Department of Health Compounder Question Solution 2022.pdf
Ossiannilsson medfak sida_lu2014
1. OER International Training Program in Sexual
and Reproductive Health and Rights
EBBA OSSIANNILSSON, PHD, RESEARCH LEADER, EDEN FELLOW2104
LUND UNIVERSITY SIDA 16 OCTOBER 2014
3. Ossiannilsson (2012)
Benchmarking (e)-learning in higher education, Doctoral
dissertation, Oulu University, Finland
Ossiannilsson_SIDA2014
Rhizome
4. Open Educational Cultures
- open arenas
E-learning/online learning
Open education
MOOCs
Open Educational
Resources/OER/OEP/OEC
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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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14. What does EC mean with
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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15. EC Recommendations for Higher
Education 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
19. (2010) FAQ on OER The OTTER (Open, Transferable and Technology-enabled Educational
Resources) project at the University of Leicester was funded by both JISC and the
Higher Education Academy
21. UNESCO/COL
Open Educational Resources
(OERs) are any type of
educational materials that are
in the public domain or
introduced with an open
license. The nature of these
open materials means that
anyone can legally and freely
copy, use, adapt and re-share
them. OERs range from
textbooks to curricula, syllabi,
lecture notes, assignments,
tests, projects, audio, video
and animation.
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22. UNESCO/COL
COL-UNESCO defines OER as: The
phenomenon of OER is an
empowerment process,
facilitated by technology in which
various types of stakeholders are
able to interact, collaborate,
create, and use materials and
pedagogic practices, that are
freely available, for enhancing
access, reducing costs, and
improving the quality of
education and learning at all
levels
(Kanwar, Balasubramanian &
Umar 2010)
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23. OER Paris Declaration (1)
awareness and use
enabling environments
strategies and policies
open licensing
frameworks
sustainable
development of quality
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24. OER Paris Declaration (2)
strategic alliances
variety of languages and
cultural contexts
research
finding, retrieving and
sharing
open licensing, public
funds
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29. International workshop on policy for OER
and less used languages
14th October, Oslo
OER and challenges and opportunities for less used
languages in a global, European, Nordic and national
perspective.
30. Expectations to OER
“OERs have the potential to solve
the global education crisis and
contribute to sustainable economic
growth”
Sir John Daniel, former CEO for Commonwealth of
Learning and David Killion, US ambassador to UNESCO
said in Guardian in July 2012
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33. HEA/JISC OERinfoKit
QA will occur as a result of
Self-assessment (individuals
and institutions release
resources of highest quality
possible)
Internal QA processes
(institutions to QA their own
resources before release)
Rating systems (community-driven
QA through ratings
and comments within OER
release platform)
Individual review (comments
and suggestions made by
individuals and institutions) HEA/JISC InfoKit
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34. HEA/JISC OERinfoKit
Quality-using the following lenses
Accuracy
Reputation of
author/institution
Standard of technical
production
Accessibility
Fitness for purpose
Trust HEA/JISC InfoKit
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35. Pedagogical aspects HEA/JISC
OERinfoKit
Learning and
Teaching
considerations
OER Use and Reuse
Stakeholders and
benefits
Cultural
considerations
HEA/JISC InfoKit
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36. Technical aspects HEA/JISC OERinfoKit
Technical
Hosting
Metadata and resourse
description
Aggregation
Discoverability
Assessibility
Production
Models and workflow HEA/JISC InfoKit
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37. Openess to learners
Digital openness
Learner centred
Independent learning
Media supported learning
Quality focus
Spectrum of diversity
OpenupEd label
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52. Hans Rosling on Global Health
<iframe width="640" height="390" src="//www.youtube.com/embed/8gY5BSFPlME"
frameborder="0" allowfullscreen></iframe>
56. Capacity building
Collaborate
Culture (opening up)
Culture and identity
Creativity
Critical for learning
Democracy
Dialogue
Digitalization
Diversity
Prosumers
Small and big OERs
Social development
Stakeholders
Sustainability
Quality
OER/OEP/OEC
Ossiannilsson_SIDA2014 Transparency
60. What is a MOOC?
Liflong learning
Complement to other forms of
education
To explain concepts
Arena for learning
Courses
Coursematerial
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61. What is characteristic MOOC
Video
Chat
Forum
Online material, pdf, etc
Books
Quizzar
Task
MeetUps (IRL eller virtuellt)
Peer Review
Social media
Assignment
Certificate
Design, package
Modules
Own space
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62. MOOC dimensions
Openness
Scale
Multimedia
Communication
Collaboration
Learning pathway
Quality
assurance
Reflection
Certification
Formal learning
Autonomy
Diversity
Ref: MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of
MOOCs, Conole G 2013
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63. MOOC- WHY?
• Teaser
• Branding
• Public funding
• Goodwill/Common good
• Entrepreneurship
• Democracy
• Globalisation
• Ranking
• Recruitment
• CoP
• PLE
Different business models
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66. Mobile learning
Learning is about
people NOT
technology
Mobility and
Ubiquitous learning
by Stephanie Lowman
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67. Why spend time on MOOCs and OER
Individual level
Institutional level
National level
Global level
Personalization
Sustainbility
Collaborate to compete
Life long learning
Get the best of the best…
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68. GLOCALISATION
….growing DISRUPTION of higher
education’s traditional business
models, there is a steady move
TOWARDS ‘OPENNESS’ THAT IS
DRIVING INNOVATION and has the
potential to create a new paradigm
in HE
..biggest challenge in innovation
is ENVISIONING A NEW PARADIGM AND
ABANDONING THE OLD CONSTRUCTS
…EMBRACE UBIQUITOUS AND MOBILE
ANYWHERE, ANYONE, ANYTIME
I am Ebba Ossiannilsson, Lund University, Sweden
I recently, dec 2012 earned my PhD from Oulu University in Finland and I did it through distance
I work for several international and national organisations on open learning and quality and some of them are represented here by their logos
I will here especially emphazise the work on the Paris declaration by UNESCO, the work with OER Service and the MOOC quality project. I also use to serve as a reviewer for several organisations, such as EFQUEL and Epprobate.
I have been asked to talk about the topic I am happy to share this with you today
The third theme is about quality
A move from the paradigm my students, my course, my content..
towards
http://4.bp.blogspot.com/_-rcFBgUNtQ0/SFO-eE5igTI/AAAAAAAAEIk/4cyVccxKt_U/s400/GMU+service-learning+orientation+037.jpg
http://umami.typepad.com/umami/images/2007/07/18/p7050954.jpg
http://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 reviewed
In research we are used to talk about peer review, but not that often in education
Towards any university, any content, any student
Probably the role of the University will shift to an assessing and credentialling institution or just for elite students and for research
http://img.scoop.it/_kg6c2d18VvkH-C1_rudTzl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ
Vad betyder så varje bokstav
Massive =att det är för många, väldigt många
Open = öppen i vidaste mening, i stort sett enbart ngn devise o Internet
Online = online inga fysiska möten alls
Course = att det är en kurs, vanligtvis veckomoduler
Vidare att MOOCen är autonom, mångfaldig, öppen och interaktiv
Autonomy, Diversity, Openess, Interactivity
Jfr Downes blogpost
cMOOC community basearat, man bygger gemenasmt kursen allteftersom
xMOOC innehållsbaserad
Open Badges
Såvida det inte är arbetsgivaren som ger sk Open Badges, som jag nämnde nyss, vilket redan är vanligt förekommande. I landet väster över…
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Taxonomi 8 varianter Clark (2013)
transferMOOCs
madeMOOCs
synchMOOCs
asynchMOOCs
adaptiveMOOCs
groupMOOCs
connectivistMOOCS
miniMOOCSs
Note that these are not mutually exclusive categories, as one can have a transfer MOOC that is synchronous or asynchronous. What’s important here is that we see MOOCs as informing the debate around learning to get over the obvious problems of relevance, access and cost. This is by no means a definitive taxonomy but it’s a start. I’d really appreciate any comments, critiques or new categories.
As my strong believe caring is sharing
So my footprints and contact details
My slides are available at slidshare where you can find my other presentations as well