The document summarizes a workshop on quality dialogue held by Ingeborg Bø from Norway. It discusses models for quality assurance including certification programs like UNIQUE and the BILD Quality Mark. It also provides a case study on quality assurance from Norway including the Norwegian Association for Distance and Flexible Education (NADE) and its quality guidelines.

1. Workshop
A QualityDialogue-
From Inspection to
Inspiration
Ingeborg Bø, Norway
1

2. A Quality Dialogue
To
From
Inspiration
Inspection
Workshop
Ingeborg Bø
EDEN Senior Fellow, Norway
2

3. Workshopschedule
Proposal
3

4. I shallspeakabout:
Quality through dialogue
The context within which we are operating
Models for quality assurance
A case study from Norway
Thoughts at the end
4

5. http://www.youtube.com/visitnorway#p/u/38/Jz_fo5-wfUk
Iceland
Finland
Norway
Sweden
Scotland
Denmark
5

7. 7

8. 8

9. My golden learningperspectives
- after 40 years
9

10. My golden learning
perspectivesafter 40 years
in distanceeducation:
alwayskeepthestudent´sneedsin mind
usetechnology to thebenefitoflearningand
make it accessible
ensurehighqualitythrough a qualityculture
10

11. My referencepoints
 NADE - Norwegian Association for Distance and
Flexible Education www.nade-nff.no
 EDEN – European Distance and E-learning Network
http://www.eden-online.org
 ICDE – International Council for Open and Distance
Education www.icde.org
 EFQUEL – European Foundation for Quality in
E-learninghttp://www.qualityfoundation.org
11

12. Morten Flate Paulsen, EDEN President,
and EDEN Fellow Don Olcott Jr., USDLA
at the Sixth EDEN Research Workshop
Budapest, 24 – 27 October 2010
http://www.eden-online.org
12

13. ICDE – International Council
for Open and Distance Education
www.icde.org
 24th ICDE World Conference, 2–5 October, 2011
Hosted by UniversitasTerbuka, Indonesia, Bali, Indonesia.
 SCOP, StandingConferenceof Presidents, 19 – 22 June 2011
Hosted by SUNY Empire State College, New York, USA
13

14. EuroeanFoundationforQuality in E-Learning
EFQUEL
http://www.qualityfoundation.org/
A membership organisation, 100 members
EFQUEL enhances
the quality of eLearning in Europe by
providing services for members
and support for all stakeholders
Networking: Innovation Forum 14 -16 Sept.2011, Lisbon,
Portugal
14

15. Have fun
15

16. ” I could never have accomplished my
Master’sdegreewithoutthepossiblity to study via e-
learning,” says Mona Berg Jenssen,
motherofthreechildren, rectorof ahighschool. 16

17. Congratulations to Marte
Baade
Netstudentoftheyear 2010
Norway!!
She is an active student at NKI, has
completed
threecourses in childcare, passed
exams and nowdoing her fourthcourse.
She is almost blind.
”She is an excellent student, ambitious,
structured in her studies and veryactive
in the Forum supporting and encouraging
her fellow students.”
17

18.  http://gfx.nrk.no/vewStzq0
dLU3qr-
PsB61HQ4kKgZbPvcLU
SAUW9o5pssw.jpg
 The netteacher of the year 2010 Norway: Mathis Persen Bongo
 http://www.youtube.com/watch?v=v5RgrxxQSoc
18

19. Distance education and flexibility
TIME a-synkronous PLACE
Individual Collaborative
learning learning
MEDIUM PACE
synkronous
19

20. User-adapted learning
ODL100% Modularteachingwit Traditional
h support of teaching 100%
Only ODL + Audio and
seminars video Webcasting
webbased
10-60% communication
Mainly Mainly classroom
webbased
Tone Lømo. BI Nettstudier
20

21. Digital learning-resources
Static (recycling) Dynamic
Course Electronic assignments, personal
introduction, feedback from tutor
studyplan
Audiolectures, videostreaming Cases presented on the net
Group- and project work
Publishing on Group counselling on the net
the net
Interactive exercises, games, simulations Discussions on the net -
chat
Repositorium, articles Group discussions
Individual Collaborative
21

22.  Individuallearning
 Blendedlearning
 Workbasedlearning
 Informallearning
 Schools K 12
22

23. TheSocial web
Facebook, twitter, linkin, slideshare, openeducationalresources, openeducationalpractis
es, usergeneratedcontent etc. etc.
23

24. OECD-CERI
Qualityassurance in Tertiary Education:
CurrentPractises in OECD Countries.
Viktoria Kis, August 2005
www.oecd.org/edu/tertiary/review
Qualityassuranceprocedurescan serve two
major purposes:
improvement and accountability.
There is an uneasybalancebetweenboth
purposes,
whichfrequentlyraisesthequestionofincomp
atibility (Vroeijenstijn, 1995a).
24

25. A differentapproach to quality
Maria Jose Lemaitre. President in RIACES, Iberoamerican Network for QualityAssessment and
Assurance in Higher Education,
Doingthe same but better Innovate and improve
Improvement
Change: newissues,
newapproaches
Currentsituation
Innovation
25

26. The Quality Dilemma
 Lack of recognition of e-learning in many countries=
absence of standards
 Lack of differentiation between quality standards in e-
learning and conventional education
 Global versus contextualized standards
 Difficulties in selecting appropriate quality approaches
 Lack of research and exchange of practices in some regions
of the world
Dr. NarimaneHadj-Hamou
Assistant Chancellor for Academic Development. HBMEU, Dubai
President of the Middle East e-Learning Association

27. CHALLENGES
 Quality  Access
 Research aboutpedagogicaluse
 Digital divide
ofICT
 Personalisedteaching  Seniors
 Individualapproach  Social inclusion
 Collaborativelearning  Cultural identity
 Problem-basedlearning
 Smalllanguages
 Motivation
 OpenEducational Resources  FlowofInformation
 Userfriendliness
27

28. Discussion
Discussthe 3 most
importantchallenges for
theimplementationof high
qualitye-learning:
1. On thenationalpolicylevel
2. On theinstitutionallevel
3. On facultylevel
28

29. The context
29

30. Main trends within tertiary
education (OECDE 2008)
Expansion of tertiary education systems
Diversification of provision
More heterogeneous student bodies
New funding arrangements
Increasing focus on accountability and performance
New forms of institutional governance
• Global networking, mobility and collaboration
30

31. Recentreports USA
USDLA. ”Enabled by Broadband, Education
enters a newfrontier”. Dr. John G. Flores
The SloanConsortium: BABSON Survey Research
Group: ”ClassDifference”. Onlineeducation in the
United Sates 2010”. Elaine Allen and Jeff
Seaman.
Growth in OnlineLearning by 21% from 2008 to
2009
Wcet: ”ManagingOnline Education”
FacultyTrainingis a Major Investment for Online
Education Programs. ADA
ComplianceRemains a Major Vulnerability
31

32. Bologna process 10 actionlines Reform
processwith European HigherEducation
1. Comparabledegrees 6. European dimension
2. Two cycles: 7. Lifelonglearning
Bachelor, Master 8. Institutions and
3. System ofcredits students
4. Mobility 9. Attractivenessof
5. Qualityassurance European
highereducaion area
(EHEA)
10. Doctoral studies +
research areas
32

33. EuropeanUniversityAssociation (EUA)
Recommendations on
Quality - 2009
1. Contextsensitive –Agencies
2. Developmentalapproach 2. Allowrisktaking and
failure
3. Inclusive
3. Sharingexperiences in
4. Engagingall key actors QA
1. Partnership HEI
33

34. The OPAL Vision
Unesco, ICDE, EFQUEL, Open Univeristy UK, AaltoUniveristy,
UniversidadeCatólicaPortugese, University Duisburg-Essen
Focusonthepractisesof OER
ratherthantheresources. Better understanding
willlead to improvements in thequalityof OER and
more innovation.
Open EducationalResourcePractise (OEP)
constitutethe range ofpractisesaroundthecreation,
use and managementof OER withtheintent to
improvequality and innovative education.
34

35. EFQUEL Innovation Forum
2010
OPENING EDUCATION:
INNOVATIVE, INCLUSIVE, EXCELLENT
”What are
thequalityimplic
ations in an
increasingly
open context?”
GrainneConole, OU UK
35

36. 36

37. EFQUEL Innovation Forum 2010
Recommendations
”HOW CAN QUALITY APPROACHES EVOLVE AND ENHANCE
INCLUSION, INNOVATION AND EXCELLENCE"
Confidence
Leadership
culture
Policy support
37

38. Models for
EUROPEAN DISTANCE AND E-LEARNING NETWORK
QualityA NETWORK AND MEETING PLACE FOR
THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE
Assurance
38

39. Different kinds ofcertification and
accreditationofe-learning
•Public accreditation. Regulatory
framework (European Network for Quality
Assurance, ENQUA)
•Certification of e-learning as part of
a broader system
(UNIQUE, EFMD-CEL)
•Certification within a system of
agreed association standards
(Commonwealth of Learning, EADTU
E-xcellence, NADE) 39

40. European FederationforQuality in E-learning
http://www.qualityfoundation.org
The Foundation (2005) undertakesactivities to:
 contribute to thequalityofe-learning in Europe
and providesleadership in thisfield
 promotethe European
diversityofqualityapproaches and services in
thefieldoflearning, education and training
 broadenthediscussion and
discourseoneLearningquality
 provide a single entrypoint for eLearningquality.
40

41. The Need for eL Quality Certification
 Quality assurance is becoming increasingly important as
ICT-based learning becomes more and more widespread in
universities in Europe.
 ICT based learning is still a rather new phenomenon and
that different “visions” of eLearning exist.
 a broadly accepted Quality Accreditation system in
eLearning within HE is absent
41

42. UNIQUe certifies ICT adoption and integration for learning
in HE based on broad consensus from several initiatives.
UNIQUE involves HEIs into a collaborative
benchlearning process on ICT adoption.
UNIQUe is based on a holistic model: pedagogies,
technologies and support services.
42

43. The UNIQUeMethodology
http://www.qualityfoundation.org/unique-certification/
EFQUEL, MENON, EFMD, EUROPACE
What: UNIQUe is a
qualityimprovementprocessthatprovides an
institutionalcertification
Aim: To raisethe standard oftechnology-
enhancedlearning in Europe
Target: European HE institutions
Processresult: Certification and
continuousqualityimprovement
43

44. The UNIQUeProcess for
Accreditation
1. Inquiry
2. Application
3. Eligibility
4. Self-assessment
5. Peer review
6. Awarding
44

45. UNIQUeProcess
45

46. The UNIQUeQualityCriteria
Learningresources •Resources for learning
•Students
•Faculty
•Technologicalequipment
Learningprocesses •Qualityofthe offer (services)
•IPR management
•Personaldevelopment/HRdevelopme
nt
Learningcontext/institution •Commitment to innovation
•Institutional standing
•Openness
46

47. UNIQUe certifies ICT adoption and integration for
learning in HE based on broad consensus from
several initiatives.
UNIQUE involves HEIs into a collaborative
benchlearning process on ICT adoption.
UNIQUe is based on a holistic model: pedagogies,
technologies and support services.
47

48. A paradigm for an accreditation
 Negotiation and definition of criteria and indicators amongst
organisational stakeholders;
 Positioning, Self Diagnosis and Internal Preparation;
 Peer review;
 Improvement Plan implemented and documented;
 Accreditation (for a limited time);
 Ongoing improvement
48

49. The UNIQUeMethodology
 What: UNIQUe is a
qualityimprovementprocessthatprovides an
institutionalcertification
 Aim: To raisethe standard oftechnology-
enhancedlearning in Europe
 Target: European HE institutions
 Processresult: Certification and
continuousqualityimprovement
49

50. Why is UNIQUE unique?
 An facilitator for quality improvement and innovation.
 UNIQUe has a broad institutional approach and is not only
related to e-learning.
 The Unique quality label builds on the broadest
stakeholder involvement.
 The UNIQUe process is structured in six very distinct
stages and offers a formalised approach in each of the
steps.
50

51. The EFQUEL Awards 2009
Honors theexcellentuseof ICT in highereducation and is given to the UNIQUE
certifieduniversities and institutes:
 METID CENTRE (POLITECHNICO DI MILANO), Italy
 MOSCOW UNIVERISITY OF INDUSTRY AND FINANCE, Russia
 SCHOOL OF HUMANITIES (UNIVERSITY OF THE AEGAN),
Greece
 TKK DIPOLI (HELSINKI UNIVERISTY OF TECHNOLOGY),
Finland
 UNIVERSITY OF GRANADA, Spain
 UNIVERSITY OF LEICESTER, United Kingdom
 UNIVERSITY OF MACERATA, Italy
 MOSCOW UNIVERSITY OF INDUSTRY AND FINANCE, Russia
51

52. The BILD Quality Mark
The British Institute for LearningandDeveloment
CoreOrganisational Areas
1. Strategy
2. Key performanceresults
3. Management
4. CustomerResults
5. People Management
6. PeopleSatisfaction
7. Engagementwithlearningissues
52

53. EUROPEAN DISTANCE AND E-LEARNING NETWORK
A case study from Norway
A NETWORK AND MEETING PLACE FOR
THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE
53

54. Norwegian Association for Distance and Flexible Education
NADE, a member organisation, founded in 1968
Formulated “Code of good practice for distance education”
Law regulating the activities from 1948 with an external
agency for quality control
New law 1993 introducing internal quality assurance
Quality guidelines developed in 1993 (Ljoså,
Rekkedalet.al), revised several times, latest 2010
NADE´s standing committee on quality since 1993
NOKUT: National agency for quality assurance regulates
tertiary education according to ENQUA´s Guidelines
(ESG)
54

55. Norwegian Association for Distance and Flexible Education
Quality guidelines
 Regulated by law
 Institutions accredited by the Ministry of
Education
 Requires that the institutions have a system
for quality assurance
 The responsibility for quality guidelines lies
with NADE
55

56. NADE´sQuality guidelines 2011
A new structure with more focus on quality culture:
1. Quality management and quality work
2. Organisational issues
3. Course development
4. Information and counselling
5. Study-process (enrolment, administration and
information, tutors´ contract, tutoring, evaluation and
documentation)
56

57. 57

58. Dialogue in Social Media
a conferenceaboutpod-casts
in Oslo (Sept. 28-29 2010):
Marianne Talbot´slecture ”A
rompthroughthehistoryofphilosophy” (University of Oxford):
500 000 downloadssinceOct. 2008
Reflections by Morten Flate Paulsen (NKI, Norway) aftertheconference:
 Future students willnot hand in papers but learningobjects in various
Web 2.0 services
 The students will be more innovative thanthepodcast-lecturers
 Theirsubmissionswill be a challenge to the professors (e.g. Copyright
issues)
58

59. Discussion:
Relatethesecriteria to yourowninstitution
The UNIQUeQualityCriteria
Learningresources •Resources for learning
•Students
•Faculty
•Technologicalequipment
Learningprocesses •Qualityofthe offer (services)
•IPR management
•Personaldevelopment/HRdevelopme
nt
Learningcontext/institution •Commitment to innovation
•Institutional standing
•Openness
59

60. Thoughts at the end
 Let us move from inspection to inspiration
 Encourage dialogue between accreditation
bodies and distance education
practitioners
 Distance education must be accepted as
an integral part of the ordinary educational
system
 Put more focusonquality in thesocial web
60

61. My golden learning
perspectivesafter 40 years
in distanceeducation:
alwayskeepthestudent´sneedsin mind
usetechnology to thebenefitoflearningand
make it accessible
ensurehighqualitythrough a qualityculture
61

62. http://www.nordlys.no/web-tv/article3945223.ece
Thankyou!
ingebob@online.no
Slides at
http://www.slideshare.net/IngeborgBoe/
62