Institutional Critical Self-reflection: Going Beyond Pockets of Digital Learning Innovation

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This document outlines Dublin City University's self-assessment of its digital learning practices. It begins with an overview of a 2020 European survey on digitally enhanced learning in higher education. It then lists some framing questions that will guide DCU's self-assessment, which will examine DCU's implementation of digital learning strategies, investments, research, staff and student support and perspectives, response to COVID, alignment to international standards, and aspirations for the next 5 years. The self-assessment report structure is also outlined. The document concludes by discussing shaping DCU's post-digital future and types of learning.

Photo by Steve Mushero on Unsplash
Institutional Critical Self-reflection:
Going Beyond Pockets of Digital Learning Innovation
Mark Brown,
Mairéad Nic Giolla Mhichíl & Elaine Beirne
Dublin City University
27 May 2021

Outline…
• Self-assessment instruments
• DCU Self-assessment
• Your experience
Photo by Sigmund on Unsplash

2020 survey on digitally enhanced learning and teaching in European
higher education institutions n= 367

‘You can’t just take something off
the shelf and expect it to work just
because it looks good’
(Belshaw, 2017)

• Why?
• How?
• Who?
• What?
DCU’s Self-Assessment of Digital Learning…

Off-Campus
in Class
Off-Campus
Out of Class
On-Campus
in Class
Formal
Informal
On-Campus
out of Class
Physical Virtual
Digital
Leakage

● To what extent are DCU delivering on their strategic intent in relation to Digital
Learning, as envisaged in the 2012-2017 and 2017-2022 strategies?
● How is (and how can) digital learning contribute to transforming both formal
and informal learning at DCU?
● To what extent are DCU staff and students prepared to embrace digital
approaches to learning, and to what extent are these approaches effective as
part of the DCU learning experience?
● How is DCU’s approach to supporting and developing digital learning aligned
to national and international best practice and research?
● What aspirations should the University have for digital learning over the next
5 years?
Framing questions…

Structure of the self-assessment report…
• Strategy
• Investment
• Research
• Staff Development
• Student Learning Support
• Faculty Implementation
• Staff Perspectives
• Student Perspectives
• Response to COVID Crisis
• External Engagement
• Alignment to International Standards

LEARNING TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING TO LIVE TOGETHER
Learning to
Challenge &
TRANSFORM
Beyond Now
Beyond Norm
Beyond Place
Beyond Space

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This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential issues that could hinder plans, and decoding micro-credentials. Key points covered include determining appropriate leadership structures and business models for micro-credentials, calculating true costs and addressing demand, ensuring quality assurance, and examining evidence of benefits. The role of micro-credentials in serving broader strategic goals is also highlighted.

The Magic of Micro-credentials: Learning Unbundled or Bundles of Trouble?

Mark Brown

This document discusses micro-credentials and some of the opportunities and challenges around them. It begins by defining micro-credentials and examining their potential benefits, such as increasing employability and supporting lifelong learning. However, it also notes some potential issues, such as the lack of quality assurance standards and frameworks in many countries. The document then explores how institutions can develop strategies to offer micro-credentials and some of the leadership, structures, and business models needed. It also cautions that there are bundles of trouble that could be encountered, such as failing to address costs and demand, and gaps in quality assurance. Overall, the document provides an overview of micro-credentials while highlighting both their promise and some of the pitfalls to avoid.

Quality Assurance of Micro-credentials: An International Review of Current Pr...

Mark Brown

The document discusses quality assurance of micro-credentials in different countries and regions. It finds that most countries do not have specific quality standards for micro-credentials but some apply existing standards. A few places like New Zealand, Malaysia and Ireland have developed specific micro-credential guidelines. The document also discusses institutional quality assurance processes like developing strategies, implementing reviews, and providing learner support. It notes specific quality issues for online micro-credentials around organizational context, programs, and learner support. Overall, the document examines external quality assurance, institutional processes, and supports that can enhance quality assurance of micro-credentials.

Opening a New Page on Foo-Foo the Snoo: Remixing the Digital Education Playlist

Mark Brown

The document discusses opening a new page on remixing the digital education playlist. It references a blog post on identifying top 10 open access journal articles for 2022 based on selection criteria and methodology. It notes 44 total authors were featured across a diverse range of journals, with some geographical gaps. It asks what the recipient's top read of 2022 was and how much slow, deep reading of literature they are able to do each month.

National QA Guidelines for Digital Education A Multi-layered Box of Chocolates

Mark Brown

- The document discusses the development of national quality assurance (QA) guidelines for digital education in Ireland. - It begins by summarizing a recent OECD study that found varying approaches to QA of digital education across countries. - The next section describes Ireland's Quality and Qualifications Ireland ongoing process of developing specific national QA guidelines for digital education, which includes an open consultation period that recently closed. - The document concludes by discussing how European QA standards and guidelines may need updating to better address digital education.

International Standards, Practices and Supports for the Quality Assurance of ...

Mark Brown

1) The document discusses quality assurance of micro-credentials. It notes that while many countries currently lack frameworks for micro-credentials, some are developing standards to apply existing quality assurance processes. 2) Institutional quality assurance of micro-credentials is also discussed. Some universities have internal approval processes and collect data on student engagement and outcomes, though approaches vary. 3) Supports for quality assurance mentioned include learning design reviews, appropriate assessment strategies, and institutional reviews of micro-credential offerings. The talk concludes with remarks on enabling quality conversations.

Uncaging Digital Education: A Talk on the Wild Side

Mark Brown

This document appears to be a collection of notes and references on the topic of education. It includes photos, quotes, links and brief text snippets on a variety of subtopics like the future of learning with technology, microcredentials, critical thinking skills, and history of educational projects like Project Plato from the 1960s. The overarching theme seems to be exploring changes and challenges in education systems.

A Digitally Enabled Ecosystem of Micro-credentials: A Complex Ecosystem With ...

Mark Brown

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