ÅKVALITETSFRÅGOR

HERE THERE AND EVERYWHERE- NITUS 2012

Ebba Ossiannilsson,Lunds universitet

Lund University A world-class university

• Founded in 1666• 47 000 students • Almost 3 000 research students• 6 800 employees

A d 650 f• Around 650 professors• 800 senior lecturers

1 200 lecturers and other• 1 200 lecturers and other research staff

• Turnover EUR 760 million – 1/3 education, 2/3 research

• 8 faculties

Vad är kvalitet? Vem (intressenter), vad, hur, när och(intressenter), vad, hur, när och varför

E-Learning timeline

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94http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.htmlhttp://halfanhour blogspot be/2012/02/e learning generations html

Peer critiquing

Collective aggregationcritiquing aggregation

User generated Opengenerated content

Open

Networked Personalised

Globala Strategier

Education for allallSustainabilityyDigital skillsffor employabilityemployability

INTERNATIONALISERINGINTERNETIONALISERINGINTERNETIONALISERING

MassiveOpenOpen Online CoursesCourses

http://www.olds.ac.uk/

Sebastian Thrun, augusti 2011

Stanford, kurs i Artificiell Intelligens200 platser200 platser158 000 studenter i 190 länder

OPEN…

OER Paris Declaration (2012)OER Paris Declaration (2012)

a Foster awareness and use of OERa. Foster awareness and use of OERb. Facilitate enabling environments for use of

Information and CommunicationsInformation and Communications Technologies (ICT)R i f th d l t f t t i dc. Reinforce the development of strategies and policies on OER

d. Promote the understanding and use of open licensing frameworks

e. Support capacity building for the sustainable development of quality learning materials

OER Paris DeclarationOER Paris Declaration

f Foster strategic alliances for OERf. Foster strategic alliances for OERg. Encourage the development and

adaptation of OER in a variety ofadaptation of OER in a variety of languages and cultural contexts

h Encourage research on OERh. Encourage research on OERi. Facilitate finding, retrieving and sharing of

OEROERj. Encourage the open licensing of

d ti l t i l d d ith blieducational materials produced with public funds

Commissionaire Vassilio presented her view for today and for tomorrow at the EADTU conference in Cyprus 2012

" We must engage in a fundamental transformation of our education and training systemsg yAnd we need to fully exploit the potentioal that open and flexible education offers" (EADTU 120929)

Personalisation……närvaro, delaktighet, , g ,

kursdesign, genomförande,

plats plats fart lärandeplats, plats, fart, lärande

strategier, co-producers, etc….

Lärandemiljöer som tar sin utgångs-punkt i individens lärande innebärpunkt i individens lärande innebärrollförändringar

How to conduct benchmarking for e-learning?

What are the benefits of benchmarking e-learning?learning?

Wh t h ll t d hWhat challenges are encountered when attempting to integrate benchmarking e-learning to general quality assurance systems?y

DoktorsavhandlingOssiannilsson, E (2012) Benchmarking e-learning in higher education: lessons learned from international projects. (Oulu University, Finland)

Kvalitet Retrospective eller prospektiv?Kvalitet Retrospective eller prospektiv?

• Från kontroll till• Från kontroll till utveckling

• Självbedömning• Peer review• Benchmarking

C tifi i• Certifiering• Accreditering CC BY-NC Some rights reserved by Shira Goldingg y g

DoktorsavhandlingOssiannilsson, E (2012) Benchmarking e-learning in higher education: lessons learned from international projects (Oulueducation: lessons learned from international projects. (Oulu University, Finland)

Kvalitetskultur – ett växelverk

KvalitetskontrollProcessmodellerRiktlinjerjReglerKommunikation

TillitSamarbeteDelaktighet

/CKompetenserAttityder

Innovation/Creativitet

AttityderVärderingarSjälvbedömning

CC BY Some rights reserved by SeattleClouds.com

Självbedömning

Benchmarking projects conducted by Lund University, SE

• The Swedish National Agency of Higher Education, ELQQ

• EADTU E-xcellence+EADTU, E xcellence+

• ESMU Benchmarking eLearning exercise 2009• ESMU, Benchmarking eLearning exercise 2009

Th Fi t d l d di t l i b h ki• The First dual-mode distance learning benchmarking club

Benchmarking

“The locus of benchmarking lies b t th t d d i blbetween the current and desirable states of affairs and contributes tostates of affairs and contributes to the transformation process that

li th i t ”realizes these improvements.”

Moriarty & Smallman (2009)En route to a theory on ybenchmarking

Benchmarking benefits and values

• Self assess institutions• Better understand the

• Targets for improvementsBetter understand the

process• Measure and compare

p• Strengthen identity,

strategy, implementationMeasure and compare• Discover new ideas

Obtain data to support

gy• Enhance reputation• Respond to national • Obtain data to support

decision making

espo d to at o aindicators

• New standard for the sector

Van Vught, F. (2008) A practical guide. Benchmarking in European Higher Education

ELQ Högskoleverket 2008Q g

Material/innehåll

Struktur/virtuell miljöj

Kommunikation, samarbete och,interaktivitet

Bedömningar av studentersprestationerp

Flexibilitet och anpassningp g

Support (till studenter och lärare)

Anställdas kompetens ocherfarenheterfarenhet

Ledarskap och visioner

Resursallokering

Process och helhetssyn

Usability (04) Management style (29)

Criterion name (the code in brackets, no of the 100 benchmarks Pick and Mix

Usability (04)e-learning strategy

(06)

Management style (29)Relationship management

upwards (35)( )Decisions on

projects (07)T i i (10)

( )Reliability (53)Market research (58)S it (60)Training (10)

Costs (12)Planning annually (13

Security (60)Student understanding of

system (91)g y (Technical support to

staff (16)

y ( )Student help desk (92)Student satisfaction (94)

Decisions onprogrammes (19) L

Leadership en e-

Criterion 06 is paired with adoppelganger

criterion 06dLeadership en elearning (22)

criterion 06dDistance Learning Strategy

International quality schemes Name/initiative

Certification, accreditation and Quality Mattersbenchmarking schemes foruniversities

E-learning Maturity Model (eMM) BenchmarkingE-xcellence, E-xcellence+, E-xcellence NextOBHEACODEPick&MixOpenECBCheckUNIQUeESMU

Certification, accreditation and benchmarking

eduQuaÖ-Cert

schemes for adult learning and learning centres

Schemes for business

EQUISEPA

CLIPSschools

Miscellaneous Open eQuality LearningSt d dStandardsNational Quality AccreditationAgencies

CertifieringarCertifieringarFör universitet/högskolorunique.efquel.org

För program och kurserecb-check.efquel.orgecb check.efquel.org

UtvärderingsverktygUtvärderingsverktygsevaq.efquel.org

Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permissionbenchmarking e learning ought to cover. Reprinted with permission from Wiley-Blackwell.

Best guarantees of quality in e-learning

Well-qualified subject experts that are also well trained in both teaching methods and the use of technology for teachingHighly qualified and professional learning technology support staffAdequate resources, including appropriate instructor/student ratios

Appropriate methods of working (teamwork, project management)management)Systematic evaluation leading to continuous improvement

Shelton (2011)

institutional commitment, support and leadershipleadership teaching and learning faculty support, student support; coursefaculty support, student support; course development technology; evaluation and assessmenttechnology; evaluation and assessmentcost effectiveness; management and planningplanningstudent and faculty satisfactionOtherOther….require strong and on-going support, training, motivation, compensation, andtraining, motivation, compensation, and overall policies.

Kvalitet i vilken kontext?Kvalitet i vilken kontext?

Digital tilstand i høyere utdanning 2011(Norgesuniversitet 2012)

Ossiannilsson (2012) DistansutbildningLunds universitet Kvalitet ochLunds universitet-Kvalitet ochlönsamhet av vad och för vem?

Aspects of learningAspects of learning

I di id l C ll b tiIndividual Collaborative

Creating and accessing content

Learning organisationaccessing content organisation

Learner experience• Technology immersed

L i h t k• Learning approaches: task-orientated, experiential, just in time cumulative socialtime, cumulative, social

• Personalised digital learning environmentenvironment

• Mix of institutional systems andcloud-based tools and servicescloud-based tools and services

• Use of course materials with free resourcesfree resources

Sharpe Beetham and De Freitas 2010Sharpe, Beetham and De Freitas, 2010

http://www.educause.edu/studentsAndTechnologyInfographic

Digital scholarshipg p

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• Exploiting the digital

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• New forms of son

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• New forms of dissemination and

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communication• Promoting reflective :/

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Promoting reflective practice

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• Embracing the affordances of new technologies W

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Technological trendsTechnological trends

• Mobiles and e-booksP li d l i• Personalised learning

• Cloud computingp g• Ubiquitous learning• BYOD (Bring your own

device)

• Technology-Enhanced learning spaceslearning spaces

• Learning analytics

TechnologiesTechnologies• Transforming everything we do• New forms of communication

and collaboration• Multiple rich representations

T l t fi d t• Tools to find, create, manage, share

• Networked, distributed, peer reviewed, openp

• Complex, dynamic and co-evolvingevolving

http://www.flickr.com/photos/oceanflynn/6638184545/

TechnologiesCan promote creativity in• Can promote creativity in new and innovative ways

• Enable new forms of discourse, collaboration and cooperation

• Access and repurposeAccess and repurpose knowledge in different forms of representationforms of representation

• Aggregation and scale –distributed and collectivedistributed and collective

Benefits

• Social• Health• Health• Economic• Civic• Cultural• Societal

• ….so why not Education?Education?

http://www.flickr.com/photos/mediaquell/4329902002/

Digital literaciesPlay

Collective intelligence

gCreativity

Performance Judgement

Simulation Transmedia Simulationnavigation

Appropriation Networking

Multitasking Negotiation

http://www.flickr.com/photos/r8r/4109502436/Distributed cognitionJenkins et al., 2006

Transmedia navigation

http://www.youtube.com/watch?v=eW3gMGqcZQc

Pedagogical approachesD ill & ti M bilDrill & practicelearning

Mobilelearning

Situated learning

Immersive learninglearning learning

Mobile learningMobile learning

Study calendarsE-booksLearning resourcesLearning resourcesOnline modulesAnnotation toolsMi d i t lMind mapping toolsCommunication mechanisms

Sit t d l iSituated learning

Archeological digsMedical wardsArt exhibitionsCyber-lawVi t l l hVirtual language exchangeBeyond formal schooling http://www.jibbigo.com

Disaggregation of education

Resources Learning

gg g

Resources Learning pathways

Support Accreditation

http://www.flickr.com/photos/emclibrary/2459359483/

Support

• Computer assisted• Peer support• Tutor support• Community support• Community support• Mentoringg

http://www.flickr.com/photos/24289877@N02/5851058394/

Learning Design vs Assessment/QualityLearning Design vs Assessment/Quality

Shift from belief-based implicit Shift from belief-based, implicit approaches to design-based,

explicit approachesexplicit approaches

Learning DesignLearning DesignA design-based approach to

creation and support of

E fl i h l l

courses

Encourages reflective, scholarly practices

P h i d di iPromotes sharing and discussion

Changing practices• Nature of learning,

teaching and research is changing

• It’s about– Harnessing new

mediamedia– Adopting open

tipractices• New business models

are emerging (bild Conole 2012)

The future of learningCh i t f• Changing nature of education

• New forms of communication• New forms of communication and collaboration

• Rich multimedia• Rich multimedia representation

• Harnessing the globalHarnessing the global network

(Bild Conole2012)

Implications

• Blurring boundaries• New businessNew business

models• More open practices• Changing roles• Changing roles• Importance of new

digital literacy skills• Disruptive and• Disruptive and

complex

Om att byta kvalitetsperspektivN t kiNetworkingSustainability

GlobalisationDemography

Boundless educationLifelong learning

g p yTechnical and digital developmentLifelong learning

Holistic and conceptual

developmentStudent involvement

d t d t l tiapproach and embedded and beyond

and student completion Quality

A move from my students, my course,

yFrame of references(Ossiannilsson 2012)stude ts, y cou se,

my resorurse… towardsour´s…

(Ossiannilsson 2012)

Rhizome perspective on quality(Ossiannilsson, 2012)

BenchlearningB h ki i f d iBenchmarking is one way forward in relation to quality and quality by q y q y ylearning from others and by oneself.Consequently, as benchmarking is all about quality enhancement andall about quality enhancement and improvement, probably the way f d ill b b hl iforward will be benchlearning.

Doktorsavhandling. Ossiannilsson, E (2012) Benchmarking e-learning in higher education: lessons learned from international projects. (Oulu University, Finland)

Caring is sharing, sharing is caring

Footprints

W:www.oulu.fi; www.lu.se/ced

E:Ebba.Ossiannilsson@oulu.fi

E Ebb O i il @ d lE:Ebba.Ossiannilsson@ced.lu.se

FB:Ebba Ossiannilsson

T:@EbbaOssianT:@EbbaOssian

Phone: +4670995448

S:http://www slideshare net/EbbaS:http://www.slideshare.net/EbbaOssiann