Quality assurance and quality enhancement of eLearning in the UK, and the development of the...
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- Slide 1
- Quality assurance and quality enhancement of eLearning in the
UK, and the development of the epprobate initiative Harvey Mellar
Borderless Quality Infinite Innovation International Conference on
e-Learning Quality and Innovative Instruction Taiwan, 31 July 2012
www.ioe.ac.uk/staff/LKLB_34.html
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- epprobate www.epprobate.com2
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- Institute of Education, University of London www.ioe.ac.uk
3www.epprobate.com
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- London Knowledge Lab www.epprobate.com4 www.lkl.ac.uk
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- University of London International Programmes
www.epprobate.com5 www.londoninternational.ac.uk
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- Outline Quality and eLearning The changing landscape of
knowledge and learning Quality assurance in the UK Quality
assurance of eLearning epprobate www.epprobate.com6
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- QUALITY AND ELEARNING www.epprobate.com7
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- What is quality? Exception: Quality as something exceptional,
and distinctive Perfection: Quality as a consistent or flawless
outcome Fitness for purpose: Quality as fulfilling a customer's
requirements, needs or desires Value for money: Quality as return
on investment Transformation - the enhancement and empowerment of
students or the development of new knowledge www.epprobate.com8
Harvey, L. (1995). Editorial (The Key Issues: the quality agenda)
Quality in Higher Education
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- CONCERNS ABOUT THE QUALITY OF ELEARNING www.epprobate.com9
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- Corporate training www.epprobate.com10
www.astd.org/Publications/Newsletters/ASTD-Links/ASTD-Links-Articles/2011/01/E-Learning-Trends-2011
American Society for Training & Development (ASTD) What
concerns does your organization have about e-learning? Quality of
programs 31.3%
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- Higher Education www.epprobate.com11
http://www.insidehighered.com/news/survey/conflicted-faculty-and-online-education-2012
66% of faculty say online courses are inferior or somewhat inferior
to face-to-face courses Conflicted: Faculty and Online Education,
2012 A Joint Project of The Babson Survey Research Group and Inside
Higher Ed I. Elaine Allen, Jeff Seaman, with Doug Lederman Scott
Jaschik
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- Schools www.epprobate.com12 www.carnegielearning.com
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- www.epprobate.com13
http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?pagewanted=all
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- THE CHANGING LANDSCAPE OF KNOWLEDGE AND LEARNING
www.epprobate.com14
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- New demands and new suppliers Demands Many more students
involved in higher education Demands for equitable access and
retention Increasing need to address issues of student demand and
choice Constraints on public spending result in higher fees
Suppliers Shift towards a more deregulated market Courses offered
by international providers Increase in for-profit institutions in
education Disaggregation of services Collaborations and
partnerships www.epprobate.com15
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- New skills www.epprobate.com16 www.p21.org/index.ph
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- Using multimodal representations www.epprobate.com17
http://www.mat.ucsb.edu/res_proj3.php
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- Developing techno-mathematical literacies www.epprobate.com18
Hoyles, Celia (2007) Understanding the System: Techno-Mathematical
Literacies in the Workplace
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- Learning in the Network Society www.epprobate.com19 Castells,
M. (2001) The Internet galaxy: reflections on the Internet,
business, and society
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- Harnessing the Data Deluge www.epprobate.com20
http://www.economist.com/node/15579717?Story_ID=15579717
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- LEARNING IN NEW WAYS www.epprobate.com21
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- New (ish) technologies www.epprobate.com22 Serious games and
immersive worlds M-learning Haptic technologies Tangibles
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- Opening access OERs, MOOCs and MOTS www.epprobate.com23 OER
Open Educational Resources Massive Online Open Courses Mass Online
Tutoring Systems
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- Learning is a process of connecting specialized nodes or
information sources Learning may reside in non-human appliances
Capacity to know is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate
continual learning Ability to see connections (built networks)
between fields, ideas, and concepts Currency (accurate, up-to-date
knowledge) is the intent of all connectivist learning activities
Learning as connecting www.epprobate.com24 Siemens, G. (2005)
Connectivism: A Learning Theory for the Digital Age
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- Teaching as a design science Teaching is not rocket science. It
is, in fact, far more complex and demanding work than rocket
science. - Richard Elmore www.epprobate.com25 Teaching is changing.
It is no longer simply about passing on knowledge to the next
generation. Teachers in the 21st century, in all educational
sectors, have to cope with an ever-changing cultural and
technological environment. Teaching is now a design science. Like
other design professionals - architects, engineers, town planners,
programmers teachers have to work out creative and evidence-based
ways of improving what they do. - Diana Laurillard Every day,
teachers design and test new ways of teaching, using learning
technology to help their learners. But their discoveries remain
local. By representing and communicating their best ideas as
structured pedagogical patterns, teachers could develop this vital
professional knowledge collectively - Diana Laurillard
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- Pedagogical design patterns Context Where, when, who (all the
things you cant change) Problem We want to do A under condition B
but are constrained by C Solution www.epprobate.com26 C o n t e x t
ProblemSolution When, Where, Who What are we trying to achieve /
solve? Cookbook: ingredients, procedure, expected outcomes
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- QUALITY ASSURANCE IN THE UK www.epprobate.com27
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- QA in UK Higher Education Universities and colleges manage the
quality and standards of their awards by means of their own
internal quality assurance procedures Course validation Annual
monitoring Periodic course review External examiners Peer
observation Student feedback Course evaluation surveys Focus groups
Student representation www.epprobate.com28
http://www.qaa.ac.uk
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- Quality Assurance Agency (QAA) Quality Code Standards, quality
and public information Institutional review Review team of five,
including a student Institutions submit a self-evaluation document
and a student written submission Preliminary visit - one and a half
days + Review visit - three to five days Institutional reports
publicly available on the QAA website Outcomes Reports
www.epprobate.com29
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- Involvement of learners in quality assurance
www.epprobate.com30
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- From quality assurance to quality enhancement QUALITY ASSURANCE
Inhibits frank reporting Promotes incremental improvement of
academic practice Discourages risk taking Retrospective approaches
to quality management QUALITY ENHANCEMENT Encourages and requires
frank reporting Facilitates transformational change Supports and
manages risk taking Prospective approaches to quality management
www.epprobate.com31 Raban, C. (2007) Assurance Versus Enhancement:
Less Is More? Journal of Further and Higher Education
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- QUALITY ASSURANCE OF ELEARNING www.epprobate.com32
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- Quality Code - Section 2 www.epprobate.com33
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- Benchmarking A group of universities set up in a benchmarking
club Each completes an Institutional Review Document They jointly
develop a set of criteria called good practice statements Each
institution then scores its performance against the good practice
statements www.epprobate.com34
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- A research study on quality assurance of eLearning
www.epprobate.com35 Case studies of Postgraduate courses For each
case study Collect and review all quality assurance documentation
Interview stakeholders Comparative examination of data Map of
issues not captured by the quality assurance procedures
Identification of aspects of the courses which impact on the
implementation of the QA procedures
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- Results: Factors affecting the application of QA procedures
www.epprobate.com36 DISAGGREGATED PROCESSES DISTRIBUTED TEAMS
DISTANT LOCATION OF STUDENTS OPENNESS OF COURSES TO REVIEW
ORGANISATIONAL CONTEXT
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- Workshop on QA/QE procedures and eLearning Based on existing
research Delivered in 15 UK universities, then in Germany, Sweden,
Saudi Arabia Examined issues, challenges and possible solutions
Dilemma, should we modify existing quality procedures, or create
new quality procedures specifically for eLearning?
www.epprobate.com37
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- QA/QE in eLearning Special Interest Group www.epprobate.com38
www.qe-sig.net
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- Toolkit www.epprobate.com39
http://qaqe-sig.net/wp-content/uploads/2011/11/Toolkit_version_2011_8_11-Final-edit-DoH.pdf
- Slide 40
- UK Quality Code for Higher Education - Learning and Teaching
Example indicators An understanding of the learning process informs
learning and teaching practices, which use evidence-informed
approaches derived from the outcomes of research, scholarship and
the evaluation of professional practices. Higher education
providers assure themselves that for every student both the
physical and virtual environments they provide are safe,
accessible, reliable and usable and that their use is characterised
by dignity, courtesy and respect. www.epprobate.com40
http://www.qaa.ac.uk/Newsroom/Consultations/Pages/learning-teaching.aspx
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- Summary: Issues for assessing quality of eLearning Development
of a quality culture Use of research, scholarship and the
evaluation of professional practices to inform learning and
teaching practices Ensuring the currency and accuracy of content
Involvement of learners Involvement of other stakeholders Use of
learning analytics Internationalisation www.epprobate.com41
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- EPPROBATE The international quality label for eLearning
courseware www.epprobate.com42
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- Objectives Increase trust in eLearning Deliver a quality label
focusing on courseware Facilitate a consensus building process
about eLearning quality Establish an international network of
reviewers and partners www.epprobate.com43
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- The review process Self assessment document Asks for evidence
Evaluations Learning analytics Review panel Pedagogic expert
Content expert Learner Courseware producer Panel reviews courseware
in terms of the quality grid Feedback to producer
www.epprobate.com44
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- THE QUALITY GRID www.epprobate.com45
http://epprobate.com/index.php/en/epprobate-quality-grid
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- A. COURSE DESIGN 1.Provision of course information, learning
objectives and instructional guidance 2. Constructive alignment
www.epprobate.com46
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- B. LEARNING DESIGN www.epprobate.com47 3. Learner needs 4.
Personalisation 5. Instructional strategies
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- C. MEDIA DESIGN www.epprobate.com48 6. Media integration 7.
Interface 8. Interoperability and technological standards
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- D. CONTENT www.epprobate.com49 9. Accuracy and values of
content 10. Intellectual property rights 11. Legal compliance
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- epprobate - meeting the challenges Development of a quality
culture Use of research, scholarship and the evaluation of
professional practices to inform learning and teaching practices
Ensuring the currency and accuracy of content Involvement of
learners Involvement of other stakeholders Use of learning
analytics Internationalisation www.epprobate.com50
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- References www.epprobate.com51 Google short URL: goo.gl/H5lp4
http://www.mendeley.com/groups/2338531/quality-assurance-and-quality-enhancement-of-elearning-in-the-uk/