Quality assurance of eLearning
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7.5 Quality assurance in transnational education: changing approaches to meet stakeholder needs? | Internationalising Higher Education

7.5 Quality assurance in transnational education: changing approaches to meet stakeholder needs? | Internationalising Higher Education | Quality assurance of eLearning | Scoop.it
Transnational education (TNE) or cross border education is characterised by mobility of higher education students, programmes, providers and resources across national jurisdiction/borders.

Via Anne-Marie Grandtner
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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
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Quality Framework - OLC

Quality Framework - OLC | Quality assurance of eLearning | Scoop.it

Our Quality Framework Quality is a key driver for us in online education. To help institutions identify goals and measure progress towards them, we’ve embraced the Five Pillars of Quality Online Education, building blocks providing the support for successful online learning.

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Collaborating for the future of TNE - HEGlobal - Quality Assurance of Cross border Higher Education (QACHE)

Following the launch of the QACHE Toolkit 'Cooperation in Cross-Border Higher Education', which we reported on in November last year, the final report of the Erasmus Mundus funded project Quality Assurance of Cross border Higher Education (QACHE) has now been published. Fabrizio Trifiro' from the UK's Quality Assurance Agency (QAA) provides an overview of the key findings and outcomes of the project, including policy recommendations to national and European policy makers. 
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Informed choice? How the United Kingdom’s key information set fails to represent pedagogy to potential students

Informed choice? How the United Kingdom’s key information set fails to represent pedagogy to potential students | Quality assurance of eLearning | Scoop.it
Informed choice? How the United Kingdom’s key information set fails to represent pedagogy to potential students

DOI: 10.1080/13538322.2016.1153899 (Paywalled)

Helen Barefoot, Martin Oliver & Harvey Mellar



This paper explores the ways in which information about course pedagogy has been represented to potential students through national descriptors and specifications such as the United Kingdom’s Key Information Set. It examines the extent to which such descriptors provide helpful information about pedagogy, for example innovative uses of technology. The paper starts by exploring the wider context within which these descriptors have been developed, including a comparison of similar descriptions internationally. This is followed by a comparative analysis, in which two courses (one single honours undergraduate degree, one Massive Open Online Course) are classified and compared. This serves to illustrate the blind spots in classifications such as the Key Information Set. The paper concludes by arguing that further work is needed to develop classification schemes that both address explicitly the interests of potential students and are able to represent the pedagogic decisions that differentiate teaching in contemporary higher education.
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5 Tips For eLearning Quality Assurance: How To Get eLearning’s Worth - eLearning Industry

5 Tips For eLearning Quality Assurance: How To Get eLearning’s Worth - eLearning Industry | Quality assurance of eLearning | Scoop.it
Want to know to get eLearning's worth? Check 5 tips for eLearning Quality Assurance and learn why eLearning Quality Assurance is important for training ROI.
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NAP Members Area: Antonio Moreira Teixeira's blog: All that glitters is not gold: Current trends and future challenges for quality assurance in the fields of open learning and eLearning

NAP Members Area: Antonio Moreira Teixeira's blog: All that glitters is not gold: Current trends and future challenges for quality assurance in the fields of open learning and eLearning | Quality assurance of eLearning | Scoop.it
Antonio Moreira Teixeira

As open education and eLearning mature and become mainstream across the world, the discussion on quality assurance emerges with a renewed importance, strength and impact in our field of practice. Although there are significant variations in how this topic is addressed in each regional context, there's an underlying feeling which is shared by all stakeholders. It relates to the urgency of establishing effective processes that positively discriminate appropriate practices in online learning, as not all that glitters is gold, to use the famous Shakespearian quote.

EDEN has always paid close attention to this discussion and has contributed throughout the years to the development of an European expertise in this topic. Most notably, the EDEN 2003 annual conference, held in Rhodes, and the EDEN RW6, which took place in Budapest, in 2010, both focusing specifically on the topic of quality assurance in open, distance and eLearning, were major milestones in the consolidation process of a European quality culture in open, distance and digital education.

In the current context and given the strategic importance of this discussion, EDEN has been called by the professional community to play an even more active and leading role in this discussion. We recognise the relevance of this movement and as a consequence, new significant initiatives related to the topic of quality will be announced in the coming months.

In today's post, I've invited my good friend Ebba Ossiannilsson, who is also a member of the Executive Committee and an EDEN Fellow to share with us her views on this very important discussion. Ebba is a well-known expert in the topic of quality assurance in open education and eLearning and has a large experience world-wide.

In her post, Ebba identifies the current trends and future challenges for quality assurance in our field and presents a brief conclusion of the study on quality models conducted in the framework of an initiative lead by our partner ICDE.
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HEFCE's new quality system gives students a role but robs them of power - Wonkhe

HEFCE's new quality system gives students a role but robs them of power - Wonkhe | Quality assurance of eLearning | Scoop.it
Jim Dickinson argues that the new quality assessment system gives students a tokenistic role in quality and fails to understand how and why student representation works,
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2016 - Higher Education Funding Council for England - Revised approach to quality assessment in higher education

HEFCE has today published a revised operating model for quality assessment in higher education in England. It heralds the next phase of the Quality Assessment Review initiated by DELNI, HEFCE and HEFCW in October 2014 as part of each funding body’s statutory responsibility for quality assessment in higher education [Note 1].

The revised approach will come into effect in England from 2016-17.

 A revised operating model for quality assessment

The revised approach to quality assessment is designed to be proportionate, risk-based and grounded in the mission and context of an individual university or college and the composition of its student body. It will target regulatory activity on those institutions that represent greater risk to the student interest or to the reputation of the sector.
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Groups seek to become quality reviewers of boot camps, online courses and other noncollege offerings

Groups seek to become quality reviewers of boot camps, online courses and other noncollege offerings | Quality assurance of eLearning | Scoop.it
As boot camps, online courses and other nontraditional academic offerings expand, several organizations angle to play an accreditor-like role in the growing space.
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Quality Assurance of the Professional Element of Higher Education

Anthony F. Camilleri - Knowledge Innovation Centre
Koper, 3 June 2015
The presentation centred around the idea that Higher Education has multiple functions and multiple forms of delivery, and that, depending which of these is i...
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EFMD Launch EOCCS - EFMD Online Course Certification System

EFMD Launch EOCCS - EFMD Online Course Certification System | Quality assurance of eLearning | Scoop.it
BRUSSELS, BELGIUM--(Marketwired - Feb. 23, 2016) - At the 2016 EFMD Conference for Deans & Directors General in Budapest hosted by the Corvinus University of Budapest, EFMD officially launched EOCCS - EFMD Online Course Certification System. Prof. Eric Cornuel, Director General & CEO of EFMD, said: "EOCCS is a vital...
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Four Ways States Can Promote Quality in Blended and Online Learning

Four Ways States Can Promote Quality in Blended and Online Learning | Quality assurance of eLearning | Scoop.it
With the growth of new learning models comes the need to improve quality assurance systems across K–12 to ensure that only high-quality, proven providers serve students.
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Quality assurance designing quality online course - UBC Wiki

Quality assurance designing quality online course - UBC Wiki | Quality assurance of eLearning | Scoop.it

Online Course Quality Cycle

The main phases of online course development cycle, in majority of instructional design models, follow Analysis > Design > Development > Implementation > Evaluation (ADDIE) model (most of the current instructional design models are spin-offs or variations of the ADDIE model). In the framework presented here and used at the Centre of Teaching, Learning and Technology, the course development happens in five Phases including Planning, Design/Development, Production, Implementation, and Evaluation (PDPIE). In each phase basic steps are illustrated and key/promising elements and required documents for a quality course are shared. The goals of this resource are to assist you to:

Build on your current instructional design skills/strategies and learn about online course development cycle.Improve the quality of your online course.Investigate and identify various effective promising practices and checklists for online course development and delivery.

 

Below are two checklists; one for course development phases and one for quality elements:

 

Online and Blended Course Quality Checklist

Online Course Development Checklist

 

Massive Open Online Course (MOOC)

Massive Open Online Course (MOOC) is added to this resource as the recent development in the area of online learning carrying three key characteristics:
1) low cost or no cost,
2) open access
3) large-scale participation

MOOC Development Checklist

edX MOOC checklist

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Personalization and Quality Assurance Will Be Central to Higher Ed’s Shifts in 2016

Personalization and Quality Assurance Will Be Central to Higher Ed’s Shifts in 2016 | Quality assurance of eLearning | Scoop.it

Deb Adair | Managing Director and Chief Planning Officer, Quality Matters

 

Higher education is shifting toward using technology to help scale the delivery of personalized and customized experiences and implementing accountability measures to ensure quality to both internal and external stakeholders.

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Quality Assurance (QA) guide for distributed education

Quality Assurance (QA) guide for distributed education | Quality assurance of eLearning | Scoop.it
RRHEAL has commissioned a Quality Assurance Toolkit for distributed education delivery. The toolkit can be used to self assess or peer review the quality of the educational intervention developed. The aim is to provide advice and support for quality assuring education within a remote and rural setting. 
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The Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) from the online teaching and learning perspective - TeSLA Project

The Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) from the online teaching and learning perspective - TeSLA Project | Quality assurance of eLearning | Scoop.it
The organisations representing quality assurance agencies as part of TeSLA project consortium have conducted an analysis of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) from the online teaching and learning perspective. The ESG are the basis for quality assurance in the European Higher Education Area (EHEA). They have …
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QAA and Hefce set out contrasting visions on quality

QAA and Hefce set out contrasting visions on quality | Quality assurance of eLearning | Scoop.it


A UK-wide, co-regulatory system is pitched by the QAA at its annual conference while Hefce focuses on changes needed for England's market regime


The higher education sector and politicians back a continued UK-wide quality system, the Quality Assurance Agency's chief executive has claimed in a speech to its annual conference.


The future of the QAA, which held its conference at the University of Birmingham last week, has been placed in question by a new operating model for quality assurance set in motion by the Higher Education Funding Council for England.


Hefce has put elements of work currently undertaken by the QAA out to competitive tender, with private firms such as Tribal and Capita said to have been approached to see if they would bid.


Speeches at the QAA conference from Douglas Blackstock, the QAA chief executive, and Susan Lapworth, Hefce director for regulation and assurance, considered future scenarios.



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Launch third edition E-xcellence manual

Launch third edition E-xcellence manual | Quality assurance of eLearning | Scoop.it
The third edition of the E-xcellence manual has been launched on 13 April 2016. This new edition includes additional material reflecting on new and recent trends: the rapid rise of Massive Open Online Courses (MOOCs), a surge of interest in learning analytics, and an increasing use of learning design in a more systematic approach to the development of e-learning courses. A number of other topics that are not yet widespread have also been included, such as an increased focus on personalisation, flipped approaches to teaching, virtual and remote laboratories, digital badges and e-portfolios. The new manual can be downloaded here.
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High-rise challenge: the new quality assessment model - Wonkhe

High-rise challenge: the new quality assessment model - Wonkhe | Quality assurance of eLearning | Scoop.it
Paul Greatrix goes through the new quality assessment model in depth and asks whether the new framework poses too high a challenge.
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Too little or too much? HEFCE's new model for quality assessment - Wonkhe

Too little or too much? HEFCE's new model for quality assessment - Wonkhe | Quality assurance of eLearning | Scoop.it
Mark Leach takes a first look at HEFCE's new Quality Asessment system and framework - which sets out a great change to the system. But is it too much or too little given the Government's own plan for quality and regulation in HE?
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Welcome to Michael9ja: The Quality Dilemma In Distance Education

With the proliferation of online learning providers and the challenges presented by the distance education sector to state regulators and accrediting bodies, it is not surprising that “buyer beware” is the watchword for students, institutions, and public agencies alike. In the current environment, it is incumbent on organizations to demonstrate the quality of their services in ways that are intelligible to potential students and their employers, faculty and staff, regulators, and government agencies. The admirable attempts to define quality standards and best practices for online education have done little to assuage the skepticism of representatives in the academy, who are more accustomed to face-to-face delivery directed to bounded communities. Fully addressing the roots of such skepticism is beyond the scope of this paper; however, its presence informs much of the technical discussion around quality assurance frameworks in higher education in general, and in online delivery in particular.
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EFMD Launch EOCCS - EFMD Online Course Certification System - MBA News Digest -

2/24/16 At the 2016 EFMD Conference for Deans & Directors General in Budapest hosted by the Corvinus University of Budapest, EFMD officially launched EOCCS – EFMD Online Course Certification System. Prof. Eric Cornuel, Director General & CEO of EFMD, said: “EOCCS is a vital addition to the EFMD portfolio of quality services. It gives online courses within …
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e/merge Africa seminar Quality Assurance in eLearning and OERs

This is an Adobe Connect recording with Dr. Ephraim Mhlanga from the South African Institute for Distance Education (SAIDE). Recording from 2 December 2015
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Wanted: New role for education department’s inspector general | Christensen Institute

Wanted: New role for education department’s inspector general | Christensen Institute | Quality assurance of eLearning | Scoop.it

The story is out that the U.S. Department of Education’s inspector general is scrutinizing Western Governors University (WGU), the nation’s largest competency-based university and a high-quality innovator. The audit is likely around whether the faculty interaction with students at WGU is “regular and substantive” enough to meet the Higher Education Act’s requirement for distance education.

 

This is a waste of time and taxpayer money and only serves to slow down the innovation that is so sorely needed in higher education.

 

On the measures about which students, society, and government ought to care, WGU is an exemplar. The University has a record of good student outcomes that have improved over time. Those outcomes can be measured by everything from actual learning to job placement rates and employers’ satisfaction with the WGU graduates they hire. WGU is a disruptive innovator that has reduced costs dramatically to make a high-quality higher education within reach for many students who otherwise would not have access to college. And the University is consummately focused on actual student learning far more so than almost any other university in the world, as students only accumulate credits and move on when they demonstrate true mastery of a concept or skill, not based on the arbitrary measure of time that most of higher education responds to today.

 

So why the inspector general’s audit?

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QM Higher Ed Newsletter: Program Certification, a message from QM's Executive Director and more.

QM Higher Ed Newsletter: Program Certification, a message from QM's Executive Director and more. | Quality assurance of eLearning | Scoop.it
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MOOC Info | Quality Digital Learning MOOC

About

 

How can quality be measured in digital learning?Can the same criteria of traditional e-learning be used to measure the quality of new learning scenarios, such as mobile learning, gamified solutions or MOOCs?What are the added values of an international community working on the topic of quality in digital learning?

 

These are only some of the questions that will be tackled during the MOOC.

 

The MOOC on Quality in Digital Learning will be implemented on behalf of the ECBCheck initiative involving experts from this community of international organisations, such as UNU, UNITAR, FAO, ITC-ILO, World Bank Institute and GIZ, among others. Subject-matter experts will provide input through webinars, videos and Q&A sessions, as well as by sharing relevant material. However, the crucial part of the MOOC is the involvement of participants by providing the opportunity to share their own resources and bring in individual expertise and experience. Exchanging ideas and opinions with peers and experts and co-creating new material which will be made available to the community are therefore essential elements of the MOOC.

https://quality4digitallearning.org/mooc-info/

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