QUALITY CONSIDERATIONS - DIGITALIZATION OF EDUCATION
The Scandinavian Academy of Industrial Engineering and
Management (ScAIM), 26-28 November 2018, Oulu, Finland
Swedish Association for Distance
ICDE OER Advocacy Committee,
Chair, and ICDE Quality Network
International Quality Reviewer
EDEN EC, Fellow Council, SIG TEL QE
Open Education Europa Ambassador
• Introduction and global challenges
• Just for me and just in time
• Personal learning/Collaborative
• Quality in changing learning
• Wrapping up
Personal learning is like shopping at a grocery
store. You need to assemble the ingredients
yourself and create your own meals. It’s harder,
but it’s a lot cheaper, and you can have an
endless variety of meals. Sure, you might not
get the best meals possible, but you control the
experience, and you control the outcome.
Personalized learning is like being served at a
restaurant. Someone else selects the food and
prepares it. There is some customization – you
can tell the waiter how you want your meat
cooked – but essentially everyone at the
restaurant gets the same experience.
Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C.A., Herodotou, C., Hod, Y., Kali, Y.,
Kukulska-Hulme, A., Kupermintz, H., McAndrew, P., Rienties, B., Sagy, O., Scanlon, E.,
Sharples, M., Weller, M., & Whitelock, D. (2017). Innovating Pedagogy 2017: Open
University Innovation Report 6. Milton Keynes: The Open University, UK
•Big-data inquiry: thinking
•Learners making science
•Learning with internal values
Ossiannilsson, E., Williams, K., Camilleri, A., & Brown, M.
(2015). Quality models in online and open education around the
globe: State of the art and recommendations. Oslo: ICDE.
An overview of quality domains and dimensions in Open Online Flexible, and TEL OOFAT),
and success factors from the learners’ perspectives (Ossiannilsson, 2012, 2015, 2016, 2018; Ossiannilsson et al., 2015.
MACRO, MESO, MICRO AND NANO LEVEL
Considerations for quality assurance of e-learning
provision - ENQA
Contact North, Canada
Impact of learning over time – on careers, on habits of lifelong learning, on
community involvement and benefits.
Engagement as one of the key drivers for quality.
Innovative, flexible, effectively using technology for learning, teaching, analytics and
assessment or engaging students with practical applications of the content.
In re-thinking the approach to quality, we should ask ourselves
The How? How do the students experience their learning
The How? How do faculty experience their teaching?
The What? Focus on outcomes in more depth.
The So What?
The Then What?
… need to move to a much more experiential and outcome-based view of quality if
it is to be the engine of transformation.