A Quality Dialogue. From Inspection to Inspiration

A Quality Dialogue

Ingeborg Bø, Eskisehir, 07.10.10

Ingeborg Bø, Norway

EDEN Senior Fellow, European Distance and E-learning Network,

EFQUEL, European Foundation for Quality in E-learning

Inspection Inspiration

From

To

1

Ingeborg Bø, Eskisehir, 07.10.10 2

My golden learning perspectives after 40 years in distance education:

- always keep the student´s needs in mind

- use technology to the benefit of learning and make it accessible

- ensure high quality through a quality culture


” I could never have accomplished my Master’s degree without the possiblity to study via e-learning,” says Mona Berg Jenssen, mother of three children, rector of a high school. 5 Ingeborg Bø, Eskisehir, 07.10.10

Have fun


I will speak about: Quality through dialogue

The context within which we are operating

Models for accreditation and certification

A case study from Norway

Thoughts at the end


My reference points when speaking about quality dialogue

  NADE - Norwegian Association for Distance and flexible Education www.nade-nff.no

  EDEN – European Distance and E-learning Network

http://www.eden-online.org.

24-27 Oct. Budapest: Research workshop:

”User Generated Content Assessment in Learning”

  ICDE – International Council for Open and Distance Education www.icde.org

World Conference Bali, 2 – 5 Oct. 2011

  EFQUEL – European Foundation for Quality in E-learning http://www.qualityfoundation.org


Euroean Foundation for Quality in E-Learning EFQUEL

http://www.qualityfoundation.org/

 A membership organisation,

80 members

 EFQUEL enhances the quality of

eLearning in Europe by

  providing services for members

  and support for all stakeholders


EFQUEL

 Information and Recommendations  Dialogue  Networking


OECD-CERI Quality assurance in Tertiary Education:

Current Practises in OECD Countries. Viktoria Kis August 2005

Quality assurance procedures can serve two major purposes:

improvement and accountability.

There is an uneasy balance between both purposes, which frequently raises the question of incompatibility (Vroeijenstijn, 1995a).


A different approach to quality Maria Jose Lemaitre. President in RIACES, Iberoamerican Network for Quality Assessment

and Assurance in Higher Education,

Innovation

Doing the same but better Innovate and improve

Current situation

Change: new issues, new approaches Im

pro

vem

ent


The context 13 Ingeborg Bø, Eskisehir, 07.10.10

Bologna process 10 action lines Reform process with European Higher

Education 1.  Comparable degrees 2.  Two cycles: Bachelor, Master 3. System of credits 4. Mobility 5. Quality assurance

6.  European dimension 7.  Lifelong learning 8.  Institutions and

students 9.  Attractiveness of

European higher educaion area (EHEA)

10.  Doctoral studies + research areas



European University Association (EUA) Recommendations on

Quality - 2009

1.  Context sensitive

2.  Developmental approach

3.  Inclusive

4.  Engaging all key actors

5.  Partnership HEI – Agencies

6.  Allow risk taking and failure

7.  Sharing experiences in QA

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The Social web Facebook, twitter, linkin, slideshare, open educational resources, open educational practises, user generated content etc. etc.


The OPAL Vision


Focus on the practises of OER rather than the resources. Better understanding will lead to

improvements in the quality of OER and more innovation.

Open Educational Resource Practise (OEP) constitute the range of practises around the creation, use and management of OER with the intent to improve quality and innovative

education.

Unesco, ICDE, EFQUEL, OU UK, Aalto Univeristy, Universidade Católica Portugese, University Duisburg-Essen

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EFQUEL Innovation Forum 2010

OPENING EDUCATION:

INNOVATIVE, INCLUSIVE, EXCELLENT


”What are the quality implications in an increasingly open context?”! Grainne Conole, OU UK!

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EFQUEL Innovation Forum 2010 Recommendations

”HOW CAN QUALITY APPROACHES EVOLVE AND ENHANCE INCLUSION, INNOVATION AND EXCELLENCE"

Leadership

Policy support

Confidence culture


EUROPEAN DISTANCE AND E-LEARNING NETWORK

A NETWORK AND MEETING PLACE FOR THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE

Models


Different kinds of certification and accreditation of e-learning

• Public accreditation. Regulatory framework (ENQUA)

• Certification of e-learning as part of a broader system (UNIQUE, EFMD-CEL)

• Certification within a system of agreed association standards (BILD, E-xcellence, NADE)


European Association for Quality Assurance in Higher Education (ENQUA)

Report to the Bologna Ministerial Anniversary Conference of March 2010

Major outcomes of the Quality Assurance action line of the Bologna Process:

• Standards and guidelines for quality assurance in the European Higher Education Area (ESG) (2005)

• The European Quality Assurance Forum (2006)

• The European Quality Assurance Register (EQAR) (2008)


Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)

Developed by ENQUA in cooperation with the other members of the“E4 Group” (ENQA, EUA, EURASHE and ESU).

ENQUA – European Association for Quality Assurance in Higher Education EUA - European University Association EURASHE – European Association of Institutions in Higher Education ESU – European Students´ Union


Quality assurance can be undertaken by external agencies for a number of purposes, including:

 Safeguarding of national academic standards for higher education

 Accreditation of programmes and/or institutions

 User protection

 Public provision of independently-verified information about programmes or institutions

 Improvement and enhancement of quality


ENQUA

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Some general principles of good practice in external quality assurance processes:

 Institutional autonomy should be respected  The interests of students and other stakeholders

such as labour market representatives should be at the forefront of the external quality assurance processes

 Use should be made, wherever possible, of the results of insitutions´ own internal quality assurance activities


ENQUA

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”E-learning quality. Aspects and criteria for evaluation of e-learning in higher education” Report 2008:11 R by Swedish National Agency for Higher Education http://www.hsv.se

Quality aspects for e-learning need to be integrated into existing quality assurance systems


The UNIQUe Methodology http://www.qualityfoundation.org/unique-certification/

EFQUEL, MENON, EFMD, EUROPACE

What: UNIQUe is a quality improvement process that provides an institutional certification

Aim: To raise the standard of technology-enhanced learning in Europe

Target: European HE institutions

Process result: Certification and continuous quality improvement


UNIQUe Process


The UNIQUe Quality Criteria

Learning resources • Resources for learning • Students • Faculty • Technological equipment

Learning processes • Quality of the offer (services) • IPR management • Personal development/HR development

Learning context/institution • Commitment to innovation • Institutional standing • Openness


EUROPEAN DISTANCE AND E-LEARNING NETWORK

A NETWORK AND MEETING PLACE FOR THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE

31 Ingeborg Bø, Eskisehir, 07.10.10

Norwegian Association for Distance and Flexible Education

NADE, a member organisation, founded in 1968

Formulated “Code of good practice for distance education”

Law regulating the activities from 1948 with an external agency for quality control

New law 1993 introducing internal quality assurance

Quality guidelines developed in 1993 (Ljoså, Rekkedal et.al), revised several times, latest 2010

NADE´s standing committee on quality since 1993

NOKUT: National agency for quality assurance regulates tertiary education according to ENQUA´s Guidelines (ESG)


Norwegian Association for Distance and Flexible Education

Quality guidelines

  Regulated by law

  Institutions accredited by the Ministry of Education

  Requires that the institutions have a system for quality assurance

  The responsibility for quality guidelines lies with NADE


NADE´s Quality guidelines 2010

A new structure with more focus on quality culture:

1.  Quality management and quality work

2.  Organisational issues

3.  Course development

4.  Information and counselling

5.  Study-process (enrolment, administration and information, tutors´ contract, tutoring, evaluation and documentation)



Dialogue in Social Media a conference about pod-casts in

Oslo (Sept. 28-29 2010):

Marianne Talbot´s lecture ”A romp through the history of philosophy” (University of Oxford):

500 000 downloads since Oct. 2008

Reflections by Morten Flate Paulsen (NKI, Norway) after the conference:

  Future students will not hand in papers but learning objects in various Web 2.0 services

  The students will be more innovative than the podcast-lecturers

  Their submissions will be a challenge to the professors (e.g. Copyright issues)


Why not focus more on dialogue using pod-cast?

Why not focus more on quality?

  Content quality

  Instructional design and development teams

  Technical quality

  Is Berkely (university lecturers´ pod-cast) quality good enough for e-learning?


Challenges for higher education Trends 2010 (European University Association)

- Developing strategies for lifelong learning

- Widening participation and access to higher education


Thoughts at the end   Let us move from inspection to inspiration

  Encourage dialogue between accreditation bodies and distance education practitioners

  Distance education must be accepted as an integral part of the ordinary educational system

  Put more focus on quality in the social web



Thank you! [email protected]

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