The Quality Challenge: Creating a Culture for Quality Enhancement

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Paper presented at the 3rd International Conference on E-learning and Distance Learning Conference, Riyadh, Saudi Arabia, 4-7 Feb, 2013.

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  • What is the purpose of a keynote?
  • What is the purpose of a keynote?
  • The Quality Challenge: Creating a Culture for Quality Enhancement

    1. 1. The Quality Challenge:Creating a Culture of Quality Enhancement Professor Mark Brown Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance m.e.brown@massey.ac.nz
    2. 2. About Massey…
    3. 3. About Massey… Auckland Palmerston North Wellington Distance International
    4. 4. International Student – Country of OriginAbout Massey… Country 2006 2007 2008 2009 2010 2011 China 3334 2503 1791 1376 1114 1194 Japan 413 312 274 293 266 314 USA 213 226 283 275 285 296 Saudi Arabia 15 67 136 170 176 278 India 113 125 146 178 217 235 Singapore 62 70 99 141 184 203 Korea 129 132 156 142 137 163 Malaysia 86 112 138 155 154 163 Thailand 89 66 82 91 75 113 Pakistan 3 15 54 66 96 92 Figures as at 2 February 2012
    5. 5. About Massey… Over 4000 online environments
    6. 6. About Massey… • Innovation Hub • Global Think Tank • Networked Community • Engine for New Learning Futures • We Offer International Consultancy • Leading International Advisory Board http://delfa.massey.ac.nz
    7. 7. Key message… E-learning is a vital digital lubricant for promoting high quality performance.
    8. 8. Key message… E-learning is a vital digital lubricant for promoting high quality performance. However, it can also be used to entrench old teaching practices on modern 21st century networks.
    9. 9. 1. Beyond the hype
    10. 10. 1. Beyond the hype The truth is that…
    11. 11. 1. Beyond the hype The inconvenienttruthis that… Most technology-enhanced learning initiatives reinforce traditionalpractices…
    12. 12. 1. Beyond the hype The inconvenienttruth is that… Most technology-enhanced learning initiatives reinforce traditional practices… … ande-learning is part of the problem.
    13. 13. 1. Beyond the hype The inconvenient truthis that… Most technology-enhanced learning initiatives reinforce traditional practices… … ande-learning is part of the problem. There is a danger that the „e‟ is nothing more than an add on to learning and we are fooled by some of the hype.
    14. 14. 1. Beyond the hype “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world‟s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1994).
    15. 15. 1. Beyond the hype “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world‟s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1894).
    16. 16. 1. Beyond the hype
    17. 17. 1. Beyond the hype Technology Expectation Cycle (Cuban, 1986)Cuban, L. (1986). Teachers and machines: The classroom use of technology since1920. New York: Teachers‟ College Press.
    18. 18. 1. Beyond the hype High expectations Technology Rebukes Growing and blame Expectation Cycle support (Cuban, 1986) Subsided enthusiasmCuban, L. (1986). Teachers and machines: The classroom use of technology since1920. New York: Teachers‟ College Press.
    19. 19. 1. Beyond the hype Technology-enhanced learning involves an ongoing cycle of hype, hopeand disappointment (Gouseti, 2010).
    20. 20. 1. Beyond the hype Technology-enhanced learning involves an ongoing cycle of hype, hopeand disappointment (Gouseti, 2010). Gartner Hype Cycle
    21. 21. 1. Beyond the hype What will be the legacy after the hype?
    22. 22. 1. Beyond the hype Thelesson is that…
    23. 23. 1. Beyond the hype Thelesson is that… …the additive or „pump, pump,dump‟ model of e-learning still dominatesteaching practice.
    24. 24. 2. Different Views of Quality
    25. 25. 2. Different Views of Quality • Three different views…
    26. 26. 2. Different Views of Quality A personal view… Performance is Relative
    27. 27. 2. Different Views of Quality A mass production view… Performance is Standardized
    28. 28. 2. Different Views of Quality A boutique view…
    29. 29. 2. Different Views of Quality A boutique view…
    30. 30. 2. Different Views of Quality Who defines quality? … and for what purpose?
    31. 31. 2. Different Views of Quality Basic assumptions… • Contestable • Context bound • Discipline specific • Always a moving target • An ethos we must continually strive for
    32. 32. 2. Different Views of Quality
    33. 33. 3. Frameworks and Tools for Quality
    34. 34. 3. Frameworks and Tools for Quality
    35. 35. 3. Frameworks and Tools for Quality
    36. 36. 3. Frameworks and Tools for Quality
    37. 37. 3. Frameworks and Tools for Quality Quality Assurance Quality Enhancement
    38. 38. 3. Frameworks and Tools for Quality Q T U Y QA A QE L I
    39. 39. 3. Frameworks and Tools for Quality Quality enhancement involves… • Understanding teachers matter most • Promoting a high level of professional trust • Giving responsibility for quality back toteachers • Building distributed leadership for teaching and learning
    40. 40. 3. Frameworks and Tools for Quality http://peerreview.massey.ac.nz
    41. 41. 3. Frameworks and Tools for Quality Conceptualise What do we want to design, who for and why? The 7Cs Framework Consolidate Evaluate and embed your design
    42. 42. Conclusion
    43. 43. ConclusionConclusion “What‟s wrong with education cannot be fixed with technology” (Steve Jobs; cited in Oppenheimer, 1997, p.61).
    44. 44. ConclusionConclusion “What‟s wrong with education cannot be fixed with technology” (Steve Jobs; cited in Oppenheimer, 1997, p.61). It depends on… - high quality teachers - a culture of quality enhancement - winning the hearts and minds of teachers

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