quality assurance and quality enhancement of elearning in the uk, and the development of the...
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Quality assurance and quality enhancement of eLearning in the UK, and the development of the epprobate initiative. Harvey Mellar Borderless Quality‧Infinite Innovation International Conference on e-Learning Quality and Innovative Instruction Taiwan, 31 July 2012. - PowerPoint PPT PresentationTRANSCRIPT
Quality assurance and quality enhancement of eLearning in the UK,
and the development of the epprobate initiative
Harvey Mellar
Borderless Quality Infinite Innovation‧International Conference on e-Learning Quality and Innovative Instruction
Taiwan, 31 July 2012
www.ioe.ac.uk/staff/LKLB_34.html
www.epprobate.com 3
Institute of Education, University of London
www.ioe.ac.uk
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University of London International Programmes
www.londoninternational.ac.uk
www.epprobate.com 6
Outline
Quality and eLearningThe changing landscape of knowledge and
learningQuality assurance in the UKQuality assurance of eLearningepprobate
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QUALITY AND ELEARNING
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What is quality? Exception: Quality as something exceptional, and
distinctivePerfection: Quality as a consistent or flawless outcomeFitness for purpose: Quality as fulfilling a customer's
requirements, needs or desiresValue for money: Quality as return on investmentTransformation - the enhancement and empowerment
of students or the development of new knowledge
Harvey, L. (1995). Editorial (The Key Issues: the quality agenda) Quality in Higher Education
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CONCERNS ABOUT THE QUALITY OF ELEARNING
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Corporate training
www.astd.org/Publications/Newsletters/ASTD-Links/ASTD-Links-Articles/2011/01/E-Learning-Trends-2011
American Society for Training & Development (ASTD)
What concerns does your organization have about e-learning?
“Quality of programs – 31.3%”
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Higher Education
http://www.insidehighered.com/news/survey/conflicted-faculty-and-online-education-2012
66% of faculty say online courses are inferior or somewhat inferior to face-to-face courses
Conflicted: Faculty and Online Education, 2012 A Joint Project of The Babson Survey Research Group and Inside Higher Ed I. Elaine Allen, Jeff Seaman, with Doug Lederman Scott Jaschik
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http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?pagewanted=all
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THE CHANGING LANDSCAPE OF KNOWLEDGE AND LEARNING
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New demands and new suppliers
Demands– Many more students involved in higher education– Demands for equitable access and retention– Increasing need to address issues of student demand and choice– Constraints on public spending result in higher fees
Suppliers– Shift towards a more deregulated market – Courses offered by international providers – Increase in for-profit institutions in education – Disaggregation of services– Collaborations and partnerships
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Using multimodal representations
http://www.mat.ucsb.edu/res_proj3.php
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Developing techno-mathematical literacies
Hoyles, Celia (2007) Understanding the System: Techno-Mathematical Literacies in the Workplace
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Learning in the Network Society
Castells, M. (2001) The Internet galaxy: reflections on the Internet, business, and society
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Harnessing the Data Deluge
http://www.economist.com/node/15579717?Story_ID=15579717
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LEARNING IN NEW WAYS
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New (ish) technologies
Serious games and immersive worlds
M-learning
Haptic technologies
Tangibles
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Opening accessOERs, MOOCs and MOTS
OEROpen Educational Resources
Massive Online Open Courses
Mass Online Tutoring Systems
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Learning is a process of connecting specialized nodes or information sources
Learning may reside in non-human appliances Capacity to know is more critical than what is currently
known Nurturing and maintaining connections is needed to facilitate
continual learning Ability to see connections (built networks) between fields,
ideas, and concepts Currency (accurate, up-to-date knowledge) is the intent of all
connectivist learning activities
Learning as connecting
Siemens, G. (2005) Connectivism: A Learning Theory for the Digital Age
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Teaching as a design science
“Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.” - Richard Elmore
“Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the 21st century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals - architects, engineers, town planners, programmers – teachers have to work out creative and evidence-based ways of improving what they do.” - Diana Laurillard
“Every day, teachers design and test new ways of teaching, using learning technology to help their learners. But their discoveries remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively” - Diana Laurillard
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Pedagogical design patterns
• Context– Where, when, who (all the things you can’t change)
• Problem– We want to do A under condition B but are constrained by
C
• Solution
C o n t e x tProblem Solution
When, Where, Who
What are we trying to achieve / solve?
Cookbook: ingredients, procedure, expected
outcomes
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QUALITY ASSURANCE IN THE UK
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QA in UK Higher EducationUniversities and colleges manage the quality and standards of their awards by means of their own internal quality assurance procedures Course validation Annual monitoring Periodic course review External examiners Peer observation Student feedback
– Course evaluation surveys– Focus groups– Student representation
http://www.qaa.ac.uk
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Quality Assurance Agency (QAA)
Quality Code– Standards, quality and public information
Institutional review– Review team of five, including a student– Institutions submit a self-evaluation
document and a student written submission
– Preliminary visit - one and a half days + Review visit - three to five days
– Institutional reports publicly available on the QAA website
Outcomes Reports
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Involvement of learners in quality assurance
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From quality assurance to quality enhancement
QUALITY ASSURANCE Inhibits frank reporting
Promotes incremental improvement of academic practice
Discourages risk taking
Retrospective approaches to quality management
QUALITY ENHANCEMENT Encourages and requires frank
reporting
Facilitates transformational change
Supports and manages risk taking
Prospective approaches to quality management
Raban, C. (2007) ‘Assurance Versus Enhancement: Less Is More?’ Journal of Further and Higher Education
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QUALITY ASSURANCE OF ELEARNING
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Quality Code - Section 2
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BenchmarkingA group of universities set up in
a benchmarking club Each completes an Institutional
Review Document They jointly develop a set of
criteria called good practice statements
Each institution then scores its performance against the good practice statements
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A research study on quality assurance of eLearning
Case studies of Postgraduate courses For each case study
– Collect and review all quality assurance documentation– Interview stakeholders
Comparative examination of data– Map of issues not captured by the quality assurance
procedures– Identification of aspects of the courses which impact on
the implementation of the QA procedures
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Results: Factors affecting the application of QA procedures
DISAGGREGATED PROCESSES
DISTRIBUTED TEAMS
DISTANT LOCATION OF STUDENTS
OPENNESS OF COURSES TO REVIEW
ORGANISATIONAL CONTEXT
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Workshop on QA/QE procedures and eLearning
Based on existing research Delivered in 15 UK universities, then in
Germany, Sweden, Saudi ArabiaExamined issues, challenges and possible
solutionsDilemma, should we
– modify existing quality procedures, or – create new quality procedures specifically for
eLearning?
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QA/QE in eLearning Special Interest Group
www.qe-sig.net
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Toolkit
http://qaqe-sig.net/wp-content/uploads/2011/11/Toolkit_version_2011_8_11-Final-edit-DoH.pdf
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UK Quality Code for Higher Education - Learning and Teaching
Example indicatorsAn understanding of the learning process informs learning
and teaching practices, which use evidence-informed approaches derived from the outcomes of research, scholarship and the evaluation of professional practices.
Higher education providers assure themselves that for every student both the physical and virtual environments they provide are safe, accessible, reliable and usable and that their use is characterised by dignity, courtesy and respect.
http://www.qaa.ac.uk/Newsroom/Consultations/Pages/learning-teaching.aspx
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Summary: Issues for assessing quality of eLearning
Development of a quality cultureUse of research, scholarship and the evaluation of
professional practices to inform learning and teaching practices
Ensuring the currency and accuracy of content Involvement of learners Involvement of other stakeholders Use of learning analytics Internationalisation
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EPPROBATEThe international quality label for eLearning courseware
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Objectives
Increase trust in eLearningDeliver a quality label focusing on coursewareFacilitate a consensus building process about
eLearning qualityEstablish an international network of
reviewers and partners
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The review process Self assessment document
– Asks for evidence• Evaluations• Learning analytics
Review panel– Pedagogic expert– Content expert– Learner– Courseware producer
Panel reviews courseware in terms of the quality grid Feedback to producer
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THE QUALITY GRID
http://epprobate.com/index.php/en/epprobate-quality-grid
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A. COURSE DESIGN
1. Provision of course information, learning objectives and instructional guidance
2. Constructive alignment
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B. LEARNING DESIGN
3. Learner needs
4. Personalisation
5. Instructional strategies
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C. MEDIA DESIGN
6. Media integration
7. Interface
8. Interoperability and technological standards
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D. CONTENT
9. Accuracy and values of content
10. Intellectual property rights
11. Legal compliance
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epprobate - meeting the challenges
Development of a quality cultureUse of research, scholarship and the evaluation of
professional practices to inform learning and teaching practices
Ensuring the currency and accuracy of content Involvement of learners Involvement of other stakeholders Use of learning analytics Internationalisation
www.epprobate.com 51
References
Google short URL: goo.gl/H5lp4
http://www.mendeley.com/groups/2338531/quality-assurance-and-quality-enhancement-of-elearning-in-the-uk/