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How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
Presentation about exploring digital or online assessment strategies at the NADEOSA / DEASA Conference about Open Learning, hosted by Unisa and UP, Pretoria, South Africa on 6 September. Provides a conceptual overview of considerations for assessment strategies for open or distance learning providers, digital assessment benefits and challenges and assessment forms.
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
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A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, Gitile Naituli ISCN_Secretariat
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Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
Students First 2020 - Prof Philippa Levy, PVC Student Learning at The University of Adelaide, discusses the path to successfully adopting Studiosity, and what has happened since for academic success, confidence, and student satisfaction. Prof Levy also looks at results and engagement for non-traditional students and international students.
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Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.
In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.
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- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.
To Be the Global Facilitator for Inclusive, Flexible, Quality Learning and Te...icdeslides
Following up on the Qingdao declaration in the International Forum on ICT and Education 2030 Qingdao, China, July 10, 2017,Three candidate actions was suggested based on their possible impact for digital innovations in education.
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
Presentation at CDE (now CODE) Webinar on 3rd March 2022. Title: 'From confidence to creativity: Emerging design opportunities for teaching and learning practice within the new hyflex educational landscape.'
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, Gitile Naituli ISCN_Secretariat
Gitile Naituli, Professor of Management at Multimedia University of Kenya and Commissioner National Cohesion & Integration Commission, Chair of Mainstreaming Environment and Sustainability in Africa
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
Students First 2020 - Prof Philippa Levy, PVC Student Learning at The University of Adelaide, discusses the path to successfully adopting Studiosity, and what has happened since for academic success, confidence, and student satisfaction. Prof Levy also looks at results and engagement for non-traditional students and international students.
Students First 2020: Digital Campus, A program to empower & enable digital ed...Studiosity.com
Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.
In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.
- The 3rd campus, and insight into QUT's cohort
- Digital at heart vs digital in part
- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.
To Be the Global Facilitator for Inclusive, Flexible, Quality Learning and Te...icdeslides
Following up on the Qingdao declaration in the International Forum on ICT and Education 2030 Qingdao, China, July 10, 2017,Three candidate actions was suggested based on their possible impact for digital innovations in education.
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
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"Contributions from Open and Distance Education to Higher Education Quality: present and future"
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A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
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Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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Towards a Quality Framework for Online Educator Professional Development Activities
1. Towards a Quality Framework for
Online Educator Professional
Development Activities
SACE-VVOB partnership
Seminar Online Teacher Professional Development
Centurion, September 29, 2015
2. Outline
1. Context: changing provider landscape
2. What constitutes quality in online learning?
3. Specific character of online courses
4. Scope and Purpose of Rubric
5. Rubric Criteria
3. Context: SACE CPTD System
• Quality assurance of CPTD Activities
– Approval of Providers
– Endorsement of Activities
– Educators collecting PD Points
6. What Constitutes Quality in Online Learning?
• Does it support learning?
• Responsibility for learner?
• Measuring quality through user ratings?
• Are our conceptions of quality changing?
7. Specific Character of Online Courses
1. Unprecedented access to ideas and knowledge
2. Online networks and communities of learners
3. Flexibility in time, pace and place
4. Online mentoring
5. Adaptive curriculum
6. Differentiated teaching
7. Unbundling of education
8. Just-in-time and on-demand learning
9. Open access to learning
10.Data Analytics
11.Increased division of labour
8. Scope & Purpose of Rubric
• Scope
– For online and blended CPTD programmes
• Double purpose
– Self-assessment & continuous improvement tool
– Peer review
– Evaluation tool
– Complements existing rubric for f2f activities
• Nature
– Balance comprehensiveness with
ease of use
– Multidimensional conception of
quality
– Dynamic tool
9. Literature Benchmarks
• Existing quality frameworks for online courses:
– EADTU & Open University UK
– University of Illinois
– ICDE
– California State University
– Western Caroline University
– University of Michigan
– University of Southern Mississippi
– European Foundation for Quality in e-Learning (EFQUEL)
– eCampus Alberta
– Quality Matters Higher Education Rubric
– Online Learning Consortium (OLC), US
– Central Washington University
10. Criterion 1: General Information
• Clear information about course aspects
– Goals, outcomes
– Admission requirements
– Study requirements
– Required interaction, communication
– Technical requirements
– Support available
– Outreach efforts
• More important for online courses
– Unfamiliar
– Variation
11. Criterion 2: Accessibility
• How accessible is the course material?
• Various aspects
– Technical accessibility (download times, connectivity, operating
systems, devices, offline options)
– Ease of navigation (links, key words, glossary, table of contents)
– Learners with disabilities (multiple formats, website accessibility
standards, readability)
– Open Access (limited preconditions for enrolment)
12. Criterion 3: Organisation & Structure
• Alignment, build-up of course
• Flexibility in time, pace & place
• Suitable educational approach
13. Criterion 4: Relevance
• Need within teaching profession
– Clear rationale
– Goals, objectives and outcomes
– Target group
– Application to school practice
14. Criterion 5: Learning & Teaching Support Materials
• Designed for learning purpose
– Independent and flexible learning
– Promote interactivity
• Aspects
– Content
– Design
– Language
– Layout
– Avoidance of stereotypes
– Copyright & openness
15. Criterion 6: Design of Learning Activities
• Selection and sequence of activities in order to maximize
learning.
• Aspects
– Clear and concise description
– Variety
– Role of instructor
– Design for participant interaction
and engagement
16. Criterion 7: Assessment
• Alignment with learning outcomes
– Integral part of learning process
– Criteria for face-to-face activities
– Balance formative and summative assessment tasks
– Appropriately timed, varied and relevant
• Information provision
– Novel ways of assessment
– More extensive data available
• Authentication
– Impersonation
– Plagiarism
– Develop study skills
17. Criterion 8: Selection of Technology
• Selection in function of learning outcomes
• Promote learner engagement & active learning
• Readily obtainable & current
• External tools
– Privacy policies
18. Criterion 9: Data Protection & Privacy
• Use of participant data
– Third parties
– Informed consent
– Learning analytics
• Data security
– Rise in cyber crime
– Password protection, encryption,
– Power protection, backup solutions
19. Criterion 10: Participant Support
• Essential component
• Variety of channels
– Tutors
– Co-learners
– Helpdesk
– Resources
• Support includes:
– Technical support
– Study skills support
– Administrative support
– Instructional support
– Follow-up support
20. Criterion 11: Monitoring & Evaluation
• Use of participant feedback & data
• Institutional assessment procedures
– Review of standards
– Operational aspects
– Participant retention
21. 11 Quality Criteria
1. General information
2. Accessibility
3. Organisation & Structure
4. Relevance
5. Learning & teaching support
materials
6. Design of learning activities
7. Assessment
8. Selection of technology
9. Data protection & privacy
10.Participant support
11.Course evaluation
22. Conclusions
• Mandate of SACE includes quality assurance of CPTD
activities, including online activities
• Quality as multi-dimensional construct
• Online CPTD activities require specific quality criteria
• Refining over time through co-construction
– “All of us are smarter than any of us”
– Complement with examples of good practice
23. Questions
• Stefaan Vande Walle, Stefaan.vandewalle@vvob.be
• This presentation is available on Slideshare:
• Include link