High quality higher education is of utmost importance for students, institutions and society. An education of high quality provides the right tools for students to meet future challenges. A high quality higher education system is characterized by removing all obstacles to access, and facilitating progress and completion; implementing a student-centred approach to learning and fairly assessing students. This system must also be braced by adequate student support services; ensuring links between learning, teaching and research activities; individual, social and civic training for responsible and active citizens; mobility opportunities; academic freedom; and where students are considered full members of the academic community and competent, constructive partners.
ESU believes that the quality of higher education should be one of the highest priorities in the debates within the European higher education society. High quality and accessibility are two sides of one coin. It is of the highest importance that all higher education is accessible and of high quality in order to give the best possible conditions to enter and complete higher education.
In Spring 2013 we invited book chapters with the aim of contributing to the knowledge base on quality in vocational education and training. Given the recent launch of the EQAVET indicators, we were mainly interested in three topics within the VET sector: Methodologies and Use Cases of Quality Indicators; ICT for Evaluation and Self Evaluation; and Investment in training of teachers and trainers. The book presents a selection of insightful chapters received from dedicated researchers and VET practitioners from all around Europe and beyond. You can download the publication here. Enjoy the read. Editors: Anne-Christin Tannhäuser & Sandra Feliciano
LINQ 2014 will address innovations and quality in lifelong learning, education and training: potential points of access to this field include new learning methods and design, technology-enhanced learning, quality standards and certification, human resources development, competences and skills, digital resources, learning materials, and online collaboration and communities.
We are happy to announce that the 9th EFQUEL Innovation Forum 2014 will take place in conjunction with the LINQ 2014 Conference to shape the 2014 mega event for quality and innovation in education and learning. The 9th EFQUEL Innovation Forum in 2014 will address one of the greatest challenges in today’s quality development for education and training: how to achieve quality for opening up education (http://eif.efquel.org).
Standards for interoperability are increasingly important as platforms, applications, systems, and technologies for learning and education proliferate. Many readers of this magazine are already familiar with SCORM and the Experience API (xAPI), learning management systems (LMSs), and Learning Record Stores (LRSs) because of the attention that government and corporate organizations have given them.
But what about the education field? The challenges for communicating information and for application compatibility become even greater there as educators strive to comply with national and state initiatives, such as (in the United States) Race to the Top and Common Core.
The IMS Global Learning Consortium (IMS GLC) is an international organization that develops open standards to meet these challenges. In this article, I offer a high-level overview of the group: a brief history and statement of its mission, its major standards, and a glimpse of where it is headed. The intent is to follow up in later articles with more in-depth looks at the major initiatives of IMS GLC.
Once upon a time education was based in institutions, which were seen as seats of learning. Every day people would accept the quality of the courses they took, presented by people they trusted to get them through exams. One day the internet gave people the opportunity to comment publicly on the quality of the products they bought. Because of that clever companies like Amazon took advantage of these comments to encourage buyers’ confidence and improve sales. Because of that people started looking for reviews of products in all sorts of selling areas before they made a purchase. Until finallyeducation realised that students are the best judges of course quality and began to prove the quality of their courses by showing student reviews alongside adverts for courses.
To be fair this is a few more words than 100 (127 if you wish to count) and the ‘Until finally’ bit might look like wishful thinking but it is happening now on the Unistats website (https://unistats.direct.gov.uk/) which is being linked by universities to their prospectus information against particular courses.
Educators and researchers working in the field of Open Educational Resources (OER) are invited to participate in a survey aimed at developing and validating a set of quality and pedagogical guidelines for the use of OER in higher education.
ADL is a standards body that began as a joint project of the US Department of Defense and the Department of Labor, and with industry participation. You may know ADL as the organization that brought us the SCORM standard.
SCORM, which is an acronym for Sharable Content Object Reference Model, is a standard specification for publishing, launching, and tracking eLearning and it remains a dominant standard in the eLearning industry. Essentially, SCORM-compliant eLearning courses can interoperate with any learning management system that also supports SCORM.
First published in 2000, they updated SCORM several times over the next decade. Many eLearning authoring tools and LMS products support the SCORM standard.
Since 2009, not much has happened with SCORM, which they designed for use with traditional eLearning design. SCORM is ill equipped to handle non-traditional learning that is informal, social, and mobile.
REFLECTIONS ON THE ANNUAL EFQUEL INNOVATION FORUM 2013, BARCELONA 25-27 SEPTEMER 2013
The EFQUEL Innovation Forum 2013 was held this year at the Open University of Catalonia in Barcelona 26-27 September 2013. The conference theme Refocusing Quality of e-learning attracted more participants than ever and from many continents. The conference was a great success and being in the programme committe it was a nice and busy time both in the planning process and during the conference. I was also happy to be elected to the board of EFQUEL and I am looking forward to be even more involved. I also did some disseminatiion on social media during the conference.
We are at last moving from a divided view of quality in education (traditional/e-learning) to a single concept of learning and teaching. Representatives of the major European higher education organisations ENQA, EUA, EURASHE and ESUwere all active contributors and ready to start a common discussion about how the area of e-learning quality can be integrated into traditional quality assurance criteria for higher education. This feels like a major breakthrough and hopefully specialist e-learning quality organisations will be able to contribute actively to the development of mainstream quality assurance in higher education.
epprobate is developing into a modern Community of Practice. It has always had an open culture, giving information and being a part of new thinking about quality in e-learning. It has always welcomed newcomers (that’s how I joined) and is eager to learn as much as teach. epprobate acts as a champion for quality in Courseware but it is also open to supporting quality in e-learning generally and the mix of ideas leads to new ways of approaching quality issues. There are changes happening at epprobate and I for one will be eager to see the results. Whatever they are it will be good for quality in e-learning!
Good assessment practice is designed to ensure that, in order to pass the module or programme, students have to demonstrate they have achieved the intended learning outcomes”. – The Quality Assurance Agency for Higher ...
UAE commission seeks to raise the bar for higher education in the Middle East The National “Benchmarks need to be set in areas such as e-learning so we can increase the trust in Arab higher education, which is a must and something we all need to...
We believe that the time has come to move away from theoretical models of learning where web-based learning/distance learning/e-learning are seen as simply emphasizing the separation of teacher and students.
Qualité des dispositifs d'apprentissage ne rimant pas toujours avec efficacité pédagogique, l'AWT fait le point sur les outils et bonnes pratiques en matière de conception de dispositifs d'apprentissage intégrant les Technologies de l'Information ...
By Cinda Holsombach-Ebner Embry-Riddle Aeronautical University
The course design and development process (often referred to here as the “production process”) at ERAU-Worldwide aims to produce turnkey style courses to be taught by a highly-qualified pool of over 800 instructors. Given the high number of online courses and tremendous number of live sections running at any given time, maintaining quality was a significant concern. The model of faculty instructors each producing and delivering their own online course would make achieving consistency in design and delivery difficult. While this production model is common at many schools, it is known to be ineffective (Bates, 2000, Laird, 2004, Chao, Saj, & Hamilton, 2010), so at ERAU-Worldwide it was decided to centralize the process using a collaborative course production team, administered through the Instructional Design and Development (IDD) department. Over time, a process evolved that ensures healthy collaboration among production team members and meeting quality standards based on sound learning, teaching and instructional design theoretical foundations, both factors cited as key influences on the success of distance learning efforts (Chao, Saj, & Hamilton, 2010). Several ERAU-Worldwide courses have won industry awards, including Quality Matters and Blackboard’s Exemplary Course Program, and the influence of the external course review and awards process on the establishment of course design and development quality standards will be addressed below in detail.