A global quality platform to review non-institutional education providers is to be piloted by America’s Council for Higher Education Accreditation and its International Quality Group. The platform is aimed at protecting students and is a response to the explosion of non-traditional provision – including MOOCs – and increasingly international higher education.
In a nutshell, the quality platform – which will be piloted within the next two months – is envisaged as a voluntary, non-governmental external review of non-institutional providers undertaken by an expert team and based on self-evaluation, using standards that include student outcomes.
The Council for Higher Education Accreditation, or CHEA, will facilitate its development but the platform will need to be operated by an existing or new organisation, said CHEA President Judith Eaton.
The quality platform was discussed at a webinar last week titled “Exploring External Quality Review for Non-Institutional Providers” and attended by US higher education professionals and officials but also people from countries such as Barbados, Belgium, Ghana and Israel.
9th European Quality Assurance Forum Changing education – QA and the shift from teaching to learningHosted by the University of Barcelona, Barcelona, Spain 13-15 November 2014
The European Quality Assurance Forum (EQAF) provides a unique platform for the higher education and quality assurance (QA) communities to monitor, shape and anticipate developments in the field. The main purpose of the Forum is to foster a dialogue on QA that bridges national boundaries and leads to a truly European discussion on QA in higher education, and to create a common European understanding of QA through discussions and networking among different stakeholder groups.
Don’t miss the Best Practices in Online Course Design webinar series presented by SoftChalk and Quality Matters! In this series, educators from across the country will demonstrate how they design and deliver effective online courses using Quality Matters standards and SoftChalk Create. Each webinar will focus on best practices for one or more of the QM standards.
Getting Started with Quality Overviews and Introductions
Wednesday, April 30
Adding Accessibility to Online Courses: Making your online course accessible for all types of learners
Monday, May 19,
Promoting Learner Interaction and Engagement in Online Courses
Wednesday, June 11
Engaging Learners through Course Technology
Wednesday, July 23
Incorporating Assessment and Measurement tools into your Online Course
Quality Matters has designed two national studies to capture the student voice on QM's impact on students and is providing free or significantly discounted opportunities for participation by subscribing institutions. These are the first national, inter-institutional research projects conducted by QM.
Research Project 1: Quality Matters for Online Students: A National, Inter-institutional Study on the Impact of QM on Online Student Priorities and Satisfaction
Research Project 2: Hearing the Student Voice: Semantic Analysis of Student Course Feedback Aligned to Quality Matters General Standards
Arab Organization for Quality Assurance in Education (AROQA) is a non-profit independent organization established in Belgium for the purpose of setting educational standards and providing quality assurance and accreditation services and certification to governmental and private educational institutions in the Arab World.
ICDE invites bids for proposals to undertake a study of existing quality guidelines, benchmarks and standards. ICDE needs to establish an overview of the global situation with regards to existing relevant standards and guidelines for open, distance, flexible, and online education, including e-learning. The study will provide overview, analysis and recommendations to ICDE's future work on quality guidelines, benchmarks and standards.
This year’s hot topic was the review of the 10-year old NSS (National Student Survey) by Professor Janet Beer‘s opening keynote as current chair of the steering group for the National Student Survey (HEPISG).
From Professor Beer, we learnt the current state of the NSS review: the NSS is staying with some rewording and modifications (it has been 10 years since the NSS started!), and the consideration of including questions on student engagement and academic experience. The 3 purposes of NSS remain valid (Quality Enhancement, Quality Assurance and public information). As Professor Beer observed, there was ‘limited appetite for change and support for retaining most questions’; the timeline of changes is as follows:
Autumn 2014 – cognitive testing of new NSS surveySpring 2015 – piloting new NSS survey2017: first new NSS survey
All online courses produced and delivered by CMU Online are subject to this quality assurance process. Those modules which have been quality assured, comply with these standards, and will be marked by a quality stamp clearly visible on the welcome and introductory page. These standards were developed based on Maximizing Learning (for more info, Expectations for the Faculty Role, Expectations for Students)
This meaningless pursuit of 'quality' is transforming academics into part-time administrators
Administrators in universities used to be people who would support academics in their role. Now it feels increasingly as if the administrative machine follows Parkinson's law, not only creating more work for themselves (under the guise of quality monitoring) but also more work for people who entered academia.
Strategic planning at every level used to be the responsibility of people who had already gained the trust and respect of their peers in teaching and/or research. Now, I see an increasing number of people who have no noteworthy research and supervision experience, who switch to administration, and are then put in charge of teaching, research and supervision committees.
The holy grail of all this administrative work is "quality". Quality monitoring, quality reporting, quality measuring, Office of Quality and so forth – this is the name of the new deity. I am afraid however, that all this paperwork suffocates its own raison d'être. All of these monitoring mechanisms are geared to measure activity, but not quality.
The Quality Matters Higher Education Rubric, Fifth Edition, 2014 is a set of 8 general standards and 43 specific standards used to evaluate the design of online and blended courses. The Rubric is complete with annotations that explain the application of the standards and the relationship among them. A scoring system and set of online tools facilitate the evaluation by a team of reviewers.
Unique to the Rubric is the concept of alignment. This occurs when critical course components - Learning Objectives (2), Assessment and Measurement (3), Instructional Materials (4), Course Activities and Learner Interaction (5), and Course Technology (6) - work together to ensure students achieve desired learning outcomes. Specific standards included in Alignment are indicated in the Rubric annotations.
We’re currently working with several partners to design and run an open online course aimed at creating a better understanding of quality in e-learning. As part of this process EFQUEL facilitated a workshop 16 July at our new Brussels office. The workshop’s aims were to agree on course content, learning objectives, learning activities as well as assigning roles and creating an action plan. The development of this course is in collaboration with partners in the following projects: OEI (Open Educational Ideas), EMMA (European Multi Mooc Aggregator), SEQUENT and HoTEL (HOlistic approach to Technology Enhanced Learning). In line with our open philosophy all course development is freely shared and we welcome external contributions. You can contribute to the initiative by adding your suggestions in this document. - See more at: http://efquel.org/efquel-mooc-on-e-learning-quality/#sthash.TBZUeNEs.sq5ceom5.dpuf
The proposal for the revised version of the “Standards and Guidelines for Quality Assurance in the European Higher Education Area” (ESG) was discussed at the Bologna Follow-up Group (BFUG) meeting on 9-10 April in Athens, Greece. Following discussions at the meeting, the ESG Steering Group was asked to produce written proposals on how the suggested changes might be integrated into the revised ESG and to carry out a survey targeting the BFUG members to gain an understanding of the level of consensus on the proposed changes. This survey has now been completed and the outcome was discussed by the ESG Steering Group at a meeting in Brussels on 25 June. The revised draft will be submitted to the BFUG Secretariat for discussion at the next BFUG meeting in Rome on 18-19 September. We remain hopeful that the Ministers responsible for higher education will adopt the revised ESG at the Bologna Ministerial conference in Yerevan, Armenia in 2015.
This eRubric can be used to self-assess eLearning projects using the eCampusAlberta Essential Quality Standards 2.0. For each of the standards, you will be able to "Enter Answers" to score your eLearning projects. When you click on "Enter Answers" to begin using the eRubric for the first time you will be prompted to set up a user account. You can either set up a short-term Guest Account which will be available for 7 days, or sign up for a long-term personal account.
Collection and Semantic Analysis of Real-Time Student Feedback
Annapolis, MD and Santa Clara, CA (June 26, 2014) – DropThought and Quality Matters (QM) announce their collaborative partnership to advance research on the online student experience. QM offers faculty-centered, continuous improvement models for assuring the quality of online courses through peer review and is looking to determine the effects of quality design on the student experience in online courses. Enabled by DropThought’s Instant Feedback platform and semantic analysis capabilities, QM invites its subscribing, higher education institutions to join the study, Hearing the Student Voice: Semantic Analysis of Student Course Feedback Aligned to Quality Matters General Standards. More information about this groundbreaking study can be found on the QM website.
“For students, their experience in an online course matters to them in ways that affect more than just grades. By collaborating with DropThought, we can benefit from their expertise and leverage their sophisticated tools to better understand how student experience relates to QM’s research-based standards designed into the students’ courses,” says Deb Adair, Managing Director and Chief Planning Officer of Quality Matters.
While I cannot possibly compare the relative ease and comfort of working as a quality assurance (QA) specialist in the e-learning and training field to my grandmother's more dangerous responsibilities during wartime, I do ...
Devrim Ozdemir, Ph.D. George Mason University firstname.lastname@example.org
Rich Loose Black Hills State University email@example.com
With the growing demand for quality online education in the US, developing quality online courses and online programs, and more importantly maintaining this quality, have been an inevitable concern for higher education institutes. Current literature on quality assurance in online education mostly focuses on the development of review models and frameworks as well as the development of review rubrics. The development of comprehensive models in addition to the valid and reliable quality assurance review rubrics is very important for the development of quality online courses and programs. However, it is also important to maintain this quality once the quality is attained. Factors such as increasing number of online courses, dynamic faculty body delivering these courses, and disruptive innovations in online education continue to make the ongoing maintenance of the quality of online education particularly challenging. This article presents the development and implementation processes of an electronic quality assurance review system for the scalable development of online courses in a regional university in the Midwest US. In particular, we will introduce the context of online course development in the university, present the reasons for developing such a system, outline the framework of the system, and present the implementation process of the system. Finally, we will discuss the future recommendations for our existing system. Our goal is to present our case as a guide to those higher education institutes which are responding to growing demand in quality online education.
The Open ECB Check Initiative will take the notion of quality assurance another step ahead at this years' E-Learning Africa Conference, which is the largest gathering of eLearning and ICT supported education and training ...
BlendKit Reader Second Edition Review Team included Linda Futch, Wendy Clark, Loretta Driskel, Wilma Hodges, Cub Kahn, Apostolos Koutropoulos, Denise Landrum-Geyer, and John Okewole. If the second edition is helpful, thank the review team. If not, blame the editor.
Questions to Ponder
How will you know whether your blended learning course is sound prior to teaching it? How will you know whether your teaching of the course was effective once it has concluded?
With which of your trusted colleagues might you discuss effective teaching of blended learning courses? Is there someone you might ask to review your course materials prior to teaching your blended course?
How will you make it easy for this colleague to provide helpful feedback?How are “quality” and “success” in blended learning operationally defined by those whose opinions matter to you? Has your institution adopted standards to guide formal/informal evaluation?
Which articulations of quality from existing course standards and course review forms might prove helpful to you and your colleagues as you prepare to teach blended learning courses?