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Un diálogo por la calidad: de la inspección a la inspiración, por Ingeborg Bo, miembro del Consejo de Dirección de la Fundación Europea para la Calidad en E-learning (EFQUEL). La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
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23.09.2011
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A Quality Dialogue-From Inspection to
Inspiration
Ingeborg Bø, Norway
European Foundation for Quality in E-learning
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A Quality Dialogue
Inspection
InspirationFrom
To
Ingeborg BøEDEN Senior Fellow, Norway
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I shall speak about:Quality through dialogue
The context within which we are operating
Models for quality assurance
A case study from Norway
Thoughts at the end
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Norway
Sweden
Finland
Denmark
http://www.youtube.com/visitnorway#p/u/38/Jz_fo5-wfUk
Scotland
Iceland
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My golden learning perspectives- after 40 years
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My golden learningperspectives after 40
years in distance education:
always keep the student´s needs in minduse technology to the benefit of learningand make it accessibleensure high quality through a qualityculture
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My reference points
NADE - Norwegian Association for Distance and Flexible Education www.nade-nff.no
EDEN – European Distance and E-learning Network http://www.eden-online.org
ICDE – International Council for Open and DistanceEducation www.icde.org
EFQUEL – European Foundation for Quality in
E-learning http://www.qualityfoundation.org10
Euroean Foundation forQuality in E-Learning EFQUELhttp://www.qualityfoundation.org/
A membership organisation, 100 members
EFQUEL enhances
the quality of eLearning in Europe by
providing services for members
and support for all stakeholders
Networking: Innovation Forum 14 -16 Sept.2011, Oeiras, Portugal
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Theme for this seminar:
Higher Education Rankingsand e-learning
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Have fun
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Tony Bates and Albert Sangrà, 2011http://batesandsangra.ca
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Quality assurance and evaluation (Chapter 6)Bates and Sangrà(2011)
Quality assurance methods are valuable for accreditation agenciesconcerned about institutions using e-learning to cut corners or reduce costs without maintaining standards.
They can be useful for providing instructors new to teaching withtechnology, or struggling with its use, with models of best practice to follow.
However, the best guarantees of quality in e-learning are a commitment by the leadership to supporting innovation in teaching, instructors well trained in both pedagogy and the useof technology for teaching, highly qualified and professionallearning technology support staff, adequate resources(especially regarding instructor:student ratios), appropriatemethods of working (teamwork, project management), and systematic evaluation.
Generally, the same standards that apply to online learning shouldalso apply to face-to-face teaching.
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Recommendation 9(Bates and Sangrà)
Use standard methods of program approval, review and evaluation, slightly adapted for the specialcircumstances of online learning.
Ensure that learner support is provided in suitable waysfor off-campus students.
Use a team approach, with instructional designers and web support staff, and best practice in online coursedesign, for hybrid and distance courses.
Ensure that the course design is adapted to meet theneeds of off-campus learners.
Begin applying some of these techniques to the re-designof large face-to-face classes.
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” I could never have accomplished my Master’sdegree without the possiblity to study via e-learning,” says Mona Berg Jenssen, mother of three children, rector of a high school. 17
She is an active student at NKI, has completedthree courses in child care, passedexams and now doing her fourth course.
She is almost blind.
”She is an excellent student, ambitious, structured in her studies and very activein the Forum supporting and encouragingher fellow students.”
Congratulations to Marte BaadeNetstudent of the year 2010 Norway!!
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The netteacher of the year 2010 Norway: Mathis Persen Bongo
http://www.youtube.com/watch?v=v5RgrxxQSoc
http://gfx.nrk.no/vewStzq0dLU3qr-PsB61HQ4kKgZbPvcLUSAUW9o5pssw.jpg
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The Social webFacebook, twitter, linkdin, slideshare, open educational resources, open educationalpractises, user generated content etc. etc.
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OECD-CERIQuality assurance in Tertiary Education: Current Practises in OECD Countries.
Viktoria Kis, August 2005www.oecd.org/edu/tertiary/review
Quality assurance procedures can serve twomajor purposes: improvement and accountability.
There is an uneasy balance between bothpurposes, which frequently raises thequestion of incompatibility (Vroeijenstijn, 1995a).
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A different approach to qualityMaria Jose Lemaitre. President in RIACES, Iberoamerican Network for Quality Assessment and
Assurance in Higher Education,
Innovation
Doing the same but better Innovate and improve
Current situation
Change: new issues, newapproachesIm
prov
emen
t
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Lack of recognition of e‐learning in many countries= absence of standardsLack of differentiation between quality standards in e‐learning and conventional educationGlobal versus contextualized standardsDifficulties in selecting appropriate quality approachesLack of research and exchange of practices in some regions of the world
Dr. Narimane Hadj-Hamou
Assistant Chancellor for Academic Development. HBMEU, Dubai
President of the Middle East e-Learning Association
The Quality Dilemma
The context24
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European University Association (EUA) Recommendations on
Quality - 2009
1. Context sensitive
2. Developmentalapproach
3. Inclusive
4. Engaging all key actors
1. Partnership HEI – Agencies
2. Allow risk taking and failure
3. Sharing experiences in QA
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”Examining Quality Culture: Part 1 – Quality Assurance Processesin Higher Education Institutions”
European University Association (EUA) PUBLICATIONS 2010
Quality assurance as a component of quality culture
“There needs to be a perceived value of quality assurance. Quality culture and quality assurance are not the same thing. You can have good QA in place but not necessarily a quality culture. The challenge is linking the outcomes of QA to the development of a quality culture that enhances the student experience.” - Respondent to the survey
“Much of the quality is dependent on the informal nature of staff/student relationships. The increasing calibration of quality indicators has led to a concern that this relationship will become formalised and thus less productive.” -
Respondent to the survey
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Quality assurance as a component of quality culture (EUA)
“…quality culture refers to an organisational culture that intends to enhance quality permanently and is characterised by two distinct elements:
on the one hand, a cultural/psychological element of shared values, beliefs, expectations and commitment towards quality and,
on the other hand, a structural/ managerial element with defined processes that enhance quality and aim at coordinating individual efforts. “
(EUA 2006: 10)
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European Federation for Quality in E-learninghttp://www.qualityfoundation.org
The Foundation (2005) undertakes activities to:
contribute to the quality of e-learning in Europeand provides leadership in this field
promote the European diversity of qualityapproaches and services in the field of learning, education and training
broaden the discussion and discourse oneLearning quality
provide a single entry point for eLearningquality.
The OPAL Vision
Focus on the practises of OER rather than theresources. Better understanding will lead to
improvements in the quality of OER and more innovation.
Open Educational Resource Practise (OEP) constitute the range of practises around the
creation, use and management of OER with theintent to improve quality and innovative education.
Unesco, ICDE, EFQUEL, Open Univeristy UK, Aalto Univeristy, Universidade CatólicaPortugese, University Duisburg-Essen
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EFQUEL Innovation Forum 2010
Innovation Forum 2010
”What are thequalityimplications in an increasinglyopen context?”
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EFQUEL Innovation Forum 2010Recommendations
”HOW CAN QUALITY APPROACHES EVOLVE AND ENHANCE INCLUSION, INNOVATION AND EXCELLENCE"
Leadership
Policy support
Confidenceculture
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EFQUEL Innovation Forum 2011CERTIFY THE FUTURE...?!
Accreditation, Certification and Internationalisation
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EUROPEAN DISTANCE AND E-LEARNING NETWORK
A NETWORK AND MEETING PLACE FOR THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE
Models for QualityAssurance
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Different kinds of certification and accreditation of e-learning
•Public accreditation. Regulatory framework (European Network for QualityAssurance, ENQUA)
•Certification of e-learning as part of a broader system(UNIQUE, EFMD-CEL)
•Certification within a system ofagreed association standards(Commonwealth of Learning, EADTUE-xcellence, NADE) 34
The UNIQUe Certification
History
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UNIQUe Value Proposition
A methodology for implementing quality Technology Enhanced Learning(TEL)
system-wide throughout an institution
UNIQUe Value Proposition
Access to world class expertise in the field of TEL quality management and
implementation
UNIQUe Value Proposition
Sustained support and continuous engagement with
quality improvement processes
UNIQUe Value Proposition
Approach enhances
entire institutional innovation policy
UNIQUe Value Proposition
Continually evolving criteria and standards
UNIQUe Value Proposition
A clear, standardised and transparent system for
recognition and certification
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A Methodology forSystem-Wide TEL
The UNIQUe Criteria
Each criterion looks at howICT is embedded into these processes
1. ApplicationFormal process
Submission of Application Data Form:Short questionnaireFactual informationEnglishAllows preliminary formal assessment of the university’s quality in
comparison with the UNIQUE quality criteriaTwo types of institutions: universities or independent institutions
within university (schools, faculties,…)
2. EligibilityFormal acceptance of applicationStart of process for quality improvement & accreditation
UNIQUe supervising body
No guarantee
Introductory briefing session f2f/by phone
3. Self-Assessment
Higher Management in dialogue with stakeholders
Self-critical not promotional; strenghts-weaknesses,
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4. Peer-Review
Pool of independent peer-reviewers: experts in HE, eLearning, Quality, University Management
Teams of 3 experts / trained reviewersGuidebook & tools (open questionnaires,...)Review of SAR and questionnaire results from staff and students & background infoCommunicate list of persons they wish to interview & schedulePreparatory meeting reviewers Peer review visit (2-3 days): interviews with higher management & other stakeholders (students, tutors,...)Preliminary conclusions & feedback establish agreed upon developments
REPORT Peer-review report incl. Steps for future developmentAgreed upon developments – check after 1.5 yearsRatings Recommendations
5. Awarding Body DecisionChair + 4 expert members
Final decision
Recommendations from the reviewers
Certification 3 years (with reporting of progress at 1.5 years)
Candidate certification: 1 year improvement
Non certification: -> 3 years
6. Continuous Improvement
Development RoR = Report on Results after 18 months
Based on the steps for improvement the Peer Review Team had recommended
EUROPEAN DISTANCE AND E-LEARNING NETWORK
A NETWORK AND MEETING PLACE FOR THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE
A case study from Norway
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Norwegian Association for Distance and Flexible Education
NADE, a member organisation, founded in 1968
Formulated “Code of good practice for distance education”
Law regulating the activities from 1948 with an external agency for quality control
New law 1993 introducing internal quality assurance
Quality guidelines developed in 1993 (Ljoså, Rekkedalet.al), revised several times, latest 2010
NADE´s standing committee on quality since 1993
NOKUT: National agency for quality assurance regulates tertiary education according to ENQUA´s Guidelines (ESG)
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Norwegian Association for Distance and Flexible Education
Quality guidelines
Regulated by law
Institutions accredited by the Ministry of Education
Requires that the institutions have a system for quality assurance
The responsibility for quality guidelines lies with NADE
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NADE´s Quality guidelines 2011A new structure with more focus on quality culture:
1. Quality management and quality work
2. Organisational issues
3. Course development
4. Information and counselling
5. Study-process (enrolment, administration and information, tutors´ contract, tutoring, evaluation and documentation)
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Thoughts at the endLet us move from inspection to inspiration and stimulate the development of a quality culture
Encourage dialogue between accreditation bodies and distance education practitioners
Distance education must be accepted as an integral part of the ordinary educational system
Put more focus on quality in the social web
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My golden learningperspectives after 40
years in distance education:
always keep the student´s needs in minduse technology to the benefit of learningand make it accessibleensure high quality through a qualityculture
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Thank you!
[email protected] at http://www.slideshare.net/IngeborgBoe/
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