In response to an increased demand from education providers, including offshore educational providers, the Maltese Government has decided to examine the design of a national accreditation system for e-learning in Higher Education, with particular emphasis on non-traditional forms of education such as MOOCs. This presentation describes the first two steps of a design thinking approach, to consider the challenges and opportunities which are informing the thinking of policy-makers, and examines the scenarios which may arise out of each one, with the aim of providing a basis for future ideation, prototyping and testing of an accreditation system.
Delivered at the EDEN Annual Conference in Budapest, 17th June 2016
In response to an increased demand from education providers, including offshore educational providers, the Maltese Government has decided to examine the design of a national accreditation system for e-learning in Higher Education, with particular emphasis on non-traditional forms of education such as MOOCs. This presentation describes the first two steps of a design thinking approach, to consider the challenges and opportunities which are informing the thinking of policy-makers, and examines the scenarios which may arise out of each one, with the aim of providing a basis for future ideation, prototyping and testing of an accreditation system.
Delivered at the EDEN Annual Conference in Budapest, 17th June 2016
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Here are the slides of the EMOOCS 2016 presentation for the research track.
Paper link : https://drive.google.com/file/d/0B-u4JzyvGkXEcmJ6QTBBdTNURVE/view?usp=sharing
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Supporting students to become active and engaged citizens
Strengthening the civic responsibility of universities
Ensuring Equity in Higher Education
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EMOOCS 2016 - Measuring COMPLETION and DROPOUT in MOOCs : a learner-centered ...Leslie HUIN
Here are the slides of the EMOOCS 2016 presentation for the research track.
Paper link : https://drive.google.com/file/d/0B-u4JzyvGkXEcmJ6QTBBdTNURVE/view?usp=sharing
Open Higher Education for Refugees by Florian Rampelt (kiron)EduSkills OECD
This presentation was given by Florian Rampelt of kiron at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Linking design end curriculum management and eportfolios to respond to increa...ePortfolios Australia
Following criticism of graduate workplace capabilities, teacher education providers face stricter regulation requirements. This presentation introduces a pedagogical model that links design end curriculum planning and essential ePortfolio management functions to generate comprehensive standard aligned evidence required for graduate professional certification and program accreditation.
Supporting students to become active and engaged citizens
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A presentation from Connect More by Carmen Tomas, associate director of educational excellence, University of Nottingham.
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Summary of the report by the same name, available at https://procsee.eu/outputs/pcs/.
Presents policy challenges facing professional higher education based on a stakeholder consultation conducted during 2016 in Slovenia, Croatia, Czech Republic, Romania and Hungary.
On ESG. Improving the quality of teaching in educational institutions through the introduction of new educational programs, modern pedagogy, and smart-technologies in the educational process. Technical Assistance mission, MHSSE, NEO; HERE and YTIT, Uzbekistan 18-19 November 2019.
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Recording of the discussion is available: https://eden-online.adobeconnect.com/p4nuxa1r3qiv/
Quality assurance in the Bologna Process (EHEA) relies on qualifications frameworks to articulate the expected end points of higher education studies. Higher education institutions and quality assurance agencies use the learning outcomes as articulated in NFQs to enter into dialogue with their stakeholders.
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Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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[EADTU-ENQA PLA] Recommendations for QA of e-learning
1. Recommendations for QA of e-learning
ENQA WG on QA and e-learning
Esther Huertas (Chair)
21/09/2017 1
2. 2
Index
1. ENQA WG on QA and e-learning
2. QA in European higher education area
3. Part 1. Internal quality assurance
4. Part 2. External quality assurance
5. Conclusions
3. 3
ENQA WG on QA and e-learning
Objectives
- Create an inventory of sources on QA and e-Learning.
- Agree on definition of e-learning.
- Agree on recommendations (QAA and HEIs).
Members
Esther Huertas (chair), Lindsey Kerber (secretary)
Pranas Stankus, Georg Seppmann, Sandra Marcos, Ana
Capilla, Ivan Biscan, Charlotte Ejsing, Liza Kozlowska,
Liia Lauri, Monika Risse, Kerstin Schoerg
Calendar
November 2016 – November 2018
4. 4
Quality Assurance in the European Higher
Education Area
• Generic, not specific provide the framework and
common basis for national and institutional activities.
• Standards and guidelines for QA, not quality as such.
• Apply to all higher education offered in the EHEA regardless
of the mode of study or place of delivery (TNE, e-learning,
short courses…).
• Thus all types of e-learning included as well as all phases
included in a learning process (e-assessment).
• Apply to all types of QA activities and agencies (quality
audits, programme accreditation, institutional assessment...).
• Quality assurance can serve a variety of purposes:
enhancement – accountability.
5. 5
1
2
3
PART 1. INTERNAL
QUALITY ASSURANCE
PART 2. EXTERNAL
QUALITY ASSURANCE
PART 3. QUALITY
ASSURANCE AGENCIES
European Standards and Guidelines
All standards are fully
applicable to e-learning
provision
6. 6
Part 1. Internal Quality Assurance
Standard 1.1 – Policy for quality assurance
Standard 1.2 – Design and approval of programme
Standard 1.3 – Student-centred learning, teaching and assessment
Standard 1.4 – Student admission, progression, recognition and
certification
Standard 1.5 – Teaching staff
Standard 1.6 – Learning resources and student support
Standard 1.7 – Information management
Standard 1.8 – Public information
Standard 1.9 – On-going monitoring and periodic review of
programmes
Standard 1.10 – Cyclical external quality assurance
7. 7
Part 1. Internal Quality Assurance
Standard 1.1 – Policy for quality assurance
Standard 1.2 – Design and approval of programme
Standard 1.3 – Student-centred learning, teaching and assessment
Standard 1.4 – Student admission, progression, recognition and
certification
Standard 1.5 – Teaching staff
Standard 1.6 – Learning resources and student support
Standard 1.7 – Information management
Standard 1.8 – Public information
Standard 1.9 – On-going monitoring and periodic review of
programmes
Standard 1.10 – Cyclical external quality assurance
8. 8
Part 1. Internal Quality Assurance
1.1
1.3
- Ensure that e-learning is strategic at the institution
(‘new providers’).
- Pedagogical model and innovation should be part of
institutional strategy.
- Institutional policies should cover the constituent’s
elements of quality; course development; teaching
and learning; course structure; student support;
faculty support; technology; student assessment;
examination security.
- Instructional design (innovation).
- E-assessment (authorship and authentication).
Standard 1.1 – Policy for quality assurance
Standard 1.3 – Student-centred learning, teaching and assessment
9. 9
Part 1. Internal Quality Assurance
1.5
1.6
1.4
- Same level of recognition by professional bodies &
employers as face to face programmes.
- Fraud / Diploma mills.
- Different structure: authors, tutors, instructors,
managers.
- Qualification, knowledge, skills.
- Support system for teaching staff.
- Student support (prevent drop out rate).
Standard 1.4 – Student admission, progression, recognition and
certification
Standard 1.5 – Teaching staff
Standard 1.6 – Learning resources and student support
10. 10
Part 2. External Quality Assurance
Standard 2.1 – Consideration of internal quality assurance
Standard 2.2 – Designing methodologies fit for purpose
Standard 2.3 – Implementing processes
Standard 2.4 – Peer-review experts
Standard 2.5 – Criteria for outcomes
Standard 2.6 – Reporting
Standard 2.7 – Complaints and appeals
11. 11
Part 2. External Quality Assurance
Standard 2.1 – Consideration of internal quality assurance
Standard 2.2 – Designing methodologies fit for purpose
Standard 2.3 – Implementing processes
Standard 2.4 – Peer-review experts
Standard 2.5 – Criteria for outcomes
Standard 2.6 – Reporting
Standard 2.7 – Complaints and appeals
12. 12
2.2
2.4
- Flexible processes to include new modes of
teaching and learning (innovation).
- Specific criteria, indicators.
- Experts with experience in e-learning.
Part 2. External Quality Assurance
Standard 2.2 – Designing methodologies fit for purpose
Standard 2.4 – Peer-review experts
13. 13
- E-learning provisions fulfil the same standards (ESG) as
traditional ones.
- The work of ENQA’s WG should be discussed through
different stakeholders.
- There are challenges from HEIs, government and QAA point
of view.
Conclusions