This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...CITE
DOHERTY, Iain (eLearning Pedagogical Support Unit, Center for the Enhancement of Teaching and Learning. The University of Hong Kong)
http://citers2012.cite.hku.hk/en/paper_521.htm
Sustained Digital Learning Management Systems For Quality Educational Improve...Dustin Bessette, CIG
Learning management systems (LMS) are vital to learning environments and particularly in distance education. The use of learning management operations is typically based upon the needs of universities and colleges; however, educational tools are driven by learner-centered demands, e-learning, m-learning, and cost. Faculty, students, and administrators can all adapt to these technological changes if they are exposed to user-friendly platforms and software geared towards learner-centered outcomes. These quality improvements in operations need to be sustainable, as they will encounter transitions due to system and software enhancements over time. This paper will explore course delivery in the 21st century as it relates to e-learning and m-learning. Practitioners and academicians will gain knowledge regarding strategic planning learning management system upgrades. Further, the researchers will explore and provide understanding on forward thinking to address development and delivery for 21st century technology. Process improvements are achieved from adaption that lead to performance outcomes in education. The highest performance can be achieved with quality driven process improvement sustainable plans that are tied in to the performance, organization philosophy, and the andragogic learning style. Together, these quality paths can return value creation for learners, faculty, and administrators back to where it should sit- under the educational strategy framework.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...CITE
DOHERTY, Iain (eLearning Pedagogical Support Unit, Center for the Enhancement of Teaching and Learning. The University of Hong Kong)
http://citers2012.cite.hku.hk/en/paper_521.htm
Sustained Digital Learning Management Systems For Quality Educational Improve...Dustin Bessette, CIG
Learning management systems (LMS) are vital to learning environments and particularly in distance education. The use of learning management operations is typically based upon the needs of universities and colleges; however, educational tools are driven by learner-centered demands, e-learning, m-learning, and cost. Faculty, students, and administrators can all adapt to these technological changes if they are exposed to user-friendly platforms and software geared towards learner-centered outcomes. These quality improvements in operations need to be sustainable, as they will encounter transitions due to system and software enhancements over time. This paper will explore course delivery in the 21st century as it relates to e-learning and m-learning. Practitioners and academicians will gain knowledge regarding strategic planning learning management system upgrades. Further, the researchers will explore and provide understanding on forward thinking to address development and delivery for 21st century technology. Process improvements are achieved from adaption that lead to performance outcomes in education. The highest performance can be achieved with quality driven process improvement sustainable plans that are tied in to the performance, organization philosophy, and the andragogic learning style. Together, these quality paths can return value creation for learners, faculty, and administrators back to where it should sit- under the educational strategy framework.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
Review of the online learning and artificial intelligence education market A ...eraser Juan José Calderón
Review of the online learning and artificial intelligence education market.
A report for the Department of Education
July 2018 .
Ali Zaidi, Shane Beadle and Arthur
Hannah, ICF Consulting Services Ltd
eLearning Maturity Assessment of the University of MauritiusM I Santally
The presentation reports the findings of the application of the EMM to assess the capability of the University of Mauritius with respect to the development and management of eLearning. The project was funded by the Mauritius Research Council.
DISCUSSION ON LARGE-SCALE ONLINE EDUCATION PRACTICES AMID THE NOVEL CORONAVIR...ijejournal
The delay of the school term in China, caused by the Corona Virus Disease 2019(COVID-19)pandemic,
reinforced the importance of remote teaching. The latter enabled teaching operations to continue
nationwide and provided colleges and universities with opportunities to carry out education and teaching
reforms that are also aligned with the rapid development of technology. Upon considering remote teaching
operations in China University of Geosciences, Beijing, this paper puts forward recommendations for
teaching and education management practices. We propose that colleges and universities break free from
the restraints of traditional teaching methods, establish a security system of online courses, offer high
quality online contents, and accelerate the construction and sharing of effective courses.
22 to 23 May, 2017 @ The Royale Chulan Hotel, Kuala Lumpur, Malaysia. (www.aida.org.my/aida3/)
Conference on Learning, Teaching and Training 2017
(CoLT 2017)
*Brought to you by the Association for Instructional Design Advancement or AIDA
*Supported by Life Success Program Sdn Bhd and ZETA Academy.
For registration; https://drive.google.com/file/d/0B8g5GK3Qd689aDFzZlhuNkFBOTA/view
Course Tech 2013, Angie Rudd & Kelly Hinson, Strengthening Academic Internet ...Cengage Learning
Strengthening Academic Internet Learning (SAIL)is Gaston College’s new online quality initiative. The expectation is
that with an increased effort on online course quality and a comprehensive online student support system, student
learning will improve in online courses. In a concepts-based presentation,two Gaston College instructors will show
attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
from Introduction to Computers, Web Fundamentals, Emerging Technologies and User Support&Software
Evaluation courses. Statistics will be used to show the increase in student learning outcomes from the SAIL
initiative. Attendees will get to take away the online course standards used by the college and approved by SACS.
Come SAIL with us!
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
Learning Technology for Improving Teaching Quality at ScaleKhalid Md Saifuddin
Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology.
This is a presentation that I gave to education students at Ningbo Polytechnic. The pedagogical perspective relates to the three core Moodle functional areas - delivering content, collaboration & communication, and delivering assessments.
Review of the online learning and artificial intelligence education market A ...eraser Juan José Calderón
Review of the online learning and artificial intelligence education market.
A report for the Department of Education
July 2018 .
Ali Zaidi, Shane Beadle and Arthur
Hannah, ICF Consulting Services Ltd
eLearning Maturity Assessment of the University of MauritiusM I Santally
The presentation reports the findings of the application of the EMM to assess the capability of the University of Mauritius with respect to the development and management of eLearning. The project was funded by the Mauritius Research Council.
DISCUSSION ON LARGE-SCALE ONLINE EDUCATION PRACTICES AMID THE NOVEL CORONAVIR...ijejournal
The delay of the school term in China, caused by the Corona Virus Disease 2019(COVID-19)pandemic,
reinforced the importance of remote teaching. The latter enabled teaching operations to continue
nationwide and provided colleges and universities with opportunities to carry out education and teaching
reforms that are also aligned with the rapid development of technology. Upon considering remote teaching
operations in China University of Geosciences, Beijing, this paper puts forward recommendations for
teaching and education management practices. We propose that colleges and universities break free from
the restraints of traditional teaching methods, establish a security system of online courses, offer high
quality online contents, and accelerate the construction and sharing of effective courses.
22 to 23 May, 2017 @ The Royale Chulan Hotel, Kuala Lumpur, Malaysia. (www.aida.org.my/aida3/)
Conference on Learning, Teaching and Training 2017
(CoLT 2017)
*Brought to you by the Association for Instructional Design Advancement or AIDA
*Supported by Life Success Program Sdn Bhd and ZETA Academy.
For registration; https://drive.google.com/file/d/0B8g5GK3Qd689aDFzZlhuNkFBOTA/view
Course Tech 2013, Angie Rudd & Kelly Hinson, Strengthening Academic Internet ...Cengage Learning
Strengthening Academic Internet Learning (SAIL)is Gaston College’s new online quality initiative. The expectation is
that with an increased effort on online course quality and a comprehensive online student support system, student
learning will improve in online courses. In a concepts-based presentation,two Gaston College instructors will show
attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
from Introduction to Computers, Web Fundamentals, Emerging Technologies and User Support&Software
Evaluation courses. Statistics will be used to show the increase in student learning outcomes from the SAIL
initiative. Attendees will get to take away the online course standards used by the college and approved by SACS.
Come SAIL with us!
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
Learning Technology for Improving Teaching Quality at ScaleKhalid Md Saifuddin
Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology.
This is a presentation that I gave to education students at Ningbo Polytechnic. The pedagogical perspective relates to the three core Moodle functional areas - delivering content, collaboration & communication, and delivering assessments.
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
Empower Educators_ Transforming Teaching with Dynamic Test Creators - Qorrect...qorrectdm
The Digital Imperative in Education
The transition towards digitalization in the educational sector marks a pivotal shift in how teaching and learning are conducted. This shift is driven by a recognition of the limitations of traditional educational methods and the vast potential of technology to enhance the educational experience.
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
The OpenupEd quality label is a quality enhancement approach to e-learning, tailored specifically to MOOCs. I will briefly introduce the OpenupEd quality label, show how it relates to other e-learning quality frameworks, and outline the ways in which it can be used, ranging from informal self-assessment to a full external review. Which of the benchmarks could contribute to enhanced design of MOOCs? Are the benchmarks sufficiently detailed? Do they capture all important aspects?
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Blend is a digital learning platform that is faciliatted by the effective combination of different modes of delivery, models of teaching and styles of learning. It has aimed to combine particular forms of teaching with technology in order to provide a one-top solution to the haphazard lives of students. The basic idea is to cater the class room problems faced by both, students and intructors.
The major objectives behind adoption of Blend is to boost students’ involvement with the subject by engaging students in discussion forums and hence make the subject as interactive and dynamic as possible, which would further help students to envelop their communication skills.
Similar to Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and Learning (20)
In this presentation I look at the underlying pedagogy for a professional learning course to teach eLearning Officers at The University of Hong Kong the necessary theoretical knowledge and practical skills to become instructional designers. The course design is critically discussed with respect to motivational issues.
Google Apps for Education (GAFE): Giving Students an eLearning SpaceIain Doherty
This presentation covers the use of Google Applications for Education (GAFE) to support student centered eLearning. Particular reference is made to collaborative learning, learning portfolios and personal learning networks.
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
The Learning Management System: Adapt or DisappearIain Doherty
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
Leveraging Moodle for Engaging LearningIain Doherty
This is my keynote presentation for the inaugural Moodle Moot in Hong Kong. I argue that we need to re-think the role of the teacher and to put in place a teaching model that centres on the connect learning developing a personal network. I then argue that Moodle can support this approach to teaching.
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
Writing for Publishing in Technology Enhanced Learning ResearchIain Doherty
This is a presentation that I gave for the Write-TEL 2 (http://www.napiereducationexchange.com/pg/groups/12872/writetel-2/) writing workshop series. I provided a perspective on writing to get published in the area of technology enhanced learning. The basic thrust of the presentation is that good research naturally leads to a good research paper.
Enhancing the Undergraduate Experience Through A Collaborative Wiki Exercise ...Iain Doherty
This is a presentation that I gave at the ICEL 2012 conference in Hong Kong. The presentation outlines a randomized control trial that examined the an intervention to have nursing students learn discipline specific terms through a collaborative wiki exercise.
E-Learning in a Changing Landscape of Emerging Technologies and PedagogiesIain Doherty
This is the presentation that I gave at the Opening Plenary Panel of the 2012 CITE Research Symposium at The University of Hong Kong. I guess that my aim was to start people off thinking a little bit about how higher education has made use of technologies for teaching and learning. I also wanted to send a positive message about what might be done.
Effective Online Communication and PresentationIain Doherty
This is a presentation that I gave to student teachers at Ningbo Polytechnic on effective online presentation and communication skills. I decided to broaden the presentation out a bit to talk about effective teaching online.
One of the requirements of my role at The University of Hong Kong is to keep abreast of what is happening in the eLearning world in order to advise senior management concerning eLearning trends that HKU might need to take into consideration. I made a start in this PowerPoint.
This is the PowerPoint from a presentation that I gave to the Faculty of Medicine at The University of Hong Kong. It is very similar to the presentation that I gave to the Faculty of Dentistry with the exception that there are examples of application used in medicine.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and Learning
1. Evaluating the Impact of an eLearning
Strategy on the Quality of Teaching and
Learning.
Dr. Iain Doherty
Associate Professor
Director eLearning Pedagogical Support Unit
Centre for the Enhancement of Teaching and
Learning
16th May 2012
2. Overview
• HKU’s eLearning Strategy.
• Quantitative reporting.
• What is quality in learning?
• What is quality in eLearning.
• What would a program of evaluation look like?
• Concluding remarks.
2
3. eLearning Strategy Level One
• Teaching and learning is assisted by technology for
efficiency and cost-effectiveness. Students are
provided with on-line access to:
– Information regarding their programmes of study,
including administrative procedures relating to course
enrolment, assessments, degree audit, student
evaluation of teaching and learning (SETL); and
– Resources for learning, including all course outlines
and digital materials, course learning outcomes and
assessments.
5. eLearning Strategy Level Two
• Teaching and learning is enriched by technology
through enhancing opportunities for active learning
within and beyond the classroom, provision of links to
digital library resources, provision of just-in-time
formative and summative feedback and assessment
for learning, fostering teaching-research nexus,
establishing a closer link with schools, community
partners and employers.
7. eLearning Strategy Level 3
• “Innovative pedagogy, curriculum design and
assessment are brought to new heights by
technology, including, but not restricted to,
internationalization of the curriculum, collaborative
teaching and learning within HKU courses and with
overseas universities, integration of campus-based
and experiential learning, involvement of employers
and community partners in the learning processes”.
7
10. Faculty Moodle Statistics
• Right now the reality is Moodle!
No. of Moodle courses
Faculty/Others Total Available Created Enabled Active
821 265 87 82
1. “Total available” - the course templates created based on SIS data or the courses created
explicitly as per requests from teachers
2. “Created” - courses that their teachers have created and can start editing its eLearning materials
3. “Enabled” - courses that their teachers have granted students’ access
4. “Active” – courses with both teacher logins > 5 and student logins > 5
10
11. Moodle Activity
• Moodle Activity Levels
– Level 1 - one-way transmission of information from
teacher to students – the data is gathered as "the total
count of Moodle files/ folders in the Moodle courses"
– Level 2 - two-way interaction between teachers &
students – total count of Moodle assignment, quizzes
and choices in the Moodle courses
– Level 3 - three way interaction between teacher &
students and among students – total count of Moodle
forum, chat and wikis in the Moodle courses
11
12. Faculty Moodle Statistics
• The news forum is created automatically which may
account for the level 1 and level 3 activities. So the
only “real figure” may be levels 1, 2 and 3.
Number of active Moodle courses having
only Level 1 only Level 2 only Level 3 Level 1 and Level 1 and Level 2 and Level 1, Level
activities activities activities Level 2 Level 3 Level 3 2 and Level 3
Faculty activities activities activities activities
/Others
0 0 0 0 48 0 34
12
13. Quantitative Reporting
• “Quantitative Performance Indicator (PI) data has a
limited role to play in determining impact of new
learning and teaching practices on the learner
experience. PIs are ‘input’ and ‘output’ measures and
TESEP [Transforming and Enhancing the Student
Experience through Pedagogy] found that they were
best used as ‘diagnostic tools’ which could be used
on a number of levels.”
13
14. Quantitative Reporting
• These statistics tell us about activity levels in Moodle.
• The statistics do not tell us anything about the quality
of eLearning e.g.
– A lecturer on any particular course might be delivering
all the course content (level 1) via Moodle.
– The same lecturer might be engaging students with
multiple choice assessments (level 2) to test
understanding.
• What does this tell us about quality?
– Nothing!
14
15. Quality Learning
• When we say that a course is a quality course “we”
are broadly making a judgment that the course is fit
for purpose where the purpose is institutional
purpose.
• For example, university which efficiently helps
students to achieve the educational aims and
learning outcomes can be considered as a quality
institution.
• The same is true at a course level.
15
16. Quality Learning QAC
• “The main objective of QAC quality audits is to
assure the quality of student learning in UGC-funded
institutions. The audits are intended to assure the
UGC and the public that institutions deliver on the
promises they make in their role and mission
statements. A QAC audit is therefore an audit of an
institution’s Fitness for Purpose in teaching and
learning” (Quality Assurance Council, 2008, p.10).
16
17. Quality Learning QAC
• QAC is concerned with learning outcomes:
• “the audit process is particularly concerned with the
ways institutions articulate and measure the student
learning outcomes they expect or aspire to” (Quality
Assurance Council, 2008, p.11)
17
18. Quality Learning
• Quality also has something to do with the student
learning experience.
• In other words being fit for purpose is a necessary
but not sufficient condition of a quality course.
• The reason for this is that students may achieve
educational aims but have a very negative
experience on the course.
• So, we need to include some criteria referenced to
experience.
18
19. Quality Learning QAC
• The QAC, through its audit process, aims to give
confidence, in general, to students and their parents,
employers and sponsors, that our institutions provide
a quality and internationally recognised student
learning experience (Quality Assurance Council,
2008, p.3.).
19
20. Quality in Learning
• At HKU the criteria for a quality course are given in
the Student Experience of Teaching and Learning
(SETL) questionnaire and the Student Learning
Experience Questionnaire (SLEQ).
• Both questionnaires consist of items that relate to
achieving course aims, developing generic skills /
attributes and having a positive experience on a
course.
• So a quality course is a course that is rated positively
with respect to these aspects.
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21. Quality in eLearning
• If we know what constitutes quality in teaching and
learning we can ask about whether things are
different with eLearning.
• The short answer is “no” because at a macro level
the teaching and learning conditions are the same:
– The course must enable students to achieve ILOs;
– The course must develop generic attributes / skills; and
– Students must have a positive experience on the
course.
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22. Quality in eLearning
• “I believe the distinction between face-to-face and
online will soon merge in both quality standard setting
and practice. As pedagogy and learning needs drive
educational design, every possible mutation of
physical and virtual meetings of minds will be created
and be grounded in pedagogical purpose. It is a
grand time to be an educator” (Frydenberg, 2002).
• There is an important point here – pedagogy and
learning drive technology use – but this is not the
whole picture for quality in eLearning.
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23. Quality in eLearning
• Things are different at the micro level because there
is a question of the use of technologies in teaching
and learning:
– Technical infrastructure;
– Learning management system;
– Technical support for students;
– Use of additional technologies;
– Use of a variety of media;
• The big question, “Did eLearning help?”
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24. Quality in eLearning
• The following three questions have been put forward
for use in HKUs Student Learning Experience
Questionnaire:
– The Learning Management System Moodle was easy
to access and use;
– eLearning has been effective in aiding learning in
courses in my discipline; and
– eLearning has been effective in aiding communication
in courses in my discipline.
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25. Quality in eLearning
• What would a more robust quality assurance
program look like?
• There are issues here:
– A robust quality assurance program would be much
more comprehensive in terms of the range of
questions asked about eLearning;
– A robust quality assurance program would move
beyond questions that ask about “perceptions”;
– The program would look for evidence of e.g. improved
communication, improved understanding.
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26. Concluding Remarks
• There has to be a program of work if we want actual
evidence that the eLearning strategy has resulted in
improved quality in teaching and learning;
• Funding would be nice because in the end showing
actual gains will require a lot of work.
• Don’t really see this program of work as optional
because without it what do we have in terms of
evidence for effectiveness of the eLearning strategy?
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27. References
• European Association of Distance Teaching
Universities (EADTU). (2007). Quality Manual for E-
learning in Higher Education,. European Association
of Distance Teaching Universities (EADTU).
Retrieved from
http://www.eadtu.nl/e-xcellenceQS/files/members/E-xcelle
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28. References
• Frydenberg, J. (2002). Quality Standards in
eLearning: A Matrix of Analysis. The International
Review of Research in Open and Distance Learning,
3(2), 1-15. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/viewArticl
e/109
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29. References
• Herrington, A., Herrington, J., Oliver, R., Stoney, S.,
& Willis, J. (2001). Quality Guidelines for Online
Courses: The Development of an Instrument to Audit
Online Units. In G. Kennedy & M. Keppell (Eds.),
Meeting at the Crossroads.18th Annual Conference
of the Australian Society for Computers in Learning in
Tertiary Education. (pp. 263-270). Melbourne,
Australia. Retrieved from
http://www.ascilite.org.au/conferences/melbourne01/
pdf/papers/herringtona.pdf
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30. References
• TESEP (Transforming and Enhancing the Student
Experience through Pedagogy). (2007). TESEP: Re-
thinking Quality Enhancement (pp. 1-4). Edinburgh,
UK. Retrieved from
http://www2.napier.ac.uk/transform/rethinking_qe.htm
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