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Ingeborg bo saudi arabia

  1. 1. WorkshopA QualityDialogue-From Inspection to Inspiration Ingeborg Bø, Norway 1
  2. 2. A Quality Dialogue ToFrom Inspiration Inspection Workshop Ingeborg Bø EDEN Senior Fellow, Norway 2
  3. 3. Workshopschedule Proposal 3
  4. 4. I shallspeakabout:Quality through dialogueThe context within which we are operatingModels for quality assuranceA case study from NorwayThoughts at the end 4
  5. 5. http://www.youtube.com/visitnorway#p/u/38/Jz_fo5-wfUkIceland Finland Norway Sweden Scotland Denmark 5
  6. 6. 7
  7. 7. 8
  8. 8. My golden learningperspectives- after 40 years 9
  9. 9. My golden learning perspectivesafter 40 years in distanceeducation: alwayskeepthestudent´sneedsin mind usetechnology to thebenefitoflearningand make it accessible ensurehighqualitythrough a qualityculture 10
  10. 10. My referencepoints NADE - Norwegian Association for Distance and Flexible Education www.nade-nff.no EDEN – European Distance and E-learning Network http://www.eden-online.org ICDE – International Council for Open and Distance Education www.icde.org EFQUEL – European Foundation for Quality inE-learninghttp://www.qualityfoundation.org 11
  11. 11. Morten Flate Paulsen, EDEN President,and EDEN Fellow Don Olcott Jr., USDLAat the Sixth EDEN Research WorkshopBudapest, 24 – 27 October 2010http://www.eden-online.org 12
  12. 12. ICDE – International Council for Open and Distance Education www.icde.org 24th ICDE World Conference, 2–5 October, 2011Hosted by UniversitasTerbuka, Indonesia, Bali, Indonesia. SCOP, StandingConferenceof Presidents, 19 – 22 June 2011Hosted by SUNY Empire State College, New York, USA 13
  13. 13. EuroeanFoundationforQuality in E-Learning EFQUEL http://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, Lisbon, Portugal 14
  14. 14. Have fun 15
  15. 15. ” I could never have accomplished myMaster’sdegreewithoutthepossiblity to study via e-learning,” says Mona Berg Jenssen,motherofthreechildren, rectorof ahighschool. 16
  16. 16. Congratulations to Marte Baade Netstudentoftheyear 2010 Norway!!She is an active student at NKI, hascompletedthreecourses in childcare, passedexams and nowdoing her fourthcourse.She is almost blind.”She is an excellent student, ambitious,structured in her studies and veryactivein the Forum supporting and encouragingher fellow students.” 17
  17. 17.  http://gfx.nrk.no/vewStzq0 dLU3qr- PsB61HQ4kKgZbPvcLU SAUW9o5pssw.jpg The netteacher of the year 2010 Norway: Mathis Persen Bongo http://www.youtube.com/watch?v=v5RgrxxQSoc 18
  18. 18. Distance education and flexibility TIME a-synkronous PLACE Individual Collaborative learning learning MEDIUM PACE synkronous 19
  19. 19. User-adapted learning ODL100% Modularteachingwit Traditional h support of teaching 100% Only ODL + Audio and seminars video Webcasting webbased 10-60% communicationMainly Mainly classroomwebbased Tone Lømo. BI Nettstudier 20
  20. 20. Digital learning-resources Static (recycling) Dynamic Course Electronic assignments, personal introduction, feedback from tutor studyplan Audiolectures, videostreaming Cases presented on the net Group- and project work Publishing on Group counselling on the net the netInteractive exercises, games, simulations Discussions on the net - chat Repositorium, articles Group discussionsIndividual Collaborative 21
  21. 21.  Individuallearning Blendedlearning Workbasedlearning Informallearning Schools K 12 22
  22. 22. TheSocial webFacebook, twitter, linkin, slideshare, openeducationalresources, openeducationalpractises, usergeneratedcontent etc. etc. 23
  23. 23. OECD-CERI Qualityassurance in Tertiary Education: CurrentPractises in OECD Countries. Viktoria Kis, August 2005 www.oecd.org/edu/tertiary/reviewQualityassuranceprocedurescan serve two major purposes:improvement and accountability.There is an uneasybalancebetweenboth purposes, whichfrequentlyraisesthequestionofincomp atibility (Vroeijenstijn, 1995a). 24
  24. 24. A differentapproach to qualityMaria Jose Lemaitre. President in RIACES, Iberoamerican Network for QualityAssessment and Assurance in Higher Education, Doingthe same but better Innovate and improve Improvement Change: newissues, newapproaches Currentsituation Innovation 25
  25. 25. The Quality Dilemma  Lack of recognition of e-learning in many countries= absence of standards  Lack of differentiation between quality standards in e- learning and conventional education  Global versus contextualized standards  Difficulties in selecting appropriate quality approaches  Lack of research and exchange of practices in some regions of the worldDr. NarimaneHadj-HamouAssistant Chancellor for Academic Development. HBMEU, DubaiPresident of the Middle East e-Learning Association
  26. 26. CHALLENGES Quality  Access Research aboutpedagogicaluse  Digital divideofICT Personalisedteaching  Seniors Individualapproach  Social inclusion Collaborativelearning  Cultural identity Problem-basedlearning  Smalllanguages Motivation OpenEducational Resources  FlowofInformation  Userfriendliness 27
  27. 27. DiscussionDiscussthe 3 mostimportantchallenges fortheimplementationof highqualitye-learning:1. On thenationalpolicylevel2. On theinstitutionallevel3. On facultylevel 28
  28. 28. The context 29
  29. 29. Main trends within tertiaryeducation (OECDE 2008)Expansion of tertiary education systemsDiversification of provisionMore heterogeneous student bodiesNew funding arrangementsIncreasing focus on accountability and performanceNew forms of institutional governance• Global networking, mobility and collaboration 30
  30. 30. Recentreports USAUSDLA. ”Enabled by Broadband, Education enters a newfrontier”. Dr. John G. FloresThe SloanConsortium: BABSON Survey ResearchGroup: ”ClassDifference”. Onlineeducation in theUnited Sates 2010”. Elaine Allen and JeffSeaman.Growth in OnlineLearning by 21% from 2008 to2009Wcet: ”ManagingOnline Education”FacultyTrainingis a Major Investment for Online Education Programs. ADAComplianceRemains a Major Vulnerability 31
  31. 31. Bologna process 10 actionlines Reform processwith European HigherEducation1. Comparabledegrees 6. European dimension2. Two cycles: 7. LifelonglearningBachelor, Master 8. Institutions and3. System ofcredits students4. Mobility 9. Attractivenessof5. Qualityassurance European highereducaion area (EHEA) 10. Doctoral studies + research areas 32
  32. 32. EuropeanUniversityAssociation (EUA) Recommendations on Quality - 20091. Contextsensitive –Agencies2. Developmentalapproach 2. Allowrisktaking and failure3. Inclusive 3. Sharingexperiences in4. Engagingall key actors QA1. Partnership HEI 33
  33. 33. The OPAL Vision Unesco, ICDE, EFQUEL, Open Univeristy UK, AaltoUniveristy, UniversidadeCatólicaPortugese, University Duisburg-Essen Focusonthepractisesof OER ratherthantheresources. Better understandingwilllead to improvements in thequalityof OER and more innovation. Open EducationalResourcePractise (OEP)constitutethe range ofpractisesaroundthecreation, use and managementof OER withtheintent to improvequality and innovative education. 34
  34. 34. EFQUEL Innovation Forum 2010OPENING EDUCATION:INNOVATIVE, INCLUSIVE, EXCELLENT ”What are thequalityimplic ations in an increasingly open context?” GrainneConole, OU UK 35
  35. 35. 36
  36. 36. EFQUEL Innovation Forum 2010 Recommendations”HOW CAN QUALITY APPROACHES EVOLVE AND ENHANCE INCLUSION, INNOVATION AND EXCELLENCE" Confidence Leadership culture Policy support 37
  37. 37. Models for EUROPEAN DISTANCE AND E-LEARNING NETWORKQualityA NETWORK AND MEETING PLACE FOR THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPEAssurance 38
  38. 38. Different kinds ofcertification and accreditationofe-learning•Public accreditation. Regulatory framework (European Network for Quality Assurance, ENQUA)•Certification of e-learning as part of a broader system (UNIQUE, EFMD-CEL)•Certification within a system of agreed association standards (Commonwealth of Learning, EADTUE-xcellence, NADE) 39
  39. 39. European FederationforQuality in E-learninghttp://www.qualityfoundation.orgThe Foundation (2005) undertakesactivities to: contribute to thequalityofe-learning in Europe and providesleadership in thisfield promotethe European diversityofqualityapproaches and services in thefieldoflearning, education and training broadenthediscussion and discourseoneLearningquality provide a single entrypoint for eLearningquality. 40
  40. 40. The Need for eL Quality Certification Quality assurance is becoming increasingly important as ICT-based learning becomes more and more widespread in universities in Europe. ICT based learning is still a rather new phenomenon and that different “visions” of eLearning exist. a broadly accepted Quality Accreditation system in eLearning within HE is absent 41
  41. 41. UNIQUe certifies ICT adoption and integration for learning in HE based on broad consensus from several initiatives. UNIQUE involves HEIs into a collaborative benchlearning process on ICT adoption.UNIQUe is based on a holistic model: pedagogies, technologies and support services. 42
  42. 42. The UNIQUeMethodology http://www.qualityfoundation.org/unique-certification/ EFQUEL, MENON, EFMD, EUROPACEWhat: UNIQUe is a qualityimprovementprocessthatprovides an institutionalcertificationAim: To raisethe standard oftechnology- enhancedlearning in EuropeTarget: European HE institutionsProcessresult: Certification and continuousqualityimprovement 43
  43. 43. The UNIQUeProcess for Accreditation1. Inquiry2. Application3. Eligibility4. Self-assessment5. Peer review6. Awarding 44
  44. 44. UNIQUeProcess 45
  45. 45. The UNIQUeQualityCriteriaLearningresources •Resources for learning •Students •Faculty •TechnologicalequipmentLearningprocesses •Qualityofthe offer (services) •IPR management •Personaldevelopment/HRdevelopme ntLearningcontext/institution •Commitment to innovation •Institutional standing •Openness 46
  46. 46. UNIQUe certifies ICT adoption and integration for learning in HE based on broad consensus from several initiatives. UNIQUE involves HEIs into a collaborative benchlearning process on ICT adoption.UNIQUe is based on a holistic model: pedagogies, technologies and support services. 47
  47. 47. A paradigm for an accreditation Negotiation and definition of criteria and indicators amongst organisational stakeholders; Positioning, Self Diagnosis and Internal Preparation; Peer review; Improvement Plan implemented and documented; Accreditation (for a limited time); Ongoing improvement 48
  48. 48. The UNIQUeMethodology What: UNIQUe is a qualityimprovementprocessthatprovides an institutionalcertification Aim: To raisethe standard oftechnology- enhancedlearning in Europe Target: European HE institutions Processresult: Certification and continuousqualityimprovement 49
  49. 49. Why is UNIQUE unique? An facilitator for quality improvement and innovation. UNIQUe has a broad institutional approach and is not only related to e-learning. The Unique quality label builds on the broadest stakeholder involvement. The UNIQUe process is structured in six very distinct stages and offers a formalised approach in each of the steps. 50
  50. 50. The EFQUEL Awards 2009Honors theexcellentuseof ICT in highereducation and is given to the UNIQUE certifieduniversities and institutes: METID CENTRE (POLITECHNICO DI MILANO), Italy MOSCOW UNIVERISITY OF INDUSTRY AND FINANCE, Russia SCHOOL OF HUMANITIES (UNIVERSITY OF THE AEGAN), Greece TKK DIPOLI (HELSINKI UNIVERISTY OF TECHNOLOGY), Finland UNIVERSITY OF GRANADA, Spain UNIVERSITY OF LEICESTER, United Kingdom UNIVERSITY OF MACERATA, Italy MOSCOW UNIVERSITY OF INDUSTRY AND FINANCE, Russia 51
  51. 51. The BILD Quality MarkThe British Institute for LearningandDevelomentCoreOrganisational Areas1. Strategy2. Key performanceresults3. Management4. CustomerResults5. People Management6. PeopleSatisfaction7. Engagementwithlearningissues 52
  52. 52. EUROPEAN DISTANCE AND E-LEARNING NETWORKA case study from Norway A NETWORK AND MEETING PLACE FOR THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE 53
  53. 53. Norwegian Association for Distance and Flexible EducationNADE, a member organisation, founded in 1968Formulated “Code of good practice for distance education”Law regulating the activities from 1948 with an external agency for quality controlNew law 1993 introducing internal quality assuranceQuality guidelines developed in 1993 (Ljoså, Rekkedalet.al), revised several times, latest 2010NADE´s standing committee on quality since 1993NOKUT: National agency for quality assurance regulates tertiary education according to ENQUA´s Guidelines (ESG) 54
  54. 54. Norwegian Association for Distance and Flexible EducationQuality 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 55
  55. 55. NADE´sQuality guidelines 2011A new structure with more focus on quality culture:1. Quality management and quality work2. Organisational issues3. Course development4. Information and counselling5. Study-process (enrolment, administration and information, tutors´ contract, tutoring, evaluation and documentation) 56
  56. 56. 57
  57. 57. Dialogue in Social Media a conferenceaboutpod-casts in Oslo (Sept. 28-29 2010): Marianne Talbot´slecture ”A rompthroughthehistoryofphilosophy” (University of Oxford): 500 000 downloadssinceOct. 2008Reflections by Morten Flate Paulsen (NKI, Norway) aftertheconference: Future students willnot hand in papers but learningobjects in various Web 2.0 services The students will be more innovative thanthepodcast-lecturers Theirsubmissionswill be a challenge to the professors (e.g. Copyright issues) 58
  58. 58. Discussion:Relatethesecriteria to yourowninstitution The UNIQUeQualityCriteriaLearningresources •Resources for learning •Students •Faculty •TechnologicalequipmentLearningprocesses •Qualityofthe offer (services) •IPR management •Personaldevelopment/HRdevelopme ntLearningcontext/institution •Commitment to innovation •Institutional standing •Openness 59
  59. 59. Thoughts at the end Let us move from inspection to inspiration 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 focusonquality in thesocial web 60
  60. 60. My golden learning perspectivesafter 40 years in distanceeducation: alwayskeepthestudent´sneedsin mind usetechnology to thebenefitoflearningand make it accessible ensurehighqualitythrough a qualityculture 61
  61. 61. http://www.nordlys.no/web-tv/article3945223.ece Thankyou! ingebob@online.no Slides at http://www.slideshare.net/IngeborgBoe/ 62
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