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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
Curated by Harvey Mellar
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Reputations at risk as platforms fail to screen Moocs

Reputations at risk as platforms fail to screen Moocs | Quality assurance of eLearning | Scoop.it
Poor-quality courses on platforms such as Coursera, edX and Udacity could cause reputational damage to universities, says Oxford expert
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Toward a Quality Model for UNED MOOCs

Toward a Quality Model for UNED MOOCs | Quality assurance of eLearning | Scoop.it
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INNOQUAL call for papers, special issue on Quality of MOOCs

INNOQUAL call for papers, special issue on Quality of MOOCs | Quality assurance of eLearning | Scoop.it
The next issue of INNOQUAL is foreseen to be published in May 2014 and welcomes submissions until the 31st of March on:
INNOQUAL themes (permanent) and
a special issue on “Quality in MOOCs”
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EUROPA - PRESS RELEASES - Press release - EU high level group: train the professors to teach

EUROPA - PRESS RELEASES - Press release - EU high level group: train the professors to teach | Quality assurance of eLearning | Scoop.it

The EU high-level group on modernisation of higher education publishes its first report today on improving the quality of teaching and learning in universities. The group, chaired by former President of Ireland Mary McAleese, makes 16 recommendations (see Annex 1) which include a call for mandatory certified training for professors and other higher education teaching staff, more focus on helping students to develop entrepreneurial and innovative skills, and the creation of a European Academy of Teaching and Learning.

 

Next steps

The high level group will now begin work on the second part of its mission, focused on how to maximise the impact of new methods of delivering quality higher education, such as massive open online courses ('MOOCs'), which enable people to access higher education from their homes. Partners in 11 countries recently launched the first pan-European MOOCs with the support of the European Commission (IP/13/349). The high-level group's next report is due to be published in June 2014.

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Recommendation 4

All staff teaching in higher education institutions in 2020 should have received certified pedagogical training. Continuous professional education as teachers should become a requirement for teachers in the higher education sector.

 

Recommendation 5

Academic staff entrance, progression and promotion decisions should take account of an assessment of teaching competence alongside other factors.

 

Recommendation 11

Higher education institutions – facilitated by public administrations and the EU – should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era,, and should exploit the opportunities presented by technology to improve the quality of teaching and learning

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The failure of Udacity: lessons on quality for future MOOCs

The failure of Udacity: lessons on quality for future MOOCs | Quality assurance of eLearning | Scoop.it
The promise was simple, but the idea couldn’t have been bigger.Massive Open Online Courses (MOOCs) would make courses from Harvard and MIT available free to anyone with an internet connection.
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QUODL - Quality of Online & Distance Education: Pile ‘em high; sell ‘em cheap!

QUODL - Quality of Online & Distance Education: Pile ‘em high; sell ‘em cheap! | Quality assurance of eLearning | Scoop.it

 

 

...........................

 

So what has all this got to do with education and in particular online education?

 Well for a start I see education as being akin to selling and, before you all write comments to object to the analogy, not the old fashioned, second-hand car type selling.  I mean the selling of ideas, bringing our audience (students/ learners, etc.) to a new way of understanding, hopefully, somewhere near to our own. Dan Pink’s book is all about the selling of ideas.  The idea behind the Analysis part of ADDIE is that we take the perspective of our learners, understand their background, family, experience and approach to learning.  We already have the Tesco’s model in education with the current class sizes, universities opening their doors to wider participation and industry entertaining online education.  We have teachers, lecturers and trainers who try to make sure that quality is also considered; they supply quality environments and attempt to limit online class sizes; they encourage small group interaction, self-development and self-directed learning; they support, cajole, scaffold and guard netiquette.  But there are changes afoot in education.  Course developers are encouraged to skip past the analysis stage(s), which provide the chance for perception-taking; course owners wish to reduce the cost of courses – and MOOCs have entered the marketplace.   So now we have “pile ‘em high and sell ‘em cheap” in education but with a difference.  It is the students we are piling high and it is the courses we are selling cheap. 
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QAQE SIG one-day discussion meeting Friday 6th September 2013 – Fielder Centre, University of Hertfordshire | Quality Assurance & Quality Enhancement in e-Learning

QAQE SIG one-day discussion meeting Friday 6th September 2013 – Fielder Centre, University of Hertfordshire | Quality Assurance & Quality Enhancement in e-Learning | Quality assurance of eLearning | Scoop.it

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.

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An explanation of how ACE accredits MOOCs

An explanation of how ACE accredits MOOCs | Quality assurance of eLearning | Scoop.it

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.

- See more at: http://www.tonybates.ca/2013/07/26/an-explanation-of-how-ace-accredits-moocs/#sthash.YZvGpT1x.dpuf

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Week 11, MOOOCS – Massive Opportunities to Overcome Organisational Catastrophes, by Gilly Salmon

Week 11, MOOOCS – Massive Opportunities to Overcome Organisational Catastrophes, by Gilly Salmon | Quality assurance of eLearning | Scoop.it
Professor Gilly Salmon is Pro Vice-Chancellor, Learning Transformations at Swinburne University of Technology in Melbourne , Australia. Previously, she was the Executive Director and Professor (Lea...

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Week 10: Quality and the eye of the MOOC beholder: Perspectives from the OERu on mOOCs and micro-credentials by Wayne Mackintosh

Week 10: Quality and the eye of the MOOC beholder: Perspectives from the OERu on mOOCs and micro-credentials by Wayne Mackintosh | Quality assurance of eLearning | Scoop.it

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.

- See more at: http://mooc.efquel.org/week-10-quality-and-the-eye-of-the-mooc-beholder-perspectives-from-the-oeru-on-moocs-and-micro-credentials-by-wayne-mackintosh/#sthash.sgIl0uq0.dpuf


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We need to talk about quality: MOOCs - a question of quality and standards?

We need to talk about quality: MOOCs - a question of quality and standards? | Quality assurance of eLearning | Scoop.it

QAA one-day conference on the challenges of quality assuring Massive Online Open Courses (MOOCs).

 

 

 

Event date:             8 July 2013         

Location: British Academy, London SW1   

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Week 7: MOOCs & Quality by Martin Weller

Week 7: MOOCs & Quality by Martin Weller | Quality assurance of eLearning | Scoop.it

I’m tempted to suggest that above all MOOCs should hang a sign that declares “abandon all quality measures”, because most of the ones we have developed for formal education don’t apply in MOOCs. We have developed a set of quality measures based on a specific relationship between the education provider and the student. That relationship is fundamentally altered in a MOOC, and so those of existing measures are not applicable. - See more at: http://mooc.efquel.org/week-7-moocs-quality-by-martin-weller/#sthash.bBOwV8Ix.dpuf


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We need to talk about quality: MOOCs - a question of quality and standards?

We need to talk about quality: MOOCs - a question of quality and standards? | Quality assurance of eLearning | Scoop.it

QAA one-day conference on the challenges of quality assuring Massive Online Open Courses (MOOCs).

 

Event date:  8 July 2013          Location: British Academy, London SW1

 

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The corridor of uncertainty: Opening up higher education - Opportunity or challenge for quality?

The corridor of uncertainty: Opening up higher education - Opportunity or challenge for quality? | Quality assurance of eLearning | Scoop.it

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?

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QAA publishes position statement on MOOCs

QAA publishes position statement on MOOCs | Quality assurance of eLearning | Scoop.it

Massive open online courses, or MOOCs, are free, open to all, online higher education courses. They offer higher education study by distance learning, with course information and resources available online.

 

In response to the growth in popularity and availability of MOOCs, QAA has published a statement that outlines how these courses relate to its review and enhancement activity.

QAA advises providers of higher education to use the Quality Code in developing all aspects of their programme offer, including MOOCs. The Quality Code is designed to be flexible, and its principles apply to all types of higher education provision.  

QAA also commits to working with providers that currently offer MOOCs and those that may do so in the future in order to identify and share sound practice in quality assurance and enhancement.

The statement makes it clear that QAA does not currently formally scrutinise MOOCs in review activity, but that providers are welcome to cite any work in developing these courses in evidence provided to QAA as part of a review.

Full details of QAA's position on MOOCs can be found in QAA's position statement on MOOCs - http://www.qaa.ac.uk/Newsroom/News/Documents/QAA-position-statement-MOOCs.pdf

 

 

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INNOQUAL Special Call for papers: “Quality in MOOCs” | EFQUEL

INNOQUAL Special Call for papers: “Quality in MOOCs” | EFQUEL | Quality assurance of eLearning | Scoop.it

The International Journal for Innovation and Quality and in Learning (INNOQUAL) is dedicating a special issue on “Quality in MOOCs” which will be published in May 2014.

The call for papers is open now, and can be downloaded here.

The editorial board welcomes submissions on the follow aspects:

Conceptional and theoretical considerations on quality development/management for MOOCsEmpirical studies assessing the quality of MOOCs/ large- and medium-scale evaluations of MOOCsEmpirical studies on learner achievements and success (e.g. by metrics or surveys) with diversified view what success constitutes for this new form of online learningEmerging models for quality assessment in MOOCs

- See more at: http://efquel.org/innoqual-special-call-for-papers/#sthash.gMxwosF8.dpuf

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Good MOOC or bad MOOC? The OpenupEd quality label

During the master class on the role of MOOCs in higher education (23 October 2013), a draft version of the 'OpenupEd label' was launched. The presentation of John Rosewell introducing this label can be viewed here as well as on slideshare. On the 7 November the OpenupEd label was slightly improved and is now under review.


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MOOCathon in Barcelona

MOOCathon in Barcelona | Quality assurance of eLearning | Scoop.it
During the EFQUEL Innovation Forum 2013 in Barcelona we held a three session long MOOCathon. The aim was to present and reflect on the findings of the MOOC Quality Project and ask participants to i...
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SIG Presentations | Quality Assurance & Quality Enhancement in e-Learning

SIG Presentations | Quality Assurance & Quality Enhancement in e-Learning | Quality assurance of eLearning | Scoop.it

Presentations from Quality Assurance and Quality Enhancement in e-Learning discussion meeting – Friday 06.09.2013

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First of its kind: “MOOCathon” – Marathon session on Quality and MOOCs

First of its kind: “MOOCathon” – Marathon session on Quality and MOOCs | Quality assurance of eLearning | Scoop.it
MOOCs represent the latest stage in the evolution of open educational resources. First was open access to course content, and then access to free online courses.
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Week 12: About MOOC in Europe by Yves Epelboin

Week 12: About MOOC in Europe by Yves Epelboin | Quality assurance of eLearning | Scoop.it
Professor at University P.M. Curie (Paris, France), Doctorate of Sciences at UPMC, 1974, in Materials Sciences (cristallography), Worked at IBM Research for 2 1/2 years between 1977 and 1989, Gener...
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MOOCs and quality – a report from a day conference in London by Dr Matthew Nicholls

I recently attended this QAA event on MOOCS in London for the University. Speakers included David Willetts, the Minister for Universities and Science, and Sir Timothy O’Shea, Vice Chancellor of Edi...
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EFQUEL MOOC Quality Project Week 9: The Pedagogy of MOOCs by Paul Stacey

EFQUEL MOOC Quality Project Week 9: The Pedagogy of MOOCs by Paul Stacey | Quality assurance of eLearning | Scoop.it

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. -

See more at: http://mooc.efquel.org/week-9-the-pedagogy-of-moocs-by-paul-stacey/#sthash.llvYLHsA.dpuf


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Week 8: MOOCs, a student perspective; Julius Kvissberg

Week 8: MOOCs, a student perspective; Julius Kvissberg | Quality assurance of eLearning | Scoop.it
Julius Kvissberg studies economics at Lund University School of Economics and Management, Sweden. He is active in the Student Union where he is the vice president of the education committee and he ...
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Week 6: Quality of MOOCs: Keeping our promises!

Week 6: Quality of MOOCs: Keeping our promises! | Quality assurance of eLearning | Scoop.it

By Claudia Bremer 

Some personal words to begin with
When I was asked to participate in this series of blog posts, I said yes immediately, because I considered the idea so creative as a way to bring together people on one subject. Finally, when I sat down to write my contribution, I realized how challenging this task was because of the great contributions that have been posted up to now (thanks to all the other authors for their great ideas! ) At the end it seemed to me as the only way I could deal with the task was to share my very personal perspective on quality in MOOCs. And thanks to the facilitators: this is exactly what they wanted us to do!


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