This document summarizes a webinar on quality in e-learning presented by Dr. Ebba Ossiannilsson. It discusses how the rise of online learning poses new questions about quality. It addresses key questions about what quality means, why it's important, who's involved, quality for whom, and when it should be measured. It also discusses approaches to quality at the nano, micro, meso and macro levels and how quality is an ongoing debate that requires redefining issues in light of global education challenges. The webinar aimed to address the current discourse around quality in open and flexible online learning.
Rankings académicos y aseguramiento de la calidad en educación online, a cargo de Richard Yelland, Dirección General de Educación de la Organización de Cooperación y Desarrollo Económicos (OECD).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
Ossiannilsson evaluation and accreditation for quality assurance in higher di...Ebba Ossiannilsson
My Panel presentation at the Virtual Distance Education Quality and Trends, Policies and Regulations in Virtual Higher Education: Reflections, organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA, Santo Domingo, R.D. 30 May 2018
Rankings académicos y aseguramiento de la calidad en educación online, a cargo de Richard Yelland, Dirección General de Educación de la Organización de Cooperación y Desarrollo Económicos (OECD).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
Ossiannilsson evaluation and accreditation for quality assurance in higher di...Ebba Ossiannilsson
My Panel presentation at the Virtual Distance Education Quality and Trends, Policies and Regulations in Virtual Higher Education: Reflections, organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA, Santo Domingo, R.D. 30 May 2018
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
Dr. Ana Pérez-Escoda Conference Session from The International Digital Conference 2020: Best Practices in Governance, Academic Leadership, Research and Quality Enhancement. 12 September 2020.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Presentaion at the University of Nicosia, Cyprus 14th September 2016 on Current Global trends and challenges ahead for quality assurance in the field of open online learninG and eLearning
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
ICT Leadership in Higher Education: Selected ReadingsCEMCA
Compilation of papers delivered at the three events on ICT Leadership in Higher Education held at Hyderabad (2013), Kandy (June 2014), and Dhaka (December 2014), edited by Sanjaya Mishra
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
Quality assurance in virtual education accreditation keynote-ossiannilsson_2018Ebba Ossiannilsson
My keynote at the Virtual Distance Education Quality and Trends Conference in Santo Doming, R, D.,organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA 30 May 2018
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
Dr. Ana Pérez-Escoda Conference Session from The International Digital Conference 2020: Best Practices in Governance, Academic Leadership, Research and Quality Enhancement. 12 September 2020.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Presentaion at the University of Nicosia, Cyprus 14th September 2016 on Current Global trends and challenges ahead for quality assurance in the field of open online learninG and eLearning
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
ICT Leadership in Higher Education: Selected ReadingsCEMCA
Compilation of papers delivered at the three events on ICT Leadership in Higher Education held at Hyderabad (2013), Kandy (June 2014), and Dhaka (December 2014), edited by Sanjaya Mishra
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
Quality assurance in virtual education accreditation keynote-ossiannilsson_2018Ebba Ossiannilsson
My keynote at the Virtual Distance Education Quality and Trends Conference in Santo Doming, R, D.,organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA 30 May 2018
On urgent needs for a revised quality agenda. 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.
My presentation at the National Life Skills Program, LT on the ERASMUS+ program DI4all.eu. The theme today 22 January 2024 was on quality Frameworks in Open, online, flexible, and distance learning
My presentation at ESUD CIESUD2023, 23 October 2023 on Innovation and Quality in Online Learning within the Conference theme on
Quality Distance Education, Public Policies, Governance https://esud2023.ufms.br/?page_id=719https://esud2023.ufms.br/?page_id=719
Transform and innovate Higher Education for sustainable developmenticdeslides
This presentation given at the 20 years anniversary of the Hellenic Open University discusses Why transform Education? Why and what it means to transform and innovate for the future and how education can be transformed trough online, open, flexible and technology enhanced means.
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
Un diálogo por la calidad: de la inspección a la inspiración, por Ingeborg Bo, miembro del Consejo de Dirección de la Fundación Europea para la Calidad en E-learning (EFQUEL).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
Innovation and transforming education for a sustainable worldicdeslides
Keynote at I Conferência Internacional de Inovação Tecnológica em Saúde,21 - 23 August 2017, Natal, Brazil. Video here:
https://www.facebook.com/LAIS.HUOL/videos/1418008181588370/
After setting the scene, including risks and sustainability discussed, Brazil is benchmarked by using official analyses and indicators. The need and field for innovation is discussed, in particular related to the learning process. Brazil, a land of hope and innovation.
Introduction
ICDE
The learners
Innovation, why ?
Risks, change, the globe and the SDGs
Brazil
Brazil, state of play, change and challenges
Brazil, the future
Innovate and transform
Online, open, flexible, and technology enhanced learning – transforming education
Innovation in the learning process
What next?
Open education week presentation template for moderators ossiannilsson 6 marc...Ebba Ossiannilsson
The 6th February 2020 during the OEWeek2020 and EDENs webinar serie I hosted, moderated and presented on Micro-learning and Quality for Lifelong Learning in the Digital Age. My co-presenters where Professors Badral Kahn, Rene Corbeil and Maria Elena Corbeil
On digital competences. 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.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
Universal Access to Knowledge through Quality Learningicdeslides
Plenary presentation at ICT in Education Conference, Qingdao, China 23 - 25 May 2015. Follow up of the Incheon Declaration. Education 2030: Equitable and inclusive quality education and lifelong learning for all by 2030.
Transforming lives through education.
Calling for an Educational Revolution: For the sustainable future we wanticdeslides
This speech will after a brief introduction of ICDE, give a rough picture on how South Africa is seen from the outside – through a number of indicators, then I will outline those trends that ICDE observes as important for educational development, in particular higher education, the next years. Next will be to summarize how the new SDGs address education as a priority for achieving the future we want, including indicating state of play, based on the recent Global Education Monitoring (GEM) Report by UNESCO. Quality education is a key for Education 2030 – and initiatives relevant for higher education that will be rolled out by UNESCO and ICDE will be discussed. Finally, the key messages based on this overview will be summarized:
A call for an Educational Revolution for the sustainable future we want
• Quality first: quality digital, open and flexible education
• Collaboration: on all levels, on content, courses programmes, methodologies, infrastructure, internationalisation….
• Take leadership for change: for the future we want – lead educational transformation
Similar to Eden nap ossiannilsson 30 octo2019 (20)
BNU Navigating the Future- Bridging Smart Education around the World_Ossianni...Ebba Ossiannilsson
Today I contributed to the panel together with distinguished colleagues in the European workshop on Navigating the Future: Bridging Smart Education around the World. The host is UNESCO IITE and Beijing Normal University, China.
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
Ossiannilsson_Digitalisation of research and innovation_4 pillars.pdfEbba Ossiannilsson
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SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
Ossiannilsson_UNESCO AI in edcucationand ethics of AI.pdfEbba Ossiannilsson
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My presentation 6th December 2023 and contribution today at Online Learning Consortium (OLC) Leadership Summit Impact together with Madeline Shellgren, Director of Global Outreach, Online Learning Consortium on the session:
Global Coalition Building and Changemaking at Scale (Part 2)
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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2. ABSTRACT
The rise of open online learning and e-learning poses more than ever quality-
relevant questions. The development where learners take personal
responsibility for their own learning is only one of the issues when quality is
discussed, another problem is when quality is expressed as normbased
versus process-based.
In view of the global challenges associated with education, there is an urgent
need to redefine quality issues. The quality of e-learning is a constant debate
and discussion. Quality in this respect is complex and can either be easily
defined or must be elaborated to a high and deep degree. There may be more
questions than answers. First the five most frequently asked questions have
to be answered. What do we mean by quality? Why is it important? Who's
involved? Quality for whom? When should quality be measured? In addition,
the quality can be seen at various levels: Nano, micro, meso, macro.
The webinar will address the current discourse and quality issues in open
flexible online learning, including e-learning.
3. About
Professor, Dr. Ebba
Ossiannilsson
• Independent Consultant
and researcher
• Swedish Association for
Distance Education
• Swedish Organization
for e-competence
• Digital Skills and Jobs
Coalition Sweden
• Open Education Europa
Ambassador and Fellow
• SIS, SIS/TK 304 Quality
Management
(validation of individual
competenses)
• International Quality
Reviewer ICDE; EDATU
• ICDE OER Advocacy
Committee, Chair
• ICDE Ambassador for the
global advocacy of OER
• ICDE QUALITY NETWORK
• ICDE Executive Committee
• EDEN, EC, EDEN SIG TEL QE,
EDEN Fellow, EDEN Fellow
council
• ISO/TC 176, Quality
Management and quality
assurance
• ISO Educational organizations
-- Management systems for
educational organizations --
Requirements with guidance
for use, ISO 21001:2018
• ISO Future Concepts
4. AGENDA
Set the scene
Open online learning and e-learning
Personal responsibility
Formative versus process-based
To redefine quality issues
What, Why, Who, Whom? When?
Nano, micro, meso, macro
Current discourse and quality
Sustainable Quality in Education
10. Why we need both science
and humanities for
a Fourth Industrial
Revolution education
• The 4th Industrial
Revolution has an impact
on how we live, work,
communicate, integrate
and interact with others,
the environment and
society. Of course, it also
changes the way we
learn.
12. Open education
the BIG PICTURE
Macro level
Meso level
Micro level
Nano level
Economic
Cultural
Political
Affirmative/Transformative (JL4D
Vol 5, No 3 (2018) > Hodgkinson-
Williams)
14. E-learning
…is a learning environment which uses information and
communication technologies (ICT's) as a platform for teaching
and learning activities. It has been defined as "pedagogy
empowered by technology"though 'digital technology' is more
accurate.
Note that, due to the difference in terms of institutional goals,
higher education and the industry have very different ideas
about what e-learning is and how e-learning can be/should be
used. Wikiversity
15. Blended learning
….is an approach to education that combines online educational
materials and opportunities for interaction online with traditional
place-based classroom methods. It requires the physical presence
of both teacher and student, with some elements of student
control over time, place, path, or pace.
The definition of blended learning is a formal education program
in which a student learns:
• at least in part through online learning, with some element of
student control over time, place, path, and/or pace;
• at least in part in a supervised brick-and-mortar location away
from home;
• and the modalities along each student’s learning path within a
course or subject are connected to provide an integrated
learning experience. Christiansen Institute
16. EDEN SIG on TEL and quality
enhancement
• According to Commonwealth of Learning (COL),
Technology-enabled learning aims to focus on
increasing access to quality teaching and learning
by supporting policy formulation and innovation
in the application of ICT in education, and the
development of ICT skills. TEL includes a wide
range of technologies for teaching and learning:
online access, mobile devices, and low-cost
technologies such as audio and video, radio and
TV etc.
17. Online training is not a simple matter of digitalising existing
material and making it available online, but more
fundamentally responding to the new opportunities and
challenges made possible by digitalisation, and SHIFTING
FROM DIGITAL LEARNING TOWARDS LEARNING IN A
DIGITAL WORLD (EU commissionaire Ferrari , Brussels, June
2019)
ISOPF2019_Kyrenia_CY_Ossiannilsson
19. WHATS THE ROLE OF
EDUCATION
• EDUCATION NEEDS TO
AIM TO DO MORE
THAN TO PREAPRE
YOUNG PEOPLE FOR
THE WORLD OF WORK.
• IT NEEDS TO EQUIP
STUDENTS WITH THE
SKILLS THEY NEED TO
BECOME ACTIVE,
RESPONSIBLE AND
ENGAGED CITICENS
Just for me, and just in time learning
21. 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.
ISOPF2019_Kyrenia_CY_Ossiannilsson
27. What do we mean by quality
Compliance and consumer
protection
Quality enhancement and
process improvements
Reputation
28.
29. EDEN SIG on TEL and quality enhancement
…aim to
advocate and
work for
renewing the
quality agenda
in education
30. EDEN SIG on TEL and quality
enhancement
The use of TEL can facilitate
and promote educational
access, equity and quality
around the world, which are
the Sustainability Goals
related to education (SDG4).
31. NEW TEACHING AND LEARNING
METHODS ARE NEEDED
NEW PEDAGOGIES
NEW SUBJECTS, DISCIPLINES,
NEW CONTENTS
NEW TOOLS
EC, ANNUSCA FERRARI, 4 JUNE
2019
Photo by salvatore ventura on Unsplash
32. • Multifaceted
• Dynamic
• Mainstreamed
• Representative
• Multifunctional
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.
35. 35
• Generic, not specific à 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 should be considered, 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...).
QA in the European Higher Education Area
36. 36
1
2
3
PART 1. INTERNAL
QUALITY ASSURANCE
PART 2. EXTERNAL
QUALITY ASSURANCE
PART 3. QUALITY
ASSURANCE AGENCIES
All standards are fully
applicable to e-learning
provision
European Standards and Guidelines - ESG (I)
Recommendations to
QAA and HEI
37. 37
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
Part 1. Internal Quality Assurance
38. 38
1.1
- E-learning strategy is embedded in the overall strategy of
the institution (adapt QA strategies?).
- Policies to grant access & ensure participation of SEND
students.
- Ethical and legal considerations.
- Stakeholders involvement.
Standard 1.1 – Policy for quality assurance
Part 1. Internal Quality Assurance
1.3
- Educational model designed in order to guarantee
students achievement of LO.
- E-assessment (authentication and authorship).
- Formation of online discussion groups (student-student
contact & sharing experiences / teachers – students).
- Learning materials and appropriate updates.
Standard 1.3 – Student-centred learning, teaching and assessment
39. 39
1.5
1.4
- Academic recognition assured.
- Same level of recognition by professional bodies &
employers as on-campus programmes.
- Fraud / Diploma mills.
- Definition of the structure, profile and role of teaching staff.
- Skilled & well supported (training / support services):
pedagogical and technological requirements.
- Coordination of teaching activity is more complex.
Standard 1.4 – Student admission, progression, recognition and certification
Standard 1.5 – Teaching staff
Part 1. Internal Quality Assurance
40. 40
1.6 Learning resources
- VLE
• Interoperable & robust.
• Ensure accessibility of learning materials & e-assessment.
- Library, virtual labs. (if appropriate).
Student support
- Tutoring, pedagogical, technological, administrative-related
needs.
- Student support adapted to e-learning environment.
- Improve student retention rate and success & satisfaction of
students.
Virtual mobility (students and academics)
Standard 1.6 – Learning resources and student support
Part 1. Internal Quality Assurance
1.7
- Data & indicators derived from e-learning.
Standard 1.7 – Information management
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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
Part 2. External Quality Assurance
42. 42
2.2
- Particularities of Part 1 (Internal QA).
- Flexible processes to include new modes of teaching and
learning (innovation).
- Specific criteria, indicators, guidelines or frameworks.
Standard 2.2 – Designing methodologies fit for purpose
Part 2. External Quality Assurance
2.3
SAR
- Pedagogical model & VLE explanation.
- Access and navigate the VLE (classrooms, debate forums,
teaching materials, etc.).
Site visit
- Intense examination of technological infrastructure.
- Interview all stakeholders (different teaching staff
profile).
Standard 2.3 – Implementing processes
43. 43
2.4
- Experts with experience in e-learning / blended learning.
- Training.
Standard 2.4 – Peer-review experts
Part 2. External Quality Assurance
44. 44
1. Policies, structures, processes and resources for QA
of e-assessment.
2. Assessment of learning.
3. E-assessment system security, capacity and
authenticity.
4. Infrastructure and resources.
5. Student support.
6. Teaching staff.
7. Learning analytics.
8. Public information.
STANDARDS
TeSLA project. Results
45. 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.