Paul Bacsich - Sero - Critical Success Factors, Benchmarking and Quality in Virtual Learning

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  • 1. Critical Success Factors, Benchmarking and Quality in Virtual Learning(and Accreditation and Inspection!) Paul Bacsich European Virtual Schools Colloquium, Sheffield, 22 May 2012 1
  • 2. Too many concepts Critical Benchmarking Success Factors Accreditation Standards? /approval Quality /kitemarkingE-learning (and OER) is only a small part of the quality process –how can agencies and assessors handle five variants of the conceptacross many separate methodologies?European Virtual Schools Colloquium, Sheffield, 22 May 2012 2
  • 3. Proposal to ENQA - the pyramidCritical Success Leadership level Factors -------------Benchmarking ---- Senior managersQuality -------------- Criteria are placed at different layers in the pyramidDetailed pedagogic depending on their “level” guidelines ---------- European Virtual Schools Colloquium, Sheffield, 22 May 2012 3
  • 4. The regulatory pyramid above depending on their “level” in the pyramid at different layers Criteria are placedEuropean Virtual Schools Colloquium, Sheffield, 22 May 2012 4
  • 5. Re.ViCa 2007-09 (Review of Virtual Campuses) Project supported by the European Union under the Lifelong Learning Programme - Erasmus/Virtual Campus – With International Advisory Committee Database of countries, agencies and Programmes (500) Nine case studies Set of 17 Critical Success Factors developed after wide international consultation – embedded in Pick&Mix scheme Organised post-secondary e-learning initiatives are found across the “G-100” (all except the Least Developed Countries) European Virtual Schools Colloquium, Sheffield, 22 May 2012 5
  • 6. VISCEDUses the Re.ViCa wikiSee Susan’s and Barry’s summariesAnd our Newsletter and wiki !Need to modify the Re.ViCa Critical Success Factors for virtual schoolsAND thus need to understand the accreditation, inspection, quality and regulatory context round virtual schools European Virtual Schools Colloquium, Sheffield, 22 May 2012 6
  • 7. A write-in exercise: For each country1. Who Accredits virtual schools?2. Who Inspects virtual schools – and how often?3. What criteria do they use?4. Are there specific criteria for virtual schools? (like US, Australia, New Zealand, England in the past for schools – and UK, Sweden in the past for unis) European Virtual Schools Colloquium, Sheffield, 22 May 2012 7
  • 8. Criteria: Pick&Mix overview Focussed on e-learning, not general pedagogy Draws on several sources and methodologies – UK and internationally (including US) and from college sector – not yet schools Not linked to any particular style of e-learning (e.g. distance or on-campus or blended) Suitable for desk research as well as “in-depth” studies Suitable for single- and multi-institution studies European Virtual Schools Colloquium, Sheffield, 22 May 2012 8
  • 9. Pick&Mix history Initial version developed in early 2005 Since then, refined by literature search, discussion, feedback, presentations, workshops, concordance studies and four phases of use – fifth and sixth phases now – over 30 institutions benchmarked Formed the basis of the wording of the Critical Success Factors scheme for the EU Re.ViCa project – now reincorporated in Pick&Mix And the basis for the draft Critical Success Factors for VISCED – but YOU can help update these European Virtual Schools Colloquium, Sheffield, 22 May 2012 9
  • 10. Pick&Mix Criteria and metricsEuropean Virtual Schools Colloquium, Sheffield, 22 May 2012 10
  • 11. Criteria Criteria are “statements of practice” which are scored into a number of performance levels from bad/nil to excellent It is wisest if these statements are in the public domain – to allow analysis & refinement The number of criteria is crucial Pick&Mix currently has a core of 20 – based on analysis from the literature (ABC, BS etc) and experience in many senior mgt scoring meetings European Virtual Schools Colloquium, Sheffield, 22 May 2012 11
  • 12. Pick&Mix ScoringUse a 6-point scale (1-6) – 5 (cf Likert, MIT90s levels) plus 1 more for “excellence”Contextualised by “scoring commentary”There are always issues of judging progress especially “best practice”The 6 levels are mapped to 4 colours in a “traffic lights” system – red, amber, olive, green European Virtual Schools Colloquium, Sheffield, 22 May 2012 12
  • 13. Pick&Mix System: summaryHas taken account of “best of breed” schemesOutput and student-oriented aspectsMethodology-agnostic but uses underlying approaches where useful (e.g. Chickering & Gamson, Quality on the Line, MIT90s)Requires no long training course to understand European Virtual Schools Colloquium, Sheffield, 22 May 2012 13
  • 14. Pick&Mix Two sample criteriaEuropean Virtual Schools Colloquium, Sheffield, 22 May 2012 14
  • 15. P10 “Training”1. No systematic training for e-learning2. Some systematic training, e.g. in some projects and departments3. School-wide training programme but little monitoring of attendance or encouragement to go4. School-wide training programme, monitored and incentivised5. All staff trained in VLE use, training appropriate to job type – and retrained when needed6. Staff increasingly keep themselves up to date in a “just in time, just for me” fashion except in situations of discontinuous change European Virtual Schools Colloquium, Sheffield, 22 May 2012 15
  • 16. P05 “Accessibility”1. VLE and e-learning material are not accessible2. VLE and much e-learning material conform to minimum standards of accessibility3. VLE and almost all e-learning material conform to minimum standards of accessibility4. VLE and all e-learning material conform to at least minimum standards of accessibility, much to higher standards5. VLE and e-learning material are accessible, and key components validated by external agencies6. Strong evidence of conformance with letter & spirit of accessibility in all countries where students study European Virtual Schools Colloquium, Sheffield, 22 May 2012 16