 @julianar71
 jraffaghelli@gmail.com
 Facebook, linkedin, academia etc etc :P
 Venice, Trento, Genoa
Defining Quality
in Higher
Education
Quality NWL
Our Research
• A transformational
perspective
• Our approach: The
mediate...
Defining Quality
in Higher
Education
Quality NWL
Our Research
• A transformational
perspective
• Our approach: The
mediate...
5
Q UNESCO Quality for all
EFQUEL –UE-
SLOAN-C MODEL –USA-
ISO/IEC 19796
Sistematic
Approaches
Access?
Excellence?
Innovat...
 Diverse Cultures of Quality are
underpinned by diverse values:
› Exceptional/Original
› Distinctiveness
› Excellence
› F...
 Quality is not an intrinsic,
universal value
 It is very much about the methodology
of evaluation,
 And the substantia...
8
Elements Dimensions
Multiperspective The teacher – the student – the institution,
the evaluators
Diverse Methods of
Anal...
 The transformational perspective is the kernel
of a quality learning culture:
› a human group that take part of a learni...
Mediating Artifacts: Signs/ Tools
to undertand/implement quality
SUBJECT
Active stakeholders
of quality
OBJECT
Quality Cul...
Defining Quality
in Higher
Education
Quality NWL
Our Research
• A transformational
perspective
• Our approach: The
mediate...
 eQuality for Networked e-Learning (NLC 2002)
 Significant contents and technologies to
interact/connect with (Goodyear ...
"the time is right to simply use the term NWL and drop the
‘e’ in networked e-learning. This is because we think it is
mor...
14
Conole, 2004; Blin&Munro,
2008; Kennedy et al., 2011;
Ghislandi & Raffaghelli,
2012
A medieval University Classroom,
ht...
Defining Quality
in Higher
Education
Quality NWL
Our Research
• A transformational
perspective
• Our approach: The
mediate...
 Focus
› exploring one perspective of quality: teaching
 Research question
› Can collaborative learning design mediate
t...
Collaborative Design and re-design
SUBJECT
Academics as active
stakeholders
of quality
OBJECT
Quality
NWL
The zone of
Prox...
Collaborative Design and re-design
SUBJECT
Academics as active
stakeholders
of quality
OBJECT
Quality NWL
Quality
Culture
...
 Teachers-led Inquiry (TLI)
› A new approach for NWL
› Qualitative, transformative, ecological
 Elements of the TLI
› Pr...
Quality
Teaching
Values &
Beliefs
P2 -
Pedagogical
Expert
P1 - Content
Expert
eT1 -
Communication
– Content
eT2 – Web 2.0
...
 The body of data collected was composed
by several types of data:
› 4 audiotaped and 1 videotaped working
session. The s...
 Transcription in Italian
 Discourse analysis
 Codification of Discourse organizing it in 4
categories connected with Q...
Quality
Dimensions
Quality NWL aspects negotiated Discourse
Improving
knowledge/
understanding
The
negotiation of
approach...
Quality
Dimensions
Quality NWL aspects negotiated Discourse
Experiencing
quality
principles:
The tools for
achieving
quali...
Quality
Dimensions
Quality NWL aspects negotiated Discourse
Reflecting
on the
quality
achieved
How the initial problems
fo...
Quality
Dimensions
Quality NWL aspects negotiated Discourse
Concrete
innovations to
the own
learning
design
practices: the...
 The collaborative process leads to a
combination of perspectives on the quality
(MEMO4/ID),
 Which in time determines t...
 Both P1 (supported by eT1) and P2
(supported by eT2) participated in the TLI on
the basis of issues that were attempting...
Quality Issues as perceived by the team Underlying Networked Learning
principles for quality
Contents of the course: the p...
Defining Quality
in Higher
Education
Quality Teaching
in Higher
Education
Our Research
• A transformational
perspective
• ...
 Designing is a process of negotiation of initially
different points of view;
› One centered on the excellence of the con...
 Collaborative Designing for Learning
mediates quality for it allows to expand the
own idea of quality teaching.
› Expand...
 How the approach of mediation for quality NWL
could be further operationalized:
› Co-Design
› Co-production of contents
...
The highest reward for man's toil is
not what he gets for it, but what he
becomes by it.
John Ruskin
Thank you for your at...
Quality, that complex issue: collaborative design for quality networked learning in higher education
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Quality, that complex issue: collaborative design for quality networked learning in higher education

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  • the value is on the uniqueness, not for all, The highest levels of performance, doing what has been planned, all people can participate



  • Quality, that complex issue: collaborative design for quality networked learning in higher education

    1. 1.  @julianar71  jraffaghelli@gmail.com  Facebook, linkedin, academia etc etc :P  Venice, Trento, Genoa
    2. 2. Defining Quality in Higher Education Quality NWL Our Research • A transformational perspective • Our approach: The mediated quality to achieve quality literacy • How it could be defined • How quality NWL integrates a vision of quality in higher education • Learning Design • Focus • Theoretical Framework • Methodological Approach • Main Findings Conclusions & Discussion
    3. 3. Defining Quality in Higher Education Quality NWL Our Research • A transformational perspective • Our approach: The mediated quality to achieve quality literacy • How it could be defined • How quality NWL integrates a vision of quality in higher education • Learning Design • Focus • Theoretical Framework • Methodological Approach • Main Findings
    4. 4. 5 Q UNESCO Quality for all EFQUEL –UE- SLOAN-C MODEL –USA- ISO/IEC 19796 Sistematic Approaches Access? Excellence? Innovation Inclusiveness?
    5. 5.  Diverse Cultures of Quality are underpinned by diverse values: › Exceptional/Original › Distinctiveness › Excellence › Fitness for Purpose › Inclusive 6
    6. 6.  Quality is not an intrinsic, universal value  It is very much about the methodology of evaluation,  And the substantial epistemological principles and values underlying the process of evaluation
    7. 7. 8 Elements Dimensions Multiperspective The teacher – the student – the institution, the evaluators Diverse Methods of Analysis Benchmarking – guidelines – standards – quantitative or qualitative approaches Diverse Time In itinere – ex ante – ex post Diverse Meanings Pedagogical – Organizational – Technological – Economical Diverse Levels of Analysis Individual – Group – Institutional – Socio- cultural Ghislandi et al, 2008
    8. 8.  The transformational perspective is the kernel of a quality learning culture: › a human group that take part of a learning experience as a deep, reflective experience, connected to the own professional/ personal identity  For which purposes do I/we teach/learn? What can I/we do with this teaching/learning? › not just for accomplishing activities, recalling information, and obtaining credentials (course diploma). Teachers and students should become insiders of the culture of quality (Elhers, 2004; 2011; Ghislandi & Raffaghelli, 2012)
    9. 9. Mediating Artifacts: Signs/ Tools to undertand/implement quality SUBJECT Active stakeholders of quality OBJECT Quality Culture in Higher Education Mediated Quality: A process to develop Quality awareness The zone of Proximal Development The mediated quality approach (based on Vygotskij concept of mediation)
    10. 10. Defining Quality in Higher Education Quality NWL Our Research • A transformational perspective • Our approach: The mediated quality to achieve quality literacy • How it could be defined • How quality NWL integrates a vision of quality in higher education • Learning Design • Focus • Theoretical Framework • Methodological Approach • Main Findings
    11. 11.  eQuality for Networked e-Learning (NLC 2002)  Significant contents and technologies to interact/connect with (Goodyear et al, 2004)  (Collaborative) Designing for (networked) learning (Laurillard&McAndrew, 2002; Goodyear et al, 2004)  A dialogic, critical and reflective perspective of learning (Jones, 2008, Zenios & Goodyear, 2008)  The institutional perspective, relating the classroom practice with the curriculum and the learners' profile after concluded the course (Dircking-Homfeld, Jones, Lindstrom, 2009)
    12. 12. "the time is right to simply use the term NWL and drop the ‘e’ in networked e-learning. This is because we think it is more important to foreground connectivity as a specific and important pedagogical feature of NWL. We claim that an updated definition of NWL should not only refer to being a pedagogy based on connectivity and the co- production of knowledge but also one that aspires to support e-quality of opportunity and include reference to the importance of relational dialogue and critical reflexivity in all of this" (Beaty,Cousin & Hogdson, 2010, p.585).
    13. 13. 14 Conole, 2004; Blin&Munro, 2008; Kennedy et al., 2011; Ghislandi & Raffaghelli, 2012 A medieval University Classroom, http://people.clemson.edu/~elizab/medievalgallery.htm Lectures at IITB - http://www.plancessiit.com/jee- mag/lectures-iitb/
    14. 14. Defining Quality in Higher Education Quality NWL Our Research • A transformational perspective • Our approach: The mediated quality to achieve quality literacy • How it could be defined • How quality NWL integrates a vision of quality in higher education • Learning Design • Focus • Theoretical Framework • Methodological Approach • Main Findings
    15. 15.  Focus › exploring one perspective of quality: teaching  Research question › Can collaborative learning design mediate the process of achieving awareness on NWL quality dimensions?
    16. 16. Collaborative Design and re-design SUBJECT Academics as active stakeholders of quality OBJECT Quality NWL The zone of Proximal Development The mediated quality approach (based on Vygotskij concept of mediation) applied to Quality NWL
    17. 17. Collaborative Design and re-design SUBJECT Academics as active stakeholders of quality OBJECT Quality NWL Quality Culture The zone of Proximal Development Collaborative Learning Design Outsider of Quality NWL Insider of Quality NWL Is it possible to move from here… …To here?
    18. 18.  Teachers-led Inquiry (TLI) › A new approach for NWL › Qualitative, transformative, ecological  Elements of the TLI › Problem: Achieving quality NWL for HE › Context of Intervention: 2° Run of an undergraduate course at an Italian University. › Participants: Two professors, Two eTutors and an instructional designer, as team leading the course. › Teachers’ led inquiry process: activities of discussion for collaborative re-design , negotiating the own discourse about quality NWL
    19. 19. Quality Teaching Values & Beliefs P2 - Pedagogical Expert P1 - Content Expert eT1 - Communication – Content eT2 – Web 2.0 tools use Instructional Designer Collaborative Desgining for Learning – 4 month process
    20. 20.  The body of data collected was composed by several types of data: › 4 audiotaped and 1 videotaped working session. The sessions were aimed at discussing and advancing in the process of learning design. › 201 email exchanges within the working team. › 5 MEMO written by the instructional designer accompanying the process of learning design, after every session.
    21. 21.  Transcription in Italian  Discourse analysis  Codification of Discourse organizing it in 4 categories connected with Quality NWL dimensions  Member checking on codification  Excerpts of discourse translated into English for the article/presentation.  Informed consensus was requested to participants. All data is protected against the identification of participants. For this reason, details on the topic of the course, as well as professional fields of research are not mentioned.
    22. 22. Quality Dimensions Quality NWL aspects negotiated Discourse Improving knowledge/ understanding The negotiation of approaches for educational quality - discuss about the use of technologies - improve the contents, - supporting collaboration between students - giving sense to the course in the context of the career and institutional culture. DIALOGIC PERSPECTIVE “I’m concerned about the number of unsuccessful students the last year… (Session 1/P1: COD3 ASSESSMENT, PERFORMANCE) “I believe there are issues to improve since the course is still an hybrid between your and my type of teaching approaches” (Session 1/P1: COD4 CONTENT; SHARED TEACHING) “I think there are topics that require a glossary, clear definitions of concepts and terms for the students. I know I could be schematic…” (Session 1/P2: COD7 PEDAGOGY; NSTITUTIONAL CONTEXT) “…the other epistemological approach prevails and I can see many students have prejudices about this field of research” (Session 1/P2:COD9, INSTITUTIONAL CONTEXT - PREJUDICES) “this module on networked learning can be confusing, for there are other completely different laboratorial activities relating to the specific content, this is on the process, not the content…but I agree that students wouldn’t understand the value of collaborating without it” (Session 1/P2:COD23 COLLABORATION)
    23. 23. Quality Dimensions Quality NWL aspects negotiated Discourse Experiencing quality principles: The tools for achieving quality NWL Some of the tools that were adopted by the team to support the learning design process. SIGNIFICANT RESOURCES “I can prepare the course schedule and the syllabus, so we can understand where do you intervene. I need you to focus some topics that are in tight connection with your discipline, while there are other that I think is better I take over…” (Session1/P2:COD41, SHARED TEACHING, ORGANIZATION, TOOLS) “So the syllabus, that you have to prepare for the students, crystallizes all your process of negotiation of contents and pedagogical approach” (Session 1/ID:COD46 SHARED TEACHING, TOOLS) “I prepared a simplified presentation for the adoption of collaborative forum…Guess this is the minimum for the proposed collaborative approach” (Mail123/eT2, COLLABORATIVE PEDAGOGICAL APPROACH, TOOLS) “I prepared a table with the division of roles for the evaluation, since we are three people working together, apart eT2 that was with us initially” (Mail137/P2) (SHARED TEACHING, TOOLS)
    24. 24. Quality Dimensions Quality NWL aspects negotiated Discourse Reflecting on the quality achieved How the initial problems for the design are adjusted DESIGN FOR NWL “here is the tank of instruments we are about to use. Guess it reflects our conversations and last changes to the current design” (Mail3/P2) “In this new plan we solved the problem of a balance between the networked learning approach and the contents; however the raising numbers of students is a variable we cannot adjust and the laboratorial and collaborative approach depend highly on this” (Session3/P2:COD16)
    25. 25. Quality Dimensions Quality NWL aspects negotiated Discourse Concrete innovations to the own learning design practices: the impact of quality Innovations emerging from the new learning design CONTEXT “I can see the groups are quickly entering in the collaborative process for the first module. I guess how it will be for the Module 7, where we have a lot of practice…” (Mail107/Et1, ACHIEVEMENTS, COLL) “I don’t think this group is properly collaborating. Very few interventions and this is reflected on their joint assignments..” (Mail114/Et1, FOCUS, COLL) “In the end I think the assessment system we considered is fair with specific knowledge the students must have, but also with the idea of the collaborative learning” (Session5:P1, COD3, ASSESSMENT, COLL) “This course could be the beginning of something bigger. I think we can package it and prepare a post-lauream course like a Master Degree, for the contents we are re-elaborating and the approach would be innovative in our (national) context” (Session5/P2:COD7, TRANSFORMATIVE PRACTICE) “I’m in front of two minds and two souls, in their generative and dialogic space. I don’t think they could do this alone…their result is about negotiation, and the final representation of the design in the syllabus is the product of two views of the pedagogical practices…” (MEMO4/ID, TP)
    26. 26.  The collaborative process leads to a combination of perspectives on the quality (MEMO4/ID),  Which in time determines the innovation for an expanded vision on quality (Mail107/eT1; Mail114/eT1; Session5/P2:COD7)  There is an intersemantic process that can be seen clearly in the expression of eT1 and P1 (Mail114/eT1; Session5:P2, COD3)  The ID Memo quoted shows also this impression on the process of negotiation and meaning making.
    27. 27.  Both P1 (supported by eT1) and P2 (supported by eT2) participated in the TLI on the basis of issues that were attempting against what everyone of them considered “the quality”: › Contents of the course › Lab activities and eLearning › Institutional context › Examinations
    28. 28. Quality Issues as perceived by the team Underlying Networked Learning principles for quality Contents of the course: the problems expressed by the students regarding a "too fluid" "vast" "contradictory" content, and not easy to match with the own professional profile Significant contents to interact/connect with The translation of lab activities from a highly face-to-face approach to a blended system Significant technologies to interact/connect with Yielding collaboration as part of the re- design of the course A dialogic, critical and reflective perspective of learning Examinations: A concern on the way grades are attributed that fairly reflects the knowledge/skills the students must display after having attended the course. The institutional perspective, relating the classroom practice with the curriculum and the learners' profile after concluded the course. Interdisciplinary collaboration between P1 and P2, within a team were eT1 and eT2 played crucial roles in defining and supporting operationally the decisions taken by P1 and P2; while ID supported P2 in the analysis of the whole process of teacher-led inquiry (Collaborative) Designing for (networked) learning
    29. 29. Defining Quality in Higher Education Quality Teaching in Higher Education Our Research • A transformational perspective • Our approach: The mediated quality to achieve quality literacy • How it could be defined • How quality NWL integrates a vision of quality in higher education • Learning Design • Focus • Theoretical Framework • Methodological Approach • Main Findings Conclusions & Discussion
    30. 30.  Designing is a process of negotiation of initially different points of view; › One centered on the excellence of the content; › The other focused on the learner and the pedagogical processes, as well as the adoption of educational technologies;  This perspective of quality is deeply rooted on the participants’ personal point of view and history of teaching and making research.  The process of improving quality implies tight collaboration and negotiation of the participants’ agency.
    31. 31.  Collaborative Designing for Learning mediates quality for it allows to expand the own idea of quality teaching. › Expanding the own perspective › Achieving awareness on a new way of interpreting quality (to know, to use, to evaluate, to innovate through a NWL approach) › Becoming an insider of a shared and transformative quality perspective.
    32. 32.  How the approach of mediation for quality NWL could be further operationalized: › Co-Design › Co-production of contents › Co-teaching › Evaluation › Opening up courses  Which are the contextual/institutional/political constrains and supports for collaboration between teachers?  Which is the impact on the teacher’s professional identity?
    33. 33. The highest reward for man's toil is not what he gets for it, but what he becomes by it. John Ruskin Thank you for your attention! Author contacts: patrizia.ghislandi@unitn.it / jraffaghelli@gmail.com

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