The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/

1. Toward Learner-centered Education:
Quality Issues
Lisa Marie Blaschke
EDEN Vice-President / Fellow
Program Director/Associate Professor
Master of DE and E-Learning (MDE)
Carl von Ossietzky University of Oldenburg

2. Trends
Trends

3. Technology
Web 2.0 / Web 3.0
Artificial intelligence
Authentic learning
Learning analytics
Mobile learning
(Adams et al., 2017; Bersin, 2017)

4. Delivery Frameworks
Massive Open Online Courses (MOOCs)
Social Media
Open Source Software
Team-based Messaging (e.g., Slack)
X-Api (tracking and recording learning)
(Adams et al., 2017; Kools & Stoll, 2016)

5. Open Educational Resources (OER)
Authentic learning
Blended learning
Connectivism
Heutagogy (self-determined learning)
Personalization
Project-based learning
Experiential learning
Spaced learning
New learning spaces
(Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016)

6. Industry demand (upskilling, soft skills
competency-based education)
Changing demographics
(diversity, lifelong learning)
Student need
Forces
Increased costs /
reduced funding
(Adams et al., 2017; Bersin, 2017; Kools and Stoll, 2016; ESG, 2015)

7. Learner-centered Environments
Collaboration /
Peer learning
Deep learning
Creative /
Innovative
Personalized
Exploration /
Inquiry
Risk-taking /
Failure
ICT / PLE
(Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016; ESG, 2016)

8. Learner Characteristics

9. Teacher Characteristics
• Openness to change
and ambiguity
• Flexibility and Empathy
• Optimism
• Desire to empower (not
control) students
• Facilitators and models
of lifelong learning
(Blaschke & Hase, 2015; Adams et al., 2015)

10. (Kools & Stoll, 2016; Adams et al., 2017)
Institutional Characteristics
• Shared vision
• Innovative leadership
• Agile and culturally
transformation-ready
• Support for students and
teachers
• Industry partnerships

11. (Distance) Education as a System
“Learning ecosystems must be agile enough to support the practices of the future.”
NMC Horizon Report, 2017

12. DE: Positioned to Take the Lead
• Proven track record in combining
pedagogy and technology
• Experts, expertise, and experience

13. 13
Results: 700+ courses
transitioned to OER; over 10
million USD in annual text-
book cost savings
Benefits: Cost savings for
students; more learner-centered
curriculum; communities of
practice; industry relationships
Team approach with
instructional designers,
library personnel,
management, faculty.
Winner of OEC 2015
President’s Award
Goal: Reduce textbook costs for
over 84,000 students
Goal: Provide lifelong learning
opportunities to working adults (prior
learning assessment, blended
learning)
Team approach with
management, faculty, and IT.
Results: PLA standards and
BA and Master programs (first
in Germany)
Benefits: Personalized,
flexible project-based learning;
recognition of prior learning

14. How to Exercise Quality?
• System-wide innovation, across
stakeholder groups, according to context
• Transformative-based rather than rules-
based change
• Professional development and learner-
centered hiring practices
• Application of learner-centered teaching
approaches
• Incorporation of technologies in support of
learner-centered practice
• Networks and communities of dialogue
(Kools & Stoll, 2016; ESG, 2015)
"Quality is…mainly a result of the
interaction between teachers,
students and the institutional
learning environment."
(ESG, 2015, p. 7)

15. Challenges
• Finding a common understanding
of the ESG
• Realizing quality in more complex
(and chaotic!) learner-centered
environments
• Priority: Accountability (standards)
or Enhancement (guidelines)?

16. Role of Professional DE and
E-learning Organizations
• Networking and connecting (e.g., EDEN
NAP, conferences, research workshops,
EDEN chats)
• Professional and skill development (e.g.,
webinars, learning academy)
• Special interest groups
• Research and policy
development (e.g., EU projects)
• Publications (e.g., EURODL)

17. References
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan,
V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media
Consortium.
Bersin, J. (2017). The Disruption of Digital Learning: Ten Things We Have Learned. Retrieved from:
http://joshbersin.com/2017/03/the-disruption-of-digital-learning-ten-things-we-have-learned/
Blaschke, L.M., & Hase, S. (2015). Heutagogy: A holistic framework for creating 21st century self-
determined learners. In M.M. Kinshuk & B.Gros (Eds.), The future of ubiquitous learning: Learning
designs for emerging pedagogies. Heidelberg, Germany: Springer Verlag
Kools, M. & L. Stoll. (2016). What Makes a School a Learning Organisation? OECD Education Working
Papers, No. 137, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/5jlwm62b3bvh-en
Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page.
Standards & Guidelines for Quality Assurance in the European Higher Education Area (ESG). (2015).
Brussels, Belgium.

18. Graphics
All graphics are licensed under a Creative Commons license:
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