Towards a holistic and integrated view of Quality in Open, Online and technology enhanced learning
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This document discusses defining quality in open, online, and technology-enhanced learning. It addresses that quality is a complex issue with many perspectives and dimensions to consider. There are persistent myths about open, online education and pressures on higher education that could influence conceptions of quality. Quality could be defined in terms of learning, institutions, programs, teachers, or students, and the perspective of students, institutions, teachers, politicians, or society matters. Evaluating quality involves considering methods, sources, agents, elements, accountability, comparison, and process. The key to quality is developing a quality culture with a transformational perspective - one where teachers and students see learning as a reflective, identity-shaping experience rather than just completing activities and credentials
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Towards a holistic and integrated view of Quality in Open, Online and technology enhanced learning
- 2. Towards a holistic and integrated view of quality in open, online and technology enhanced learning
- 3. What do we mean when we talk about “ Quality in open, on line and technology enhanced learning”? Perspectives and meanings matter!
- 4. Some examples: • You can’t teach a subject online • You don’t know who your students are • Online courses are easy • Online courses should be less expensive or free • It is not a quality learning experience • Educate is only possible face- to-face • (…) Massification & Commodification Diversification & Internationalization Costs (Public & Individual Investments) Do they influence our conception or the level of quality that we demand? … Persistent Myths about Open,Online Education. Pressures on Higher Education
- 5. 5 Dimensions of change The initial media revolution (1.0) 2.0 Future Teachers Sage on the Stage Guide on the Side The orchestra director: harmonizing the generation of content Pedagogical Practices & Learning Individual assignments on given contents Collaboration, Personalizing Learning Environments Open Knowledge and flexible social networking: networked learning, Ecologies of learning, Open Digital Badges Institution Campus Interinstitutional Cooperation Beyond local and institutional barriers Students Passive role Sense of being part of the educational process Co-creation of contents; co-construction of knowledge HE evolution: From tradition to new pedagogical horizons (e-learning; open networked learning)
- 6. Defining Quality in Education. A complex issue… Which would be the focus? Subjective Multidimensional Ambiguous Complex Concerning something ...
- 7. Defining Quality in Education. A complex issue… Elements Dimensions Multiperspective The teacher – the student – the institution, the evaluators Diverse Methods of Analysis Benchmarking – guidelines – standards – quantitative or qualitative approaches Diverse Time In itinere – ex ante – ex post Diverse Meanings Pedagogical – Organizational – Technological – Economical Diverse Levels of Analysis Individual – Group – Institutional – Socio- cultural Source: Raffaghelli, J. 2016
- 8. Quality of… what? • Higher education? • Institutions? • Programs? • Teachers? • Learning? Specifically open, online, technology enhanced learning? • (…) The perspective of who? • Students? • Institutions? • Teachers? • Politicians? • State holders? • Society? • (…)
- 9. Evaluating Quality • Methods • Sources • Agents involved • Decision sharing • Elements /dimensions • (...) • Accountability • Comparison • Obtain/provide information • Improve and transform • (…) How? What for?
- 10. Where is the key, if there is one? VS VS Education & transformation Instruction & Knowledge Involvement & Quality culture Participation & Process (formality)
- 11. Where is the key? Quality culture / focus on these issues. The transformational perspective is the key of a quality learning culture: A human group that takes part of a learning experience as a deep, reflective experience, connected to the own professional/ personal identity. Not just for accomplishing activities, recalling information, and obtaining credentials (course diploma). Teachers and students should become aware of the culture of quality (Elhers, 2004; 2011; Ghislandi & Raffaghelli, 2012). Let us put our focus on their needs, expectations, features and let us give them the best ways for real transformation.
- 12. Thank you very much! Nati Cabrera ncabrera@uoc.edu