Ingeborg bo uoc
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1
A Quality Dialogue-From Inspection to
Inspiration
Ingeborg Bø, Norway
European Foundation for Quality in E-learning
International Seminar on Higher Education Rankings and e-learning
The Universitat Oberta de Catalunya, Barcelona22 – 23 September 2011
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A Quality Dialogue
Inspection
InspirationFrom
To
Ingeborg BøEDEN Senior Fellow, Norway
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I shall speak about:
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Norway
Sweden
Finland
Denmark
http://www.youtube.com/visitnorway#p/u/38/Jz_fo5-wfUk
Scotland
Iceland
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Klikk ikonet for å legge til bilde
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My golden learning perspectives- after 40 years
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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
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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
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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, Oeiras, Portugal
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Theme for this seminar:
Higher Education Rankings
and e-learning
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Have fun
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Tony Bates and Albert Sangrà, 2011http://batesandsangra.ca
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Quality assurance and evaluation (Chapter 6)Bates and Sangrà (2011)
Quality assurance methods are valuable for accreditation agencies concerned about institutions using e-learning to cut corners or reduce costs without maintaining standards.
They can be useful for providing instructors new to teaching with technology, or struggling with its use, with models of best practice to follow.
However, the best guarantees of quality in e-learning are a commitment by the leadership to supporting innovation in teaching, instructors well trained in both pedagogy and the use of technology for teaching, highly qualified and professional learning technology support staff, adequate resources (especially regarding instructor:student ratios), appropriate methods of working (teamwork, project management), and systematic evaluation.
Generally, the same standards that apply to online learning should also apply to face-to-face teaching.
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Recommendation 9(Bates and Sangrà)
Use standard methods of program approval, review and evaluation, slightly adapted for the special circumstances of online learning.
Ensure that learner support is provided in suitable ways for off-campus students.
Use a team approach, with instructional designers and web support staff, and best practice in online course design, for hybrid and distance courses.
Ensure that the course design is adapted to meet the needs of off-campus learners.
Begin applying some of these techniques to the re-design of large face-to-face classes.
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” 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.
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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
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The Social webFacebook, twitter, linkdin, slideshare, open educational resources, open educational practises, user generated content etc. etc.
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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).
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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
24The context
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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
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”Examining Quality Culture: Part 1 – Quality Assurance Processes in Higher Education Institutions”
European University Association (EUA) PUBLICATIONS 2010
Quality assurance as a component of quality culture
“There needs to be a perceived value of quality assurance. Quality culture and quality assurance are not the same thing. You can have good QA in place but not necessarily a quality culture. The challenge is linking the outcomes of QA to the development of a quality culture that enhances the student experience.” -Respondent to the survey
“Much of the quality is dependent on the informal nature of staff/student relationships. The increasing calibration of quality indicators has led to a concern that this relationship will become formalised and thus less productive.” - Respondent to the survey
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Quality assurance as a component of quality culture (EUA)
“…quality culture refers to an organisational culture that intends to enhance quality permanently and is characterised by two distinct elements:
on the one hand, a cultural/psychological element of shared values, beliefs, expectations and commitment towards quality and,
on the other hand, a structural/ managerial element with defined processes that enhance quality and aim at coordinating individual efforts. “
(EUA 2006:10)
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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.
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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
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EFQUEL Innovation Forum 2010
Innovation Forum 2010
”What are the quality implications in an increasingly open context?”
EFQUEL Innovation Forum 2010 Recommendations
”HOW CAN QUALITY APPROACHES EVOLVE AND ENHANCE INCLUSION, INNOVATION AND EXCELLENCE"
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EFQUEL Innovation Forum 2011CERTIFY THE FUTURE...?!
Accreditation, Certification and Internationalisation
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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
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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)
The UNIQUe Certification
History
UNIQUe Value Proposition
A methodology for implementing
quality Technology Enhanced Learning(TEL)
system-wide throughout an institution
UNIQUe Value Proposition
Access to world class expertise in the field of TEL quality
management and implementation
UNIQUe Value Proposition
Sustained support and continuous engagement with
quality improvement processes
UNIQUe Value Proposition
Approach enhances
entire institutional innovation policy
UNIQUe Value Proposition
Continually evolving criteria and standards
UNIQUe Value Proposition
A clear, standardised and transparent system for
recognition and certification
A Methodology forSystem-Wide TEL
The UNIQUe Criteria
Each criterion looks at howICT is embedded into these processes
1. ApplicationFormal process
Submission of Application Data Form:Short questionnaire
Factual information
English
Allows preliminary formal assessment of the university’s quality in comparison with the UNIQUE quality criteria
Two types of institutions: universities or independent institutions within university (schools, faculties,…)
2. EligibilityFormal acceptance of application
Start of process for quality improvement & accreditation
UNIQUe supervising body
No guarantee
Introductory briefing session f2f/by phone
3. Self-Assessment
Higher Management in dialogue with stakeholders
Self-critical not promotional; strenghts-weaknesses,
4. Peer-Review
Pool of independent peer-reviewers: experts in HE, eLearning, Quality, University Management
Teams of 3 experts / trained reviewers Guidebook & tools (open questionnaires,...) Review of SAR and questionnaire results from staff and
students & background info Communicate list of persons they wish to interview &
schedule Preparatory meeting reviewers Peer review visit (2-3 days): interviews with higher
management & other stakeholders (students, tutors,...) Preliminary conclusions & feedback establish agreed
upon developments
REPORT Peer-review report incl. Steps for future developmentAgreed upon developments – check after 1.5 yearsRatings Recommendations
5. Awarding Body Decision
Chair + 4 expert members
Final decision
Recommendations from the reviewers
Certification 3 years (with reporting of progress at 1.5 years)
Candidate certification: 1 year improvement
Non certification: -> 3 years
6. Continuous Improvement
Development RoR = Report on Results after 18 months
Based on the steps for improvement the Peer Review Team had recommended
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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
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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)
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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
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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)
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Thoughts at the endLet us move from inspection to
inspiration and stimulate the development of a quality culture
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
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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