The document summarizes a presentation about quality assurance in e-learning. It discusses moving from inspection to inspiration by focusing on dialogue. It provides context of operations in Europe and models for quality assurance. It also discusses a case study from Norway and perspectives after 40 years in distance education with a focus on student needs, accessible technology, and a quality culture. Recommendations are made to use standard evaluation methods adapted for online learning and ensure learner support and best practices.
This document discusses quality assurance and enhancement of eLearning in the UK and the development of the epprobate initiative. It outlines how the landscape of knowledge and learning is changing, with new demands, suppliers, skills, and ways of learning. Quality assurance in UK higher education is described, involving internal processes and external review by the Quality Assurance Agency. Challenges in assuring quality of eLearning are discussed, along with efforts like benchmarking, research studies, and workshops. The document introduces epprobate as an international quality label for eLearning courseware, with objectives to increase trust and facilitate consensus on quality through a review process and quality grid.
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.
Short presentation given at the BETT show 2008 highlighting the reason for educational change, some of the resistances to change and some of the actions to overcoming them.
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
This document discusses open educational resources (OER) and the OpenCourseWare Consortium. It notes that demand for higher education is growing globally but that higher education institutions face challenges in meeting this demand due to issues like budget cuts and infrastructure problems. The document discusses how OER/OpenCourseWare can help increase access to education by making course materials freely available online. It provides information on typical OER users and emerging initiatives that offer credit for OER coursework completion.
Ebba Ossiannilsson from Mittuniversitetet discusses trends in e-learning, open education, and quality. She covers topics like individualization, research, quality measures, and innovation. Demographic and technological changes are driving factors for new skills like collaboration and learning anytime, anywhere. Open educational resources (OER) can enhance access and reduce costs. Ensuring quality involves perspectives from multiple stakeholders and moving beyond traditional metrics. Benchmarking is presented as a tool for self-assessment, comparison, and improving strategies through collaboration.
This document discusses quality assurance and enhancement of eLearning in the UK and the development of the epprobate initiative. It outlines how the landscape of knowledge and learning is changing, with new demands, suppliers, skills, and ways of learning. Quality assurance in UK higher education is described, involving internal processes and external review by the Quality Assurance Agency. Challenges in assuring quality of eLearning are discussed, along with efforts like benchmarking, research studies, and workshops. The document introduces epprobate as an international quality label for eLearning courseware, with objectives to increase trust and facilitate consensus on quality through a review process and quality grid.
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.
Short presentation given at the BETT show 2008 highlighting the reason for educational change, some of the resistances to change and some of the actions to overcoming them.
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
This document discusses open educational resources (OER) and the OpenCourseWare Consortium. It notes that demand for higher education is growing globally but that higher education institutions face challenges in meeting this demand due to issues like budget cuts and infrastructure problems. The document discusses how OER/OpenCourseWare can help increase access to education by making course materials freely available online. It provides information on typical OER users and emerging initiatives that offer credit for OER coursework completion.
Ebba Ossiannilsson from Mittuniversitetet discusses trends in e-learning, open education, and quality. She covers topics like individualization, research, quality measures, and innovation. Demographic and technological changes are driving factors for new skills like collaboration and learning anytime, anywhere. Open educational resources (OER) can enhance access and reduce costs. Ensuring quality involves perspectives from multiple stakeholders and moving beyond traditional metrics. Benchmarking is presented as a tool for self-assessment, comparison, and improving strategies through collaboration.
The European experience with MOOCs has been growing while interest in the US has declined slightly. While the US initially led the MOOC movement, Europe has increasingly developed its own MOOC platforms and initiatives through organizations like EADTU and OpenupEd. Surveys of MOOC adoption show increasing involvement by European institutions, in contrast to decreasing adoption rates in some US surveys. However, the surveys have biases depending on the types of institutions sampled. Overall, European institutions see MOOCs as a way to increase visibility and provide flexible learning opportunities, while US institutions focus more on student recruitment. Diversity is seen as a strength of the decentralized European approach to MOOCs.
The document discusses whether ICT is truly helping learners take the driver's seat in their education. It explores different perspectives from research on how ICT could empower learners, but identifies challenges that have prevented learners from fully benefiting from ICT. These include issues with technology, curriculum, skills, and resistance to change from educational institutions. The document also examines policy dilemmas and the potential for ICT to polarize learning between formal, credentialed paths and informal, self-managed paths. It argues this polarization can be avoided by raising awareness, redefining education goals, and facilitating transition with research support while respecting individual learners.
This document provides a summary of a keynote presentation about redefining openness and a vision for open practices. The summary includes:
1) It discusses a vision for openness that focuses on open practices around the creation, use and management of open educational resources (OER) to improve quality and innovation in education.
2) It presents a model called the "OEP quality cube" which abstracts different dimensions of open educational practices along with their context and maturity.
3) It argues that embracing open practices has the potential to transform education and lead to improvements in social inclusion, quality and innovation.
The Learning Portfolio in Higher Education: A Game of Snakes and LaddersMark Brown
This document summarizes the literature on the use of learning portfolios in higher education. While the theory behind learning portfolios is promising in encouraging lifelong learning and demonstrating skills to employers, there is limited robust empirical evidence of their effectiveness. Most studies have relied on self-reported attitudes rather than achievement data. Successful implementation depends on stakeholders fully understanding the pedagogy of reflection underlying portfolios. If not properly executed, the experience risks becoming "a game of snakes and ladders" with initial progress suffering major setbacks. Overall, more research is still needed to determine best practices for university-wide learning portfolio implementation.
The document discusses quality in online and blended learning programs, noting that quality is difficult to define but is influenced by factors such as leadership, standards, teacher interaction, and social interaction among learners. Quality involves more than just course content and materials, and emphasizes high levels of interaction between teachers and students as well as among students. Achieving quality may require a shift away from standards-based approaches to focus more on pedagogy and the learning experience.
This document discusses current trends and challenges in quality assurance for open online learning and eLearning. It notes that education systems must adapt to meet 21st century skills demands and support sustainable development. Quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement that focuses on learner outcomes, engagement, and impact on individuals and communities. Open online learning presents opportunities but also requires rethinking approaches to curriculum, pedagogy, leadership, and definitions of quality.
Parents and Educators Speak Up about Online LearningJulie Evans
This document summarizes key findings from a 5-year retrospective review of the Speak Up national research project on online learning. Some of the main findings discussed are that a majority of teachers and administrators have now taken an online class for professional development, teachers' value of online learning increases with their own online experience, and there is a growing interest in mobile learning that correlates with educators' online experiences. The profile of a typical student interested in online classes is also described.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
This document provides an overview of a presentation given by Christian M. Stracke at the OE Global 2016 conference on the topic of whether open education is a revolution or if MOOCs are only marketing instruments. The presentation defines open education as innovations for changing and opening up education to improve quality. It discusses the history of open education from open classrooms in the 1960s to open online collaboration in the 2000s. The presentation also defines MOOCs, comparing cMOOCs to xMOOCs, and discusses challenges with MOOCs like high drop-out rates and lack of quality. Stracke advocates for improving MOOC quality using a quality reference framework and establishing openness as the default to improve learning
1. MOOCs and online learning platforms are addressing challenges in higher education by providing more affordable and flexible education opportunities.
2. Trends like technology, internationalization, financial crises, employability, and lifelong learning are impacting universities and driving change.
3. MOOCs allow universities to develop new credentials and programs to serve learners across their careers, from students to professionals seeking continuing education.
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Virtual Mobility in Higher Education: Appraising the Impact of a VE Project d...Florence Le Baron-Earle
This document outlines a virtual exchange project between the University of Limerick and 5 partner universities during the COVID-19 pandemic. The project, called Erasmus Speaks, involved 678 students across the universities completing 3 collaborative tasks focused on language learning and cultural exchange over 6 weeks. The tasks included creating multimedia presentations on their campus culture, discussing films in the target language, and conducting interviews on cultural artifacts. While there were challenges related to scheduling and language proficiency, feedback found the tasks increased students' confidence in communicating and cultural awareness. The project demonstrated how well-designed collaborative online intercultural activities can support language learning during disruptions to traditional study abroad.
Presenting the MDE-UMUC/HBMeU cooperative programsStella Porto
Presentation of the recent dual award degrees result from the cooperation between the Master of Distance Education & E-Learning from UMUC, with the Distance Learning masters programs at HBMeU, Dubai, UAE.
The Demand Gap for Online Learning: Latest Trends from the Speak Up Research Julie Evans
This document summarizes a presentation given by Julie Evans from Project Tomorrow about findings from their Speak Up research project regarding trends in online learning. Some key findings discussed include a growing number of students experiencing online learning, students seeing benefits like flexibility and pacing in online classes, and a disconnect between students wanting more technology-enabled learning and realities in schools. The presentation also covers administrators' perspectives and priorities around online learning and barriers to adoption.
Digital innovation and futures for higher education RMIT 2018Mike Sharples
This document discusses the changing landscape of higher education and the role of digital innovation. It notes that the number of university students is growing rapidly, especially in China, but costs of higher education are also very high in some countries. Massive open online courses (MOOCs) are providing free access to courses for tens of millions of learners globally. While MOOCs may not be directly disrupting universities, they are supporting new forms of flexible, lifelong learning. Emerging models include online degree programs built from sequences of MOOCs, microcredentials, and blended learning combining online and on-campus elements. Overall, digital technologies are enabling new approaches to delivering high-quality, global, and affordable higher education.
Learning in the 21st Century: 2011 Trends UpdateJulie Evans
The document summarizes key findings from the 2011 Speak Up report on online learning trends. It finds that more administrators, teachers, and students see value in online learning for keeping students engaged, increasing graduation rates, and offering flexible scheduling. However, barriers like limited funding, evaluating course quality, and teacher comfort level still exist. Motivating teachers to teach online may require flexibility, compensation, and professional development opportunities. Overall, online learning has grown and enables a more personalized learning process, but challenges remain in transforming education.
A Quality Dialogue. From Inspection to InspirationIngeborg Bø
The document discusses quality in distance education and e-learning. It provides an overview of different quality models and accreditation systems in Europe. Specifically, it mentions the Bologna Process, standards from ENQUA and ESG, and certification models like UNIQUE. It also describes Norway's quality guidelines developed by NADE. The document advocates for a focus on quality culture and dialogue between practitioners and accreditation bodies. It argues that distance education should be fully integrated and quality ensured also in open and social learning environments.
The European experience with MOOCs has been growing while interest in the US has declined slightly. While the US initially led the MOOC movement, Europe has increasingly developed its own MOOC platforms and initiatives through organizations like EADTU and OpenupEd. Surveys of MOOC adoption show increasing involvement by European institutions, in contrast to decreasing adoption rates in some US surveys. However, the surveys have biases depending on the types of institutions sampled. Overall, European institutions see MOOCs as a way to increase visibility and provide flexible learning opportunities, while US institutions focus more on student recruitment. Diversity is seen as a strength of the decentralized European approach to MOOCs.
The document discusses whether ICT is truly helping learners take the driver's seat in their education. It explores different perspectives from research on how ICT could empower learners, but identifies challenges that have prevented learners from fully benefiting from ICT. These include issues with technology, curriculum, skills, and resistance to change from educational institutions. The document also examines policy dilemmas and the potential for ICT to polarize learning between formal, credentialed paths and informal, self-managed paths. It argues this polarization can be avoided by raising awareness, redefining education goals, and facilitating transition with research support while respecting individual learners.
This document provides a summary of a keynote presentation about redefining openness and a vision for open practices. The summary includes:
1) It discusses a vision for openness that focuses on open practices around the creation, use and management of open educational resources (OER) to improve quality and innovation in education.
2) It presents a model called the "OEP quality cube" which abstracts different dimensions of open educational practices along with their context and maturity.
3) It argues that embracing open practices has the potential to transform education and lead to improvements in social inclusion, quality and innovation.
The Learning Portfolio in Higher Education: A Game of Snakes and LaddersMark Brown
This document summarizes the literature on the use of learning portfolios in higher education. While the theory behind learning portfolios is promising in encouraging lifelong learning and demonstrating skills to employers, there is limited robust empirical evidence of their effectiveness. Most studies have relied on self-reported attitudes rather than achievement data. Successful implementation depends on stakeholders fully understanding the pedagogy of reflection underlying portfolios. If not properly executed, the experience risks becoming "a game of snakes and ladders" with initial progress suffering major setbacks. Overall, more research is still needed to determine best practices for university-wide learning portfolio implementation.
The document discusses quality in online and blended learning programs, noting that quality is difficult to define but is influenced by factors such as leadership, standards, teacher interaction, and social interaction among learners. Quality involves more than just course content and materials, and emphasizes high levels of interaction between teachers and students as well as among students. Achieving quality may require a shift away from standards-based approaches to focus more on pedagogy and the learning experience.
This document discusses current trends and challenges in quality assurance for open online learning and eLearning. It notes that education systems must adapt to meet 21st century skills demands and support sustainable development. Quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement that focuses on learner outcomes, engagement, and impact on individuals and communities. Open online learning presents opportunities but also requires rethinking approaches to curriculum, pedagogy, leadership, and definitions of quality.
Parents and Educators Speak Up about Online LearningJulie Evans
This document summarizes key findings from a 5-year retrospective review of the Speak Up national research project on online learning. Some of the main findings discussed are that a majority of teachers and administrators have now taken an online class for professional development, teachers' value of online learning increases with their own online experience, and there is a growing interest in mobile learning that correlates with educators' online experiences. The profile of a typical student interested in online classes is also described.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
This document provides an overview of a presentation given by Christian M. Stracke at the OE Global 2016 conference on the topic of whether open education is a revolution or if MOOCs are only marketing instruments. The presentation defines open education as innovations for changing and opening up education to improve quality. It discusses the history of open education from open classrooms in the 1960s to open online collaboration in the 2000s. The presentation also defines MOOCs, comparing cMOOCs to xMOOCs, and discusses challenges with MOOCs like high drop-out rates and lack of quality. Stracke advocates for improving MOOC quality using a quality reference framework and establishing openness as the default to improve learning
1. MOOCs and online learning platforms are addressing challenges in higher education by providing more affordable and flexible education opportunities.
2. Trends like technology, internationalization, financial crises, employability, and lifelong learning are impacting universities and driving change.
3. MOOCs allow universities to develop new credentials and programs to serve learners across their careers, from students to professionals seeking continuing education.
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Virtual Mobility in Higher Education: Appraising the Impact of a VE Project d...Florence Le Baron-Earle
This document outlines a virtual exchange project between the University of Limerick and 5 partner universities during the COVID-19 pandemic. The project, called Erasmus Speaks, involved 678 students across the universities completing 3 collaborative tasks focused on language learning and cultural exchange over 6 weeks. The tasks included creating multimedia presentations on their campus culture, discussing films in the target language, and conducting interviews on cultural artifacts. While there were challenges related to scheduling and language proficiency, feedback found the tasks increased students' confidence in communicating and cultural awareness. The project demonstrated how well-designed collaborative online intercultural activities can support language learning during disruptions to traditional study abroad.
Presenting the MDE-UMUC/HBMeU cooperative programsStella Porto
Presentation of the recent dual award degrees result from the cooperation between the Master of Distance Education & E-Learning from UMUC, with the Distance Learning masters programs at HBMeU, Dubai, UAE.
The Demand Gap for Online Learning: Latest Trends from the Speak Up Research Julie Evans
This document summarizes a presentation given by Julie Evans from Project Tomorrow about findings from their Speak Up research project regarding trends in online learning. Some key findings discussed include a growing number of students experiencing online learning, students seeing benefits like flexibility and pacing in online classes, and a disconnect between students wanting more technology-enabled learning and realities in schools. The presentation also covers administrators' perspectives and priorities around online learning and barriers to adoption.
Digital innovation and futures for higher education RMIT 2018Mike Sharples
This document discusses the changing landscape of higher education and the role of digital innovation. It notes that the number of university students is growing rapidly, especially in China, but costs of higher education are also very high in some countries. Massive open online courses (MOOCs) are providing free access to courses for tens of millions of learners globally. While MOOCs may not be directly disrupting universities, they are supporting new forms of flexible, lifelong learning. Emerging models include online degree programs built from sequences of MOOCs, microcredentials, and blended learning combining online and on-campus elements. Overall, digital technologies are enabling new approaches to delivering high-quality, global, and affordable higher education.
Learning in the 21st Century: 2011 Trends UpdateJulie Evans
The document summarizes key findings from the 2011 Speak Up report on online learning trends. It finds that more administrators, teachers, and students see value in online learning for keeping students engaged, increasing graduation rates, and offering flexible scheduling. However, barriers like limited funding, evaluating course quality, and teacher comfort level still exist. Motivating teachers to teach online may require flexibility, compensation, and professional development opportunities. Overall, online learning has grown and enables a more personalized learning process, but challenges remain in transforming education.
A Quality Dialogue. From Inspection to InspirationIngeborg Bø
The document discusses quality in distance education and e-learning. It provides an overview of different quality models and accreditation systems in Europe. Specifically, it mentions the Bologna Process, standards from ENQUA and ESG, and certification models like UNIQUE. It also describes Norway's quality guidelines developed by NADE. The document advocates for a focus on quality culture and dialogue between practitioners and accreditation bodies. It argues that distance education should be fully integrated and quality ensured also in open and social learning environments.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
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.
My Golden Learning Perspectives, IFWE, USDLAIngeborg Bø
Ingeborg Bø presented at the IFWE conference in Albuquerque, New Mexico. In her presentation, she discussed quality assurance in distance education drawing from her 40 years of experience. She emphasized keeping students' needs in mind, using technology to benefit learning, and ensuring high quality through a quality culture. Bø also reviewed different models for quality assurance like the UNIQUE methodology and NADE's quality guidelines from Norway. She concluded by encouraging a dialogue between accreditation bodies and practitioners to move from inspection to inspiration in quality assurance.
Rangkuman dokumen tersebut adalah sebagai berikut:
1. Feminax merancang kampanye terpadu untuk tahun 2012 yang menggunakan berbagai media untuk meningkatkan awareness dan sales produknya
2. Strategi kampanye akan membangun image perempuan sebagai makhluk istimewa melalui tema "I'm a girl, so I'm special"
3. Kampanye akan dilaksanakan secara terintegrasi dan berjenjang untuk mencapai tingkat awareness, trial, dan pemb
This document presents a series of quotes from 1703 to 1985 that show how technology used in education has continually changed and how each new technology was initially criticized. Teachers and administrators complained that students had become too dependent on slates, paper, ink, fountain pens, ballpoint pens, and calculators rather than learning older technologies. However, the document notes that we now use all of these technologies and computers, and that critics will likely complain about any new changes.
This document discusses different types of production line configurations including manual transfer lines, continuous flow lines, and intermittent flow lines. It describes key characteristics of each type such as how work units are transferred between stations, whether the flow is continuous or intermittent, and what types of operations each configuration is best suited for. Pallets and fixtures are also discussed as being important for holding workpieces in the proper location and orientation during transport between stations on automated flow lines.
This document contains an index and descriptions of design projects and work by David Burnett. It includes school projects focusing on Sydney, Australia and an art gallery. Residential design projects for the Bennett residence are highlighted. Rendering techniques and furniture designs are displayed, along with rehab work on a live/work space. Press features in design magazines are listed at the end.
This document summarizes Ingeborg Bø's presentation on quality assurance in distance education. Some of the main points discussed include:
- The importance of quality being ensured through a quality culture that focuses on continuous improvement and dialogue between institutions and accreditation bodies.
- Models of quality assurance including the UNIQUE certification model and Norway's NADE guidelines that are regulated by law and require institutions to have a quality assurance system.
- The need to move from an inspection approach to quality assurance to one focused on inspiration and developing a culture where student needs are central to quality and technology benefits learning.
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
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.
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
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
----------------------------------------------------------------
Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
----------------------------------------------------------------
0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
This document discusses improving quality in education through new programs, modern pedagogy, and technology. It provides biographical information about Professor Ebba Ossiannilsson, including her roles with various educational organizations focused on distance education, quality management, and open educational resources. Key skills discussed include thinking skills, efficacy, and community skills important for lifelong learning. The document also addresses definitions of quality in education and timelines of open educational resources.
The OECD’s Programme on Institutional Management in Higher Education (IMHE)EduSkills OECD
In higher education, greater emphasis is being placed on innovation, improving the quality of teaching and learning, the measurement of performance and learning outcomes, access and regional competitiveness. The OECD programme on Institutional Management in Higher Education (IMHE) brings together higher education institutions and governments to share best practices, ideas and potential models to meet these challenges through networks, studies and research.
This document discusses the UNIQUE quality certification program for e-learning in European universities. The UNIQUE program aims to promote quality and innovation in e-learning through an institutional accreditation process. It evaluates universities across several domains, including learning resources, processes, and the institutional context. UNIQUE provides a structured six-stage process for continuous quality improvement and certification. Starting in 2009, EFQUEL will give an annual award to the best performing universities in the UNIQUE program.
The document discusses quality considerations for open educational resources (OERs). It defines OERs and notes that quality is more related to the iterative process of collaboration and refinement rather than a static product. It examines factors like accuracy, technical production standards, accessibility, and fitness for purpose. Quality assurance of OERs can occur through self-assessment, internal institutional processes, community ratings and reviews, and individual evaluation. The document emphasizes that ensuring quality is a shared responsibility among content creators, educational institutions, and individual educators.
Day 1 tefi7 1 welcome & opening session 2013v2Dianne Dredge
The document summarizes the opening session of the TEFI7 conference held in Oxford, UK in April 2013. It discusses:
1) The history, mission and goals of the Tourism Education Futures Initiative (TEFI) network, which aims to inspire and support tourism educators.
2) Developments and activities of TEFI, including learning experiences like values inventories and implementing values in curricula.
3) Upcoming TEFI Change Conferences, inspirational gatherings for change-makers to be held in locations like Nepal, designed to facilitate reflection and exchange of experiences outside the classroom.
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
Open Educational Resources (OER) have the potential to become a major provider of education according to the presentation. Governments and universities need to take action to promote OER by developing optimal policy frameworks, implementing OER strategies, and conducting research on OER effectiveness and quality. While OER offer benefits like increased access, cost savings, and innovation, challenges remain regarding issues like language, connectivity, copyright, and sustainability. Massive open online courses (MOOCs) have further accelerated discussion around open education.
This document provides information on 6 parallel workshops being held on July 17th from 11:00 to 12:30 as part of Series B.
1. The first workshop will discuss lessons learned from an OECD study on how higher education institutions contribute to regional development, focusing on rapidly developing economies and city regions.
2. The second workshop will analyze how existing or new institutional governance structures and management practices respond to accountability and risk management requirements in the context of increased institutional autonomy.
3. The third workshop will introduce the newly launched UNESCO-World Bank Initiative for Quality Assurance Capacity and allow participants to discuss its objectives and achievements.
4. The fourth workshop will examine key characteristics of universities
This document provides information about 8 parallel workshops that will take place on Thursday July 17 from 11:00 to 12:30 as part of a series.
The workshops will cover the following topics:
1) The role of universities in regional development.
2) Accountability and risk management with increased institutional autonomy.
3) International cooperation for quality assurance capacity building.
4) Emerging opportunities and challenges in cross-border higher education.
5) The impact of open education resources based on research.
6) Teaching and learning for cultural diversity locally and globally.
7) National strategies and international trends in global student mobility.
8) The future of research in higher education.
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Recording of the discussion is available: https://eden-online.adobeconnect.com/p4nuxa1r3qiv/
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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1. A QualityDialogue-
From Inspection to
Inspiration
Ingeborg Bø,
Norway
European Foundation for Quality in E-learning
1
2. A Quality Dialogue
To
From
Inspiration
Inspection
Ingeborg Bø
EDEN Senior Fellow, Norway
2
3. 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
3
9. My golden learning
perspectivesafter 40 years
in distanceeducation:
alwayskeepthestudent´sneedsin mind
usetechnology to thebenefitoflearningand
make it accessible
ensurehighqualitythrough a qualityculture
9
10. 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
10
11. 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, Oeiras,
Portugal
11
14. Tony Bates and Albert Sangrà, 2011
http://batesandsangra.ca
14
15. Qualityassurance and evaluation (Chapter 6)Bates and Sangrà
(2011)
Qualityassurancemethodsarevaluable for
accreditationagenciesconcernedaboutinstitutionsusinge-
learning to cut corners or reducecostswithoutmaintaining
standards.
Theycan be useful for providinginstructorsnew to
teachingwithtechnology, or strugglingwithitsuse, withmodelsof
best practice to follow.
However, the best guaranteesofquality in e-learningare a
commitment by theleadership to supportinginnovation in
teaching, instructorswelltrained in bothpedagogy and
theuseoftechnology for teaching, highlyqualified and
professionallearningtechnology support
staff, adequateresources
(especiallyregardinginstructor:studentratios), appropriatemetho
dsofworking (teamwork, projectmanagement), and
systematicevaluation.
Generally, the same standards thatapply to online
learningshouldalsoapply to face-to-faceteaching. 15
16. Recommendation9
(Bates and Sangrà)
Use standard methodsof program approval, review and
evaluation, slightlyadapted for
thespecialcircumstancesof online learning.
Ensurethatlearner support is provided in suitableways for
off-campus students.
Use a team approach, withinstructional designers and web
support staff, and best practice in online course
design, for hybrid and distancecourses.
Ensurethatthecourse design is adapted to
meettheneedsofoff-campuslearners.
Beginapplyingsomeofthesetechniques to there-designof
large face-to-faceclasses.
16
17. ” I could never have accomplished my
Master’sdegreewithoutthepossiblity to study via e-
learning,” says Mona Berg
Jenssen, motherofthreechildren, rectorof 17
18. 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.”
18
19. 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
19
20. TheSocial web
Facebook, twitter, linkdin, slideshare, openeducationalresources, openeducationalpracti
ses, usergeneratedcontent etc. etc.
20
21. 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, whichfrequentlyraisesthequestio
nofincompatibility (Vroeijenstijn, 1995a).
21
22. 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
22
23. 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
25. 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
25
26. ”ExaminingQualityCulture: Part 1 – Quality Assurance Processes
in Higher Education Institutions”
European University Association (EUA) PUBLICATIONS 2010
Quality assurance as a component of quality culture
“There needs to be a perceived value of quality assurance. Quality
culture and quality assurance are not the same thing. You can have
good QA in place but not necessarily a quality culture. The challenge
is linking the outcomes of QA to the development of a quality culture
that enhances the student experience.”
- Respondent to the survey
“Much of the quality is dependent on the informal nature of staff/student
relationships. The increasing calibration of quality indicators has led to
a concern that this relationship will become formalised and thus less
productive.” -
Respondent to the survey
26
27. Quality assurance as a component of
quality culture (EUA)
“…quality culture refers to an organisational culture that
intends to enhance quality permanently and is
characterised by two distinct elements:
on the one hand, a cultural/psychological element of
shared values, beliefs, expectations and commitment
towards quality and,
on the other hand, a structural/ managerial element with
defined processes that enhance quality and aim at
coordinating individual efforts. “
(EUA 2006: 10)
27
28. 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.
28
29. 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.
29
30. EFQUEL Innovation Forum
2010
Innovation Forum 2010
”What are
thequalityimplic
ations in an
increasingly
open context?”
30
31. EFQUEL Innovation Forum 2010
Recommendations
”HOW CAN QUALITY APPROACHES EVOLVE AND ENHANCE
INCLUSION, INNOVATION AND EXCELLENCE"
Confidence
Leadership
culture
Policy support
31
32. EFQUEL Innovation Forum 2011
CERTIFY THE FUTURE...?!
Accreditation, Certification and Internationalisation
32
33. Models for
EUROPEAN DISTANCE AND E-LEARNING NETWORK
QualityA NETWORK AND MEETING PLACE FOR
THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE
Assurance
33
34. 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) 34
46. 1. Application
Formal process
Submission of Application Data Form:
Short questionnaire
Factual information
English
Allows preliminary formal assessment of the university’s quality in
comparison with the UNIQUE quality criteria
Two types of institutions: universities or independent institutions
within university (schools, faculties,…)
47. 2. Eligibility
Formal acceptance of application
Start of process for quality improvement & accreditation
UNIQUe supervising body
No guarantee
Introductory briefing session f2f/by phone
49. 4. Peer-Review
Pool of independent peer-reviewers: experts in
HE, eLearning, Quality, University Management
Teams of 3 experts / trained reviewers
Guidebook & tools (open questionnaires,...)
Review of SAR and questionnaire results from staff and
students & background info
Communicate list of persons they wish to interview & schedule
Preparatory meeting reviewers
Peer review visit (2-3 days): interviews with higher
management & other stakeholders (students, tutors,...)
Preliminary conclusions & feedback establish agreed upon
developments
REPORT Peer-review report incl. Steps for future development
Agreed upon developments – check after 1.5 years
Ratings
Recommendations
50. 5. Awarding Body Decision
Chair + 4 expert members
Final decision
Recommendations from the reviewers
Certification 3 years
(with reporting of progress at 1.5 years)
Candidate certification: 1 year improvement
Non certification: -> 3 years
51. 6. Continuous Improvement
Development RoR = Report on Results after 18 months
Based on the steps for improvement the Peer Review
Team had recommended
52. 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
52
53. 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)
53
54. 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
54
55. 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)
55
57. Thoughts at the end
Let us move from inspection to inspiration
and stimulate the development of a quality
culture
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
57
58. My golden learning
perspectivesafter 40 years
in distanceeducation:
alwayskeepthestudent´sneedsin mind
usetechnology to thebenefitoflearningand
make it accessible
ensurehighqualitythrough a qualityculture
58