Opening presentation at International Quality Assurance Standards, Practices and Supports for Digital Higher Education, Online Conference, OECD, 14th June
The Quest for Quality in Digital Higher Education: A Critical Analysis of QA ...Mark Brown
This document discusses quality assurance frameworks for digital higher education. It provides an outline that includes framing remarks on the definition of quality, a critical analysis of existing quality assurance frameworks, and how quality assurance agencies are responding globally. The analysis finds that while frameworks commonly include similar domains, more research is needed on implementation. Quality assurance approaches are diverse, ranging from frameworks integrated into general guidelines to supplementary guidelines. Overall, the document argues that ensuring quality in digital education remains an ongoing challenge due to implementation gaps and disconnects between frameworks.
The document describes an external assurance of learning model used to assess accounting degree programs against established learning standards. The Achievement Matters project aims to:
1) Obtain external peer-reviewed evidence of accounting learning outcomes benchmarked against standards through a sustainable and reliable assessment process.
2) Develop a model for assessing learning outcomes against standards that satisfies external quality assurance needs while motivating continuous improvement.
3) Provide professional development for academics on assessment.
The project involves calibrating academics on learning standards and conducting live reviews of student work to assess achievement of standards. Results of calibration workshops show reduced variability in reviewer judgements, suggesting the model provides a valid means for external program assessment and quality improvement.
Globalising quality assurance in higher education niead-ue, tokyodvndamme
The document discusses globalizing quality assurance in higher education. It covers four main points:
1. The achievements of the global quality assurance movement, including establishing internal and external quality assurance systems and strengthening institutional leadership on quality.
2. Emerging risks, such as bureaucratization and formalism, window dressing, balancing accountability and improvement, and limits of peer review methodologies.
3. How globalization impacts quality assurance, including the convergence of higher education systems and need to complement national quality assurance with international arrangements.
4. Strategies for quality assurance, such as being a driver of innovation, focusing on relevance, recognizing institutional diversity, combining local and global approaches, and investing in trust.
The document summarizes interim results from a research project exploring engagement with graduate attributes by higher education institutions in New Zealand. Key findings from a survey and interviews with institutions include:
1. Conceptions of graduate attributes varied across institutions from marketing tools to guides for curriculum development.
2. Most institutions have graduate attributes linked to policies but recognition that policies may not be implemented in practice.
3. Support for staff and student engagement with graduate attributes is provided through workshops, courses and assessment but is inconsistent across institutions.
4. Few institutions routinely monitor and evaluate graduate attributes or close the feedback loop by informing staff and students of results.
This document discusses effective practices for using e-portfolios. It defines e-portfolios as online spaces for storing digital work, presenting selections to others, and supporting processes like authoring and reflection. E-portfolios can serve as repositories, assessments, professional development tools, or showcases. They require balancing institutional control with learner control. Assessment can involve archiving evidence for evaluation or submitting work for marking. Effective e-portfolio use involves aligning their purpose to context and designing learning activities accordingly while technologically and pedagogically supporting processes, ownership, and transformation.
Listening Session: QQI Statutory Quality Assurance Guidelines for Providers o...Mark Brown
Presentation as part of Listening Session for revised QQI Statutory Quality Assurance Guidelines for Providers of Blended and Online Learning Programmes, 20/21 October, 2022.
Anna Gover - Quality perspectives on microcredentialsEADTU
Empower Webinar Week 6 July 2023. 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.
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
The Quest for Quality in Digital Higher Education: A Critical Analysis of QA ...Mark Brown
This document discusses quality assurance frameworks for digital higher education. It provides an outline that includes framing remarks on the definition of quality, a critical analysis of existing quality assurance frameworks, and how quality assurance agencies are responding globally. The analysis finds that while frameworks commonly include similar domains, more research is needed on implementation. Quality assurance approaches are diverse, ranging from frameworks integrated into general guidelines to supplementary guidelines. Overall, the document argues that ensuring quality in digital education remains an ongoing challenge due to implementation gaps and disconnects between frameworks.
The document describes an external assurance of learning model used to assess accounting degree programs against established learning standards. The Achievement Matters project aims to:
1) Obtain external peer-reviewed evidence of accounting learning outcomes benchmarked against standards through a sustainable and reliable assessment process.
2) Develop a model for assessing learning outcomes against standards that satisfies external quality assurance needs while motivating continuous improvement.
3) Provide professional development for academics on assessment.
The project involves calibrating academics on learning standards and conducting live reviews of student work to assess achievement of standards. Results of calibration workshops show reduced variability in reviewer judgements, suggesting the model provides a valid means for external program assessment and quality improvement.
Globalising quality assurance in higher education niead-ue, tokyodvndamme
The document discusses globalizing quality assurance in higher education. It covers four main points:
1. The achievements of the global quality assurance movement, including establishing internal and external quality assurance systems and strengthening institutional leadership on quality.
2. Emerging risks, such as bureaucratization and formalism, window dressing, balancing accountability and improvement, and limits of peer review methodologies.
3. How globalization impacts quality assurance, including the convergence of higher education systems and need to complement national quality assurance with international arrangements.
4. Strategies for quality assurance, such as being a driver of innovation, focusing on relevance, recognizing institutional diversity, combining local and global approaches, and investing in trust.
The document summarizes interim results from a research project exploring engagement with graduate attributes by higher education institutions in New Zealand. Key findings from a survey and interviews with institutions include:
1. Conceptions of graduate attributes varied across institutions from marketing tools to guides for curriculum development.
2. Most institutions have graduate attributes linked to policies but recognition that policies may not be implemented in practice.
3. Support for staff and student engagement with graduate attributes is provided through workshops, courses and assessment but is inconsistent across institutions.
4. Few institutions routinely monitor and evaluate graduate attributes or close the feedback loop by informing staff and students of results.
This document discusses effective practices for using e-portfolios. It defines e-portfolios as online spaces for storing digital work, presenting selections to others, and supporting processes like authoring and reflection. E-portfolios can serve as repositories, assessments, professional development tools, or showcases. They require balancing institutional control with learner control. Assessment can involve archiving evidence for evaluation or submitting work for marking. Effective e-portfolio use involves aligning their purpose to context and designing learning activities accordingly while technologically and pedagogically supporting processes, ownership, and transformation.
Listening Session: QQI Statutory Quality Assurance Guidelines for Providers o...Mark Brown
Presentation as part of Listening Session for revised QQI Statutory Quality Assurance Guidelines for Providers of Blended and Online Learning Programmes, 20/21 October, 2022.
Anna Gover - Quality perspectives on microcredentialsEADTU
Empower Webinar Week 6 July 2023. 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.
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
A presentation outlines a new risk-based approach to quality assurance in England. Key outcomes of the HEFCE consultation include longer six-year or shorter four-year review cycles based on institutional risk factors. Reviews will have greater transparency and be more tailored to individual institutions. The new approach focuses on continued enhancement and keeping students at the heart of quality assurance, while reducing unnecessary burden through a lighter-touch system relying more on risk triggers and the QAA Concerns Scheme. Implementation will begin in 2013 with the first reviews under the new method starting in early 2014.
The document discusses a collaborative approach by Irish universities to develop micro-credentials. It outlines 4 strands of the MicroCreds project: 1) a national framework for micro-credentials, 2) a model for sustainable enterprise engagement, 3) a discovery platform and digital credentialing solution, and 4) a suite of micro-credentials across partner universities. It discusses insights around strategic prioritization, piloting approaches, and enterprise collaboration. The governance structure includes strategic commitment from universities, a steering group, and an enterprise advisory group. A working definition of micro-credentials is also provided.
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The School of Bioscience applies this framework through student "company teams" that invent marketable biotech products addressing global issues. External speakers provide discipline-relevant content, and weekly plans guide students through a scenario culminating in a feasibility report and company pitch. Feedback indicates the innovative methodology develops students' commercial awareness and employability skills.
Implementing innovation and commercialisation - Stuart Abbott, Zoë Prytherch ...HEA_HSC
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Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Quality assurance of MOOCs: The OpenupEd quality labelEADTU
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
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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?
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This allows teachers to teach and engage 21ST-century learners with ease.
Presentation by Dr. Don Olcott, Jr., Global Consultant, EDEN NAP SC member, EDEN Council of Fellows Vice-Chair, at the 2019 European Distance Learning Week's third-day webinar on "Future perspective in open routes: the quality and assessment dimension?" - 13 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p8i31ynv7v28/ & https://www.youtube.com/watch?v=7yb8ekFP3ps
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The document discusses digital transformation using metaphors of caterpillars becoming butterflies. It provides quotes that analogize digital transformation done correctly to a caterpillar transforming beautifully into a butterfly, but done incorrectly resulting in just a hungry caterpillar. Another quote suggests digital transformation takes a more meandering path like a butterfly's flight rather than a direct bullet path. A final quote indicates that to undergo digital transformation, one must be willing to give up their prior form or self like a caterpillar becoming a butterfly.
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How are Quality Assurance Agencies Evaluating and Supporting the Quality of Digital Higher Education?
1. Professor Mark Brown
Director, National Institute for Digital Learning
Dublin City University, Ireland
14 June 2022
How are Quality Assurance Agencies
Evaluating and Supporting the Quality
of Digital Higher Education?
2. How are Quality Assurance Agencies Evaluating and Supporting the Quality
of Digital Higher Education?
1. A few opening remarks
2. Response of QA agencies
3. Complexity of the global QA landscape
Outline…
3. 1. A few opening remarks
“Quality is an elusive
term for which there is a
wide variety of
interpretations depending
upon the views of different
stakeholders.”
(Schindler, et al., 2015, p. 4)
Framing perspective…
4. QA is not a new issue…
2002
2005
1. A few opening remarks
2004
US
UK
NZ
5. Multifaced and multifunctional
Mission driven and fit-for-purpose
Where institutions are central to QA processes
Owned, shared, and distributed across institutions
Approach is contextualised to meet local requirements
Is representative of all stakeholders, especially students
Intentional and integrated into mainstream QA processes
Conversational, shares experiences and involves feedback loops
Evidence driven, transparent, action-focused, and impactful
Dynamic as part of a living and thriving quality culture
Synthesis of common principles…
1. A few opening remarks
6. “The overarching paradox is that online and
distance education systems with their digital
content and the persistent record of online
transactions provide a rich source of evidence to
enable quality assurance and audit processes.
1. A few opening remarks
If open and distance learning were the current
dominant mode of Higher Education… the
challenge would lie in how to quality assure a form
of education in which interactions at the core of the
system were ephemeral, highly dependent on
personal interpretation by the teacher and student
and seldom directly monitored” (2015, p. 16).
A new opportunity…
8. 2. Response of QA agencies
Macro-Level
- National level focus
A Diverse response…
Meso-Level
- Institution level focus
Micro-Level
- Programme level focus
9. • Mainstreamed within existing general quality guidelines / processes
- By default
- Or by intent
• Specific aligned or supplementary quality guidelines / processes
- Sitting alongside
- No legal status
• Integrated into revised quality guidelines / process
- Mapped to standards
- Focus on good practice
Three responses…
2. Response of QA agencies…
10. “Standards or criteria take into consideration the
specific aspects related to different modes of
provision, such as transnational education,
distance or online programmes or other non-
traditional approaches to HE as relevant to the
context in which they operate” (p.7).
2. Response of QA agencies…
11. 2. Response of QA agencies…
2018 No Formal Status
Specific Aligned
21. • An abundance of QA frameworks
• Many common dimensions shared across
the different QA frameworks and self-
assessment tools
• More research needed on how institutions
implement QA frameworks and self-
assessment tools to promote cultures of
continuous improvement
Findings…
3. Complexity of the global QA landscape
22. • Towards integration
• Greater enabling focus
• Journey rather than destination
In sum…
How are Quality Assurance Agencies Evaluating and Supporting the Quality
of Digital Higher Education?
23. How are Quality Assurance Agencies Evaluating and Supporting the Quality
of Digital Higher Education?
Editor's Notes
Three parts to the presentation with the focus mainly on response of QA agencies…
I want to start by with this framing perspective…
QA of online distance education is not a new issue as these three examples illustrate
We may not all agree on the definition of quality but there are some common contemporary principles of QA…
New models of digital higher education are not a threat but rather new opportunity…
We know conclusively from the research literature that quality is not defined by delivery mode – it’s about design
There has been a diverse response ranging from national initiatives to a focus institutions and the QA of programmes – or all three in some juristictions
Broadly speaking, QA agencies have responded in one of the following ways…
An example of mainstreaming QA processes for online and distance programmes
In the EU context, this ENQA specific initiative is noteworthy as considerations align to ESGs. However, no formal status
A similar specific initiative was launched in Ireland in the same year that you will hear more about from Walter
This recent integrated quality initiative by Romania is also noteworthy but it differs from the Australian response
In Australia, there are common threshold standards for tertiary education. You can see the different standards on this slide
In response to new and emerging delivery modes, key considerations for providers have been published that map to the standards but also aim to enable their practices.
Indeed, TEQSA has launched a good practice guide drawing on experts in the field with several information sheets written on relevant topics to provide additional guidance.
What’s clear from an analysis of the different responses and the related literature is a move towards integration whilst recognizing there are new and emerging quality considerations. This slide offers a gap analysis of areas for further consideration
But the global QA landscape is more complex than just looking at the response of QA agencies. There are other stakeholders including professional associations and supra-national bodies such as APEC, the OECD, etc.
And we should not overlook the role professional bodies play in monitoring and enabling quality as this AACSB example for business accreditation illustrates
And here is a plethora of quality frameworks, self-assessment tools and benchmarking instruments available for digital higher education. This EUA report published last year summarises 20 of the more common ones.
There are useful lessons to learn from the research literature too, although more research is needed on how institutions use these quality tools and frameworks and how best to support them.
In sum, there is a general trends towards greater integration, a more enabling focus and recognition that new quality considerations are likely to emerge with new developments in digital education. As this famous Irish quote acknowledges, a culture of learning innovation requires a mindset that values risk taking, experimentation and reimagination, which might not always work but is core to quality enhancement.