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  • Slide 1
  • Quality assurance and quality enhancement of eLearning in the UK, and the development of the epprobate initiative Harvey Mellar Borderless Quality Infinite Innovation International Conference on e-Learning Quality and Innovative Instruction Taiwan, 31 July 2012 www.ioe.ac.uk/staff/LKLB_34.html
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  • epprobate www.epprobate.com2
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  • Institute of Education, University of London www.ioe.ac.uk 3www.epprobate.com
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  • London Knowledge Lab www.epprobate.com4 www.lkl.ac.uk
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  • University of London International Programmes www.epprobate.com5 www.londoninternational.ac.uk
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  • Outline Quality and eLearning The changing landscape of knowledge and learning Quality assurance in the UK Quality assurance of eLearning epprobate www.epprobate.com6
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  • QUALITY AND ELEARNING www.epprobate.com7
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  • What is quality? Exception: Quality as something exceptional, and distinctive Perfection: Quality as a consistent or flawless outcome Fitness for purpose: Quality as fulfilling a customer's requirements, needs or desires Value for money: Quality as return on investment Transformation - the enhancement and empowerment of students or the development of new knowledge www.epprobate.com8 Harvey, L. (1995). Editorial (The Key Issues: the quality agenda) Quality in Higher Education
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  • CONCERNS ABOUT THE QUALITY OF ELEARNING www.epprobate.com9
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  • Corporate training www.epprobate.com10 www.astd.org/Publications/Newsletters/ASTD-Links/ASTD-Links-Articles/2011/01/E-Learning-Trends-2011 American Society for Training & Development (ASTD) What concerns does your organization have about e-learning? Quality of programs 31.3%
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  • Higher Education www.epprobate.com11 http://www.insidehighered.com/news/survey/conflicted-faculty-and-online-education-2012 66% of faculty say online courses are inferior or somewhat inferior to face-to-face courses Conflicted: Faculty and Online Education, 2012 A Joint Project of The Babson Survey Research Group and Inside Higher Ed I. Elaine Allen, Jeff Seaman, with Doug Lederman Scott Jaschik
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  • Schools www.epprobate.com12 www.carnegielearning.com
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  • www.epprobate.com13 http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?pagewanted=all
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  • THE CHANGING LANDSCAPE OF KNOWLEDGE AND LEARNING www.epprobate.com14
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  • New demands and new suppliers Demands Many more students involved in higher education Demands for equitable access and retention Increasing need to address issues of student demand and choice Constraints on public spending result in higher fees Suppliers Shift towards a more deregulated market Courses offered by international providers Increase in for-profit institutions in education Disaggregation of services Collaborations and partnerships www.epprobate.com15
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  • New skills www.epprobate.com16 www.p21.org/index.ph
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  • Using multimodal representations www.epprobate.com17 http://www.mat.ucsb.edu/res_proj3.php
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  • Developing techno-mathematical literacies www.epprobate.com18 Hoyles, Celia (2007) Understanding the System: Techno-Mathematical Literacies in the Workplace
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  • Learning in the Network Society www.epprobate.com19 Castells, M. (2001) The Internet galaxy: reflections on the Internet, business, and society
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  • Harnessing the Data Deluge www.epprobate.com20 http://www.economist.com/node/15579717?Story_ID=15579717
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  • LEARNING IN NEW WAYS www.epprobate.com21
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  • New (ish) technologies www.epprobate.com22 Serious games and immersive worlds M-learning Haptic technologies Tangibles
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  • Opening access OERs, MOOCs and MOTS www.epprobate.com23 OER Open Educational Resources Massive Online Open Courses Mass Online Tutoring Systems
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  • Learning is a process of connecting specialized nodes or information sources Learning may reside in non-human appliances Capacity to know is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning Ability to see connections (built networks) between fields, ideas, and concepts Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities Learning as connecting www.epprobate.com24 Siemens, G. (2005) Connectivism: A Learning Theory for the Digital Age
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  • Teaching as a design science Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science. - Richard Elmore www.epprobate.com25 Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the 21st century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals - architects, engineers, town planners, programmers teachers have to work out creative and evidence-based ways of improving what they do. - Diana Laurillard Every day, teachers design and test new ways of teaching, using learning technology to help their learners. But their discoveries remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively - Diana Laurillard
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  • Pedagogical design patterns Context Where, when, who (all the things you cant change) Problem We want to do A under condition B but are constrained by C Solution www.epprobate.com26 C o n t e x t ProblemSolution When, Where, Who What are we trying to achieve / solve? Cookbook: ingredients, procedure, expected outcomes
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  • QUALITY ASSURANCE IN THE UK www.epprobate.com27
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  • QA in UK Higher Education Universities and colleges manage the quality and standards of their awards by means of their own internal quality assurance procedures Course validation Annual monitoring Periodic course review External examiners Peer observation Student feedback Course evaluation surveys Focus groups Student representation www.epprobate.com28 http://www.qaa.ac.uk
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  • Quality Assurance Agency (QAA) Quality Code Standards, quality and public information Institutional review Review team of five, including a student Institutions submit a self-evaluation document and a student written submission Preliminary visit - one and a half days + Review visit - three to five days Institutional reports publicly available on the QAA website Outcomes Reports www.epprobate.com29
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  • Involvement of learners in quality assurance www.epprobate.com30
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  • From quality assurance to quality enhancement QUALITY ASSURANCE Inhibits frank reporting Promotes incremental improvement of academic practice Discourages risk taking Retrospective approaches to quality management QUALITY ENHANCEMENT Encourages and requires frank reporting Facilitates transformational change Supports and manages risk taking Prospective approaches to quality management www.epprobate.com31 Raban, C. (2007) Assurance Versus Enhancement: Less Is More? Journal of Further and Higher Education
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  • QUALITY ASSURANCE OF ELEARNING www.epprobate.com32
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  • Quality Code - Section 2 www.epprobate.com33
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  • Benchmarking A group of universities set up in a benchmarking club Each completes an Institutional Review Document They jointly develop a set of criteria called good practice statements Each institution then scores its performance against the good practice statements www.epprobate.com34
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  • A research study on quality assurance of eLearning www.epprobate.com35 Case studies of Postgraduate courses For each case study Collect and review all quality assurance documentation Interview stakeholders Comparative examination of data Map of issues not captured by the quality assurance procedures Identification of aspects of the courses which impact on the implementation of the QA procedures
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  • Results: Factors affecting the application of QA procedures www.epprobate.com36 DISAGGREGATED PROCESSES DISTRIBUTED TEAMS DISTANT LOCATION OF STUDENTS OPENNESS OF COURSES TO REVIEW ORGANISATIONAL CONTEXT
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  • Workshop on QA/QE procedures and eLearning Based on existing research Delivered in 15 UK universities, then in Germany, Sweden, Saudi Arabia Examined issues, challenges and possible solutions Dilemma, should we modify existing quality procedures, or create new quality procedures specifically for eLearning? www.epprobate.com37
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  • QA/QE in eLearning Special Interest Group www.epprobate.com38 www.qe-sig.net
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  • Toolkit www.epprobate.com39 http://qaqe-sig.net/wp-content/uploads/2011/11/Toolkit_version_2011_8_11-Final-edit-DoH.pdf
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  • UK Quality Code for Higher Education - Learning and Teaching Example indicators An understanding of the learning process informs learning and teaching practices, which use evidence-informed approaches derived from the outcomes of research, scholarship and the evaluation of professional practices. Higher education providers assure themselves that for every student both the physical and virtual environments they provide are safe, accessible, reliable and usable and that their use is characterised by dignity, courtesy and respect. www.epprobate.com40 http://www.qaa.ac.uk/Newsroom/Consultations/Pages/learning-teaching.aspx
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  • Summary: Issues for assessing quality of eLearning Development of a quality culture Use of research, scholarship and the evaluation of professional practices to inform learning and teaching practices Ensuring the currency and accuracy of content Involvement of learners Involvement of other stakeholders Use of learning analytics Internationalisation www.epprobate.com41
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  • EPPROBATE The international quality label for eLearning courseware www.epprobate.com42
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  • Objectives Increase trust in eLearning Deliver a quality label focusing on courseware Facilitate a consensus building process about eLearning quality Establish an international network of reviewers and partners www.epprobate.com43
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  • The review process Self assessment document Asks for evidence Evaluations Learning analytics Review panel Pedagogic expert Content expert Learner Courseware producer Panel reviews courseware in terms of the quality grid Feedback to producer www.epprobate.com44
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  • THE QUALITY GRID www.epprobate.com45 http://epprobate.com/index.php/en/epprobate-quality-grid
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  • A. COURSE DESIGN 1.Provision of course information, learning objectives and instructional guidance 2. Constructive alignment www.epprobate.com46
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  • B. LEARNING DESIGN www.epprobate.com47 3. Learner needs 4. Personalisation 5. Instructional strategies
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  • C. MEDIA DESIGN www.epprobate.com48 6. Media integration 7. Interface 8. Interoperability and technological standards
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  • D. CONTENT www.epprobate.com49 9. Accuracy and values of content 10. Intellectual property rights 11. Legal compliance
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  • epprobate - meeting the challenges Development of a quality culture Use of research, scholarship and the evaluation of professional practices to inform learning and teaching practices Ensuring the currency and accuracy of content Involvement of learners Involvement of other stakeholders Use of learning analytics Internationalisation www.epprobate.com50
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  • References www.epprobate.com51 Google short URL: goo.gl/H5lp4 http://www.mendeley.com/groups/2338531/quality-assurance-and-quality-enhancement-of-elearning-in-the-uk/