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

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

4. About Massey…

5. About Massey…
Auckland Palmerston North Wellington
Distance
International

6. International Student – Country of Origin
About 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

8. About Massey…
Over 4000 online environments

9. 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

11. Key message…
E-learning is a vital digital lubricant for promoting
high quality performance.

12. 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.

13. 1. Beyond the hype

14. 1. Beyond the hype
The truth is that…

15. 1. Beyond the hype
The inconvenienttruthis that…
Most technology-enhanced learning initiatives reinforce
traditionalpractices…

16. 1. Beyond the hype
The inconvenienttruth is that…
Most technology-enhanced learning initiatives reinforce
traditional practices…
… ande-learning is part of the problem.

17. 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.

18. 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).

19. 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).

20. 1. Beyond the hype

21. 1. Beyond the hype
Technology
Expectation Cycle
(Cuban, 1986)
Cuban, L. (1986). Teachers and machines: The classroom use of technology since
1920. New York: Teachers‟ College Press.

22. 1. Beyond the hype
High expectations
Technology
Rebukes Growing
and blame Expectation Cycle support
(Cuban, 1986)
Subsided enthusiasm
Cuban, L. (1986). Teachers and machines: The classroom use of technology since
1920. New York: Teachers‟ College Press.

23. 1. Beyond the hype
Technology-enhanced learning involves an ongoing cycle of hype,
hopeand disappointment (Gouseti, 2010).

24. 1. Beyond the hype
Technology-enhanced learning involves an ongoing cycle of hype,
hopeand disappointment (Gouseti, 2010).
Gartner Hype Cycle

25. 1. Beyond the hype
What will be the legacy after the hype?

26. 1. Beyond the hype
Thelesson is that…

27. 1. Beyond the hype
Thelesson is that…
…the additive or „pump, pump,dump‟ model of
e-learning still dominatesteaching practice.

28. 2. Different Views of
Quality

29. 2. Different Views of
Quality
• Three different views…

30. 2. Different Views of
Quality
A personal view…
Performance is Relative

31. 2. Different Views of
Quality
A mass production view…
Performance is Standardized

32. 2. Different Views of
Quality
A boutique view…

33. 2. Different Views of
Quality
A boutique view…

34. 2. Different Views of
Quality
Who defines quality?
… and for what purpose?

35. 2. Different Views of
Quality
Basic assumptions…
• Contestable
• Context bound
• Discipline specific
• Always a moving target
• An ethos we must continually strive for

36. 2. Different Views of
Quality

37. 3. Frameworks and
Tools for Quality

38. 3. Frameworks and
Tools for Quality

39. 3. Frameworks and
Tools for Quality

40. 3. Frameworks and
Tools for Quality

41. 3. Frameworks and
Tools for Quality
Quality Assurance
Quality Enhancement

42. 3. Frameworks and
Tools for Quality
Q T
U Y
QA A
QE
L
I

43. 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

44. 3. Frameworks and
Tools for Quality
http://peerreview.massey.ac.nz

45. 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

46. Conclusion

47. Conclusion
Conclusion
“What‟s wrong with education cannot be fixed with
technology”
(Steve Jobs; cited in Oppenheimer, 1997, p.61).

48. Conclusion
Conclusion
“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