ingeborg bo saudi arabia
DESCRIPTION
TRANSCRIPT
1
Workshop
A Quality Dialogue-From Inspection to
Inspiration
Ingeborg Bø, Norway
2
A Quality Dialogue
Inspection
InspirationFrom
To
Workshop Ingeborg Bø
EDEN Senior Fellow, Norway
3
Workshop scheduleProposal
4
I shall speak about:
5
Norway
Sweden
Finland
Denmark
http://www.youtube.com/visitnorway#p/u/38/Jz_fo5-wfUk
Scotland
Iceland
7
8
Klikk ikonet for å legge til bilde
9
My golden learning perspectives- after 40 years
10
My golden learning perspectives after 40 years in distance education:
always keep the student´s needs in mind
use technology to the benefit of learning and make it accessible
ensure high quality through a quality culture
11
My reference points
NADE - Norwegian Association for Distance and Flexible Education www.nade-nff.no
EDEN – European Distance and E-learning Network http://www.eden-online.org
ICDE – International Council for Open and Distance Education www.icde.org
EFQUEL – European Foundation for Quality in
E-learning http://www.qualityfoundation.org
12
Morten Flate Paulsen, EDEN President, and EDEN Fellow Don Olcott Jr., USDLAat the Sixth EDEN Research WorkshopBudapest, 24 – 27 October 2010http://www.eden-online.org
13
ICDE – International Council for Open and Distance Education
www.icde.org
24th ICDE World Conference, 2–5 October, 2011
Hosted by Universitas Terbuka, Indonesia, Bali,
Indonesia.
SCOP, Standing Conference of Presidents, 19 – 22 June 2011
Hosted by SUNY Empire State College, New York, USA
14
Euroean Foundation for Quality in E-Learning EFQUEL
http://www.qualityfoundation.org/
A membership organisation, 100 membersEFQUEL enhances the quality of eLearning in Europe by
providing services for membersand support for all stakeholders
Networking: Innovation Forum 14 -16 Sept.2011, Lisbon, Portugal
15
Have fun
16
” I could never have accomplished my Master’s degree without the possiblity to study via e-learning,” says Mona Berg Jenssen, mother of three children, rector of a high school.
17
She is an active student at NKI, has completedthree courses in child care, passed exams and now doing her fourth course.
She is almost blind.
”She is an excellent student, ambitious, structured in her studies and very active in the Forum supporting and encouragingher fellow students.”
Congratulations to Marte BaadeNetstudent of the year 2010 Norway!!
The netteacher of the year 2010 Norway: Mathis Persen Bongo
http://www.youtube.com/watch?v=v5RgrxxQSoc
http://gfx.nrk.no/vewStzq0dLU3qr-PsB61HQ4kKgZbPvcLUSAUW9o5pssw.jpg
18
19
Distance education and flexibility
TIME
MEDIUM PACE
PLACE
Individual learning
Collaborative learning
a-synkronous
synkronous
20
Only webbased
ODL100% Modular teaching with support of ICT
Traditional teaching 100%
Audio and video communication
ODL + seminars 10-60%
Webcasting
Mainly webbased
Mainly classroom
User-adapted learning
Tone Lømo. BI Nettstudier
21
Course introduction,
studyplan
Audiolectures, videostreaming
Publishing on the net
Repositorium, articles
Group discussions
Discussions on the net - chat
Group- and project workGroup counselling on the net
Cases presented on the net
Electronic assignments, personal feedback from tutor
Static (recycling) Dynamic
Individual Collaborative
Digital learning-resources
Interactive exercises, games, simulations
Individual learning
Blended learning
Workbased learning
Informal learning
Schools K 12
22
23
The Social webFacebook, twitter, linkin, slideshare, open educational resources, open educational practises, user generated content etc. etc.
24
OECD-CERI Quality assurance in Tertiary Education:
Current Practises in OECD Countries. Viktoria Kis, August 2005
www.oecd.org/edu/tertiary/review
Quality assurance procedures can serve two major purposes:
improvement and accountability.
There is an uneasy balance between both purposes, which frequently raises the question of incompatibility (Vroeijenstijn, 1995a).
25
A different approach to qualityMaria Jose Lemaitre. President in RIACES, Iberoamerican Network for Quality
Assessment and Assurance in Higher Education,
Innovation
Doing the same but better
Innovate and improve
Current situation
Change: new issues, new approachesIm
pro
vem
en
t
Lack of recognition of e-learning in many countries= absence of standards
Lack of differentiation between quality standards in e-learning and conventional education
Global versus contextualized standardsDifficulties in selecting appropriate quality approachesLack of research and exchange of practices in some
regions of the world
Dr. Narimane Hadj-Hamou
Assistant Chancellor for Academic Development. HBMEU, Dubai
President of the Middle East e-Learning Association
The Quality Dilemma
27
CHALLENGES Quality Research about pedagogical
use of ICT
Personalised teaching Individual approach Collaborative learning Problem-based learning Motivation Open Educational Resources
Access
Digital divide
Seniors
Social inclusion
Cultural identity
Small languages
Flow of Information
User friendliness
28
Discussion
Discuss the 3 most important challenges for the implementation of high quality e-learning:
1. On the national policy level
2. On the institutional level3. On faculty level
29The context
30
31
Recent reports USAUSDLA. ”Enabled by Broadband, Education
enters a new frontier”. Dr. John G. FloresThe Sloan Consortium: BABSON Survey Research Group: ”Class Difference”. Online education in the United Sates 2010”. Elaine
Allen and Jeff Seaman. Growth in Online Learning by 21%
from 2008 to 2009Wcet: ”Managing Online Education”
Faculty Training is a Major Investment for Online Education Programs. ADA Compliance
Remains a Major Vulnerability
Bologna process 10 action lines Reform process with European
Higher Education1. Comparable degrees2. Two cycles: Bachelor, Master3. System of credits4. Mobility5. Quality assurance
6. European dimension7. Lifelong learning8. Institutions and
students9. Attractiveness of
European higher educaion area (EHEA)
10. Doctoral studies + research areas
32
33
European University Association (EUA) Recommendations on
Quality - 2009
1. Context sensitive
2. Developmental approach
3. Inclusive
4. Engaging all key actors
5. Partnership HEI – Agencies
6. Allow risk taking and failure
7. Sharing experiences in QA
34
The OPAL Vision
Focus on the practises of OER rather than the resources. Better understanding will
lead to improvements in the quality of OER and more innovation.
Open Educational Resource Practise (OEP) constitute the range of practises around the creation, use and management of OER with the intent to improve quality and innovative
education.
Unesco, ICDE, EFQUEL, Open Univeristy UK, Aalto Univeristy, Universidade Católica Portugese, University Duisburg-Essen
35
EFQUEL Innovation Forum 2010
OPENING EDUCATION:
INNOVATIVE, INCLUSIVE, EXCELLENT
”What are the quality implications in an increasingly open context?” Grainne Conole, OU UK
36
EFQUEL Innovation Forum 2010 Recommendations
”HOW CAN QUALITY APPROACHES EVOLVE AND ENHANCE INCLUSION, INNOVATION AND EXCELLENCE"
37
38
EUROPEAN DISTANCE AND E-LEARNING NETWORK
A NETWORK AND MEETING PLACE FOR THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE
Models for Quality Assurance
39
Different kinds of certification and accreditation of e-learning
•Public accreditation. Regulatory framework (European Network for QualityAssurance, ENQUA)
•Certification of e-learning as part of a broader system(UNIQUE, EFMD-CEL)
•Certification within a system of agreed association standards(Commonwealth of Learning, EADTU E-xcellence, NADE)
40
European Federation for Quality in E-learning
http://www.qualityfoundation.org
The Foundation (2005) undertakes activities to:
contribute to the quality of e-learning in Europe and provides leadership in this field
promote the European diversity of quality approaches and services in the field of learning, education and training
broaden the discussion and discourse on eLearning quality
provide a single entry point for eLearning quality.
41
The Need for eL Quality Certification
Quality assurance is becoming increasingly important as ICT-based learning becomes more and more widespread in universities in Europe.
ICT based learning is still a rather new phenomenon and that different “visions” of eLearning exist.
a broadly accepted Quality Accreditation system in eLearning within HE is absent
42
UNIQUe certifies ICT adoption and integration for learning in HE based on broad consensus from several initiatives.
UNIQUE involves HEIs into a collaborative benchlearning process on ICT adoption.
UNIQUe is based on a holistic model: pedagogies, technologies and support services.
43
The UNIQUe Methodologyhttp://www.qualityfoundation.org/unique-certification/
EFQUEL, MENON, EFMD, EUROPACE
What: UNIQUe is a quality improvement process that provides an institutional certification
Aim: To raise the standard of technology-enhanced learning in Europe
Target: European HE institutions
Process result: Certification and continuous quality improvement
44
The UNIQUe Process for Accreditation
1. Inquiry
2. Application
3. Eligibility
4. Self-assessment
5. Peer review
6. Awarding
45
UNIQUe Process
46
The UNIQUe Quality Criteria
Learning resources •Resources for learning•Students•Faculty•Technological equipment
Learning processes •Quality of the offer (services)•IPR management•Personal development/HR development
Learning context/institution •Commitment to innovation•Institutional standing•Openness
47
UNIQUe certifies ICT adoption and integration for learning in HE based on broad consensus from several initiatives.
UNIQUE involves HEIs into a collaborative benchlearning process on ICT adoption.
UNIQUe is based on a holistic model: pedagogies, technologies and support services.
48
A paradigm for an accreditation
Negotiation and definition of criteria and indicators amongst organisational stakeholders;
Positioning, Self Diagnosis and Internal Preparation;
Peer review;
Improvement Plan implemented and documented;
Accreditation (for a limited time);
Ongoing improvement
49
The UNIQUe Methodology
What: UNIQUe is a quality improvement process that provides an institutional certification
Aim: To raise the standard of technology-enhanced learning in Europe
Target: European HE institutions
Process result: Certification and continuous quality improvement
50
Why is UNIQUE unique? An facilitator for quality improvement and
innovation.
UNIQUe has a broad institutional approach and is not only related to e-learning.
The Unique quality label builds on the broadest stakeholder involvement.
The UNIQUe process is structured in six very distinct stages and offers a formalised approach in each of the steps.
51
The EFQUEL Awards 2009 Honors the excellent use of ICT in higher education and is given to
the UNIQUE certified universities and institutes:
METID CENTRE (POLITECHNICO DI MILANO), Italy
MOSCOW UNIVERISITY OF INDUSTRY AND FINANCE, Russia
SCHOOL OF HUMANITIES (UNIVERSITY OF THE AEGAN), Greece
TKK DIPOLI (HELSINKI UNIVERISTY OF TECHNOLOGY), Finland
UNIVERSITY OF GRANADA, Spain
UNIVERSITY OF LEICESTER, United Kingdom
UNIVERSITY OF MACERATA, Italy
MOSCOW UNIVERSITY OF INDUSTRY AND FINANCE, Russia
52
The BILD Quality MarkThe British Institute for Learning andDeveloment
Core Organisational Areas
1. Strategy
2. Key performance results
3. Management
4. Customer Results
5. People Management
6. People Satisfaction
7. Engagement with learning issues
53
EUROPEAN DISTANCE AND E-LEARNING NETWORK
A NETWORK AND MEETING PLACE FOR THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE
A case study from Norway
54
Norwegian Association for Distance and Flexible Education
NADE, a member organisation, founded in 1968
Formulated “Code of good practice for distance education”
Law regulating the activities from 1948 with an external agency for quality control
New law 1993 introducing internal quality assurance
Quality guidelines developed in 1993 (Ljoså, Rekkedal et.al), revised several times, latest 2010
NADE´s standing committee on quality since 1993
NOKUT: National agency for quality assurance regulates tertiary education according to ENQUA´s Guidelines (ESG)
55
Norwegian Association for Distance and Flexible Education
Quality guidelines
Regulated by law
Institutions accredited by the Ministry of Education
Requires that the institutions have a system for quality assurance
The responsibility for quality guidelines lies with NADE
56
NADE´s Quality guidelines 2011
A new structure with more focus on quality culture:
1. Quality management and quality work
2. Organisational issues
3. Course development
4. Information and counselling
5. Study-process (enrolment, administration and information, tutors´ contract, tutoring, evaluation and documentation)
57
58
Dialogue in Social MediaAn example: ”Learning right in your pocket” a conference about
pod-casts in Oslo (Sept. 28-29 2010):
iTunes University: Marianne Talbot´s lecture ”A romp through the history of philosophy” (University of Oxford):
500 000 downloads since Oct. 2008
Reflections by Morten Flate Paulsen (NKI, Norway) after the conference:
Future students will not hand in papers but learning objects in various Web 2.0 services
The students will be more innovative than the podcast-lecturers
Their submissions will be a challenge to the professors (e.g. Copyright issues)
59
The UNIQUe Quality CriteriaLearning resources •Resources for learning
•Students•Faculty•Technological equipment
Learning processes •Quality of the offer (services)•IPR management•Personal development/HR development
Learning context/institution •Commitment to innovation•Institutional standing•Openness
Discussion: Relate these criteria to your own institution
60
Thoughts at the endLet us move from inspection to
inspiration
Encourage dialogue between accreditation bodies and distance education practitioners
Distance education must be accepted as an integral part of the ordinary educational system
Put more focus on quality in the social web
61
My golden learning perspectives after 40 years in distance education:
always keep the student´s needs in mind
use technology to the benefit of learning and make it accessible
ensure high quality through a quality culture
Thank you!
[email protected] at http://www.slideshare.net/IngeborgBoe/
http://www.nordlys.no/web-tv/article3945223.ece
62