Quality Assurance in an Education 3.0 worldDerek Keats
The concept of Education 3.0 has been used to categorize a possible future scenario of change in higher education in which we will see breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce, and a proliferation of networking and learning technologies that blur the distinction between play and study, means that sources of learning are no longer as scarce as they once were and that professors are not the only valid means to ensure that learning takes place.
MOOCs and their impact on the transformation of higher education institutionsEADTU
MOOCs and their impact on the transformation of higher education institutions and for international collaboration – an institutional and global perspective
Alejandro Tiana
Krakow 2014
In response to an increased demand from education providers, including offshore educational providers, the Maltese Government has decided to examine the design of a national accreditation system for e-learning in Higher Education, with particular emphasis on non-traditional forms of education such as MOOCs. This presentation describes the first two steps of a design thinking approach, to consider the challenges and opportunities which are informing the thinking of policy-makers, and examines the scenarios which may arise out of each one, with the aim of providing a basis for future ideation, prototyping and testing of an accreditation system.
Delivered at the EDEN Annual Conference in Budapest, 17th June 2016
A Rapporteur's Summary and opinion of the State of Digital Education, based on the proceedings of the conference of the same name held in Attard, Malta on 19th-20th January 2017.
Quality Assurance in an Education 3.0 worldDerek Keats
The concept of Education 3.0 has been used to categorize a possible future scenario of change in higher education in which we will see breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce, and a proliferation of networking and learning technologies that blur the distinction between play and study, means that sources of learning are no longer as scarce as they once were and that professors are not the only valid means to ensure that learning takes place.
MOOCs and their impact on the transformation of higher education institutionsEADTU
MOOCs and their impact on the transformation of higher education institutions and for international collaboration – an institutional and global perspective
Alejandro Tiana
Krakow 2014
In response to an increased demand from education providers, including offshore educational providers, the Maltese Government has decided to examine the design of a national accreditation system for e-learning in Higher Education, with particular emphasis on non-traditional forms of education such as MOOCs. This presentation describes the first two steps of a design thinking approach, to consider the challenges and opportunities which are informing the thinking of policy-makers, and examines the scenarios which may arise out of each one, with the aim of providing a basis for future ideation, prototyping and testing of an accreditation system.
Delivered at the EDEN Annual Conference in Budapest, 17th June 2016
A Rapporteur's Summary and opinion of the State of Digital Education, based on the proceedings of the conference of the same name held in Attard, Malta on 19th-20th January 2017.
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
A digital learning strategy makes a significant and positive impact on organizations, learners, and patients. Learning management systems empower organizations to deploy educational programs, develop competencies, and apply accreditations.
In this webinar we covered best practices when considering moving from classroom-based training to online delivery. This includes the needs of your audience, content creation, delivery, post training data collection, and learning analytics insights.
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO Institute of Information Technologies in Education, Russia, for the Open Education Week's fourth day webinar on "OER quality assessment " - 7 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pgemi5ksgi4k/
[EADTU OPEN VM WEBINAR] Presentation Christian Stracke / Sanna Juutinen / Pan...EADTU
Virtual Mobility: A Joint Educational Product presented by Christian Stracke, Sanna Juutinen, Panu Forsman, Kate Holubinka and Cathrin Vogel on Thursday 18 June 2020
Challenges Facing Professional Higher Education in Central and South-Eastern ...Anthony Fisher Camilleri
Summary of the report by the same name, available at https://procsee.eu/outputs/pcs/.
Presents policy challenges facing professional higher education based on a stakeholder consultation conducted during 2016 in Slovenia, Croatia, Czech Republic, Romania and Hungary.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
An initiative to promote coordination and synergies between key stakeholders working to build the capacities of development practitioners who want to become effective facilitators of pro-poor market development.
International Journal on Integrating Technology in Education (IJITE)IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure
and will attempt to publish proposals that strengthen our goals.
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
A digital learning strategy makes a significant and positive impact on organizations, learners, and patients. Learning management systems empower organizations to deploy educational programs, develop competencies, and apply accreditations.
In this webinar we covered best practices when considering moving from classroom-based training to online delivery. This includes the needs of your audience, content creation, delivery, post training data collection, and learning analytics insights.
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO Institute of Information Technologies in Education, Russia, for the Open Education Week's fourth day webinar on "OER quality assessment " - 7 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pgemi5ksgi4k/
[EADTU OPEN VM WEBINAR] Presentation Christian Stracke / Sanna Juutinen / Pan...EADTU
Virtual Mobility: A Joint Educational Product presented by Christian Stracke, Sanna Juutinen, Panu Forsman, Kate Holubinka and Cathrin Vogel on Thursday 18 June 2020
Challenges Facing Professional Higher Education in Central and South-Eastern ...Anthony Fisher Camilleri
Summary of the report by the same name, available at https://procsee.eu/outputs/pcs/.
Presents policy challenges facing professional higher education based on a stakeholder consultation conducted during 2016 in Slovenia, Croatia, Czech Republic, Romania and Hungary.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
An initiative to promote coordination and synergies between key stakeholders working to build the capacities of development practitioners who want to become effective facilitators of pro-poor market development.
International Journal on Integrating Technology in Education (IJITE)IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure
and will attempt to publish proposals that strengthen our goals.
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
The OpenupEd quality label is a quality enhancement approach to e-learning, tailored specifically to MOOCs. I will briefly introduce the OpenupEd quality label, show how it relates to other e-learning quality frameworks, and outline the ways in which it can be used, ranging from informal self-assessment to a full external review. Which of the benchmarks could contribute to enhanced design of MOOCs? Are the benchmarks sufficiently detailed? Do they capture all important aspects?
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Opening Keynote Presentation on day two of the Blackboard Teaching and Learning Conference in Seoul, South Korea. 16 October 2019 #TLCAsia19
Abstract: As institutions are increasingly testing the boundaries of technology enhanced learning with emergent and exciting new online learning tools, the responsibility on HE institutions to mediate a level of rigor in this area also increases. One of the really interesting evolving trends is the prospect that institutions are not all doing this alone. And that as a higher education community there are opportunities to strategically partner with both other institutions and with vendors so that we do not all have to reinvent the same wheel over and over again. At the same time, we need to be very conscious of not prematurely throwing out the baby with the bath water and that too sudden a shift can create problems for our students that could be easily avoided. This presentation will look at a range of current practices being seen within the sector that stand as great examples of partnering around new: learning and teaching initiatives; quality practices; models of credentialing; technology mashups, and more. All of these are leading us to develop new models of practice in how we mediate our virtual learning environments (VLEs) of the future.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
These slides were initially prepared for a presentation at Hong Kong City University in Oct. 2010. I later added a few slides defining e-learning and addressing 21st century 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
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
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
VMCOLAB o cómo iniciar una experiencia de Movilidad Virtual by Ignacio J. Blanco, CEVUG, UGR
The presentation was used as a guideline in order to develop an interactive session with the attendants during which important questions on for example the recognition of the virtual mobility experiences for both students and teachers were raised.
Intercultural exchange while staying in the classroom: the VMCOLAB project by Bas Bergervoet (KU Leuven)
Presented at UniCollaboration Conference “Telecollaboration in University Foreign Language Education”
Presentation of Co-laboratory for the Integration of Virtual Mobility in Higher Education Strategies by Claudio Dondi (MENON Network EEIG)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Presentation of the VMCOLAB project by Ilse Op de Beeck (KU Leuven)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Presentation on VMCOLAB Project Pilot Courses Experiences by Bas Bergervoet (KU Leuven)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Presentation of the VMCOLAB Institutional Awareness Kit by Samuel Martins (University of Porto).
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Abstract of the presentation "Intercultural exchange while staying in the classroom: the VMCOLAB project" by Bas Bergervoet (KU Leuven)
Presented at UniCollaboration Conference “Telecollaboration in University Foreign Language Education”
Rosario Farmhouse on inclusion, innovation and excellence. Keynote speech held at the EFQUEL Innovation Forum 2010 in Oeiras, Lisbon, 10th of September, 2010.
1. QUALITY ASSURANCE OF USER GENERATED CONTENT IN HIGHER EDUCATION Claudio Delrio University of Emilia Romagna (ITALY) Thomas Kretschmer Institute for Innovation in Learning (ILI/FIM) Friedrich-Alexander University of Erlangen-Nuremberg (GERMANY)
4. Changing faces of e-Learning From Distribution… … to Collaboration and Reflection Transmissive Learning Expansive Learning Learning Management Systems Materials online Presentation Information E-Portfolios Weblogs Communication Collaboration WiKis Communities
13. Methods of quality development for eLearning 2.0 (Ehlers 2009) Teachers Evaluations aimed at target group Peers, learning communities Social recommendation Teachers Assessment of e-portfolios Learners with the help of/ feedback by teachers Self-evaluation Quality assessment by Methods of quality development
14. The CONCEDE quality framework (www.concede.cc) Quality Procedures of LEARNERS (discussed through peer reviews, comments and rating) INSTITUTIONAL Quality Procedures (primarily represented by teachers) Dialogue & Negotiation
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Editor's Notes
The CONCEDE multi-layered quality framework is described below. 1. A first level of quality assurance is based on users’ comments, reviews and ratings in relation to a learning experience taking place within one HE institution. This is a bottom up process, since users decide on whatever grounds they prefer whether a UGC is relevant to their needs. This can be done by letting users rate or comment on the UGC or describe how they have used it. The argument for such an approach would be that quality is not an inherent part of an UGC but contextual. It is only the specific learning situation that determines whether a UGC is useful or not, and therefore the user should be the judge. Moreover, in this way UGC is viewed through various “lenses”, such as professional societies, universities, school boards, publishers, colleagues and peers, and various “criteria”: most popular content, most linked, highest user ratings, and learning assessment rating (OECD, 2007, Giving knowledge for free: the emergence of open educational resources). Users reviews will be linked to their e-portfolios (linked in; social network…), so that peers will be able to contextualise their judgement and reviews. In this way it will be possible to link narrative elements of content creators to UGC: the assumption is that UGC must not be anonymous. A 2.0 environment will be prompted for hosting this process. 2. A second layer of quality assurance is based on institutional quality procedures undertaken by universities. Institutions most probably use internal quality checks and procedures before integrating UGC into learning provisions. Teachers are the main actors of this level. This could be considered a top down process. The third layer is dialogue and negotiations among the representatives of these two levels of quality assurance (i.e. teachers and learners) in order to reach a consensus which determine a synthesis of both layers described above. Dialogue and exchange of practices will take place both in presence and through the ad hoc learning environment