education (SDG4), as growth and sustainability are crucial for education in the future. The cornerstones of SDG4, which are aimed to achieve quality education for all, are access, equity, gender equality, inclusion, democracy, and lifelong learning. The only way to reach these goals is through opening up education, which was emphasized in the Cape Town Declaration 10+ through the following means: open access (OA), open educational resources (OER), open pedagogy, empowering learners, and open communication. UNESCO now has a new global initiative for 2050: Futures of Education: Learning to Become. Going beyond the SDG, this initiative is aimed at reimagining how knowledge and learning can shape the future of humanity and the planet.
Connected to this initiative is the Fourth Industrial Revolution (4IR), which has changed the way we live our lives, work, perform, communicate, relate, conduct business, and learn. However, educational systems and organizations are among the last institutions to change or adapt. Instead, they could be at the forefront of the 4IR by being proactive and taking the lead in both practice and research in this field. However, although the 4IR involves a technical and digital revolution or transformation, to a much greater extent it concerns changing mindsets about people, ethics, values, norms, and attitudes.
As the COVID-19 pandemic continued to escalate, educators around the world were encouraged to move to online and distance learning. Most governments around the world temporarily closed their educational institutions in the effort to contain the pandemic. According to UNESCO, more than 1.6 billion students and young people around the world have been affected, which is 91% of the total number of enrolled learners (April 20, 2020). This pandemic has accelerated the demand for the transition from traditional education to its online equivalent, while maintaining the fair continuity of learning, which is a human right.
The question around the globe has been how to ensure that learners continue to learn at all levels, wherever they are. Most countries have offered online distance education as an alternative. Attempts have been made to create solutions to ensure the provision of active online learning, online student interaction, and e-assessment and e-evaluation. These practices could be regarded as emergency distance education, which differs from planned practices, such as distance learning, online learning, and their derivations. These emergency practices have led to a better understanding of the opportunities offered by online learning among university managers, teachers, and learners. However, these measures have also highlighted the gaps and systemic limitations in existing educational systems that are highly dependent on the simultaneous presence of students and teachers in the same place. Educational systems founded in previous centuries have been based on the traditional paradigms of learning and developing competences for active citizens. A recent research article in Asian Journal of Distance Education described what was happening in many countries around the globe; A global outlook to the interruption of education due to COVID-19 pandemic: Navigation in a time of uncertainty and crises.
Although there has been tremendous growth worldwide in the supply of education at all levels during the last 50 years, including distance education, the COVID-19 pandemic is the greatest challenge yet faced by expanded national education systems. The World Economic Forum (WEF) (April 13, 2020) noted that the education system is now in crisis and that our current education system is becoming irrelevant. The pandemic has accelerated digital transformation, as it has forced archaic systems and processes to be overhauled. Educational institutions in all countries have become aware that this unprecedented situation will lead to a paradigm shift in near future. This shift will lead to sustainable change. However, no shortcuts are allowed in digital transitions and distance education. Nonetheless, the good news is that most educational institutions are in the process of moving forward toward a sustainable educational ecosystem that are relevant to people, products, and processes as well as leadership, management, and infrastructure. The lesson learned during the COVID-19 pandemic is that education is much more than content, exams, and delivery modes. It concerns not only social and emotional relationships, empathy, feelings, ethics, and the joy of learning but also social justice, access equality, inclusion, quality, and lifelong learning, as emphasized by SDG4. It has become explicit that social injustice, inequality, inequity, and the digital divide have worsened during the pandemic, requiring unique and targeted measures if they are to be addressed. In addition, in learning to become, learning must be personalized according to wherever and whoever learners are.
In terms of educational processes, the interruption, or rather the disruption, of education has underlined the importance of openness in education and has highlighted many issues that must be taken into account, such as alternative assessment, safety, ethics, privacy, monitoring, and evaluation methods. An appropriate response requires the promotion of learning and reflection on the need to invest in innovative and creative solutions that will enable high-quality, efficient, and personal sustainable distance education to ensure that no one is left behind both now and in the future.
Prof. Dr. Ebba Ossiannilsson
Assoc. Prof. Dr. Aras Bozkurt
Guest Editors
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 .
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 .
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 .
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究 .
Friday, 2021 December 10 • 11:30am - 12:30pm
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.