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Qa schemes

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  • 1. QA schemes Marjan Miloshevic prof. d-r Suzana Loshkovska Ohrid, 14.09.2013
  • 2. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac OUTLINE 1 • Quality of E-learning 2 • E-Learning schemes and models 3 • eMM adaptation
  • 3. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac E-Learning Formal educatio n NON FORMAL EDUCATIO N LLL 3 E-Learning – omnipresent paradigm http://www.badennet.org
  • 4. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac The standard quality assurance (QA) procedures are not sufficient QA in e-learning is generally not a priority issue, even for QA agencies Numerous international projects were conducted to form a comprehensive, yet usable framework for quality assurance of learning. Specialized organizations have developed their own benchmarking procedures and tools and established labels as brands 4 The issue of quality http://www.badennet.org
  • 5. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac  There are several definitions of quality of e- learning, and each depends on its scope, objectives, focus and the methodology of the quality approach.  In this context, quality of e-learning is related to all: processes, products and services for learning, education and training supported by the use of information and communication technologies 5 Quality of E-Learning – The Terms http://www.badennet.org
  • 6. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac QUALITY ASSURANCE IN HIGHER EDUCATION A QA system documents procedures with the aim of ensuring that the overall process meets specified objectives and to demonstrate that quality is a managed outcome. Quality assurance is retrospective and assures quality by requiring conformity to externally imposed standards. In e-learning, QA has to assure that the quality of student learning is at least equivalent to that in face-to-face teaching/learning
  • 7. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac 7 International Quality Schemas Label name Level Review process Type Reviewers UNIQUe Universities Publicly documented, on site Quality mark Internal E-xcellence University program Publicly documented; on-line and on-site (optionally) Benchmark Internal ECBCheck University program Documents and accompanying web-site are in construction phase Quality Mark Internal SEVAQ+ Universities, Vocational studies Supporting documents and web-site are are available; on- line Self-evaluation tool Stakeholders (teachers, students, ...) Procert Courseware for IT specialists Documents are not publicly available Benchmark N/A epprobate General courseware Quality grid is public; review conducted on-line Quality Mark Internal and external http://www.badennet.org
  • 8. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac eMM
  • 9. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac WB model – requirements • to provide guidelines for everyone involved in quality assurance process in HE institutions with technology-supported learning. • to support evaluation of all forms of technology-supported learning • distance learning, online learning, online education, distance education, technology-enhanced education, flexible learning, flexible education, IT supported education. • to enable easy adaptation to different approaches of e-learning implementation at the WB universities, different organization of QA bodies at universities, different self-evaluation procedures, etc.
  • 10. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Issues… for DL programs, QA system have to ensure that the quality of learning is at least equal to the learning in F2F programs quality aspects for DL need to be integrated into existing QA systems, taking into account that QA in DL and QA in F2F learning are not exactly the same competences, resources, technology support in the DL program need to be guaranteed internal working methods need to be adapted to the special conditions which apply for QA in DL
  • 11. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Main question… To develop a new model/ benchmark/ framework! To adapt an existing one!
  • 12. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac The choice of the model for WB ELQ (Sweden) RFDQ (ISO/IEC 19796-1) E-xcellence+ (EU) NADE (Norway) eMM (New Zelland), Pick&Mix (UK), ECTI (JISC, UK), SEVAQ+ (EU) ... • The following models/frameworks are explored
  • 13. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Selection of eMM eMM is most suitable for the current state in WB countries legislation in WB countries Accreditation practice for DL programs in WB QA systems in WB
  • 14. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Processes and their categories of eMM
  • 15. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Learning: processes that directly impact on pedagogical aspects of DL L1 • Learning objectives guide the design and implementation of courses L2 • Students are provided with mechanisms for interaction with teaching staff and other students L3 • Students are provided with DL skill development L4 • Students are provided with expected staff response times to student communications L5 • Students receive feedback on their performance within courses L6 • Students are provided with support in developing research and information literacy skills L7 • Learning designs and activities actively engage students L8 • Assessment is designed to progressively build student competence L9 • Student work is subject to specified timetables and deadlines L10 • Courses are designed to support diverse learning styles and learner capabilities
  • 16. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Development: processes surrounding the creation and maintenance of DL resources D1 • Teaching staff are provided with design and development support when engaging in e-learning D2 • Course development, design and delivery are guided by e-learning procedures and standards D3 • An explicit plan links e-learning technology, pedagogy and content used in courses D4 • Courses are designed to support disabled students D5 • All elements of the physical e-learning infrastructure are reliable, robust and sufficient D6 • All elements of the physical e-learning infrastructure are integrated using defined standards D7 • E-learning resources are designed and managed to maximise reuse
  • 17. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Support: processes surrounding the support and operational management of DL S1 • Students are provided with technical assistance when engaging in DL S2 • Students are provided with library facilities when engaging in DL S3 • Student enquiries, questions and complaints are collected and managed formally S4 • Students are provided with personal and learning support services when engaging in DL S5 • Teaching staff are provided with DL pedagogical support and professional development S6 • Teaching staff are provided with technical support in using digital information created by students
  • 18. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle E1 • Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience E2 • Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience E3 • Regular reviews of the e-learning aspects of courses are conducted
  • 19. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Organisation: processes associated with institutional planning and management O1 • Formal criteria guide the allocation of resources for DL design, development and delivery O2 • Institutional learning and teaching policy and strategy explicitly address DL O3 • DL technology decisions are guided by an explicit plan O4 • Digital information use is guided by an institutional information integrity plan O5 • DL initiatives are guided by explicit development plans O6 • Students are provided with information on DL technologies prior to starting courses O7 • Students are provided with information on DL pedagogies prior to starting courses O8 • Students are provided with administration information prior to starting courses O9 • DL initiatives are guided by institutional strategies and operational plans
  • 20. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Dimensions of processes Delivery - the creation and provision of process outcomes. Planning - the use of predefined objectives and plans in conducting the work of the process. Definition - the use of institutionally defined and documented standards, guidelines, templates and policies during the process implementation. Management - how the institution manages the process implementation and ensures the quality of the outcomes. Optimisation - the extent an institution is using formal approaches to improve the activities of the process.
  • 21. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac The questionnaire For each process several indicators (practices/items) are defined For each indicator (practices/items) at least one question is defined Each question is connected to one dimension of the process, • P1 – delivery, P2 – planning, P3 – definition, P4 – management, P5 - optimization For example, the practice/item the following answers are possible for each question • "not adequate", "partially adequate", "largely adequate", "fully adequate" • "not assessed“ Original version of eMM: over 1000 questions!
  • 22. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac The questionnaire The format of the questionnaire is uniform for all eMM process categories and processes: <Definition of the process category in eMM> <process label> <process definition> <practice/item label> <related assessment question for the practice/item> <practice/item label> <related assessment question for the practice/item> ... <process label> <process definition> <practice/item label> <related assessment question for the practice/item> <practice/item label> <related assessment question for the practice/item> ... …
  • 23. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac The questionnaire (example) • Learning: – L1. Learning objectives guide the design and implementation of courses • L1.P1. Does course documentation include a clear statement of learning objectives? Are course workload expectations and assessment tasks consistent with course learning objectives? (not assessed / not adequate / partially adequate / largely adequate / fully adequate) • L1.P2. ....
  • 24. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Practice http://www.educationcounts.govt.nz/publications/ict/58139
  • 25. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Practice Petch, J et al (2007) “Piloting a Process Maturity Model as an e- Learning Benchmarking Method” The Electronic Journal of e-Learning Volume 5 Issue 1, pp 49 - 58, available online at www.ejel.org
  • 26. 511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR University of Kragujevac Thank you for your attention!

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