The CHEA International Quality Group (CIQG) is a rewarding and important forum for colleges, universities, accrediting and quality assurance organizations and others worldwide to address issues and challenges focused on quality and quality assurance in an international setting. The CIQG provides service designed to:
Assist institutions and organizations in further enhancing capacity for academic qualityAdvance understanding of international quality assuranceProvide research and policy direction
THE USE OF ACTIVE LEARNING METHODS like the new REHA calls for assessment criteria and methods that meet intended learning outcomes. It is not sufficient to use written performance tasks to assess the intended learning outcomes of an active learning method like the REHA. Rather there is a pressing need for new oral-performance-based assessment tools to fulfill the requirements that arise from the principle of constructive alignment in curriculum design.
The development of the Innovation Competencies Barometer ICB started with the definition of innovation competencies and was followed by the creation of an assessment rubric to be used to test the ICB in a given situation. The training of raters, small scale testing in each country and in-depth analysis of performance of the rubric and raters will be the next steps before refining the ICB for use with the REHAs in all partner countries.
The aim of TRANSIt is to have a positive impact on the development of Student's Key Competencies by building and strengthening Teacher's competency based education.
TRANSIt will achieve this by developing a teacher training approach on the didactics and e-assessment by transversal competencies.The TRANSIt approach will contribute and promote the holistic view of students learning and develop creativity, problem solving, multilingual capacities and other essential learning competencies so integral to student development.
Quality assurance in higher education deals with formal education where students follow set courses within a degree programme and where administration, course design, learning outcomes, assessment and examination are well-defined and where quality criteria are clearly defined. However, the growth of open education, in particular the various interpretations of the MOOC concept, has demanded a reassessment of quality when dealing with a highly flexible and less structured learning environment. Can we define quality assurance for the moving target of open education and if so how can universities adapt?
The presentation created by Anne-Christin Tannhauser and Anthony F. Camilleri presents a number of scenarios for the unbundling of learning, together with proposals on how to improve the recognition and transfer of credit achieved through open learning.
3-year network (January 2014- December 2016) supported by action KA2 Languages of the Lifelong Learning Programme, European Commission
How can less used languages, including Regional and Minority languages, benefit from Open Educational Practices (OEP)? How can Open Educational Resources (OER) be shaped to foster linguistic and cultural diversity in Europe? What policies are favourable to the uptake of quality OER in less used language communities?
In this article the author argues that openness in education has been successful in establishing itself as an approach. However, this initial victory should be viewed as part of a larger battle around the nature of openness. Drawing lessons from history and the green movement, a number of challenges for the open education movement are identified as it enters this new stage. The value of openness to education is stressed in that it relates to opportunities for development and the role of the higher education in society.
Welcome to ICORE, the International Council for Open Research and Open Education!
ICORE promotes, supports and enhances Open Research and Open Education worldwide.
Main objectives of ICORE are the recognition, progress and application of Open Research and Open Education: ICORE wants to bridge both worlds of Open Research and Open Education. The goal is the mutual re-usage of their results and outcomes, e.g. through the usage of digital resources from Open Research in Open Education.
Earlier this week I was in Washington DC, at a conference called Transatlantic Science Week, aimed at promoting collaboration between research, innovation and educational institutions and organizations in the U.S.A, Canada and Norway. The main themes for the conference were International Security, Safety and Emergency Preparedness, Cyber Security and Education Policy/Education Research. (No prizes for guessing which theme I was invited to contribute to, although I have to say the others looked more interesting.) This year’s conference was organized by the Norwegian Embassy in Washington, with guidance from the Research Council of Norway.
The Norwegian MOOC commission published its first report 13 December, making the Norwegian government first to present a governmental report on MOOCs. The Commission recommends that the MOOC offerings in Norway should be free, and suggests a number of action to stimulate contributions to MOOC development, both on the individual, institutional and national level. The Commission also discusses how the OER movement has been a driving force in the development of MOOCs worldwide.
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