Professor Dr. Ebba Ossiannilsson
Professor Dr. Ebba Ossiannilsson is an independent researcher, expert, consultant, quality assessor and influencer in the fields of open online flexible and distance learning, including e-learning and technology-based learning, consisting of even OER and MOOCs. Her focus is on quality, innovation, leadership, and personal, learning. She is in the ICDE EC, and she is an ambassador for the worldwide advocacy of OERs, she is the Chair of the ICDE Advocacy Committee. She is a member of the ICDE Global Quality Network and of the Advisory Board for the Strategic Plan 2020-2022 ICDE. Ossiannilsson is a quality expert for ICDE , and the EADTU. She cooperates with the European Commission's Joint Research Centre on Quality in Open Education. She works as an evaluator and expert for the European Commission. She is a member of the EDEN EC and Chair of the EDEN SIG for Technology-Based Learning and Quality Enhancement. Ossiannilsson is an EDEN Fellow, an Open Education Europa Fellow and an EDEN Council of Fellows. She is a member of the editorial board of several scientific journals. Ossiannilsson is Vice-President of the Swedish Association for Distance Learning (SADE) and the Swedish Organization for e-competences (REK). She is a quality developer at the Swedish Institute of Standards (SIS), as well as for ISO. She is a member of the Digital Skills and Jobs Coalition Sweden. She has been working in this field at the University of Lund since 2000. Ossiannilsson graduated in 2012 from the University of Oulu, Finland, with a dissertation on benchmarking e-learning in higher education. Her publication list includes over 200 publications.
Professor Dr. Philip Garner
Professor Philip Garner has held Professorial positions at Brunel, Nottingham Trent and Northampton universities, all in the UK. He is currently Professor of Education at Brunel University, London. Philip has been involved in proposal and programme evaluation for national and international bodies, including for the EU (Horizon, Erasmus+) over the last 20 years. He has specific country-knowledge of Turkey, Croatia, FYR Macedonia, Bulgaria, Malaysia, Barbados, Bhutan, India, China and Australia. He has published widely in this field, the Editor of Support for Learning (https://onlinelibrary.wiley.com/journal/14679604) and also Editor for the Routledge ‘'Connecting Research with Practice in Special and Inclusive Education' book series.
Philip’s current writing includes:
Odunsi, R, Preece, D. & Garner, P. (2017) Nigerian Teachers’ Understanding of autism Spectrum Disorder: A Comparative Study of Teachers from Urban & Rural areas of Lagos State. Disability, CBR and Inclusive Development, 28 (3)
Garner, P. (2018) Professional capital to enhance SEND provision: how whole-school learning communities can support the development of inclusive practice in D. Bartram (Ed.) Great Expectations. Leading an effective SEND strategy in school. Woodbridge: John Catt Educational Ltd.
Garner P. (2018) Using school-based research to support change in SEND provision: challenge and opportunity. Annual Research Conference, The Laurel Trust, Foundlings Museum, London
Garner, P. (2018) Managing Classroom Behaviour: Adopting a Positive Approach, in S. Capel, M. Leask, & T. Turner (Eds.) Learning to Teach in the Secondary School. London: Routledge
Garner, P. (2018) The Warnock Report – 40 Years On. National Association for Special Education (forthcoming, Autumn)
Garner, P. (2019) Rhetoric and realities: policy as an instrument of deflection in meeting the needs of marginalised young children, in J. Murray, B. Swadener and K. Smith (Eds) The Routledge International Handbook of Young Children’s Rights. London: Routledge
Garner, P., Murray, J., Preece, D., Rose, R. & Yu Zhao (2019) Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualised literature review in International Journal of Adolescence and Youth (forthcoming)