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SEQUENT
Supporting Quality in E-learning
European Networks
14-11-2014 EQAF Barcelona George Ubachs (EADTU)
Challenges with regard to excellence in teaching
• Large student numbers - low student staff ratios
Challenges with regard to education and innovation
• Research and innovation - delivering high quality education
Challenges with regard to inclusiveness
• Knowledge society – widening participation and social inclusion
Solutions require rethinking and redesigning campus education ->
new modes of teaching and introducing ICT based learning
Main challenges in
Higher Education
Are MOOCs the answer? The MOOCs movement activated the debate on Open and
Online education
MOOCs: No time to lose (Pierre Dillembourg, 2014)
• “Like it or not, it is happening”
• “Better be an actor than a spectator!”
• “The current situation of universities is far from perfect,
anyway!”
• “MOOCs create new opportunities”
From MOOCs to a digital strategy
There is a need for digital strategies rather then
being led by digital developments
Universities adopt online ICT-based education in their
mainstream, as well as OER and MOOCs. (improve
quality and activate educational innovation)
Beyond MOOCs: Sustainable Online Learning in
Institutions. (by Li Yuan, S. Powell and B. Olivier)
MOOCs: the future (A.Tiana Ferrer, 2014)
MOOCs are not the future of higher
education. Higher education in the future will
be difficult to understand without MOOCs.
The university of tomorrow
Three complementary educational segments
are emerging:
• Blended and online education
• Blended and online continuous education
• Non-degree education and online open
education and MOOCs
More open, more productive, more efficient
Three educational zones
Open education and knowledge sharing zone, pushing knowledge online into the public domain: OERs, MOOCs, open media, open access/open innovation materials – preferably designed and arranged according to the needs of user groups/networks
Degree education zone, backbone in the education system to develop complex academic and professional competences: bachelor, master, PhD – increasingly blended solutions to raise quality for growing student numbers. Higher education systems provide flexibility for lifelong learners.
Education and training on demand, valorisation of knowledge to support innovation in the public and private sector, based on research and development. Flexibility requires online or blended solutions, such as (virtual) seminars, CPD, knowledge alliance and corporate university initiatives, short cycle programmes, master classes, expert schools, etc. It includes knowledge networks for professionals or business sectors.
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Three educational zones
• The zones largely correspond with informal,
formal and non-formal learning
• The zones are mutually dependent and are
strengthening each other
• The zones require different institutional
policies/strategies and business models
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Blended degree education, on campus
(Diana Laurillard, 2014)
• “the thoughtful integration of conventional
and digital methods of teaching and
learning” Teaching as a design science
• Institutional development: continuous
improvement of all aspects of teaching
and learning
• Patterns of good teaching practice
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A potential shift in the distribution of
teaching time and cost (Laurillard, 2014)
Reducing
• Original design and
preparation of learning
activities and resources
• Presentation
• Summative assessment
• Administration
Increasing
• Evidence-based adaptation of
existing activities and
resources
• Collaboration on development
• Innovative specialised
contributions
• Student guidance
• Formative assessment
• Professional development
• Teaching evaluation
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Conventional
Blended
A potential shift in the distribution of teaching time and cost
(Laurillard, 2014)
University’s interest
• Enhance quality of teaching
• Enhance quality of offerings and generate new
offerings
• Support face-to-face formats
• Increased collaboration, educational
partnerships
• Allow for scalability, reach a wider audience
• Re-allocate staff time
• Learning analytics
Improve accessibility, flexibility, interaction
University’s interest
Next to institutional considerations to increase
quality of education, there are two emerging
external drivers:
-Cultural rather than a technological shift
-Increased competition in a global context
For universities ICT is no longer an optional
element for enhancing education, but
becoming a must.
High quality new modes of teaching and
learning will transform the higher
education sector in the next decade
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Anticipating organisations
• Governmental bodies
• LERU: Online Learning at RIUs
• EUA: Survey on E-learning in the
European HE institutions
• ACA: Making sense of MOOCs
• NVAO: MOOCs and online HE survey
• EU: the Changing Pedagogical Landscape
study on new modes of teaching, High
level group
QA-agencies and e-learning From the ENQA Sigtuna Seminar on QA in e-learning (Oct. 2009)
•establish a solid quality assurance system in Europe
•eLearning should not be evaluated separately,
•There is a need for a common definition and understanding on all
aspects of eLearning.
•There is a need for a “common language” that would help higher
education institutions and quality assurance agencies strive for the
same goal.
•It is important to meet and discuss quality assurance at the
European level and between different stakeholders in the
educational sector
•to provide adequate training for academic professionals, higher
education providers and quality evaluation experts.
Message of the report
The main actors for delivering pedagogical change are
the HE institutions and particularly the teachers.
It is the responsibility of the public authorities to create
the environment and incentive for action.
High Level Group report 22-10-2014
High Level Group report 22-10-2014
• The integration of digital technologies and pedagogies should
form an integral element of higher education institutions’
strategies for teaching and learning.
• Public authorities should develop guidelines for ensuring
quality in open and online learning and to promote excellence in
the use of ICT in higher education provision.
• The European Commission should support cross-border
initiatives to develop quality standards for open and online
learning under the Erasmus+ programme.
• Higher education institutions should ensure that quality
assurance arrangements apply to all forms of credit awarding
provision in the institution.
• Governments and higher education institutions should work
towards full open access of educational resources– the drive
should be to make materials as widely available as possible
SEQUENT
• The “SEQUENT” project aims to promote
excellence in the use of ICT in higher
education for governments and universities,
and prepare QA-agencies in establishing a solid
methodological response.
OBJECTIVES
• To involve of governments, universities and QA
agencies in online, open and flexible learning
• Further disseminate instruments
• To support universities in the adoption of a QA and e-
Learning strategy, through dissemination and training
activities.
Policy Issues for QA Agencies
A. Integration of e-learning criteria in the national
quality assurance system;
B. Methodological development;
C. Intelligence and competence within the
organisation.
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perspective NVAO Anne Flierman
NVAO’s Position
(1)Assessment frameworks:
accommodate online education;
(2)Assessment methodology:
e-learning expertise in assessment panels;
(3)Organisational intelligence:
in house and up to date expertise
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MOOCs & online HE: a QA
perspective
Instruments
MOOCs - OpenupEd
MOOCs expansion from the US …
• MOOCs: predominantly US
– -where it all started as of 2011 and expanded massively
– -and which houses major providers Coursera, edX, Udacity
• Response in Europe …
– -some universities joined US initiatives, others started themselves
– -country/language-based platforms: FutureLearn (UK),
– MiríadaX, UNEDcoma (Spain), Iversity (Germany), FUN (France)
• First and so far only pan-European initiative OpenupEd
• Started April 2013 ; joint press release EADTU & EC
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OpenupEd’s Mission
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1. Contribute to Opening up Education by removing barriers and offering incentives
2. Cherish the Values for Education in societies: equity, diversity, quality, and autonomy
Characteristics • Learner-at-the-Centre & Self-study • High-quality Learning Materials • Diversity in Language & Culture • Public Domain & Decentralized
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Openness to learners
Learner-centred
approach
Independent
learning
Media-supported interaction
Recognition options
Quality focus
Spectrum of diversity
The OpenupEd features
Digital
openness
Quality benchmarking
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Some challenges
• How can universities apply QA instruments for online
education in combination with running systems?
• How can QA-agencies assist in the removal of barriers
for online education?
• How can governments provide room for innovation.
www.sequent-network.eu
Thank you for your attention