On the 25th of September, the afternoon before the EFQUEL Innovation Forum 2013, EFQUEL will organise a half day training session on its quality services entitled “Training for Quality Managers – Prepare for ECBCheck, UNIQUe and ECBCheck programme...
This is the blog of Peter Condon, Learning Architect and Mentor at The Online Learning Development Company, (http://www.toldco.co.uk/)and National Partner with epprobate in the UK and Ireland.(http://epprobate.com/) TOLDCº is focused upon the quality of the learning experience throughout the online learning environment – supporting institution and industry managers, online tutors, authors, technicians and instructional designers in their quest for continual quality improvement.
Don’t worry, we’ve got it covered. Quality of ODL has been a major part of my thinking for many years. More recently I have been reading posts that imply that we have reached the stage where everybody knows about quality and it is just a case of establishing or embedding systems within our organisations. This concerns me but there again, I have often been told that my concerns over quality were silly; ‘don’t worry, we’ve got it covered’. I am not sure whether our learners would agree.
This free one-day discussion meeting will explore challenges facing the sector in relation to assuring quality whilst also enabling quality enhancement and innovation through technology enhanced learning (TEL). We will be considering the rapid increase in the development of MOOCs (Massive Online open courses) and the impact of the Key Information Set (KIS) requirements on UK Higher Education Institutions.
For Yair Levy, associate professor of information systems at Nova Southeastern University, interest in e-learning security started the day he heard a department chair justify mandating proctored exams in a lab environment because, if an e-learning...
At least in Canada, we are seeing many campus-based universities and colleges trying to move online learning into the mainstream, through hybrid learning, MOOCs and the use of digital resources, such as OERs. This presentation, based on 11 case studies from Europe and North America, plus recent consultancy work in a dozen universities and colleges, identifies several challenges institutions face when they try to integrate digital resources into their teaching. Several strategies for responding to these challenges will be offered. Some of the issues to be addressed will be course design, leadership, setting appropriate goals for online learning, governance (i.e. decision-making structures), managing costs and resources, training of instructors, and the management of innovation. All these issues need to be successfully addressed if real change is to happen.
This white paper discusses the most common problems learning project managers encounter in the quality assurance testing phase, introduces best practices for testing e-learning courses, and explains how to use technology and a simple but rigorous...
As an open educator, in the past I have suggested that it is better to have a poor quality resource which is open than a high quality resource which is closed. Similarly, in open teaching, it is better to encourage and embrace ongoing experimentation with the formats associated with the cMOOC pioneers than constrain future innovation in learning to the confines of conventional quality standards.
There is a great deal of energy, enthusiasm, and change happening in today’s education sector. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to create new forms of education. Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs) have all gained traction as significant drivers of education innovation. -
Basically the intended readers of these Guidelines are practising teachers at the chalkface and their students. While MOOC (and now mOOC) cater to tertiary students, these OER Guidelines cater for pre-tertiary teachers and their students – including those in pre-primary, primary, and secondary education and those in vocational education and informal education (eg adult lifelong learning, and out-of-school teaching and learning). This is version-1.0, and version-1.2 should be ready by the end of July. A draft consultatation version-v1.2 (4.6MB) is available for you at http://www.open-ed.net/oer-quality/tips-v1.2.pdf. Versions will be continuously released in consort with feedback received from ongoing workshops and experience reported by users. You can get copies from me through email if you have difficulty with internet access.
Carey, T., & Trick, D. (2013). How Online Learning Affects Productivity, Cost and Quality in Higher Education: An Environmental Scan and Review of the Literature. Toronto: Higher Education Quality Council of Ontario
Why this paper is important
In July, the Higher Education Quality Council of Ontario published the above report. This is a very important development for online learning in post-secondary education as it takes a very hard look at quality, cost and productivity and comes forward with recommendations to government. This is a paper that is likely to be read (and should be read) by legislators, state and government policy makers, university and college boards and senior university and college administrators.
I am also exploring through a series of blogs the issue of productivity and online learning, partly because of dissatisfaction with the current state of thinking about this issue, which became apparent working with this project.
For this reason, I am setting aside my hat as an Advisory Board member who commented on the penultimate draft, and and am here providing a full analytic review of the paper. To do this, I have had to reproduce key parts of the document, but I strongly recommend that the HEQCO document is read in full. Quotes from the actual paper are in italics, although I have edited and abbreviated in part.
The paper focuses on the following questions:
What are the cost implications of a shift to online learning? Specifically, does a greater use of online instruction save institutions or systems money and, if so, under what circumstances? What do we know about the relationship between online learning and important variables that are often considered when discussing the “quality” of an institution or of a system?
Virtual UniversitiesThe Virtual University for Small States in the Commonwealth (VUSSC) has published "Transnational qualifications framework for the Virtual University for Small States in the Commonwealth". For a comprehensive account of the development of virtual universities around the world through the analysis of case studies, see the IEEP UNESCO project The virtual universities: models and messages Click here for a list of virtual universities. The African Virtual University (AVU) mentions quality assurance in the document "African Virtual university support project phase II". Chapter 7 of the second preparatory study for VUSSC The Changing Faces of Virtual Education (2001) is devoted to quality assurance issues. The project handbook “Reviewing the virtual campus phenomenon: the rise of large-scale e-learning initiatives worldwide” provides a comprehensive and useful appraisal of virtual campuses worldwide.
The complete EIF2013 programme is now available! Find it at here on the EIF2013 website.
This year’s forum will offer two full days of workshops, presentations, panels and keynotes, all on the topic of quality and learning, from different perspectives, in different sectors. Offering insights in methodologies, pedagogies, concepts, certification schemes, European key networks, policy recommendations and hands-on tools, the EIF2013 will be the place to be for people interested in quality and learning.
This year we will dedicate one session specifically to Quality for Virtual Mobility. EFQUEL together with its university partners, experienced since many years in setting up Virtual Mobility schemes, will now share with you their views on quality...
Over the next few weeks, WCET will publish a series of blog posts on Massively Open Online Courses. This, the first in the series, provides a detailed explanation of how ACE (the American Council on Education) assessed five Coursera courses.
ACE represents the presidents of U.S. accredited, degree-granting institutions, which include two- and four-year colleges, private and public universities, and nonprofit and for-profit entities.
Pat Book, the author of the post, is a Former Assistant Vice President at the American Council on Education, and led the process for assessing the courses.
At KnowledgeOne, we have our own exhaustive quality assurance checklist, which gives us the confidence that our products and services meet both the end-users’ and facilitators’ quality requirements and thoroughly cover the following areas: instructional design, technology, design and structure, assessments, resources and feedback.
Therefore we’ll present the following infographic with an open-ended question: “What elements do you consider important to check from a quality assurance point of view when providing e-learning?”
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