HEQC’S QUALITY SYSTEMS RESTRUCTURING PROJECT: QUALITY PROGRAMMES, QUALITY MATERIAL
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Transcript of HEQC’S QUALITY SYSTEMS RESTRUCTURING PROJECT: QUALITY PROGRAMMES, QUALITY MATERIAL
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HEQC’S QUALITY SYSTEMS RESTRUCTURING PROJECT:
QUALITY PROGRAMMES, QUALITY MATERIAL
• Prof Louie Swanepoel• Directorate Quality Assurance and
Promotion• (012) 429-2674• [email protected]
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Towards the African university in the service of humanity
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Recognition of Unisa and its qualifications
• On 1 January 2004 the Technikon of Southern Africa merged with Unisa incorporating the distance education leg of Vista University to form the new Unisa
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Diversity of Learners
• The UNISA student population comprises students from South Africa, the African continent and the rest of the world.
• The average age of a UNISA student is 30 years of age.
• At present, UNISA students represent a total of 23 languages.
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Location
• Two main campuses– Pretoria Campus– Florida Campus
• Five Hubs– Coastal Hub– Gauteng Hub– KwaZulu-Natal Hub– Midlands Hub– North Eastern Hub
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Formal Headcounts, 2004-8 to date (Prov.)
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Absolute Formal Headcount Distribution by College, 2004 - 2008 to date
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• Formal registrations by regional office 2007
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• Unisa students in Africa 2007
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Registrations by continent 2007
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• Formal headcount registrations by degree level 2007
88.9%
7.5%
236 320 students
128 students
5 570 students
20 053 students
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• Demographic profile 2007
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• Registrations by age group 2007
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Qualifications
• Both career-focused and university type.
• From certificate programmes up to doctoral studies.
• Housed in the 5 colleges
– College of Agriculture and Environmental Sciences (CAES)
– College of Economic and Management Sciences (CEMS)
– College of Human Sciences (CHS)
– College of Law (CLAW)
– College of Science, Engineering and Technology (CSET)
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Registration Absolute Formal Headcount Distribution by College, 2004 - 2008
to date
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Purpose of Finnish Project
• To establish and embed a QA framework of continuous improvement within academic programmes through a well-conceptualised, integrated course design and development and delivery process, taking cognizance of the critical principles of ODL.
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– Contribute to the transformation of Unisa by establishing effectively contextualized ODL best practices through:developing an appropriately contextualized ODL model for Unisa through:
• Interrogation of current ODL best practice internationally and
• Assessment of the current approach and practice at Unisa.
• Introducing change initiatives to establish a relevant ODL culture and practice throughout the university
– Impacting directly on the effective access, retention and success of students through establishing an appropriate service and learning environment
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• FINNISH RESEARCH PROJECT:to develop QA management system for integrated course design and development process within ODL
• Trial process for the development of a QA framework in other areas of the value chain of service delivery within a ODL context.
FINNISH RESEARCH PROJECT:
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• Registrations by employment type 2007
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ODL
• Focuses on removing barriers to access learning, flexibility of learning provision, student-centeredness, supporting students and constructing learning programmes with the expectation that students can succeed
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DEFINITION OF ODL
• Open distance learning is a multi-dimensional system aimed at bridging the time, geographical and transactional (communication and educational) distance between:
• student and institution, • student and lecturers/tutors,• students and courseware, and • student and peer.
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UNISA’S ODL MODEL
Institutional:Identity
PQM/curriculumT+L approach
Institution Facilitate admin
process for registrations
Facilitate access and prepare for
student
Support students to enter learning
process
Facilitate learning and Formative
assessment
Facilitate summative
assessment
Facilitate recognition /
certification
Preparation
for learningStudent Student
enquiry
Student choice and preparation
for registration
Student
registration LearningSummative assessment and credit
accum.
Graduations
Life long learning
Alumni
Budget and financial resourcing
HR recruitment and provisioning
ICT platform and capacity
Infrastructure
Unisa’s ODL model
Input Process Output
Remedial options for students
failing
Addressing skills/needs of
students for success
Monitor progress of
students and their impact
Addressing skills/needs of
students for success
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UNISA STUDENTS
• Are at the centre of the learning process
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STUDENT WALK
User friendly calendar and info booklets
Choices guided by self assessment and appropriate support staff
Flexible learning arrangements within fixed parameters
Continuous support including peer group
Integrated formative and summative
assessment
User friendly calendar etc.
Institutional plans and preparedness/to facilitate learning
Access to quality integrated
courseware
Accessible JIT registration and admin services
General ICT enabling
Key Principles
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FINNISH PROJECT
• Focus in on one of the core distinguishing characteristics of an ODL institution:
• DEVELOPMENT OF APPROPRIATE LEARNING RESOURCES -
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Research Process: Phase 1:
• Situational analysis• Interviews• For a understanding of current
practices, procedures and processes and future expectations of key stakeholders
• Gap analysis
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Quality improvement project
• Key steps in design and development process were identified and agree upon
• Each key step needs to be informed by policy and/or procedure as well as quality standards
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KEY STEPS
–An overview of the key steps in the materials design and development process :
• Design• Development• Delivery
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Three key isseus:
• Lack of an integrated system for planning and monitoring of the entire programme and materials development process from design to review
• No mechanisms to enforce policies and procedures– Staff might need training to fully
understand and implement policies• Need to articulate more fully in
guidelines for programme development
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Power course
• Prototype – part of the new ODL model will ensure team approach and that systems are integrated
• ICLD – worked on 10% of study guides
• Team approach – time-consuming• Lecturers – staff-student ratios
1:4000.
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Key question
• What do we need to know & understand about the nature of
– Students– Courses
in order to design and implement high-quality, highly relevant & successful ODL-oriented power courses?
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Power courses
• Developing courseware for modules or programmes to integrate student profile, stakeholder needs, orientation and counseling needs, tutoring, multi-media, formative assessment etc.
• Large enrolments or used in many different programmes
• Tied to a new tutor-marker-system and integrated IT, HR and Finance infrastructure.
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TUITION POLICY
• An agreed-upon and planned process of course design, development, production and delivery with a view to integrating and co-ordinating Unisa’s system.
• Team approach to course programme design will be mandatory with flexibly composed course teams whose specific roles and responsibilities are clearly delineated.
• No such system is consistently applied.
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• Focus should be on programme design and the ways in which individual courses and study guides contribute to the achievement of programme outcomes.
• Planning teaching and learning support activities and an assessment strategy – important element of design
• Improve internal and external liaison in the design process – working with stakeholders
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• Need for greater focus on issues of articulation, progression and NQF levels
• Piloting and/or external critical peer review of programmes, modules and materials
• Programme review processes should be built into planning cycles
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STEP 2: Protocol for programme design and materials development
• Draft guidelines for instructural Design and Learning Development agreed upon by early February 2008.
• Unisa systems – to be aligned with ODL principles underpinning power courses
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Monitor and review
• Surveys to measure the efficacy, understanding and development process for the first series of piloted power courses
• Inform the power course project and ensure some degree of triangulation and closure to process.– 4 surveys
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Results
• Entire process of quality programmes and materials development, which involves design, development and delivery (with feedback loop) – not captured in any single document in any single locations
• Process not supported by a common digital system
• However, staff know the key steps
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Course Design and Development
• UNISA courses are primarily developed by teams consisting of a number of specialists.
• These teams are flexible and are constituted according to specific course design needs.
• UNISA offers innovative delivery systems (e.g. interactive videoconferencing and online delivery) and student support in the form of
– Learning centres
– Tutors
– Contact
– Counseling
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Course Design and Development (cont)
• Delivery systems
– Technology support
– Online learning
– Print-based materials
– Teleconferencing
– Videoconferencing
– Tutors
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Course delivery
• Innovative delivery systems (e.g. interactive videoconferencing and Online delivery)
• Student support– Learning centers– Tutors– Contact– Counseling
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Distance Learning Delivery Systems
• Print based materials• Tutors
– Technology support– Teleconferencing– Videoconferencing– On-Line Learning
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Tutoring• Ideally, students need to be linked to a tutor at
registration; a new relationship has to develop between lecturers and tutors; tutors have to mark students’ assignments giving detailed feedback and support and mark the work of the same student each time (and there have to be at least two formative assessment opportunities as part of the learning mediation); and tutor-markers have to keep contact with students through tutorials (or other media if students do not attend tutorials). In this way the transactional distance between the student, the institution and teachers will be bridged.
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Challenges
• Is policy realistic?• Does the development of study
material receive appropriate recognition and is adequate time provided?
• Many still to give through to overall programme design issues.
• Give thought to the development of appropriate language and learning skills as part of the programme and module design process.
• Assessment policy – assignments for assessment can be improved.
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Close the quality loop
• Directorate QAP – responsible for promotion of QA to effect improvement
• Monitor of quality outcomes of designed, developed and delivered courses.
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QUALITY ASSURANCE POLICY
SELF-EVALU-ATION
PEER REVIEW
QUALITY MANAGEMENT
SYSTEMCAPACITY BUILDING
PO
LIC
IES
PR
OC
ED
UR
ES
ST
RA
TE
GIE
S
PR
OC
ES
SE
S
PLANNING
SERVICE LEVEL
AGREE-MENTS
BENCH-MARKING
UNISA 2015: AN AGENDA FOR TRANSFORMATION
RESOURCE ALLOCATIONGOVERNANCE
SATIS-FACTION SURVEYS
Refinement and
continuous improvement
INPUT PROCESS OUTPUT IMPACT
Refinement and
continuous improvement
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48
FRAMEWORK FOR QUALITY AT FRAMEWORK FOR QUALITY AT UNISAUNISA
Bits and Bits and piecespieces
INTEGRATED APPROACHINTEGRATED APPROACH
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All improvement involves change, not all change is an improvement.