ÅKVALITETSFRÅGOR
HERE THERE AND EVERYWHERE- NITUS 2012
Ebba Ossiannilsson,Lunds universitet
Lund University A world-class university
• Founded in 1666• 47 000 students • Almost 3 000 research students• 6 800 employees
A d 650 f• Around 650 professors• 800 senior lecturers
1 200 lecturers and other• 1 200 lecturers and other research staff
• Turnover EUR 760 million – 1/3 education, 2/3 research
• 8 faculties
Vad är kvalitet? Vem (intressenter), vad, hur, när och(intressenter), vad, hur, när och varför
E-Learning timeline
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94http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.htmlhttp://halfanhour blogspot be/2012/02/e learning generations html
Peer critiquing
Collective aggregationcritiquing aggregation
User generated Opengenerated content
Open
Networked Personalised
Globala Strategier
Education for allallSustainabilityyDigital skillsffor employabilityemployability
INTERNATIONALISERINGINTERNETIONALISERINGINTERNETIONALISERING
MassiveOpenOpen Online CoursesCourses
http://www.olds.ac.uk/
Sebastian Thrun, augusti 2011
Stanford, kurs i Artificiell Intelligens200 platser200 platser158 000 studenter i 190 länder
OPEN…
OER Paris Declaration (2012)OER Paris Declaration (2012)
a Foster awareness and use of OERa. Foster awareness and use of OERb. Facilitate enabling environments for use of
Information and CommunicationsInformation and Communications Technologies (ICT)R i f th d l t f t t i dc. Reinforce the development of strategies and policies on OER
d. Promote the understanding and use of open licensing frameworks
e. Support capacity building for the sustainable development of quality learning materials
OER Paris DeclarationOER Paris Declaration
f Foster strategic alliances for OERf. Foster strategic alliances for OERg. Encourage the development and
adaptation of OER in a variety ofadaptation of OER in a variety of languages and cultural contexts
h Encourage research on OERh. Encourage research on OERi. Facilitate finding, retrieving and sharing of
OEROERj. Encourage the open licensing of
d ti l t i l d d ith blieducational materials produced with public funds
Commissionaire Vassilio presented her view for today and for tomorrow at the EADTU conference in Cyprus 2012
" We must engage in a fundamental transformation of our education and training systemsg yAnd we need to fully exploit the potentioal that open and flexible education offers" (EADTU 120929)
Personalisation……närvaro, delaktighet, , g ,
kursdesign, genomförande,
plats plats fart lärandeplats, plats, fart, lärande
strategier, co-producers, etc….
Lärandemiljöer som tar sin utgångs-punkt i individens lärande innebärpunkt i individens lärande innebärrollförändringar
How to conduct benchmarking for e-learning?
What are the benefits of benchmarking e-learning?learning?
Wh t h ll t d hWhat challenges are encountered when attempting to integrate benchmarking e-learning to general quality assurance systems?y
DoktorsavhandlingOssiannilsson, E (2012) Benchmarking e-learning in higher education: lessons learned from international projects. (Oulu University, Finland)
Kvalitet Retrospective eller prospektiv?Kvalitet Retrospective eller prospektiv?
• Från kontroll till• Från kontroll till utveckling
• Självbedömning• Peer review• Benchmarking
C tifi i• Certifiering• Accreditering CC BY-NC Some rights reserved by Shira Goldingg y g
DoktorsavhandlingOssiannilsson, E (2012) Benchmarking e-learning in higher education: lessons learned from international projects (Oulueducation: lessons learned from international projects. (Oulu University, Finland)
Kvalitetskultur – ett växelverk
KvalitetskontrollProcessmodellerRiktlinjerjReglerKommunikation
TillitSamarbeteDelaktighet
/CKompetenserAttityder
Innovation/Creativitet
AttityderVärderingarSjälvbedömning
CC BY Some rights reserved by SeattleClouds.com
Självbedömning
Benchmarking projects conducted by Lund University, SE
• The Swedish National Agency of Higher Education, ELQQ
• EADTU E-xcellence+EADTU, E xcellence+
• ESMU Benchmarking eLearning exercise 2009• ESMU, Benchmarking eLearning exercise 2009
Th Fi t d l d di t l i b h ki• The First dual-mode distance learning benchmarking club
Benchmarking
“The locus of benchmarking lies b t th t d d i blbetween the current and desirable states of affairs and contributes tostates of affairs and contributes to the transformation process that
li th i t ”realizes these improvements.”
Moriarty & Smallman (2009)En route to a theory on ybenchmarking
Benchmarking benefits and values
• Self assess institutions• Better understand the
• Targets for improvementsBetter understand the
process• Measure and compare
p• Strengthen identity,
strategy, implementationMeasure and compare• Discover new ideas
Obtain data to support
gy• Enhance reputation• Respond to national • Obtain data to support
decision making
espo d to at o aindicators
• New standard for the sector
Van Vught, F. (2008) A practical guide. Benchmarking in European Higher Education
ELQ Högskoleverket 2008Q g
Material/innehåll
Struktur/virtuell miljöj
Kommunikation, samarbete och,interaktivitet
Bedömningar av studentersprestationerp
Flexibilitet och anpassningp g
Support (till studenter och lärare)
Anställdas kompetens ocherfarenheterfarenhet
Ledarskap och visioner
Resursallokering
Process och helhetssyn
Usability (04) Management style (29)
Criterion name (the code in brackets, no of the 100 benchmarks Pick and Mix
Usability (04)e-learning strategy
(06)
Management style (29)Relationship management
upwards (35)( )Decisions on
projects (07)T i i (10)
( )Reliability (53)Market research (58)S it (60)Training (10)
Costs (12)Planning annually (13
Security (60)Student understanding of
system (91)g y (Technical support to
staff (16)
y ( )Student help desk (92)Student satisfaction (94)
Decisions onprogrammes (19) L
Leadership en e-
Criterion 06 is paired with adoppelganger
criterion 06dLeadership en elearning (22)
criterion 06dDistance Learning Strategy
International quality schemes Name/initiative
Certification, accreditation and Quality Mattersbenchmarking schemes foruniversities
E-learning Maturity Model (eMM) BenchmarkingE-xcellence, E-xcellence+, E-xcellence NextOBHEACODEPick&MixOpenECBCheckUNIQUeESMU
Certification, accreditation and benchmarking
eduQuaÖ-Cert
schemes for adult learning and learning centres
Schemes for business
EQUISEPA
CLIPSschools
Miscellaneous Open eQuality LearningSt d dStandardsNational Quality AccreditationAgencies
CertifieringarCertifieringarFör universitet/högskolorunique.efquel.org
För program och kurserecb-check.efquel.orgecb check.efquel.org
UtvärderingsverktygUtvärderingsverktygsevaq.efquel.org
Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permissionbenchmarking e learning ought to cover. Reprinted with permission from Wiley-Blackwell.
Best guarantees of quality in e-learning
Well-qualified subject experts that are also well trained in both teaching methods and the use of technology for teachingHighly qualified and professional learning technology support staffAdequate resources, including appropriate instructor/student ratios
Appropriate methods of working (teamwork, project management)management)Systematic evaluation leading to continuous improvement
Shelton (2011)
institutional commitment, support and leadershipleadership teaching and learning faculty support, student support; coursefaculty support, student support; course development technology; evaluation and assessmenttechnology; evaluation and assessmentcost effectiveness; management and planningplanningstudent and faculty satisfactionOtherOther….require strong and on-going support, training, motivation, compensation, andtraining, motivation, compensation, and overall policies.
Kvalitet i vilken kontext?Kvalitet i vilken kontext?
Digital tilstand i høyere utdanning 2011(Norgesuniversitet 2012)
Ossiannilsson (2012) DistansutbildningLunds universitet Kvalitet ochLunds universitet-Kvalitet ochlönsamhet av vad och för vem?
Aspects of learningAspects of learning
I di id l C ll b tiIndividual Collaborative
Creating and accessing content
Learning organisationaccessing content organisation
Learner experience• Technology immersed
L i h t k• Learning approaches: task-orientated, experiential, just in time cumulative socialtime, cumulative, social
• Personalised digital learning environmentenvironment
• Mix of institutional systems andcloud-based tools and servicescloud-based tools and services
• Use of course materials with free resourcesfree resources
Sharpe Beetham and De Freitas 2010Sharpe, Beetham and De Freitas, 2010
http://www.educause.edu/studentsAndTechnologyInfographic
Digital scholarshipg p
co.u
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• Exploiting the digital
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• New forms of son
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• New forms of dissemination and
ood
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communication• Promoting reflective :/
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Promoting reflective practice
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• Embracing the affordances of new technologies W
elle
Technological trendsTechnological trends
• Mobiles and e-booksP li d l i• Personalised learning
• Cloud computingp g• Ubiquitous learning• BYOD (Bring your own
device)
• Technology-Enhanced learning spaceslearning spaces
• Learning analytics
TechnologiesTechnologies• Transforming everything we do• New forms of communication
and collaboration• Multiple rich representations
T l t fi d t• Tools to find, create, manage, share
• Networked, distributed, peer reviewed, openp
• Complex, dynamic and co-evolvingevolving
http://www.flickr.com/photos/oceanflynn/6638184545/
TechnologiesCan promote creativity in• Can promote creativity in new and innovative ways
• Enable new forms of discourse, collaboration and cooperation
• Access and repurposeAccess and repurpose knowledge in different forms of representationforms of representation
• Aggregation and scale –distributed and collectivedistributed and collective
Benefits
• Social• Health• Health• Economic• Civic• Cultural• Societal
• ….so why not Education?Education?
http://www.flickr.com/photos/mediaquell/4329902002/
Digital literaciesPlay
Collective intelligence
gCreativity
Performance Judgement
Simulation Transmedia Simulationnavigation
Appropriation Networking
Multitasking Negotiation
http://www.flickr.com/photos/r8r/4109502436/Distributed cognitionJenkins et al., 2006
Transmedia navigation
http://www.youtube.com/watch?v=eW3gMGqcZQc
Pedagogical approachesD ill & ti M bilDrill & practicelearning
Mobilelearning
Situated learning
Immersive learninglearning learning
Mobile learningMobile learning
Study calendarsE-booksLearning resourcesLearning resourcesOnline modulesAnnotation toolsMi d i t lMind mapping toolsCommunication mechanisms
Sit t d l iSituated learning
Archeological digsMedical wardsArt exhibitionsCyber-lawVi t l l hVirtual language exchangeBeyond formal schooling http://www.jibbigo.com
Disaggregation of education
Resources Learning
gg g
Resources Learning pathways
Support Accreditation
http://www.flickr.com/photos/emclibrary/2459359483/
Support
• Computer assisted• Peer support• Tutor support• Community support• Community support• Mentoringg
http://www.flickr.com/photos/24289877@N02/5851058394/
Learning Design vs Assessment/QualityLearning Design vs Assessment/Quality
Shift from belief-based implicit Shift from belief-based, implicit approaches to design-based,
explicit approachesexplicit approaches
Learning DesignLearning DesignA design-based approach to
creation and support of
E fl i h l l
courses
Encourages reflective, scholarly practices
P h i d di iPromotes sharing and discussion
Changing practices• Nature of learning,
teaching and research is changing
• It’s about– Harnessing new
mediamedia– Adopting open
tipractices• New business models
are emerging (bild Conole 2012)
The future of learningCh i t f• Changing nature of education
• New forms of communication• New forms of communication and collaboration
• Rich multimedia• Rich multimedia representation
• Harnessing the globalHarnessing the global network
(Bild Conole2012)
Implications
• Blurring boundaries• New businessNew business
models• More open practices• Changing roles• Changing roles• Importance of new
digital literacy skills• Disruptive and• Disruptive and
complex
Om att byta kvalitetsperspektivN t kiNetworkingSustainability
GlobalisationDemography
Boundless educationLifelong learning
g p yTechnical and digital developmentLifelong learning
Holistic and conceptual
developmentStudent involvement
d t d t l tiapproach and embedded and beyond
and student completion Quality
A move from my students, my course,
yFrame of references(Ossiannilsson 2012)stude ts, y cou se,
my resorurse… towardsour´s…
(Ossiannilsson 2012)
Rhizome perspective on quality(Ossiannilsson, 2012)
BenchlearningB h ki i f d iBenchmarking is one way forward in relation to quality and quality by q y q y ylearning from others and by oneself.Consequently, as benchmarking is all about quality enhancement andall about quality enhancement and improvement, probably the way f d ill b b hl iforward will be benchlearning.
Doktorsavhandling. Ossiannilsson, E (2012) Benchmarking e-learning in higher education: lessons learned from international projects. (Oulu University, Finland)
Caring is sharing, sharing is caring
Footprints
W:www.oulu.fi; www.lu.se/ced
E Ebb O i il @ d lE:[email protected]
FB:Ebba Ossiannilsson
T:@EbbaOssianT:@EbbaOssian
Phone: +4670995448
S:http://www slideshare net/EbbaS:http://www.slideshare.net/EbbaOssiann