SEQUENT Supporting Quality in E-learning European Networks EQAF Barcelona. George Ubachs (EADTU)

Transcription

1 SEQUENT Supporting Quality in E-learning European Networks EQAF Barcelona George Ubachs (EADTU)

2 Main challenges in Higher Education Challenges with regard to excellence in teaching Large student numbers - low student staff ratios Challenges with regard to education and innovation Research and innovation - delivering high quality education Challenges with regard to inclusiveness Knowledge society widening participation and social inclusion Solutions require rethinking and redesigning campus education -> new modes of teaching and introducing ICT based learning

3 Are MOOCs the answer? The MOOCs movement activated the debate on Open and Online education MOOCs: No time to lose (Pierre Dillembourg, 2014) Like it or not, it is happening Better be an actor than a spectator! The current situation of universities is far from perfect, anyway! MOOCs create new opportunities

4 From MOOCs to a digital strategy There is a need for digital strategies rather then being led by digital developments Universities adopt online ICT-based education in their mainstream, as well as OER and MOOCs. (improve quality and activate educational innovation) Beyond MOOCs: Sustainable Online Learning in Institutions. (by Li Yuan, S. Powell and B. Olivier)

5 MOOCs: the future (A.Tiana Ferrer, 2014) MOOCs are not the future of higher education. Higher education in the future will be difficult to understand without MOOCs.

6 The university of tomorrow Three complementary educational segments are emerging: Blended and online education Blended and online continuous education Non-degree education and online open education and MOOCs More open, more productive, more efficient

7 Three educational zones Degree education zone, backbone in the education system to develop complex academic and professional competences: bachelor, master, PhD increasingly blended solutions to raise quality for growing student numbers. Higher education systems provide flexibility for lifelong learners. Education and training on demand, valorisation of knowledge to support innovation in the public and private sector, based on research and development. Flexibility requires online or blended solutions, such as (virtual) seminars, CPD, knowledge alliance and corporate university initiatives, short cycle programmes, master classes, expert schools, etc. It includes knowledge networks for professionals or business sectors. Open education and knowledge sharing zone, pushing knowledge online into the public domain: OERs, MOOCs, open media, open access/open innovation materials preferably designed and arranged according to the needs of user groups/networks 7

8 Three educational zones The zones largely correspond with informal, formal and non-formal learning The zones are mutually dependent and are strengthening each other The zones require different institutional policies/strategies and business models 8

9 Blended degree education, on campus (Diana Laurillard, 2014) the thoughtful integration of conventional and digital methods of teaching and learning Teaching as a design science Institutional development: continuous improvement of all aspects of teaching and learning Patterns of good teaching practice 9

10 A potential shift in the distribution of teaching time and cost (Laurillard, 2014) Reducing Original design and preparation of learning activities and resources Presentation Summative assessment Administration Increasing Evidence-based adaptation of existing activities and resources Collaboration on development Innovative specialised contributions Student guidance Formative assessment Professional development Teaching evaluation 10

11 A potential shift in the distribution of teaching time and cost (Laurillard, 2014) Conventional Blended 11

12 University s interest Enhance quality of teaching Enhance quality of offerings and generate new offerings Support face-to-face formats Increased collaboration, educational partnerships Allow for scalability, reach a wider audience Re-allocate staff time Learning analytics

13 University s interest Next to institutional considerations to increase quality of education, there are two emerging external drivers: -Cultural rather than a technological shift -Increased competition in a global context For universities ICT is no longer an optional element for enhancing education, but becoming a must.

14 High quality new modes of teaching and learning will transform the higher education sector in the next decade 14

15 Anticipating organisations Governmental bodies LERU: Online Learning at RIUs EUA: Survey on E-learning in the European HE institutions ACA: Making sense of MOOCs NVAO: MOOCs and online HE survey EU: the Changing Pedagogical Landscape study on new modes of teaching, High level group

16 QA-agencies and e-learning From the ENQA Sigtuna Seminar on QA in e-learning (Oct. 2009) establish a solid quality assurance system in Europe elearning should not be evaluated separately, There is a need for a common definition and understanding on all aspects of elearning. There is a need for a common language that would help higher education institutions and quality assurance agencies strive for the same goal. It is important to meet and discuss quality assurance at the European level and between different stakeholders in the educational sector to provide adequate training for academic professionals, higher education providers and quality evaluation experts.

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18 High Level Group report Message of the report The main actors for delivering pedagogical change are the HE institutions and particularly the teachers. It is the responsibility of the public authorities to create the environment and incentive for action.

19 High Level Group report The integration of digital technologies and pedagogies should form an integral element of higher education institutions strategies for teaching and learning. Public authorities should develop guidelines for ensuring quality in open and online learning and to promote excellence in the use of ICT in higher education provision. The European Commission should support cross-border initiatives to develop quality standards for open and online learning under the Erasmus+ programme. Higher education institutions should ensure that quality assurance arrangements apply to all forms of credit awarding provision in the institution. Governments and higher education institutions should work towards full open access of educational resources the drive should be to make materials as widely available as possible

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21 SEQUENT The SEQUENT project aims to promote excellence in the use of ICT in higher education for governments and universities, and prepare QA-agencies in establishing a solid methodological response.

22 OBJECTIVES To involve of governments, universities and QA agencies in online, open and flexible learning Further disseminate instruments To support universities in the adoption of a QA and e- Learning strategy, through dissemination and training activities.

23 Policy Issues for QA Agencies A. Integration of e-learning criteria in the national quality assurance system; B. Methodological development; C. Intelligence and competence within the organisation. MOOCs & online HE: a QA perspective NVAO Anne Flierman 23

24 NVAO s Position (1)Assessment frameworks: accommodate online education; (2)Assessment methodology: e-learning expertise in assessment panels; (3)Organisational intelligence: in house and up to date expertise MOOCs & online HE: a QA perspective 24

25 Instruments

26 MOOCs - OpenupEd

27 MOOCs expansion from the US MOOCs: predominantly US -where it all started as of 2011 and expanded massively -and which houses major providers Coursera, edx, Udacity Response in Europe -some universities joined US initiatives, others started themselves -country/language-based platforms: FutureLearn (UK), MiríadaX, UNEDcoma (Spain), Iversity (Germany), FUN (France) First and so far only pan-european initiative OpenupEd Started April 2013 ; joint press release EADTU & EC 27

28 OpenupEd s Mission 1. Contribute to Opening up Education by removing barriers and offering incentives 2. Cherish the Values for Education in societies: equity, diversity, quality, and autonomy Characteristics Learner-at-the-Centre & Self-study High-quality Learning Materials Diversity in Language & Culture Public Domain & Decentralized 28

29 The OpenupEd features Spectrum of diversity Openness to learners Digital openness Learnercentred approach Quality focus Independent learning Recognition options Mediasupported interaction 29

30 Quality benchmarking 30

31 Some challenges How can universities apply QA instruments for online education in combination with running systems? How can QA-agencies assist in the removal of barriers for online education? How can governments provide room for innovation.

32 Thank you for your attention