My presentation at the National Life Skills Program, LT on the ERASMUS+ program DI4all.eu. The theme today 22 January 2024 was on quality Frameworks in Open, online, flexible, and distance learning

1. DI4all
KA2 2021-2-SE01-KA210-SCH-000050728
https://di4all.eu/
National Life Skills Program, VMU, Lithuania
Project coordinator: Ebba Ossiannilsson Quality
in Open Online Learning (QOOL) Consultancy,
Lund, Sweden
Project partner: Egle Celiesiene, and Neda
Monstyté Lithuanian College of Democracy,
Vilnius, Lithuania
Quality Frameworks for open,
online, flexible, and distance
education

2. Professor Dr. Ebba Ossiannilsson from Sweden is an
independent consultant, expert, influencer, researcher and
international quality assessor in the field of open, flexible
online and distance education. Her focus areas are quality,
innovation, leadership, personalized learning, wellbeing,
the “new normal” in the context of SDG4, the future of
education and the new social contract. Ossiannilsson works
with the European Commission, the Joint Research Center,
the UNESCO OER Dynamic Coalition, ITCILO, ISO, OE4BW,
GO-GN, OECD, and ICoBC. She is a member of the board of
the International Council for Open and Distance Education
(ICDE). She has chaired the ICDE OER Advocacy Committee
(OERAC) since 2018. She is Vice President of the Swedish
Association for Open, Flexible, and Distance Education and
is a member of MeetingPlace OER Sweden and the Job and
Skills Coalition Sweden. She is a consultant for international
and national universities and national authorities.
Ossiannilsson has won several international awards,
championships and ambassadorships, most recently Open
Education Global’s Open Leadership Excellence Award in
2022, and OERAC was shortlisted in the Open Collaboration
category. In 2024 She became EntreComp Champion.
Ossiannilsson is regularly invited as a keynote speaker. She
is a member of the editorial boards of several journals and
guest editor of several special issues. She has published
more than 200 articles.

3. Agenda
A selection of
international recognized
quality frameworks
Quality as a process
The ecosystem and
culture of quality
New quality
parapemeters

11. ● Multifaceted – Systems use a variety of quality measures and
often consider strategy, policy, infrastructure, processes, and
outcomes to arrive at a comprehensive view of holistic quality.
● Dynamic – Systems are flexible enough to adapt to rapid changes
in technology and social norms. For this reason, they rarely refer to
specific technological measures, instead focusing on the services
provided to users through that technology.
● Mainstreaming – While all quality tools aim to improve quality at
a high level, they are intended to permeate the entire institution
and be used by individual staff in their daily work and reflective
practice.
● Representative – Quality systems seek to balance the perspectives
and requirements of all stakeholders, including students, staff,
businesses, government, and society.
● Multifunctional – Most systems have a triple function: they
provide a culture of quality within an institution, provide a roadmap
for future improvement, and serve as a seal of quality for outsiders.

20. LEARNERS
Flexibility
Interactivity
Accessibility
Personal
Transparency
Participation
Presence
Trust
An overview of quality domains and dimensions in Open Online Flexible, and TEL OOFAT),
and success factors from the learners’ perspectives (Ossiannilsson, 2012, 2015, 2016, 2018; Ossiannilsson et al., 2015).
MACRO, MESO, MICRO AND NANO LEVEL

21. Considerations to ensure quality in digital
online education and training must also include
several principles, as follows:
• Increase in flexible learning approaches.
• A strong focus on student engagement and
satisfaction.
• A strong focus on learning outcomes and
the systematic assessment of these
outcomes.
• Increase in learning analytics as a basis for
assessing individual progress toward
learning outcomes and competencies.
• Changing methods of assessment of
earning and assessment for learning as
learning and of learning.
• A growing demand for the recognition of
courses and work-based learning.
• Since the outbreak of the COVID-19
pandemic, several characteristics have been
proposed to ensure the quality of open,
flexible, and digital education. During the
pandemic, it became clear that already
vulnerable people had become even more
vulnerable and struggled to continue their
education and training. (Ossiannilsson,
submitted 2024)

22. Some additional factors need to be considered
(Ossiannilsson, 2023), such as the following:
• Commitment
• Engagement
• Ethics
• Equity
• Inclusion
• Innovation
• Satisfaction
• Socioemotional dimensions
• Sustainability
• Well-being
• In addition, the internationally recognized
quality frameworks for open, online, and digital
education must be applied to ensure quality in
digital adult education, with particular emphasis
on (i) policy and planning, (ii) human resources,
(iii) internal management, (iv) program design and
development, (v) learners and learning priorities,
(vi) course design and development, (vii) learner
support, (viii) infrastructure, media, and learning
resources, (ix) student assessment, and (x)
research and community services.

24. To develop a culture of quality
Leading with strategy, hands, soul, ethics, actions, and mind
Communication
Leadership, involvement, and ownership

25. My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gma
il.com
info@i4quality.se
CARING IS SHARING, SHARING is CARING
THANK YOU