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Towards Greater Heights in Quality Assurance of Mobile Learning
Dr Souma Alhaj Ali Associate Prof in Industrial Engineering Director of the Center for Excellence and Governance
8 March 2016
Workshop Layout
2 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
PART 1 Approaches to quality assurance and management in ICTs-driven teaching and learning
PART 2 Group discussions- Framework for high-quality mobile learning
CONCLUSIONS Presentations of the groupsrsquo findings and a process to help participants to assess the quality of their own practices
Outcomes
Upon the completion of the workshop the participant will be able to
bull Explore different approaches to quality in ICTs-driven teaching and learning
bull Recognize the characteristics of high-quality mobile learning
bull Assess their own practices
3 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
bull M-learning involves the use of mobile technology either alone or in combination with other ICT to enable learning anytime and anywhere
bull It involves any form of electronic delivered learning material particularly that delivered by internet based technologies (Brown 2005 and UNISCO 2013)
bull With M-learning the learner takes control of what to study and learn from where to study and how to study in terms of times mode and space
bull M-learning can enhance lifelong learning and continuing educational opportunities
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 4
Kapenieks pointed out that M-learning includes an integration of technical issues for cross-media learning content delivery the refinement of
pedagogic considerations and the development of shared understanding of target user learning context in borderless areas
Augmented Reality
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 5
Tech Insider INSIDER designs video
bull The mobile industry continues to scale rapidly with a total of 36 billion unique mobile subscribers at the end of 2014
bull Half of the worldrsquos population now has a mobile subscriptionmdashup from just one in five 10 years ago
bull An additional one billion subscribers are predicted by 2020 taking the global penetration rate to approximately 60
bull There were 71 billion global SIM connections at the end of 2014
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 6
Global Penetration Rate of Mobile Industry The Mobile Economy 2015 GSMA
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 7
The Mobile Economy 2015 GSMA
Unique subscribers by region (Millions) Source GSMA Intelligence
Should we do M-learningHow should we do M-learning (Forni 2013)
8
DIVERSE INFORMAL LERNING COMMUNITIES
PERSONALIZED LIFLONG LEARNING
ASYNCHRONOUS SELF-ACTUATED AVAILABLE
BLENDING LEARNERS WITH DISABILITIES
ALWAYS-ON CLOUD LEARNER CENTRIC
CURATION SOCIAL NETWORKING ACCESS
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 9
How to use mobiles for learning
How learning can be conducted through mobiles How mobiles can enhance the quality of learning learnersrsquo experience and the level of achievement of the learning outcomes
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Workshop Layout
2 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
PART 1 Approaches to quality assurance and management in ICTs-driven teaching and learning
PART 2 Group discussions- Framework for high-quality mobile learning
CONCLUSIONS Presentations of the groupsrsquo findings and a process to help participants to assess the quality of their own practices
Outcomes
Upon the completion of the workshop the participant will be able to
bull Explore different approaches to quality in ICTs-driven teaching and learning
bull Recognize the characteristics of high-quality mobile learning
bull Assess their own practices
3 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
bull M-learning involves the use of mobile technology either alone or in combination with other ICT to enable learning anytime and anywhere
bull It involves any form of electronic delivered learning material particularly that delivered by internet based technologies (Brown 2005 and UNISCO 2013)
bull With M-learning the learner takes control of what to study and learn from where to study and how to study in terms of times mode and space
bull M-learning can enhance lifelong learning and continuing educational opportunities
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 4
Kapenieks pointed out that M-learning includes an integration of technical issues for cross-media learning content delivery the refinement of
pedagogic considerations and the development of shared understanding of target user learning context in borderless areas
Augmented Reality
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 5
Tech Insider INSIDER designs video
bull The mobile industry continues to scale rapidly with a total of 36 billion unique mobile subscribers at the end of 2014
bull Half of the worldrsquos population now has a mobile subscriptionmdashup from just one in five 10 years ago
bull An additional one billion subscribers are predicted by 2020 taking the global penetration rate to approximately 60
bull There were 71 billion global SIM connections at the end of 2014
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 6
Global Penetration Rate of Mobile Industry The Mobile Economy 2015 GSMA
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 7
The Mobile Economy 2015 GSMA
Unique subscribers by region (Millions) Source GSMA Intelligence
Should we do M-learningHow should we do M-learning (Forni 2013)
8
DIVERSE INFORMAL LERNING COMMUNITIES
PERSONALIZED LIFLONG LEARNING
ASYNCHRONOUS SELF-ACTUATED AVAILABLE
BLENDING LEARNERS WITH DISABILITIES
ALWAYS-ON CLOUD LEARNER CENTRIC
CURATION SOCIAL NETWORKING ACCESS
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 9
How to use mobiles for learning
How learning can be conducted through mobiles How mobiles can enhance the quality of learning learnersrsquo experience and the level of achievement of the learning outcomes
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Outcomes
Upon the completion of the workshop the participant will be able to
bull Explore different approaches to quality in ICTs-driven teaching and learning
bull Recognize the characteristics of high-quality mobile learning
bull Assess their own practices
3 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
bull M-learning involves the use of mobile technology either alone or in combination with other ICT to enable learning anytime and anywhere
bull It involves any form of electronic delivered learning material particularly that delivered by internet based technologies (Brown 2005 and UNISCO 2013)
bull With M-learning the learner takes control of what to study and learn from where to study and how to study in terms of times mode and space
bull M-learning can enhance lifelong learning and continuing educational opportunities
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 4
Kapenieks pointed out that M-learning includes an integration of technical issues for cross-media learning content delivery the refinement of
pedagogic considerations and the development of shared understanding of target user learning context in borderless areas
Augmented Reality
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 5
Tech Insider INSIDER designs video
bull The mobile industry continues to scale rapidly with a total of 36 billion unique mobile subscribers at the end of 2014
bull Half of the worldrsquos population now has a mobile subscriptionmdashup from just one in five 10 years ago
bull An additional one billion subscribers are predicted by 2020 taking the global penetration rate to approximately 60
bull There were 71 billion global SIM connections at the end of 2014
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 6
Global Penetration Rate of Mobile Industry The Mobile Economy 2015 GSMA
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 7
The Mobile Economy 2015 GSMA
Unique subscribers by region (Millions) Source GSMA Intelligence
Should we do M-learningHow should we do M-learning (Forni 2013)
8
DIVERSE INFORMAL LERNING COMMUNITIES
PERSONALIZED LIFLONG LEARNING
ASYNCHRONOUS SELF-ACTUATED AVAILABLE
BLENDING LEARNERS WITH DISABILITIES
ALWAYS-ON CLOUD LEARNER CENTRIC
CURATION SOCIAL NETWORKING ACCESS
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 9
How to use mobiles for learning
How learning can be conducted through mobiles How mobiles can enhance the quality of learning learnersrsquo experience and the level of achievement of the learning outcomes
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
bull M-learning involves the use of mobile technology either alone or in combination with other ICT to enable learning anytime and anywhere
bull It involves any form of electronic delivered learning material particularly that delivered by internet based technologies (Brown 2005 and UNISCO 2013)
bull With M-learning the learner takes control of what to study and learn from where to study and how to study in terms of times mode and space
bull M-learning can enhance lifelong learning and continuing educational opportunities
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 4
Kapenieks pointed out that M-learning includes an integration of technical issues for cross-media learning content delivery the refinement of
pedagogic considerations and the development of shared understanding of target user learning context in borderless areas
Augmented Reality
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 5
Tech Insider INSIDER designs video
bull The mobile industry continues to scale rapidly with a total of 36 billion unique mobile subscribers at the end of 2014
bull Half of the worldrsquos population now has a mobile subscriptionmdashup from just one in five 10 years ago
bull An additional one billion subscribers are predicted by 2020 taking the global penetration rate to approximately 60
bull There were 71 billion global SIM connections at the end of 2014
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 6
Global Penetration Rate of Mobile Industry The Mobile Economy 2015 GSMA
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 7
The Mobile Economy 2015 GSMA
Unique subscribers by region (Millions) Source GSMA Intelligence
Should we do M-learningHow should we do M-learning (Forni 2013)
8
DIVERSE INFORMAL LERNING COMMUNITIES
PERSONALIZED LIFLONG LEARNING
ASYNCHRONOUS SELF-ACTUATED AVAILABLE
BLENDING LEARNERS WITH DISABILITIES
ALWAYS-ON CLOUD LEARNER CENTRIC
CURATION SOCIAL NETWORKING ACCESS
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 9
How to use mobiles for learning
How learning can be conducted through mobiles How mobiles can enhance the quality of learning learnersrsquo experience and the level of achievement of the learning outcomes
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Augmented Reality
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 5
Tech Insider INSIDER designs video
bull The mobile industry continues to scale rapidly with a total of 36 billion unique mobile subscribers at the end of 2014
bull Half of the worldrsquos population now has a mobile subscriptionmdashup from just one in five 10 years ago
bull An additional one billion subscribers are predicted by 2020 taking the global penetration rate to approximately 60
bull There were 71 billion global SIM connections at the end of 2014
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 6
Global Penetration Rate of Mobile Industry The Mobile Economy 2015 GSMA
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 7
The Mobile Economy 2015 GSMA
Unique subscribers by region (Millions) Source GSMA Intelligence
Should we do M-learningHow should we do M-learning (Forni 2013)
8
DIVERSE INFORMAL LERNING COMMUNITIES
PERSONALIZED LIFLONG LEARNING
ASYNCHRONOUS SELF-ACTUATED AVAILABLE
BLENDING LEARNERS WITH DISABILITIES
ALWAYS-ON CLOUD LEARNER CENTRIC
CURATION SOCIAL NETWORKING ACCESS
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 9
How to use mobiles for learning
How learning can be conducted through mobiles How mobiles can enhance the quality of learning learnersrsquo experience and the level of achievement of the learning outcomes
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
bull The mobile industry continues to scale rapidly with a total of 36 billion unique mobile subscribers at the end of 2014
bull Half of the worldrsquos population now has a mobile subscriptionmdashup from just one in five 10 years ago
bull An additional one billion subscribers are predicted by 2020 taking the global penetration rate to approximately 60
bull There were 71 billion global SIM connections at the end of 2014
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 6
Global Penetration Rate of Mobile Industry The Mobile Economy 2015 GSMA
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 7
The Mobile Economy 2015 GSMA
Unique subscribers by region (Millions) Source GSMA Intelligence
Should we do M-learningHow should we do M-learning (Forni 2013)
8
DIVERSE INFORMAL LERNING COMMUNITIES
PERSONALIZED LIFLONG LEARNING
ASYNCHRONOUS SELF-ACTUATED AVAILABLE
BLENDING LEARNERS WITH DISABILITIES
ALWAYS-ON CLOUD LEARNER CENTRIC
CURATION SOCIAL NETWORKING ACCESS
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 9
How to use mobiles for learning
How learning can be conducted through mobiles How mobiles can enhance the quality of learning learnersrsquo experience and the level of achievement of the learning outcomes
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 7
The Mobile Economy 2015 GSMA
Unique subscribers by region (Millions) Source GSMA Intelligence
Should we do M-learningHow should we do M-learning (Forni 2013)
8
DIVERSE INFORMAL LERNING COMMUNITIES
PERSONALIZED LIFLONG LEARNING
ASYNCHRONOUS SELF-ACTUATED AVAILABLE
BLENDING LEARNERS WITH DISABILITIES
ALWAYS-ON CLOUD LEARNER CENTRIC
CURATION SOCIAL NETWORKING ACCESS
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 9
How to use mobiles for learning
How learning can be conducted through mobiles How mobiles can enhance the quality of learning learnersrsquo experience and the level of achievement of the learning outcomes
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Should we do M-learningHow should we do M-learning (Forni 2013)
8
DIVERSE INFORMAL LERNING COMMUNITIES
PERSONALIZED LIFLONG LEARNING
ASYNCHRONOUS SELF-ACTUATED AVAILABLE
BLENDING LEARNERS WITH DISABILITIES
ALWAYS-ON CLOUD LEARNER CENTRIC
CURATION SOCIAL NETWORKING ACCESS
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 9
How to use mobiles for learning
How learning can be conducted through mobiles How mobiles can enhance the quality of learning learnersrsquo experience and the level of achievement of the learning outcomes
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Mobile Learninghelliphellip M-learning Personalized Learning Choice-based Learning (Ebba Ossiannilsson 2014)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 9
How to use mobiles for learning
How learning can be conducted through mobiles How mobiles can enhance the quality of learning learnersrsquo experience and the level of achievement of the learning outcomes
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Definition of Quality
User-Based Definition Quality is ldquofitness for intended userdquo
Manufacturing-based Conformance to requirements Value-based A balance between conformance or
performance quality and an acceptable price to the customer
ANSIASQ ldquoThe totality of features and characteristics of a product or service that bears on its ability to satisfy given needsrdquo
Modern Definition QUALITY is meeting or exceeding customer needs and expectations
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 10
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Inception
Quality Control
QC
Quality Assurance QA
Total Quality Management
TQM
Business Excellence Malcolm Baldrige MBNQA EFQM
Evolution of Quality
Management Concepts
1900 1930 1950 1970 1990
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Excellent Organisations achieve and sustain outstanding levels of
performance that meet or exceed the expectations of all their
stakeholders
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
What are Services
bull Service is something that can be done for us or to us bull There is typically a HOW and WHAT of service delivery HOW the service delivery process itself process-related or functional dimension
of service WHAT which is delivered (meal hellip) technical outcome dimension of a service bull The relative importance of the technical and functional components may vary
according to the service
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 13
RELATIVE INSEPARABILITY pure services which are composed entirely of a
delivery experience cannot be produced at one time and
place and then stored for later use at another place
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Quality for Services Parasuraman et al provide a list of 5 service dimensions that are empirically derived and are called the SERVQUAL Dimensions
Reliability Tangibles
SERVQUAL Assurance
Responsiveness Empathy
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
14
bull f
bull People base their service quality judgments on the ldquogaprdquo that existed between their perceptions of what happened during the service transaction and their expectations for how the service transaction should have occurred
bull SERVQUAL gab-model approach to service quality measure the difference between perceptions and expectations
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Quality in Higher Education (Graham Gibbs 2010)
bull Education is a complex business with many interacting dimensions of quality in many varied contexts
bull According to Harvey and Green (1993) Quality is seen as a relative concept ndash what
matters is whether one educational context has more or less quality than another
Quality may also be seen to be relative to purposes whether to the purposes and views of customers or relative to institutional missions
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 15
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
lsquo3Prsquo Model (Graham Gibbs 2010)
bull Biggs in 1993 had developed a lsquo3Prsquo model which approaches education as a complex system with lsquoPRESAGErsquo lsquoPROCESSrsquo and lsquoPRODUCTrsquo variables interacting with each other
bull The lsquo3Prsquo model is essentially the same as that used by large-scale studies in the US (eg Astin 1977 1993) the lsquoInput-Environment-Outputrsquo model
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 16
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
bull None of these presage variables determine directly how the educational process may be conducted although they often frame enable or constrain the form education takes
bull Presage variables are Funding Staff student ratios Quality of teaching staff Quality of students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 17
Presage Dimensions of Quality (Graham Gibbs 2010)
Presage variables are those that exist within a university context before a student starts learning and being taught
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Process Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 18
Process variables are those that characterize what is going on in teaching and learning 1 Class size 2 Class contact hours independent study hours and
total hours 3 The quality of teaching 4 Research environment 5 Level of intellectual challenge 6 Formative assessment and feedback 7 Reputation 8 Peer ratings (where these focus on process
dimensions) 9 Student support 10 Quality enhancement processes
Quality of teaching bull experience and training bull research record bull judged by students
Level of intellectual challenge bull Level of the curriculum bull Depth of approach to
studying bull Student engagement
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Product Variables (Graham Gibbs 2010)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 19
Product variables concern the outcomes of the educational processes and include student performance retention and employability
Product variables relate to the outcomes of that learning bull Student performance and degree classifications bull Student retention and persistence bull Employability and graduate destinations
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Quality of Education Student Vs Teacher (Graham Gibbs 2010)
bull Examining the validity of student judgment of the quality of teaching where what they may want teachers to do may be known from research evidence to be unlikely to result in educational gains
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 20
What is focused on here is not necessarily WHAT STUDENTS LIKE OR WANT but WHAT IS KNOWN TO WORK IN TERMS
OF EDUCATIONAL EFFECTIVENESS
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Quality as Transformation Educational Gain (Graham Gibbs 2010)
bull Involving enhancing the student in some way bull Examining evidence of the educational gains of students in contrast to their
educational performance bull Educational gain is the difference between performance on a particular measure
before and after the studentrsquos experience of higher education bull Because educational performance is predicted by the entry standards of students
to compare institutional performance in a valid way it is necessary to measure Educational gain
bull What best predicts educational gain is measures of educational process what institutions do with their resources to make the most of whatever students they have
bull The process variables that best predict gains are not only to do with the facilities themselves or to do with student satisfaction with these facilities BUT CONCERN A SMALL RANGE OF FAIRLY WELL UNDERSTOOD PEDAGOGICAL PRACTICES THAT STIMULATE STUDENT ENGAGEMENT
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 21
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Quality Systems (Selection)
Generic Specific Industry
Independent Specific
for your Own Organisation
For Education Training Industry
For TEL ICTs-Driven
ISO 9000
EFQM Excellence Model
MOHESR Standards
ISO 29990
MeLQ
EFMD-CEL
EFMD-EQUIS
hellip
HBMSU comprehensive
quality managment
system hellip hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 22
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Who Defines Quality Goals Quality Criteria
23
Accreditation agencies Society
Adminstra-tion
(Decision makers
Parents
Instructors Employers
Students Board of governance
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
UNESCO Policy Recommendations in 2013
ldquoThink Mobile Firstrdquo rather than ldquoBuild then Migraterdquo bull Technical and pedagogical training to educators instructors and
facilitators (physical training and via mobile if practical) bull Ensure that where possible curriculum educational resources and
lesson plans are available to educators and learners via mobile devices bull Ensure that educational resources and content including existing
repositories are easily accessible from mobile devices bull Create incentives for developers to build content specifically for mobile
devices bull Create mobile content that is relevant to local groups and accessible in
local languages bull Accessibility for diverse students including women girls and students
with disabilities bull ICT skills training to students
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 24
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Quality Assurance for e-Learning
MeLQ
Strategy
Learning and Teaching
Organisation
Change
Economy
Technology
The Sloan-Five Pillars
Learning effectiveness
Cost effectiveness and institutional commitment
Access
Faculty Satisfaction
Student Satisfaction
E-xcellence
Strategic Management
Curriculum Design
Course Design
Course Delivery
Staff Support
Student Support
Others
SEVAQ+
OPAL
Epprobate
Al Awar Scale (Dr Mansoor Al Awar 2015)
NORA project
hellip
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Jointly Developed by
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
What is MeLQ Framework
A joint research project between HBMSU and the Swiss Centre for Innovations in Learning (scil)
It addresses the distinctive needs of HE and Corporate sector It is built around quality improvement practices It considers various stakeholdersrsquo views It considers the particularities and the context of the MENA
region It is multi-dimensional approach that covers educational
organisational technological and economic challenges that arise when implementing e-learning in 6 quality dimensions amp 31 quality criteria
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 27
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
ID Criterion Data Indicator Standard
LT2 The educational objectives are coherently linked to the learning and development approach and the assessment procedures
Doc 3 - 5 examples from the institutions technology-enhanced courses are provided of which two are selected by the audit team
A transparent and comprehensible list of technology-enhanced courses that allows a grounded selection
ATV An example out of the range of educational products and services on offer is selected by the audit team and will be evaluated more extensively during the audit visit Learners rate the learning objectives presentation of content delivery of assignments and completion of assessments as useful and coherent
The structure of the contents the delivery of the assignments and the assessments within all the examples is coherent High degree of learner satisfaction with the consistency of learning goals content assignments and assessment
Unique identifier for each quality criterion
Exact wording of quality criterion
Method of data collection Doc Documentation SAR Self-assessment report ATV Audit team visit
Indicators that make quality criterion observable
Standards that define the required level of achievement
MeLQ Quality Criterion
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
MeLQ Quality Framework
Focuses on the strategic integration and the added value of technology-enhanced learning for an organisation Are efforts concerning technology-enhanced learning aligned to the organisational strategy Which added value is realized by integrating e-Learning components
Covers all aspects of the learning and teaching processes and addresses questions such as Which general approach to teaching and learning is applied in the institution Is there an alignment between the educational objectives and the teaching and learning procedures applied
Focuses on aspects concerning the organisational integration and support of technology-enhanced learning Are the organisational (infra-) structures for technology-enhanced education adequate to meet the set objectives
29
Strategy Learning and Teaching
Organisation
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
MeLQ Quality Framework
Looks at the culture of change and innovation concerning the use of educational technology Are cultural factors that influence the motivation for change and innovation considered adequately
Involves all facets related to effectiveness and efficiency in the use of resources For example are the available resources in terms of funds and competencies are efficiently used and sufficient
Addresses questions about the choice and the operation of educational technologies Is the functionality of the technology implemented ade-quate to meet the institutions objectives
30
Change Economy Technological
Copyright copy 2015 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Strategy
bull Mission amp strategy for TEL bull TEL provides added value for learning bull Target population is clearly defined bull Policy of competency development for faculty amp
staff
31 Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Smart Learning Elements
(Dr Mansoor Al Awar 2015)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 32
First Element Maximizing the
Role of the Learner in the Educational
Process
Learner From Knowledge Adopter to Knowledge
Creator
Instructor From Teacher to Facilitator
Second Element Enrich the
Educational Process with Vigor
and Vitality
Enrich the Instructor
Experience
Individualized Assessment
Creative Problem Solvinghellip
Third Element Achieve Flexibility
and Facilitate Communication
More Choices
Flexible Timing
Better Communication
hellip
Fourth Element Expand the Sources of Information and
Knowledge
Internet
Mobile Networks
Social Mediahellip
Fifth Element Use Smart Learning
Ecosystem
Advanced Computers
Tablets
E-books
E-librarieshellip
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull In his book lsquoQuality and the Future of Higher Educationrsquo Dr Mansoor Al Awar presented a framework to achieve a radical change in the education sector
bull Dr Al Awar efficient and flexible framework enhances the role of the learners in the learning process expands and diversifies knowledge resources and makes optimal use of modern technologies and their role in transferring and enriching knowledge
bull Dr Al Awar described 10 dimensions to ensure quality in higher education Students Teaching Staff Academic Programs University Environment Library Auxiliary Facilities Student Assessments Student Services Handling Student Complaints and Strategic Plans
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 33
ldquoTomorrowrsquos goals can only be achieved by tomorrowrsquos means and toolsrdquo Dr Mansoor Al Awar 2015
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Al Awar Scale (Dr Mansoor Al Awar 2015)
bull lsquoAl Awar Scalersquo is an innovative tool for measuring quality in higher education institutions developed by Dr Mansoor Al Awar and presented in his book ldquoQuality and the Future of Higher Educationrdquo
bull The tool aims to help stakeholders in the academic and educational institutions to determine a universityrsquos quality efficiency and overall performance
bull Under the scale a total of 125 questions have been selected based on the best methods of scientific research and highest standards of accuracy and reliability
bull The inquiries of this Scale shall be surveyed by a sample of the subject university staff chosen on the basis of an approved research approach
Scale Grades bull The scale uses 1000 grades allocated as follows
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 34
Always Often Sometimes Seldom Never
8 6 4 2 0
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
35
EPPROBATE Quality Grid (Ebba Ossiannilsson 2014)
httpwwwbadennetorg
Category Title of the Criteria
Statement of the Criteria
Course design
Provision of course information learning objectives
The courseware provides learners with all the information needed including clear and appropriate learning objectives and sufficient instructional guidelines
Constructive alignment
The learning objectives instructional strategies and assessment process (provided within the courseware) are congruently aligned so that instructional strategies used can be seen to be effectively assisting learners in achieving the intended learning objectives
Learning design
Learner Needs The instructional strategies meet the learners needs and are matched to the learnerrsquos profile (skill level age group specific constraints etc)
Personalization If appropriate the courseware allows personalization of the learning process and supports the development of learner autonomy
Instructional strategies
The courseware provides an appropriate range of instructional strategies that motivate and engage learners and support active learning (and where appropriate the development of critical thinking) These instructional strategies support learning through an appropriate range of the following forms of learning acquisition inquiry communication and construction
Media design Interface The utilization of media (ie text pictures audio and video) and tools effectively enhances comprehension of the course content and empowers implementation of the instructional strategies
Interoperability and technological standards
The courseware interface (in terms of navigation and web design) is user friendly corresponds to current practice and allows learners to efficiently monitor their progress through the course
Content Accuracy and values of content
The content is an accurate representation of the domain from a particular perspective or range of perspectives When appropriate issues of values are addressed openly The content is written so as to avoid culturally biased terms and examples
Intellectual property rights
The courseware supplier has the right to use the materials in courseware Where material is provided as an OER the rights of use and reuse are clearly stated with an appropriate Creative Commons license
Legal compliance The content abides by all relevant and international legislation with reference to content including laws related to bias slander and promotion of specific values
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Tips For Quality Control Of Online Learning (Connie Malamed 2012)
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 36
Editorial
bullEditorial standards include those used for any documents bullDocuments are edited for clarity bullDocuments are spell-checked and reviewed for spelling errors not caught by spell-checkers bullDocuments are reviewed for punctuation and grammar bullDocuments are checked for consistency in terminology and language
Media
bullAudio volume levels are consistent bullVideo is of consistent quality bullText graphics and audio are correctly synchronized
Appearance
bullThe Quality Control review of appearance often relates to visual consistency It is recommended to develop a visual style guide Standards might include bulleLearning templates are used in a consistent way bullFonts are used consistently across all screens or slides bullImage captions are consistent and accurate bullColors and types of highlights and arrows are consistent bullThe product matches the storyboards
Usability
bullUsability should be tested and revised early in development so that during Quality Control reviewers are only seeking consistency in the user interface navigation and similar aspects For example bullNavigation instructions are clear and consistent bullMenus are consistent across modules bullUser interface supports learning bullInteractions are easy to understand and use bullAccess to social media platforms is smooth bullAccessibility standards are met
Instructional Approach
bullAgain the instructional approach should be nailed down by the time QC is needed But there are certain features that can be evaluated and reviewed These might include bullExtraneous content has been removed bullInstructional strategies support learning that will transfer to the real world bullInteractions facilitate and guide meaningful learning bullInstructional feedback supports the task the learner is performing
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
PART 2 Group Discussions
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 37
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
Proposed Framework for High-quality Mobile Learning
Institutional
bull Governance System
bull Qualified Faculty and staff
bull IT infrastructure bull Strategic and
action planning bull IPR bull On-line library bull Development of
related policies and guidelines
bull Mobile learning strategies
bull Research environment
bull Manage change
Technology
bull Accessibility bull Interface bull Compatibility
with different systems different platforms different devices and operating systems
bull Security bull Dealing with
interruptions and abuse
bull Utilization of features and sensors
bull Connectivity bull Accessibility for
diverse students including women girls and students with disabilities
bull Interactivity bull Flexibility bull User-friendly bull Use of
educational data mining
ProgramCourse Structure
bull Smartness individualization and personalization
bull Collecting analyzing and responding to learners and faculty feedback
bull Pedagogy and learning strategy
bull Contextualization bull Utilization of
available Open and free educational resources OER OCW and MOOCs
bull Social aspects and learning communities collaborative learning
bull Create mobile content that is relevant to local groups and accessible in local languages
bull Level of intellectual challenge in the curriculum
Learning Design (Course Design Learning
Design and Media Design)
bull Virtualization of content
bull Choice of learning materials design and delivery vary to fit students with different learning styles
bull Use of interactive learning materials to promote higher-order learning such as games simulation interactive tutorial problem-based learning student-generated content and peer-to-peer tutoring
bull Consistent layout and design
bull Clear organization bull easy-to-use
navigation bull aesthetically
pleasing design and graphics
bull Constructive Alignment
bull Learner needs
Faculty Support
bull Basic ICT training bull Technical and
pedagogical training to educators instructors and facilitators (physical training and via mobile if practical)
bull Ensure that where possible curriculum educational resources and lesson plans are available to educators and learners via mobile devices
bull Preparation of school leaders
bull Ensure that educational resources and content including existing repositories are easily accessible from mobile devices
bull Create incentives for developers to build content specifically for mobile devices
bull learning analytics academic analytics
Learners Services
bull Individual differences
bull Student records bull Monitor learners
achievement bull Learners
satisfaction bull Counseling bull Employment bull Alumni bull Financial aid bull Students
connected to their pears
bull Mobilization of learners
bull ICT skills training to learners
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
CONCLUSIONS Presentations of the Groupsrsquo Findings
Framework for High-Quality Mobile Learning
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 39
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
CONCLUSIONS How to assess the quality of your own practice
Copyright copy 2016 HBMSU ndash All Rights Reserved Dr Souma Alhaj Ali 40
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
References
bull Al Awar M (2015) Quality and the Future of Higher Education UAE Dubai HBMSU Publishing House bull Besterfield D H Besterfield-Michna C Besterfield G H and Besterfield-Sacre M (1995) Total Quality Management Prentice
Hall bull EFQM (2013) EFQM Model [Online] Available httpwwwefqmorg [1 Oct 2015] bull Foster S T (2010) Managing Quality Integrating the Supply Chain Pearson Education Prentice Hall bull Garvin D (1987) lsquoCompeting on the Eight Dimensions of Qualityrsquo Harvard Business Review vol 65 no 6 pp 101-109 bull Graham Gibbs (2010) Dimensions of quality [Online] Available
httpswwwheacademyacuksitesdefaultfilesDimensions_of_Qualitypdf [1 Oct 2015] bull HBMSU Scill (2013) Middle East e-Learning Quality Framework Eligibility Certification Process and Criteria - Indicators ndash
Standards Overview and substantiation of the MeLQ quality framework for Higher Education Institutions Version HEI 15 UAE Dubai HBMSU
bull Parasuraman A et al (1988) lsquoSERVQUAL A Multiple-Item Scale for Measuring Consumer Perceptions of Service Qualityrsquo Journal of Retailing vol 61 no pp 12-40
bull Schneider B and White S S (2004) Service Quality Research Perspectives Sage Publications bull Sower V E (2010) Essentials of Quality with Cases and Experiential Exercises John Wiley amp Sons bull Ossiannilsson Ebba LU(2014) In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (pp 1-
304) Hershey PA IGI Global doi104018978-1-4666-6343-5 Hershey PA IGI Global httpsluplublusesearchpublication4587080
bull Ally M (2013) Mobile learning from research to practice to Impact Education Learning and Teaching in Higher Education Gulf Perspectives 10(2) httplthezuacae
bull Keengwe Jared Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies Advances in Mobile and Distance Learning Chapter 10 Quality Enhancement for Mobile Learning in Higher Education (Ebba Ossiannilsson) IGI Global 2014
bull Connie Malamed (2012) the eLearning Coach Tips For Quality Control Of Online Learning [Online] Available httptheelearningcoachcomelearning_designquality-control-for-online-training
bull epprobatecom (2014) QUALITY GRID DEFINITIONS [Online] Available httpepprobatecomindexphpgrid-for-quality102-quality-grid-definitions Copyright copy 2016 HBMSU ndash All Rights Reserved
Dr Souma Alhaj Ali 41
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
جزال
شكرا
Thank You Je vous remercie
42
salihbmsuacae
00971-55 951 3378
Dr Souma Alhaj Ali
![[Title] [Instructor]...[Title] [Instructor] Advanced Course on Hydrometeorology Kazuyoshi Souma [Code] [Credits] [Program] [Semester] [Hours] [Language of instruction] 329445 2 River](https://img.pdfslide.us/doc/110x75/5f855fa997ec1d63bf223dfa/title-instructor-title-instructor-advanced-course-on-hydrometeorology.jpg)
