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25thNOVEMBER,2016Dr.EbbaOssiannilsson
EDENFELLOW,OPENEDUCATIONEUROPAFELLOW
A Global overview on quality in open online learning
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverviewon qualityinopenonlinelearning
Dr. Ebba OssiannilssonEDEN FELLOWOPEN EDUCATION FELLOWResercher, Senior Advisor and Consultant OOFATE-learning and Digitization Quality ExpertEDEN ECV President Swedish Association for Distans education (SADE)V President Swedish Association for e-Competence (REK)ICDE_ON_BOLDICEADTU and ICDE Quality reviewer, e-learning and MOOCsEC/ETWGDigitalandonline learninGIPTSOpenEdu Framework (quality)SIS/ISOQuality CommitteeGlobalOERGraduateNetwork(OUGN)SIS/ISO
Learning café at the Strand entitledA global view on quality in digital learning
During this Learning Café a global overview on quality in open online learning based on the research on behalf of ICDE on quality models in open online learning around the globe, and complemented by current trends in the areas of quality in open online learning will be shortly presented and discussed. The presentation will also focus on stakeholders and maturity levels within the organisations.
The Learning Cafe will be conducted in a participative mode. Reflections will be stimulated on how quality models and strategies can be implemented in the participants’ own organisation, and what is important to consider, at macro, meso and micro levels.
The Learning Café will end by a wrap up, and further directions to take.
The Learning Café requires active participation from the participants, but it does not require any special pre knowledge within the area of quality in open online learning. Everyone who has an interest in quality issues in open online learning today and for the future in the 21st century learning arenas is welcome.
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
QUALITYISINTHEEYEOFTHEBEHOLDER
TheEducation 2030:Towardsinclusiveandequitable qualityeducation andlifelong learning forall
Framework forAction,whichprovides guidance forimplementingEducation2030(TheIncheonDeclaration)
Ensure inclusiveandequitablequality education andpromotelifelong learning opportunities forallAccessInclusionandequityGenderequalityLifelong learning opportunities
EUCEN25thNovem
ber2
016_Ossiannilsson_AGlobaloverviewonqualityinopenonline
learning
TheQingdaoDeclarationpromotesuse of ICTtoachieveeducation targets innewsustainabledevelopment goals
Global,lifelong,lifewide learningarenas
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
“A fundamental change is needed in the way we think about education’srole in global development, becauseit has a catalytic impact on the well-being of individuals and the futureof our planet,” said UNESCO Director-General, Irina Bokova.
“Now, more than ever, educationhas a responsibility to be in gearwith 21st century challenges and aspirations, and foster the right types of values and skills that willlead to sustainable and inclusivegrowth, and peaceful livingtogether.”
UNESCO: Education needs to change fundamentally to meetglobal development goals (1)
TodayNewspaper 2ndSeptember2016
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
The4thIndustrialrevolution:whatitmeans,howtocope withit
• Theimpact onbusiness• Theimpact onorganizations
• Theimpact onpeople
TraditionalsocietytoknowIndustrialsocietytoknowandtoknowhowtodoInformationSocietyoccupationsthatnotexist4th Industrialrevolution,cyberphysicalsystems,robotization,bigdata,3dprinting,circulareconomy
EUCEN25thNovem
ber2
016_Ossiannilsson_AGlobaloverviewonqualityinopen
onlinelearning
Disruption – Innovationandchange forfuture learning
• Learningactivityinthecenter• Universitiesholdthemonopolyto
awardaccreditationsdegrees,willthisbestillinthefuture
• Douniversityofferwhatisneededforthelabormarket?
• Arelearnerslookingforproductsorservice
• Whataretheroleofprofessors?• AgendaUN2030• Whatistheroleofuniversitiesin• QuadrupleHelixinnovation;
government/Public,academic,Industry,citizen
• Needtocollaborateforasustainableworld
EUCEN25thNovem
ber2
016_Ossiannilsson_AGlobaloverview
onqualityinopenonlinelearning
Research
Content
Guidance
Assessment
Certification
Selection
Today
Educationa
lInstitution
Research
Research
Research
MOOCs
MOOCs
2030
Research
Content
Guidance
Assessment
Certification
Selection
Selection
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
+40QualityModelsonOER;MOOCs,E-learning,Onlinelearning
NormBased/Processbased
QualityMatrix
SetofCharacteristica
Natureofqualityinterventions
Perspectives stakeholders
Maturity level
Macro,meso andmicro level
Recommendations
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
Quality AssuranceAgencies will becomesprawling education regulations
Quality AssuranceAgencies willbecome Increasingly irrelevant
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
Normbased accreditation Processbased enhancement
Normbased vsProcessbased
Accreditation,Certification,Benchmarking
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
Qualiyty Model Certification Benchmarking Accreditation AdvisoryFramework
CHEA(theCouncilforHigher EducationAccreditation),US
E-xellenceEADTU
OpenupEdEADTU
The eLearningguidelines(eLg)
The E-LearningMaturityModel(eMM)
The OLC QualityScorecard
Quality Matters
Quality models aholistic approach(Ossiannilssonetal.,2015)
…Autonomy, Diversity, Inclusiveness, Just for me, Openness, Passion, Presence, Purpose
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
Setof characteristica (Ossiannilssonetal2015)
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
• Multifaceted – e.g.systemsuse amultiplicity ofmeasures forquality, andwill often considerstrategy,policy, infrastructure,processes,outputs andmore soastocometoawell-rounded view of holistic quality.
• Dynamic – e.g.flexibility isbuilt intosystems,toaccommodate forrapid-changes intechnology,aswell associalnorms.Forthis reason,theyrarely refer tospecific technological measures,andrather concentrate ontheservices providedtousers through that technology.
• Mainstreamed – e.g.while allthequality toolssurveyed aim athigh-level quality improvement,this isintended totrickle downthroughout theinstitution andbeused asatool forreflectivepractice byindividual members of staff intheirdaily work.
• Representative–e.g.quality systemsseek tobalance theperspectives anddemands ofvarious interested stakeholders,includingstudents, staff,enterprise,government andsociety atlarge.
• Multifunctional – e.g.most systems serveatriple function of instilling aquality culturewithin aninstitution, providing aroadmap forfuture improvement,aswell asserving asalabel of quality foroutside perspectives.
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
Stakeholders perspectives andmaturity levels of maturity (Ossiannilsson etal2015)
Designing Implementing Enhancing
Learners pespecive
Teacher perspective
Manager perspective
Organizational leaderperspective
Quality assuranceperspective
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
Quality interventions(Ossiannilssonetal2015)Initial/EarlyStage
Developing Mature Evolving
Stagedescription
Purpose ofquality schemes
Role of qualitymanagers/reviewers
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
THEREISNOSINGLEONEANDONLYQUALITYMODEL
• Norm based vs Processbased
• Intervention• Maturity level• Macro, meso, micro level• Stakeholders
• … but the importance of a holistic, contextualized approach
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
Rethinking quality - When thequestions are about …
• Impact,shorttime impact,longtime impact,andpersonal,socialandcommunity impact
• Studentengagement andsatisfaction
• Tracing studentactivity andachievements
• Efficacy of learning• Interactivity• Knowledge,skills,capability and
competenceies asasresult oflearning
• Faculty satisfactionwith theirconditions of pracice
• Indicators of faculty engagementinacademicdecisonmaking
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
Quality in open education IPTS (Inomorates dos Santos et al., 2016)
• Efficacy
• Impact
• Availability
· Accuracy
· ExcellenceEUCEN25thNovember
2016_Ossiannilsson_AGlobaloverviewon qualityinopenonlinelearning
Overtoyou…
• Workingroupsofthree/four
• What doyou considerasimportantqualitywithin one/orseveral ofthe six/ortenareas
• …are there others?
1. StrategicManagement2. CurriculumDesign3. CourseDesign4. CourseDelivery5. StudentSupport6. StaffSupport
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
Strategicmanagement
• Examplebenchmark– Theinstitutionhasane-learningstrategythatiswidelyunderstood
andintegratedintotheoverallstrategiesforinstitutionaldevelopmentandqualityimprovement.E-learningpoliciesconformtolegalandethicalframeworks.
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
See:e-xcellencelabel.eadtu.eu/
CurriculumDesign
• Examplebenchmark– Curriculathatusee-learningofferpersonalisationandaflexible
pathforthelearner,whileensuringtheachievementoflearningoutcomes.
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
See:e-xcellencelabel.eadtu.eu/
CourseDesign
• Examplebenchmark– E-learningmaterialshavesufficientinteractivity(student-to-content,
student-to-studentandstudent-to-teacher) toencourageactiveengagementandenablestudentstotesttheirknowledge,understandingandskills.
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
See:e-xcellencelabel.eadtu.eu/
CourseDelivery
• Examplebenchmark– Thesystemsforcommunicationandstorageofdataaresecure,
reliableandassureappropriatelevelsofprivacy.Measuresareinplaceforsystemrecoveryintheeventoffailureorbreakdown.
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
See:e-xcellencelabel.eadtu.eu/
Staffsupport
• Examplebenchmark– Theinstitutionensuresthatappropriatetrainingandsupportisprovided
forstaffandthatthistrainingisenhancedinthelightoftechnologicalandeducationaldevelopments.
Technical aspectsTechnical supportTechnical training
Educational aspectsEducational supportEducational innovation
ResourcesInformationandmediasupportAdministrativesupport
Careerdevelopment,incentivesand recognition
6benchmarks
• 30indicators
• 17indicatorsofexcellence
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
See:e-xcellencelabel.eadtu.eu/
Studentsupport
• Examplebenchmark– Studentshaveaccesstolearningresources,includingonlinelibrary
access,studyskillsdevelopmentandastudyadvisor,andtheyreceiveguidelinesandtraininginusingtheseresources.
5benchmarks
• 67indicators
• 22indicatorsofexcellence
3rdEdition
Thechapterhasbeenrestructuredandreorganized
Specificareashavebeenrenamed
Newareasandindicatorshavebeenadded
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
See:e-xcellencelabel.eadtu.eu/
• Framework• Openess to learners• Digitalopeness• Learner centred• Independentlearning• Mediasupportedlearning• Quality focus• Spectrum of diversity• OpenupEd label
OpenupEd aimstobeadistinctqualitybrandembracingawidediversityof(institutional)approachestoopenupeducationviatheuseofMOOCs.Asaconsequence,OpenupEdpartnersagreedtodevelopaqualitylabelforMOOCstailoredtobothe-learningandopeneducation
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning
EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview
on qualityinopenonlinelearning