Open content licensing for educators OCL4Ed

Open content licensing for educators

The course OCL4Ed #OCL4Ed is a free online course on open content licensing for educators is  a course where we all can learn about the concepts of open educational resources, copyright and Creative Commons open licenses to achieve more sustainable education for all.

The very first task is about to reflect on our experience of  e-Learning activities on creating a blog, and to get to know each other, and to use the online course environment (see how).
Our  reflections could cover for example:

• Introduction of ourselves and reflections on what we would like to achieve by maintaining a blog to support our learning
• Reflections on the activity as such? Was it easy or hard?
• Share links to any additional resources we found useful in completing the tasks.
• Provide tips for future learners who will be completing this activity. If we were to set up a new blog again, what would we do differently?
• Add anything our readers may find interesting or useful

Hi everyone, I am Ebbba Ossiannilsson fr.o.m. Lund University in Sweden. I am very much looking forward to the OCL4Ed course. I attended this course when it first started some years agao. And now for the third time I am facilitator in the course as well as taking part to learn and to share with all of you.

I am working at national and international level on Open Educational Resources (OER);  Open Educational Practice (OEP), Creative Commons (CC), and MOOCs as well as on e-learning and especially on quality issues.
I earned my PhD 2012 from Oulu University in Finland and my Dissertation was about Benchmarking e-learning in higher education. Lessons learned from international projects 

I am a board member in several national and international Associations on elearning, MOOCs, and OERs, Associations like EFQUEL, EDEN, LANETO, EADTU, SVERD (I am V President in SVERD the Swedish Association of Distance Education). I use to serve as a quality reviewer for certification on quality in e-learning with EFQUEL (UNIQUe and ECB check).

At the latest EDEN Annual Conference 10-13 June 2014 in Zagreb, Croatia,  I was awarded the EDEN Fellow 2014.

I have done several MOOCs (some 30 in number) before.  I also use to be a facilitator in MOOCs. My main concerns are quality issues and I use to be a consultant on those issues.

I am very curious to take part in this I think  5th time  at the OCL4Ed

#OCL4Ed #EbbaOssian

Would like to share a link to the Norwefgien MOOC Investigation, from the Government on MOOCs to Norway. I will share the link because I believe it will have consequenses in the Nordic countries
http://www.regjeringen.no/nn/dep/kd/Dokument/NOU-ar/2014/NOU-2014-5.html?id=762916&WT.tsrc=epost&WT.mc_id=epostvarsel_regjeringano

Concerning writing Blogpost I do that quite frequently. I will use my current Blog for this course as well. I took part as a bloger in the Spring Blog Festival  an online course on WizIQ with Dr Nellie Dutsch.
But if I should create a  new blog, I will have done it somewaht different, maybe more structured and more ineractive.
Will see if I can do something to update this one 

Benchmarking e-learning in higher education : Lessons learned from international projects

Benchmarking e-learning in higher education: Lessons learned from international projects was the title of my dissertation which I public defended the 14th December 2012, at University of Oulu Graduate School, University of Oulu, Faculty of Technology, Department of Industrial Engineering and Management, Finland.

The academic dissertation was presented with the assent of the Doctoral Training Committee of Technology and Natural Sciences of the University of Oulu for public defence in Auditorium IT116, Linnanmaa, on 14 December 2012, at 12 noon.
For further information and download pdf and ebook, click here 

Tutors were:
Professor Pekka Kess
Doctor Pekka Belt

Reviewers were:
Professor Janerik Lundquist, Linköping University, SE
Doctor Keith Williams; Open University, UK

 Me and my Opponent Dr Terence Karran, Lincoln University, UK

Me and my Supervisor, Professor Pekka Kess, Oulu University, FI

Me and my second Supervisor, Dr Pekka Belt,Oulu University, FI

Abstract is also available in Finish and Swedish
Higher education is facing a range of major challenges during the twenty-first century. Personalised, flexible and open learning are considered among the driving forces, thus, issues of quality must be urgently addressed.

    This qualitative, multiple-case-study research with single and cross-case analysis focuses on benchmarking e-learning in higher education. The results of this study include providing conceptual lenses with which to see, discuss and perceive the complexity of benchmarking e-learning in higher education in extended, stretched and boundless learning environments. It has become obvious through the research that there is a need for new frames of reference for quality in e-learning. The choice of theoretical foundations for benchmarking e-learning will impact the consequences of accomplishing and selecting benchmarks.

     This research provides directions and recommendations for the future regarding how to accomplish benchmarking e-learning in extended learning environments in which students can study, work and live independently of time and space with global resources at their disposal in lifelong learning environments. The greatest challenge identified in this study for integrating benchmarking e-learning into general quality assurance is the fact that the required changes related to and demanded for e-learning are not fully understood. The research shows that benchmarking as a method will have a significant impact on ordinary quality assurance in higher education.

        This doctoral dissertation revealed challenges to integrate external quality audits and internally driven benchmarking. The studies have likewise revealed the need for methodological changes by quality assurance bodies and authorities carrying out audit and accreditation for integrating e-learning into quality assurance, as well as the need to fully understand the complexity and the special characteristics of e-learning. Probably, the challenge lies not with the system, success factors or benchmarks but in the lack of knowledge and experience of e-learning systems amongst those charged with implementation. The concept benchlearning was introduced as part of benchmarking exercises.

Is eLearning quality in the eye of the beholder?

Is eLearning quality in the eye of the beholder?

http://epprobate.com/index.php/en/press-releases

Some aspects of what we mean by eLearning quality can be captured in a reasonably objective manner (e.g. are learning objectives stated) but most of what we mean by quality (e.g. student engagement) can only be captured through more subjective measures. However, once we start to use subjective measures then the results begin to depend on who is doing the measuring, and, crucially, the results vary depending on the positioning of the reviewers with respect to the courseware

http://epprobate.com/index.php/en/epprobate-quality-grid