This document examines existing criteria for determining course quality in distance education. It aims to analyze quality assurance initiatives and present differences and similarities between course quality measures. It discusses several rubrics for evaluating online courses, including the Quality Matters Rubric, OLC Standards, OCEP Standards, E-Campus Alberta Rubric, and CHICO Rubric. These rubrics generally focus on criteria like course design, instructional materials, learner support, and assessment. Although the rubrics differ in some ways, they agree on criteria for course information standards and learner support/resources. The document concludes that examining course quality criteria can guide course developers and institutions in distance education quality assurance.
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
Research in international education can take many forms: whether you are trying to identify best practice in transnational collaboration, investigating strategic planning or measuring outcomes, you face the choice of how best to achieve the desired aims of the study. This session explores some of the mystery surrounding research by looking at some of the practical approaches to undertaking it and by providing insights into the challenges and benefits of the research methods available.
AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...Bart Rienties
The Open University UK (OU) has been implementing learning analytics and learning design on a large scale since 2012. With its 170+ students and 4000+ teaching staff, the OU has been at the forefront of testing, implementing, and evaluating the impact of learning analytics and learning design on students outcome and retention. A range of reviews and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics and learning design in the world. However, despite the large uptake of learning analytics at the OU there are a range of complex issues in terms of buy-in from staff, data infrastructures, ethics and privacy, student engagement, and perhaps most importantly how to make sense of big and small data in a complex organisation like the OU. During his talk Bart will be presenting on the implementation and learnings.
Using Learning analytics to support learners and teachers at the Open UniversityBart Rienties
In this seminar Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be in these Covid19 times.
https://www.kent.ac.uk/cshe/news-events.html
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
Research in international education can take many forms: whether you are trying to identify best practice in transnational collaboration, investigating strategic planning or measuring outcomes, you face the choice of how best to achieve the desired aims of the study. This session explores some of the mystery surrounding research by looking at some of the practical approaches to undertaking it and by providing insights into the challenges and benefits of the research methods available.
AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...Bart Rienties
The Open University UK (OU) has been implementing learning analytics and learning design on a large scale since 2012. With its 170+ students and 4000+ teaching staff, the OU has been at the forefront of testing, implementing, and evaluating the impact of learning analytics and learning design on students outcome and retention. A range of reviews and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics and learning design in the world. However, despite the large uptake of learning analytics at the OU there are a range of complex issues in terms of buy-in from staff, data infrastructures, ethics and privacy, student engagement, and perhaps most importantly how to make sense of big and small data in a complex organisation like the OU. During his talk Bart will be presenting on the implementation and learnings.
Using Learning analytics to support learners and teachers at the Open UniversityBart Rienties
In this seminar Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be in these Covid19 times.
https://www.kent.ac.uk/cshe/news-events.html
Discussant SRHE Symposium "A cross-institutional perspective on merits and ch...Bart Rienties
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Learning gains
are defined as growth or change in knowledge, skills, and abilities of learners over time. While the UK
government and other organisations like HEFCE expect tremendous opportunities for learning gains
to “objectively” measure the value added of higher education across institutions, empirical evidence of
the robustness, reliability, and validity of learning gains literature outside the UK is mixed. At SRHE,
we will discuss the affordances, lived experiences, and limitations of using different measurements,
conceptualisations, and methodologies of learning gains. We aim to set an evidence-based agenda of
how HEIs can effectively start to measure and implement notions of learning gains, while at the same
time discussing potential limitations and caveats.
www.abclearninggains.com @learninggains
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
Inaugural lecture: The power of learning analytics to give students (and teac...Bart Rienties
Join us at the Berrill Theatre and online on Tuesday 30 January 2018, 6-7pm for the Inaugural Lecture of Professor Bart Rienties, in which he will talk about the power of learning analytics in teaching and learning. Bart Rienties is Professor of Learning Analytics at the Institute of Educational Technology (IET) at The Open University. He is programme director Learning Analytics within IET and head of Data Wranglers, whereby he leads of group of learning analytics academics who conduct evidence-based research and sense making of Big Data at the OU.
As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects and received a range of awards for his educational innovation projects.
Bart is World Champion Transplant cycling Team Time Trial 2017, the first academic with a transplant to be promoted to full professor, and a keen explorer of life.
In The power of learning analytics to give students (and teachers) what they want!, Bart will describe how his research into learning analytics is enabling him to predict which learning strategy might work best for each student, and provide different, unique experiences for each depending on what they want. In particular, he will explore how student dispositions like motivation, emotion, or anxiety encourages or hinders effective online learning, and how we may need to adjust our approaches depending on individual differences.
Event programme:
18:00 - 18:45 – The power of learning analytics to give students (and teachers) what they want!
18:45 - 19:00 – Q&A
19:00 - 19:45 – Drinks Reception
There will be time for questions and comments. We very much hope you will be able to attend what promises to be an inspiring event and have your say.
National level data metrics framework development in Kouth Korea -Iljr RhaIlju Rha
The research study explores the potential of a national data set for learning analytics in the context of digital textbook usage in secondary education in South Korea
Research program educationaldataanalytics4personalisedt&l-2017Demetrios G. Sampson
Educational Data Analytics for Personalised Teaching and Learning
Keynote Speaker
2017 Symposium on Taiwan-Estonia Research Cooperation, Taipei, Taiwan
6-9 March 2017
The Associate Student Project celebrates five years of student transitions fr...Dr Ella Taylor-Smith
Presentation to Computing Education Practice 2018
Abstract
Articulation partnerships between universities and further education (FE) colleges in Scotland provide paths for students to complete degrees by studying two years at college (Higher National Diploma) and two years at university. These crucial mechanisms for widening access to university have been funded by the Scottish Funding Council since 2013. The Associate Student Project (ASP), based in Edinburgh Napier University’s School of Computing, supports the Associate Students throughout these four years of study. In 2017, the first of the scheme’s honours students graduated and the fifth cohort of college students matriculated into first year.
The ASP partners agree articulation routes between specific HND courses, at college, and specific BSc/BEng courses at university, ensuring that, students entering university in third year have the skills and knowledge necessary to successfully complete the upcoming modules. Associate Students are matriculated into the university from their first year at FE college and have a guaranteed place on their university programme. Their student card gives them the same access to resources as other university students, including the libraries, fitness centres, and our 24/7 computing lab. University staff provide workshops and lectures to bridge the gap between the college and university experience, including: visits to colleges to provide academic referencing workshops and support to get paid work placements; opportunities to join lectures at the university; specific open and induction days for direct entry students. Once students are at university, ASP facilitates peer-to-peer support through buddy schemes; pizza lunches provide additional opportunities to chat with peers and staff and identify any specific problems. Throughout, quantitative and qualitative research gathers information about the students’ needs and perspectives, around transitioning into university and the usefulness of ASP interventions. This presentation shares the insights from this scheme, as universities strive to widen access, improve graduate diversity, and address ICT skills gaps.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
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.
Discussant SRHE Symposium "A cross-institutional perspective on merits and ch...Bart Rienties
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Learning gains
are defined as growth or change in knowledge, skills, and abilities of learners over time. While the UK
government and other organisations like HEFCE expect tremendous opportunities for learning gains
to “objectively” measure the value added of higher education across institutions, empirical evidence of
the robustness, reliability, and validity of learning gains literature outside the UK is mixed. At SRHE,
we will discuss the affordances, lived experiences, and limitations of using different measurements,
conceptualisations, and methodologies of learning gains. We aim to set an evidence-based agenda of
how HEIs can effectively start to measure and implement notions of learning gains, while at the same
time discussing potential limitations and caveats.
www.abclearninggains.com @learninggains
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
Inaugural lecture: The power of learning analytics to give students (and teac...Bart Rienties
Join us at the Berrill Theatre and online on Tuesday 30 January 2018, 6-7pm for the Inaugural Lecture of Professor Bart Rienties, in which he will talk about the power of learning analytics in teaching and learning. Bart Rienties is Professor of Learning Analytics at the Institute of Educational Technology (IET) at The Open University. He is programme director Learning Analytics within IET and head of Data Wranglers, whereby he leads of group of learning analytics academics who conduct evidence-based research and sense making of Big Data at the OU.
As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects and received a range of awards for his educational innovation projects.
Bart is World Champion Transplant cycling Team Time Trial 2017, the first academic with a transplant to be promoted to full professor, and a keen explorer of life.
In The power of learning analytics to give students (and teachers) what they want!, Bart will describe how his research into learning analytics is enabling him to predict which learning strategy might work best for each student, and provide different, unique experiences for each depending on what they want. In particular, he will explore how student dispositions like motivation, emotion, or anxiety encourages or hinders effective online learning, and how we may need to adjust our approaches depending on individual differences.
Event programme:
18:00 - 18:45 – The power of learning analytics to give students (and teachers) what they want!
18:45 - 19:00 – Q&A
19:00 - 19:45 – Drinks Reception
There will be time for questions and comments. We very much hope you will be able to attend what promises to be an inspiring event and have your say.
National level data metrics framework development in Kouth Korea -Iljr RhaIlju Rha
The research study explores the potential of a national data set for learning analytics in the context of digital textbook usage in secondary education in South Korea
Research program educationaldataanalytics4personalisedt&l-2017Demetrios G. Sampson
Educational Data Analytics for Personalised Teaching and Learning
Keynote Speaker
2017 Symposium on Taiwan-Estonia Research Cooperation, Taipei, Taiwan
6-9 March 2017
The Associate Student Project celebrates five years of student transitions fr...Dr Ella Taylor-Smith
Presentation to Computing Education Practice 2018
Abstract
Articulation partnerships between universities and further education (FE) colleges in Scotland provide paths for students to complete degrees by studying two years at college (Higher National Diploma) and two years at university. These crucial mechanisms for widening access to university have been funded by the Scottish Funding Council since 2013. The Associate Student Project (ASP), based in Edinburgh Napier University’s School of Computing, supports the Associate Students throughout these four years of study. In 2017, the first of the scheme’s honours students graduated and the fifth cohort of college students matriculated into first year.
The ASP partners agree articulation routes between specific HND courses, at college, and specific BSc/BEng courses at university, ensuring that, students entering university in third year have the skills and knowledge necessary to successfully complete the upcoming modules. Associate Students are matriculated into the university from their first year at FE college and have a guaranteed place on their university programme. Their student card gives them the same access to resources as other university students, including the libraries, fitness centres, and our 24/7 computing lab. University staff provide workshops and lectures to bridge the gap between the college and university experience, including: visits to colleges to provide academic referencing workshops and support to get paid work placements; opportunities to join lectures at the university; specific open and induction days for direct entry students. Once students are at university, ASP facilitates peer-to-peer support through buddy schemes; pizza lunches provide additional opportunities to chat with peers and staff and identify any specific problems. Throughout, quantitative and qualitative research gathers information about the students’ needs and perspectives, around transitioning into university and the usefulness of ASP interventions. This presentation shares the insights from this scheme, as universities strive to widen access, improve graduate diversity, and address ICT skills gaps.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
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.
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?
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
Evaluating higher education learning outcomes presentation to cesCesToronto
The Higher Education Quality Council of Ontario (HEQCO) has a number of projects focused on defining and measuring learning outcomes working with Ontario's colleges and universities in partnership with international organisations. This presentation provides an overview of how learning outcomes are increasing being viewed as a means to evaluate higher education quality, and presents the challenges and successes of developing, demonstrating and assessing higher education learning outcomes in Ontario.
Two Balls, One Bat: The SACSCOC Fifth-Year Review as a Motivator For Institut...Jon Ernstberger
In this presentation given at the 2016 GICA (Georgia Independent Colleges Association) SACSCOC Workshare Conference, I describe a framework and mindset to use SACSCOC distance education guidelines and best practices to generate institutional improvement.
ERP-Related Issues and Challenges in Turkey: An Overview from ERP ExpertsGülay Ekren
The aim of this paper is to explore existing issues and challenges related to the implementation of ERP systems in Turkey in the way to Industry 4.0 from the point of view of ERP experts.
Uzaktan eğitimin uluslararasılaşmasının kültürel etkileri idealist ve realist bakış açılarına göre uzaktan eğitimin yönetim boyutu bağlamında tartışılmıştır.
Bologna süreci nedir?
Bologna süreci neden vardır? (Sürecin temel hedefleri?)
Bologna sürecine kimler dahildir?
Bologna sürecinin getirdikleri nelerdir?
Veri madenciliği teknikleri ile öğrenci segmentasyonuGülay Ekren
Günümüzde neredeyse tüm sektörlerde veri yığınları ile mücadele edilmektedir. Bu veri yığınlarından anlamlı ve yararlı bilgiler elde etme süreci veri madenciliği olarak tanımlanır. Projede üniversitelerin veritabanlarındaki öğrenci verilerinden anlamlı ve yararlı bilgiler elde etmek ve bu bilgiler ışığında üniversite yönetimlerinin planlama faaliyetlerine destek olmak amaçlanmıştır. Açık kaynak kodlu bir veri madenciliği uygulama aracı olan WEKA yazılımı üzerinde k-means algoritması kullanılarak yapılan kümeleme analizi sonucu öğrenciler gruplara ayrılmış, bu gruplara özgü stratejiler geliştirilmiştir. Üniversite yönetimlerinin geleceğe yönelik planlamalar yapmak ve stratejiler geliştirmek için bu ve buna benzer veri madenciliği uygulamalarını periyodik olarak tekrarlamaları gerekir.
Eğitim yönetiminde kadın:Cam tavana medya etkisiGülay Ekren
Günümüzde kadınların üst yönetim seviyelerine terfi etmelerindeki güçlükler halen devam etmektedir. Cam tavan sendromu, somut hiçbir neden olmamasına rağmen kadınların liderlik veya üst yönetim pozisyonlarına yükselmelerindeki eksikliği ifade etmektedir. Bu çalışmada, ilk, orta ve lise düzeyindeki eğitim kurumlarının yönetimlerinde görünür hiçbir engel olmamasına rağmen kadınların erkeklerle aynı oranda yer almamasında medyanın etkisi araştırılmaktadır. Bu amaçla “Medyada Kadına Yönelik Tutum” adı altında bir ölçek geliştirilmiştir. Bu ölçeği yanıtlayan ilk, orta ve lise düzeyindeki okullarda çalışan öğretmenlerin görüşleri doğrultusunda eğitim yönetiminde kadınların cam tavan sendromu yaşamalarında medyanın etkisinin cinsiyete, yaşa, medeni duruma, eğitim düzeyine, yönetici olup olmaya ve çalışılan kurumun düzeyine göre anlamlı bir farklılık gösterip göstermediği belirlenmeye
çalışılmıştır.
Leadership styles of women in distance educationGülay Ekren
Leaders are making differences; it is also known that they are leaders because of having different
characteristics than others. In the literature, definite leadership styles are described which are arising
from these different structures of leaders. Studies on women's leadership styles began in the mid-
1970s. In the 1990s researches focus on leadership style which was most suitable for women or
men. In this study, by choosing one of the most focused leadership styles in the literature was asked
for defining themselves to women academics who are working in distance education institutions in
Turkey, then the demographic and personal characteristics (age, appellation, duty, management
status, distance education experience) of these women were compared with their own leadership
styles defined by them. Also this study is drawn attention to the lack of women managers in senior
management of formal or distance education institutions.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. • what is quality assurance?
• what is quality assurance system?
• quality assurance in online distance
learning (Stella, Gnanam, 2004; Latchem,
2014)
• different views on quality assurance in
open and distance learning (Latchem and
Jung, 2012)
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University 2
Introduction
3. • the aim of this study is
– to examine the initiatives which
provide to determine the course
quality criteria in distance education in
the context of higher education
– to make a descriptive analysis by
presenting differences and similarities
between the course quality measures.
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University 3
Aims
4. 4
Scope
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• Accreditation in HE
• the main indicators for quality
assurance and accreditation in HE
– student outreach, curriculum, courses
and educational software, learning and
teaching, student and staff support,
assessment, evaluation and internal
quality assurance systems,
management, funding and staff
(Chalmers, Johnston, 2012; Latchem,
2014)
5. 5
Scope
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• Activities that create quality
assurance in open and distance
learning can be classified as:
– curriculum and teaching
– staff support
– student support
– student outputs (Kirkpatrick, 2005)
•
6. 6
Scope
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• studies to determine course quality
criteria in distance education
– QM (Quality Matters) Rubric Standards
– OLC (Online Learning Consortium)
Standards
– OCEP (Online Course Evaluation Project)
Standards
– E-campus Alberta Rubric Standards
– CHICO Rubric Standards
7. 7
Scope
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• The Quality Matters Higher Education
Rubric
– used to evaluate the design of online
and blended courses
– critical course components are
Learning Objectives , Assessment and
Measurement, Instructional Materials,
Course Activities and Learner
Interaction, Course Technology
8. 8
Scope
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• Quality Matters - Continuing and
Professional Education Rubric
– for instructor-led, mentored, or self-
managed online and blended courses
– but do not carry academic credit.
– a subscription is 500$
9. 9
Scope
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• OLC (Online Learning Consortium)
Standards
– measure and quantify elements of
quality within an online education
program
– also evaluate quality indicators in online
courses
10. 10
Scope
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• OCEP (Online Course Evaluation Project)
Standards
– a project of the Monterey Institute for
Technology and Education,
– non-profit organization
– identifies and evaluates existing online
courses in higher education,
– considers the instructional and
communication methods
11. 11
Scope
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• E-campus Alberta Rubric Standards
– a resource for quality online curriculum
development,
– used to assess existing courses or those
under development
12. 12
Scope
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• CHICO Rubric Standards
– a strategy of California State University
– represents a developmental process for
online course design and delivery
– provides a means for an instructor to
self-assess course(s)
18. QM Criteria - Continuing and
Professional Education
18
InClosing
19. • Typically, distance courses are constructed
by lecturers from traditional universities,
sometimes in collaboration with distance
education specialists.
• Their vision of what students or faculty
need to know and practise is colored by
their work, and their identification with
the standards of higher education
(Nielsen, 1997)
19
InClosing
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
20. • This study presents a comparison of five
different rubrics which share a common
desire: to advance the quality of open and
distance education courses.
• There are many differences between the
criteria of these rubrics. However, they all
agreed on such criteria:
– Course information standards
– Learner support and resources
20
InClosing
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
21. • There is also seen a lack of emphasis on
integrative ideas and synthesis across
criteria of open and distance education
courses.
• Besides, in recent years, course criteria are
being an important aspect of the
accreditation in distance higher education.
• This study can be a guide for course
developers in distance education, and also
for any distance education institution
which wants to conduct its own evaluation
standards for distance courses.
21
InClosing
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
22. • Latchem, C. (2014). Quality Assurance in Online Distance Education. In Zawacki-Richter, O., &
Anderson, T. (Eds.), Online distance education: Towards a research agenda. Athabasca University
Press.
• Lagrosen, S., Seyyed-Hashemi, R., & Leitner, M. (2004). Examination of the dimensions of quality in
higher education. Quality assurance in education, 12(2), 61-69.
• Mills, R. (2006). Quality assurance in Distance education—towards a culture of Quality: a case
study of the Open University, United Kingdom (OUUK). Towards a Culture of Qualitya Ramzy, Edi,
135.
• Chalmers, D., & Johnston, S. (2012). Quality assurance and accreditation in higher
education. Quality assurance and accreditation in distance education and e-learning: models,
policies and research, 1-12.
• Latchem, C., & Jung, I. (2012). Quality assurance and accreditation in open and distance
learning. Quality assurance and accreditation in distance education and e-learning, 13-22.
• Kirkpatrick, D. (2005). Quality assurance in open and distance learning. Commonwealth of
Learning, Canada.
• Dean Nielsen, H. (1997). Quality assessment and quality assurance in distance teacher
education. Distance Education, 18(2), 284-317.
• King, B. (2011). Transnational education and the dilemma of quality assurance. Paper presented to
the Fourteenth Cambridge International Conference on Open, Distance and e-Learning. Retrieved
November 24, 2016 from http://www.vhi.st-edmunds.cam.ac.uk/ events/past-events/CDE-
conference/CDE-Papers/2011-authorsF-L
• http://www.montereyinstitute.org/pdf/OCEP%20Evaluation%20Categories.pdf
• https://www.qualitymatters.org/rubric
• https://www.qualitymatters.org/continuing-and-professional-education-rubric-program
• http://www.ecampusalberta.ca/files/rubricBooklet.pdf
• https://www.csuchico.edu/tlp/resources/rubric/rubric.pdf
• http://onlinelearningconsortium.org/consult/quality-scorecard/
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University 22
References
Ladies and gentleman, welcome to my presentation.
This study is about existing criteria which are determining course quality in distance education.
Let’s start to introduce this study.
Quality assurance is designed to improve and prove the quality of methods, educational products and outputs in an organization.
A quality assurance system includes standards to be awarded, documented procedures for all defined processes, defined ways to respond to a number of problems, and significant accountability for outputs .
Quality assurance in online distance learning requires different quality indicators from traditional education, and also evaluations in different settings, and readiness to e-learning.
Different views on quality assurance in open and distance learning are pioneers to the development of pedagogical paradigms in open and distance learning. For example,
distance education and face-to-face education should be assessed with the same criteria and methods,
the quality assurance criteria and mechanisms used in traditional education cannot be applied to open and distance learning,
the basic principles of learning and teaching do not change at open and distance learning apart from technology,
quality assurance in open and distance learning must be compulsory, accountable and managed externally,
it is the duty of the providers of open and distance learning to prove that the processes and outputs of open and distance learning are at least as good as traditional institutions.
The aim of this study is to examine the initiatives which provide to determine the course quality criteria in distance education in the context of higher education and to make a descriptive analysis by presenting differences and similarities between the course quality measures.
Accreditation in higher education is a collegial process based on self and peer assessment for public accountability and improvement of academic quality.
Higher education institutions take into consideration the main indicators for quality assurance and accreditation, such as student outreach, curriculum, courses and educational software, learning and teaching, student and staff support, assessment, evaluation and internal quality assurance systems, management, funding and staff.
Activities to be made by higher education institutions to create quality assurance in open and distance learning can be classified as:
In terms of curriculum and teaching such as identifying academic standards and qualification, establishing standards in program design and admission, developing strategies to monitor the processes that the learners are involved in etc.
In terms of staff support such as training teachers, course designers, online instructors, consultants, administrators who are in charge of open and distance learning, identification of the necessary experience and competencies for administrative and academic staff and establishment of reliable systems for communication purposes
In terms of student support such as establishment of performance standards and document processes, establishment of procedures and timelines for the development of learning materials (including printing, production and distribution), determination of student support services (including location, scope, service standards, accessibility)
In terms of student outputs such as mechanisms for monitoring student continuity and strategies for responding to students' problems, developing and monitoring policies on assignments, grading (certificate, bachelor's, master's degree) applications and degree distribution.
The studies to determine course quality criteria in distance education are such as:
Quality Matters - Higher Education Rubric - from United Kingdom (UK)
Quality Matters - Continuing and Professional Education Rubric - from United Kingdom (UK)
OLC (Online Learning Consortium) Standards – form Sloan Consortium
OCEP (Online Course Evaluation Project) Standards – from Monterey Institute for Technology and Education
E-campus Alberta Rubric – from Canada
CHICO Rubric – from California State University
The Quality Matters Higher Education Rubric is used to evaluate the design of online and blended courses
Its critical course components to ensure students achieve desired learning outcomes are – Learning Objectives, Assessment and Measurement, Instructional Materials, Course Activities and Learner Interaction, and Course Technology
Quality Matters -The Continuing and Professional Education (CPE) Rubric is tailored to assist in the design and evaluation of instructor-led, mentored, or self-managed online and blended courses that have pass/fail, skills-based or other completion or certification criteria, but do not carry academic credit.
Institutions and organizations with current QM Higher Education or other subscriptions may add a subscription to the CPE Rubric for $500.
Through a collaborative effort of several online educators, the Online Learning Consortium Scorecard continues to advance the field, simplifying the steps needed to identify, measure and quantify elements of quality within an online education program.
OLC members will learn how to apply Quality Scorecard metrics, uncover and evaluate quality indicators in key categories including Course Development / and Course Structure, and consider thoughtful recommendations for implementation.
Online Course Evaluation Project is a project of the Monterey Institute for Technology and Education, an educational non-profit organization committed to helping meet society’s need for access to effective, high-quality educational opportunities.
The Online Course Evaluation Project (OCEP) identifies and evaluates existing online courses in higher education.
The focus of the evaluation is on the presentation of the content and the pedagogical aspects of online courses, yet OCEP also considers the instructional and communication methods so vital in a successful online learning experience.
The eCampusAlberta eLearning Rubric is designed to support the creation of quality online curriculum.
This rubric may be used to assess existing courses or those under development.
Chico Rubric is a strategy of California State University.
This rubric offers a framework for addressing this question: «What should a quality online course look like?»
Use of this rubric represents a developmental process for online course design and delivery, and provides a means for an instructor to self-assess course(s) based on University (as California State University) expectations.
You can see the comparison OLC criteria comparison with the other rubrics in this table.
As you see, there is no full match with any other criteria. They are mostly match on course structure, student support and also evaluation & assessment criteria.
In this table there is a comparison table between Chico criteria and the others.
As you see, all rubrics are agreed with the idea as learner support & resources must be in distance education courses. Besides assessment & evaluation of learning is seen significant except from eCampus Alberta rubric.
OCEP course criteria have not any full match with the other rubrics.
As you can see, there is another comparison table between E-campus Alberta criteria and the other rubrics.
In this table all rubrics are agreed with the idea as «course information standards» must be in distance education courses.
This is another comparison table between QM -Higher Education criteria and the other rubrics.
As you see, there is no full match on any criteria. However, we can see course overview and introduction, and also learning objectives are seen as an important criteria except from Chico rubric.
This is our last comparison table. between QM -Continuing and Professional Education criteria and the other rubrics.
As you see, there is no full match on any criteria. However, «the overall design of the course» and «learnig objectives or competences» are seen as an important criteria except from Chico rubric.
Typically, distance courses are constructed by lecturers from traditional universities, sometimes in collaboration with distance education specialists.
Their vision of what students or faculty need to know and practise is colored by their work, and their identification with the standards of higher education.
This study presents a comparison of five different rubrics which share a common desire: to advance the quality of open and distance learning courses.
There are many differences between the criteria of these rubrics. However, they all agreed on such criteria:
Course information standards
Learner support and resources
There is also seen a lack of emphasis on integrative ideas and synthesis across criteria of open and distance education courses.
Besides, in recent years, course criteria are being an important aspect of the accreditation in distance higher education.
This study can be a guide for course developers in distance education, and also for any distance education institution which wants to conduct its own evaluation standards for distance courses.
It should not be forgotten that improving learning standards means changing measurable learning outcomes (King, 2011: 106)