Ebba Ossiannilsson

Ossiannilsson Quality in Open Online Learning (QOOL) Consultancy

My presentation and workshop together with Rosa Leonor @Ulloa Cazarez, and the ICDE OER Advocacy Committee at the 31 Encuentro Internacional de Educación a Distanci University of Guadalajara, Mexico on “The Role of Artificial Intelligence (AI) related to Open Educational Resources (OER)”, on November 27th 2023

What is the role of artificial intelligence in the context of OER, not least generative AI, such as Chat GPT, AI-driven tools and approaches? There is no doubt that generative tools based on natural language processing and neural network algorithms have great potential to save time and effort for creators of OER. This workshop will explore the char...

Presentation at the 29th ICDE World Conference 2023, Costa Rica, with the theme Joining Hands Together for the Futures of Education. Authors Ossiannilsson, E., de la Pena, Bandalaria, M., Blomgren, C., Cheniti, L., @Fawcett, J. Goode, C., Gusmão, C., Kajumbula, R., Mansour,@C., Ulloa Cazarez, R., Zhang, X. Abstract What is the role of artificial i...

The concept of quality is multifaceted. Moreover, its definition depends on who defines it, the context in which it is defined, and the maturity of those who define both the concept and its implications. Benchmarking is commonly used to enhance quality, and it has been applied increasingly in a variety of sectors. The concept of benchmarking refers...

Purpose The United Nations Educational, Scientific and Cultural Organization's (UNESCO) Recommendation on Open Educational Resources (OER) was a milestone when it was uniformly adopted by its member states on November 25, 2019. The purpose of this conceptual paper is to provide an overview of the OER Recommendation in relation to some of the UN Sus...

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using indiv...

In this article, ambassadors of the International Council for Open and Distance Education (ICDE) Open Educational Resources (OER) Advocacy Committee (OERAC) provide a snapshot of regional and global Open Educational Resources (OER) initiatives. This committee has been active since 2017 with membership renewed biannually. The ambassadors work to fur...

OMVÄRLDSBEVAKNING KVALITETSRAMVERK, BENCHMARKING, GUIDELINES, CERTIFIERING, ACKREDITERING FÖR ÖPPEN FLEXIBEL DISTANSUTBILDNING (OFDL). Ett urval utifrån nationell och internationell översikt Begreppet kvalitet i onlineutbildning kan vara svårfångat och komplext. Omvänt fortsätter lärare att söka efter idealiska lärmiljöer och dela effektiva meto...

An important step toward quality education and universal access to information was taken when the General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO) adopted the Recommendation on Open Educational Resources (OER) in November 2019. Five areas of actions are outlined in the UNESCO OER recommendation: Ca...

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are pr...

In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the "new normal." Of all the challenges, face-to-face and formal teaching have...

In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the "new normal." Of all the challenges, face-to-face and formal teaching have...

In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the "new normal." Of all the challenges, face-to-face and formal teaching have...

This book is based on a study on the perspectives of international educators at universities in multiple countries. The aim of the study is to establish the readiness of instructors to implement seamless learning as part of their curriculum, and to explore the extent to which seamless learning principles have been integrated into teaching and learn...

The second book on Seamless Learning in Higher Education is a compilation of detailed descriptions and comparisons of educators designing and teaching courses from 10 countries where identified courses before and during COVID-19 are analyzed based on the Seamless Learning Experience Design (SLED) framework. The book is intended as a clarification f...

The World Health Organization officially classified COVID-19 as a pandemic in early March 2020. Extraordinary security measures, health restrictions, and social isolation left hardly any aspect of daily life untouched. One area that underwent major changes was education, whose cornerstones and foundations were challenged as schools and universities...

Mahasiswa di seluruh dunia kini mengharapkan perguruan tinggi memberikan lebih dari sekadar pengetahuan, ijazah, atau janji mendapatkan pekerjaan pasca lulus. Mereka juga ingin perhatian dan arahan. Beberapa kajian bahkan menunjukkan bahwa mahasiswa kini ingin berkolaborasi secara aktif dalam proses uji kualitas atau akreditasi kampus mereka, sert...

Increasingly, students want more from higher education institutions beyond skills and knowledge, graduation certificates and the promise of employment. They also want care and guidance. Students even want to actively collaborate on their university’s quality assurance processes and add health and well-being as key indicators of university quality....

Open education is an umbrella term under which various notions of open education can be accommodated. This paper addresses open educational resources, open science, and open innovation. A proposed framework for Open Innovation is suggested.

This paper presents and analyses solutions where open education and open science were utilised to reduce the impact of the COVID-19 pandemic on education. The COVID-19 outbreak and associated lockdowns created huge challenges in school and higher education, demanding sudden responses which aimed to sustain pedagogical quality. Responses have varied...

🔴 A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19 #oercampglobal #oercamp Friday, 2021 December 10 • 11:30am - 12:30pm Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp Um estudo global dos aspectos macro, meso e micro da educação aberta devido...

Presentation at OER Camp Global 2021. A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19: Christian M Stracke & Ramesh Sharma & Ebba Ossiannilsson. 由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究

My keynote at OER Camp Global 2021 on OER - a new social contract for learning throughout the lifespan 10th December 2021

The New Normal is about Resilience, Sustainability, and the Social Contract

Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract

While causing unprecedented disruption worldwide, COVID-19 has also stimulated the mainstreaming of digital technologies in the delivery of formal education. For most key stakeholders-organisations, educators, and students-this has been a new and challenging experience and has been described in policy terms as 'emergency remote education'. For many...

This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examp...

This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examp...

ICoBC, (International Council on Badges and Credentials) a network of educational, corporate, association and government organizations, develops and promotes best practices on badges and credentials regionally and globally. The ICoBC community collaborates in the following areas: ● Design of Badges & Credentials (curriculum, testing, verification)...

Quality education for all is both a human right based on social justice and liberation and a force for sustainable development and peace. The goal of education for all is stated in United Nations UNESCO Sustainability Goal 4, 2030 Agenda, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for...

Higher education institutions are the most important institutions that form the basis of societies. The devoted students, academic and administrative employees enlighten the future and keep these institutions alive. Employees of higher education institutions have to teach a discipline with the order existing in their organization and their relation...

Societies today are more and more digital, and digital transformation has an impact on all sectors of our lives. Tasks that used to be done on paper are now done digitally, for example, government paperwork, tax returns, travel and booking systems, shopping, and other tasks. In order to understand and perform such tasks, the European Commission has...

A milestone in the achievement of UNESCO’s Sustainability Goals, Education for All (SDG4), was passed when the organization’s recommendation for the implementation of Open Educational Resources (OER) was uniformly adopted in 2019. Now it is time to move from the awareness of OER to their mainstream implementation at all levels, micro, meso, and mac...

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...

During the Covid-19 pandemic in the spring of 2020, educational organizations around the world were closed suddenly, while education continued. In a time of digitalization and information technology, such emergencies are no excuse for halting continuous learning. It has become evident that the digital revolution concerns people and their habits, be...

The ICDE OER Advocacy Committee (OERAC) survey gathered feedback from ICDE stakeholders, members and partners about the status of the UNESCO OER Recommendation's implementation within the first seven months of adoption, and during the educational crisis caused by COVID-19. Global survey results indicate only a few countries took action towards revi...

Rethinking leadership at all levels is required to reach the goals of learning and education in 2030 through which learners will take the lead in orchestrating the process and manner of their own learning and in choosing their personal learning journeys. The fourth industrial revolution will continue to change the ways we act, perform, live, work,...

As the COVID-19 pandemic continued to escalate, educators around the world had been encouraged to move to online and distance learning. Most governments around the world temporarily closed the educational institutions in their countries in the effort to contain the spread of the pandemic of COVID-19. The United Nations Educational Scientific and Cu...

This chapter encapsulates the framework of learning analytics. It is aimed to evaluate leisure activities and practices of students in learning outcomes based on the role of learning analytics framework. Qualitative research method was employed, and action research was conducted through activities to the 33 students. Data was analyzed based on cont...

In November 2019, a milestone was reached when UNESCO's Open Educational Resources (OER) Recommendations for implementation was adopted by almost 200 member countries. At this time, OER was redefined as the following: learning, teaching, and research materials in any format and medium publicly available or subject to copyright and published under a...

This article is based on research conducted for the European Commission Education & Training 2020 working group on digital and online learning (ET2020 WG-DOL) specifically regarding policy challenges, such as the following: 1) Targeted policy guidance on innovative and open learning environments under outcome; 2) Proposal for a quality assurance mo...

Purpose This research study aims to evaluate the capacity and sustainability of an accessible society as a smart society and services with the help of MOOCs and assistive technologies within the learning analytics framework. Design/methodology/approach Qualitative research was employed in this research that interview forms were conducted to get dat...

This paper intends to present the Self-Evaluation Mandala, an innovation implemented in the framework of the project “Digital Immigrants Survival Kit” (DISK). According to it, effective tools will be produced for those in need of being integrated in an increasing digital society. DigComp 2.0 framework contains the statistical data, according to whi...

During the past twenty years Open Educational Resources (OER) and Open Educational Practices (OEP) have increased educational access and affordability worldwide. The OER-OEP synergy reflects one of the most promising strategies for increasing access to education globally. Despite significant progress, emerging research suggests the need for a more...

We are facing unprecedented social, economic, and environmental challenges due to accelerating globalization and the rapid pace of technological development. Nonetheless, these forces offer us countless new opportunities for human progress. The future is uncertain, and we cannot predict it, but we must be open and ready for it. After Covid-19, the...

Special Issue Information 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 emergent distance education and sustainable distance and online education. The articles in this Special Issue will target the many f...

The speed of digitization is constantly challenging and affecting the ways we live, learn, work, and relate to each other. More people are connected to the Internet than ever before, using digital devices and services for work, and for all aspects of their life, also for learning. In part this has been fueled by the rise of mobile broadband, which...

Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study i...

Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study i...

As the COVID-19 pandemic continues to escalate, educators around the world are being encouraged to move to online and distance learning. Most governments around the world have temporarily closed the educational institutions in their countries in the effort to contain the spread of COVID-19. The United Nations Educational Scientific and Cultural Org...

Mobile learning is part of a new learning landscape created by the availability of technologies and increasing digitization. As the use of mobile technology has increased worldwide, interest has grown in its potential for supporting flexible, accessible, and personalized education. As a result, higher education is facing a variety of challenges bot...

Open Education and Open Science are global movements increasingly gaining inter-est and awareness since the COVID-19 outbreak. These two concepts, which can be traced back to the Middle Ages for Open Science and even earlier for Open Education, bear the potential to support our global society in particular during the current COVID-19 emergency and...

Global Open Education continues to move into the mainstream. The United Nations and UNESCO stresses the role of opening up education to achieve a number of its Sustainable Development Goals (SDGs). SDG4 highlights educational access, equity, equality, inclusivity, quality, and lifelong learning, and integrates the many elements of open education, i...

Open educational resources (OERs) are catalysts of lifelong learning (LLL) and continuous professional development (CPD). OERs are used in microlearning and nanolearning by lifelong learners, including those in the workplace. OERs have the potential to expand the access to lifelong learning opportunities, achieve quality in education, and establish...

Global Open Education continues to move into the mainstream. United Nation and UNESCO stresses the role of opening up education to achieve a number of its Sustainable Development Goals (SDGs). SDG4 highlights educational access, equity, equality, inclusivity, quality, and lifelong learning, and integrates the many elements of open education, includ...

Today’s learning landscape differs greatly from that of a few years ago (Bates, 2015; Daniel, 2016; Mathes, 2019; Ossiannilsson, Williams, Camilleri, Brown, 2015). The main global challenges highlighted so far and affecting and influencing education are globalization, changing demographics and increasing digitization (Schwab, 2016). The United Nati...

The Virtual Teachers' Toolbox's (VTT-BOX.EU) aims to create a special virtual and sophisticated tool for teachers to guide them in developing open, online, flexible and technology enhanced education and learning (OOFAT). The paper presents the pedagogical and quality framework which embeds the Toolbox which refers to international frameworks that n...

Rethinking leadership at all levels is required to reach the goals of learning and education in 2030 through which learners will take the lead in orchestrating the process and manner of their own learning and in choosing their personal learning journeys. The fourth industrial revolution will continue to change the ways we act, perform, live, work,...

Ecologies of openness—inclusion, intersections, and interstices—raises questions about the concepts of open, openness, opened, and opening, throughout educational contexts. The rise of openness and open pedagogy have impacts on educational paradigm shifts and university reforms in open and flexible learning. The focus of this article is to present...

Executive Agency for Small and Medium-sized Enterprises (EASME) and the Directorate General for Internal Market, Industry, Entrepreneurship and SMEs (DG GROW) of the European Commission “Promoting Online Training Opportunities for the Workforce in Europe” (contract nr. EASME/COSME/2017/001). Summary Presentation Ossiannilsson 2 Oct 2018 Online...

In open education, equality, accessibility, inclusiveness, and lifelong learning are key concerns. To meet, adapt to, and anticipate global goals and needs, as well as address open education concerns, educational programs require systemic changes and innovative leadership for advanced learning environments. Ubiquitous Inclusive Learning in a Digit...

Mobile learning is part of a new learning landscape created by the availability of technologies and increasing digitization. As the use of mobile technology has increased worldwide, interest has grown in its potential for supporting flexible, accessible, and personalized education. As a result, higher education is facing a variety of challenges bot...

The project Technical Innovations in Blended Learning (TIBL) aims to increase the training success (and outcomes) of C-VET trainees using so-called “multiple devices” (computers, laptops, notebooks, tablets and smartphones) within a blended learning approach. The tasks foreseen are: I) the development of blended learning training modules that will...

The European Erasmus+ project the Virtual Teachers Toolbox (VTT-Box) is a 2-year project, which aims to create a special virtual toolbox for teachers as a sophisticated tool for developing Open Online Distance Learning (OODL) courses which means open, online, flexible and technology enhanced education (OOFAT). As a complete innovation, the self-eva...

The European Erasmus+ project the Virtual Teachers Toolbox (VTT-Box) is a 2-year project, which aims to create a special virtual toolbox for teachers as a sophisticated tool for developing Open Online Distance Learning (OODL) courses which means open, online, flexible and technology enhanced education (OOFAT). As a complete innovation, the self-eva...

The project developes C-VET training courses for training performed in formal and in non-formal C-VET education. These courses use Blended Learning as a technology enhanced method and focus on the use of multiple devices (as used by the trainees an everyday life). The innovation is the implementation of a trainee-focusing pedagogical framework base...

The project aims to create a special virtual toolbox for teachers as a sophisticated tool for developing Open Online Distance Learning (OODL) courses which means open, online, flexible and technology enhanced education (OOFAT). The mixture of of the partners ensures the necessary competences, values, skills and knowledge for developing an innovativ...

EDEN Panel discussion at the Open Education Week 2018

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 leadersh...

The project Technical Innovations in Blended Learning (TIBL) aims to increase the training success (and outcomes) of C-VET trainees using “multiple devices” (computers, laptops, notebooks, tablets and smartphones) and with a blended learning approach. The tasks foreseen are: i) the development of blended learning training modules that will hopefull...

Virtual Teachers’ Toolbox aims to create a special virtual toolbox for teachers as a sophisticated tool for developing open, online, flexible and technology enhanced education (OOFAT learning). This toolbox assists teachers/trainers in the course creation by offering a pedagogical framework with a special student’s view, a quality enhancement frame...

Learning today has many forms, such as formal, informal, and non-formal, and it takes place anywhere and at any time. This paper presents and analyze 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 hi...

Learning can take many forms, such as formal, informal, and non-formal, and occur anytime and anywhere. This paper presents and analyzes 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 educatio...