Distance Learning and Assessment Policy

Transcription

1 Distance Learning and Assessment Policy For internal and external use April 2016 Version 1.6 Pearson Qualification Services

2 Contents Scope of policy 3 Policy statement 5 Regulatory references 10 Related documents 11 Policy review date 11 Useful contacts 11 Appendix A: Distance Learning Quality Self- Assessment (DLSA) with Guidance Notes 12 References to third-party material made in this document are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All the material in this publication is copyright Pearson Education Limited 2016 Page 2 of 18

3 The key role of Pearson Education Ltd (Pearson) is to secure standards for those qualifications we certificate. As part of our commitment to quality assuring standards and protecting learners, Pearson provides guidance and support to help centres and their learners achieve their learning and development goals. Pearson also ensures that any regulatory requirements our regulators impose on us are met, and that we support centres to meet those requirements. Pearson regulatory policies are integral to our approach and articulate in a consistent way how we meet our regulatory requirements. They are reviewed annually to ensure that they remain fit for purpose. These regulatory policies apply to Pearson business units wherever UK regulated qualifications are developed, implemented or delivered. Pearson is committed to supporting its centres to provide high quality learning and assessment and to enabling access to its qualifications for learners whatever their chosen means of study. This policy sets out our expectations for centres to help them maintain quality and ensure that learners accessing qualifications through the means of Distance Learning and/or Distance Assessment can be confident that their experience is positive and of the same standard as that provided to learners studying in more traditional ways. It replaces the previous policies Distance Learning policy 2013 and Distance Assessment policy What is Distance Learning and Assessment? Distance Learning is a mode of delivering education and instruction, often on an individual basis, to learners who are not physically present in a traditional setting such as a classroom. It may form the entirety of a student s programme of study or it may form part of a wider programme of blended learning. Distance Assessment is a method of assessment delivered to learners away from a centre, with little or no face to face contact with tutors. Assessment is designed to be carried out remotely. Distance Assessment enables access to assessment for learners who are in situations/settings where traditional methods of assessment delivery may be difficult or impossible to operate. Distance Assessment is frequently delivered electronically via dedicated software or platforms (e-assessment 1 ). Scope of policy This policy applies where centres are delivering programmes of education, learning or training that lead to partial or full completion of Pearson qualifications, through means of Distance Learning and/or Assessment as the entirety or majority of the programme for learners who do not physically attend classes or sessions at given locations and times. Distance Learning may be applied to a wide range of qualifications, although there may be occasions where it is not appropriate as in programmes which are largely practical in nature. Distance Assessment is not appropriate where there is a requirement for candidates to be overseen in person by centre staff at a specific physical location, under timed conditions, this includes SVQ/NVQ type competency based qualifications where a learner is assessed on their ability to perform specific tasks and must be observed. Assessment for these qualifications may be supported by the use of e-portfolio for the submission of written evidence, or other types of evidence appropriate for electronic media. It cannot be 1 *E-assessment is defined as the use of electronic systems for the development, operation and delivery of assessment for Pearson qualifications or units, or the collection of performance evidence, which contributes to the awarding of regulated Pearson qualifications or units and those within the Pearson s Self-Regulated Qualifications framework. It includes the use of e-portfolios and electronically generated traditional assessments. Page 3 of 18

4 used, however, as a total substitute for live observation of performance by a qualified assessor. Centres must refer to the qualification specification to ensure that Distance Learning and/or Distance Assessment are appropriate. The Skills Funding Agency ( ) states that funding cannot be given to apprenticeships delivered only by distance learning. Online and other blended learning activity can be included in the delivery of an apprenticeship, if it contributes to the apprenticeship framework and is appropriate. The policy outlines the minimum requirements that Pearson expects must be met by centres when using Distance Learning and/or Distance Assessment wholly or mainly for the delivery of Pearson qualifications. There are a number of additional policy and guidance documents which must also be adhered to by centres using distance learning and/or assessment. Centres must refer to the Pearson website ( for the full list, but key documents, of which centres must be particularly mindful in the context of distance learning and assessment, are: Distance Learning Quality Self-Assessment (DLSA) Age of learners: A guide for centres to the fair recruitment of learners onto qualifications Centre guidance for dealing with malpractice Enquiries and appeals about Pearson vocational qualifications policy Individual Qualification Specifications Quality Assurance Handbooks Additional qualification-specific guidance (particularly in relation to the conduct of assessment and moderation) Pearson s Equality policy Pearson s Recognition of prior learning policy and process NVQ delivered overseas policy Pearson s Collaborative Working policy Pearson s Additional sites policy Pearson s Self-Regulated Framework policy Pearson s Removal of Centre and Programme Approval policy Supplementary guidance for reasonable adjustment and special consideration in vocational internal assessed units Suspected malpractice in examinations and assessments: policies and procedures The Skills Funding Agency Funding Rules 2015 to 2016 Version 2 It is essential that centres are fully aware of, and compliant with, any qualification-specific requirements for delivery or assessment when considering the use of Distance Learning or Distance Assessment. Page 4 of 18

5 Policy statement Notifying Pearson about the use of Distance Learning and/or Distance Assessment Centres must notify Pearson of their intention to use Distance Learning and/or Distance Assessment for any qualification, or part of a qualification, at the point of qualification approval. Where a centre is already approved to deliver a qualification face-to-face, and wishes to deliver to some learners wholly or mainly through distance means, the centre must submit a further approval application. To ensure compliance with the general approval requirements for a specific qualification, centres must demonstrate that they can meet the standards set out in the DLSA. If a centre fails to notify us of their intention to use Distance Learning and/or Distance Assessment this could lead to specific sanctions or withdrawal of approval. Equally submitting false information on the DLSA could also lead to a similar outcome. Approvals processes vary according to qualification type and details of these may be found on the Pearson website: As part of the process for approving the use of Distance Learning and/or assessment, Pearson will require access to materials, course plans, assessment plans and details of the support available to learners. Pearson will also require evidence that the centre has undertaken a full self-assessment using the DLQS and may ask a centre to provide additional evidence to support this assessment. As a general rule, centres will be expected to reach a score of Accomplished or Exemplary on the DLQS in order for an application to use Distance Learning and/or assessment in the delivery of a Pearson qualification. Centres achieving a score of developing overall may be given an action plan to support further development and may seek approval at a later date. On-going monitoring of the use of Distance Learning and/or Distance Assessment Centres registering learners on Edexcel OnLine (EOL) must indicate which learners have been taught or assessed at a distance. Pearson will monitor the appropriateness of Distance Learning and Assessment in a centre through the normal Standards Verification process. This does not apply to assessment which is set and marked by Pearson (External Assessment see note on page 6), which must be taken under specified conditions. Failure to comply with Pearson s specific guidance regarding the conduct of assessment is likely to result in a sanction being applied to the centre, with the removal of approval in the most serious of cases. In particular, centres are expected to be mindful of requirements and procedures regarding suspected malpractice. Delivery of the Learning Programme Centres must ensure learners are provided with: course information that clearly sets out the responsibilities of the centre for the delivery of the programme of study the qualification specification, to show the intended learning outcomes and associated assessment criteria an explanation of the intended teaching, learning and assessment methods for the programme (irrespective of how assessment is to be delivered) Page 5 of 18

6 a clear schedule for the delivery of the Distance Learning package and associated resources and study materials a clear schedule for final summative assessment of learners work clear instructions on the way in which the centre will ensure that evidence submitted by each learner is authentic information on the ways in which their evidence of achievement will be assessed and, in particular, the manner in which workplace-based and performance evidence will be assessed and how this will be facilitated opportunities for interim (formative) assessment of their evidence of learning to enable individual constructive feedback and guidance towards final (summative) assessment. confirmation that the delivery of the Distance Learning package and associated resources and study materials meet the expectations of Pearson in respect of the quality of teaching and learning-support material for the programme of learning confirmation that the Distance Learning provision is subject to the normal, scheduled internal quality assurance processes and the quality improvement cycle. Support for Learners Learners must be provided with: a clear explanation of the requirements of the programme of learning and of the type and amount of independent and supported learning a timetable of any support available to them through scheduled activities, for example tutorial sessions or web-based conferences clear and up-to-date information about any local or Distance Learning support available to them for the programme of learning clarification of their own responsibilities as learners and that of the centre for the support of the programme of learning an identified contact, available either locally or remotely through , telephone or other means, who can give them constructive feedback on their learning and progress towards their qualification aim the encouragement to engage fully with their learning, the assessment process and assessment planning equal opportunity to access our qualifications and assessment such that individual learners are not disadvantaged through these being delivered through Distance Learning tutors, trainers and assessors with appropriate and suitable contemporary knowledge and skills for the delivery of the programme of learning. appropriate IT/technical support Design of assessment In designing Distance Assessment for a qualification, centres must ensure that they have adequate resources to enable the assessment to be delivered effectively. The use of Distance Assessment is not appropriate for the observation of learner performance of a task or skill, or where the qualification requires that assessment must be taken under specified conditions, which may include direct supervision, designated timings or other forms of control. Where a qualification includes an element of External Assessment 2, centres must arrange for learners to access an appropriate testing 2 External Assessment - a formal examination or test which is set and marked by Pearson examiners), which is specified as requiring particular examination conditions including invigilation, Page 6 of 18

7 environment, either on their own premises or at another location, to be agreed with Pearson, where secure materials may be appropriately stored and examination conditions duly observed, in accordance with the appropriate Instructions for the Conduct of Examinations documents. In designing Distance Assessment, centres must in addition ensure that the assessment: is fit for purpose is accessible to learners allows each learner to generate evidence that is valid and can be authenticated can be delivered efficiently permits Reasonable Adjustments to be made, while minimising the need for them allows each specified level of attainment detailed in the specification to be reached by a learner who has attained the required level of knowledge, skills and understanding allows assessors to be able to differentiate accurately and consistently between a range of attainments by learners has appropriate controls in place to prevent and detect plagiarism. Authenticity Through rigorous assessment and internal quality assurance processes, centres must take all reasonable steps to ensure that, in relation to Distance Assessment: evidence submitted by each learner for assessment is authentic (or includes authentic evidence generated by that learner as a contribution to group work) where an assessment is required to be completed under specified conditions, learners complete the assessment under those conditions (other than where any Reasonable Adjustments or Special Consideration require alternative conditions) a declaration of authenticity is completed by learners and assessors as it is a requirement for the qualifications or units assessed through distance means as part of external quality assurance, Standards Verifiers will review the process through which centres confirm the authenticity of learners evidence. Implementation Centres must ensure that the content of the distant assessment for qualifications they deliver: is fit for purpose has content which is appropriate to the level of assessment being undertaken meets the requirements for assessment specific to the particular qualification and is consistent with the qualification specification is delivered in a way which is appropriate to what is being assessed Centres must ensure that the Distance Assessment for qualifications they deliver: allows each learner to generate evidence which is valid and can be authenticated is independent of the technology on which it may be based does not treat disabled learners less favourably than non-disabled learners. This includes disabilities as defined by the UK Equality Act 2010 and subsequent regulations and guidelines permits Reasonable Adjustments to be made, while minimising the need for them time-limited access and the use of secure assessment material provided by Pearson, intended to be taken under controlled, invigilated conditions. Page 7 of 18

8 allows each specified level of attainment detailed in the specification to be reached by a learner who has attained the required level of knowledge, skills and understanding allows assessors to be able to differentiate accurately and consistently between a range of attainments by learners is conducted accurately, effectively and efficiently. Movement of Evidence and Data Centres using Distance Learning and assessment must take full account of any restrictions placed on the collation and storage of data on learners and the collection and storage of learners evidence of achievement both within and across the borders of countries in which they operate. When centres are using postal means for the movement of learners evidence and for the movement of assessment records and internal quality assurance records, they must ensure that, in the event of loss of these materials in transit, learners are not disadvantaged and the security of the assessment process is not compromised. Centres should retain original copies of learners evidence, assessment records and internal quality assurance records, providing authenticated copies of these for assessment through postal means as defined by the Distance Assessment and Verification Procedures and Guidelines. Centres operating e-assessment must ensure that the use of technology does not create barriers for learners. Centres should provide user-friendly interfaces for centres and learners and enable familiarisation and/or training sessions appropriate to the mode of delivery. Provision must be made available for learners with particular assessment requirements. Centres must provide suitable support for system users, such as familiarisation sessions and guidance for assessors and moderators. Systems and Data Integrity and Disaster Recovery Centres operating e-assessment must maintain and review the security of e-assessment systems for protection against corruptive influences. Procedures must be in place to assure the security of hardware and software and the integrity of test data. Systems must allow for flexibility in the light of technological development. System testing must be thorough, and be reviewed at regular intervals once the system is operational and after every upgrade. Centres must ensure that suitable support facilities are in place and that there is a comprehensive contingency plan should any part of the system fail. Centres must ensure that systems have been thoroughly tested such that they have sufficient capacity to store, retrieve, generate and share all necessary data, including the ability to exchange data securely with other internal and external systems, as required, without endangering the integrity of the data. Centres operating e-assessment must have suitable measures in place to ensure the effective management of business continuity to address business interruption and the need for disaster recovery for their e- assessment services and systems, in the event of a system s failure. Systems management should be underpinned by measures to identify potential risks to those services and systems so that they can be managed to minimise disruption. Use of e-portfolios for assessment In addition to the requirements for e-assessment, e-portfolio systems used for the purpose of Distance Assessment should store and maintain securely performance evidence for access by all required parties, meet the evidence needs for a range of qualification types and enable learners to move their portfolios from one centre to another. Page 8 of 18

9 The e-portfolio should be securely, readily and easily accessible for: learners assessors internal verifiers standards verifiers users at locations remote from the centre any other interested and validated organisation or person. E-portfolios and their contents must be maintained in a secure environment, access to which is limited through: a defined hierarchy of user access unique security passwords/ids provided for each level of user read-only rights provided to those with limited access facility to differentiate between qualified and non-qualified assessors isolation of completed units following final assessment facility to grant remote access to allocated Pearson standards verifiers. The package must be easy and intuitive to use for all users learners, assessors, internal verifiers and standards verifiers - and to be capable of: storing the full range of file types - text, sound, scanned images, digital pictures, video, templates and standard software applications being customised for candidates with special access requirements providing links to other documents/areas, such as centre policies and procedures, Pearson qualification documentation and the relevant Sector Skills Council and professional bodies websites. Portfolio evidence must be retained and accessible for standards verification and audit, assessment and internal verification records must be retained for a minimum of three years. The e-portfolio product should: meet Pearson s requirements for retention of evidence safeguard against removal or modification of archived documents. Distance Learning Platform System Access and Security Centres must have rigorous processes in place to secure authentication of learners work and evidence submitted as evidence of learning for assessment purposes. The Distance Learning platform should be securely, readily and easily accessible for learners, tutors, assessors, internal quality assurance personnel and if required - for Pearson standards verifiers. Centres must provide learners with confidence that their evidence of learning will not suffer interference and will be correctly attributed to them. Evidence must be maintained in a secure environment, access to which is limited through: a defined hierarchy of user access unique security passwords/ids provided for each user read-only rights provided to those with limited access isolation of completed units following final (summative) assessment, when this applies. Page 9 of 18

10 The Distance Learning platform must provide for contingency to mitigate the risks associated with the loss of evidence of learners learning through: the use of back-up facilities in the event of system failure facility to archive individual learner evidence on appropriate media e.g. CD ROM, Flash memory sticks (for centrally hosted services) full Disaster Recovery processes being in place at the hosting data centre. Distance Learning Platform Usability and Accessibility The Distance Learning platform must be easy and intuitive to use for all users learners, tutors, assessors, internal quality assurance personnel and if required - Pearson Standards Verifiers - and to be capable of: storing the full range of file types: text, sound, scanned images, digital pictures, video, templates and standard software applications, as required being customised for learners with special access requirements providing links to other documents/areas, such as centre policies and procedures, Pearson qualification documentation and the relevant Sector Skills Council, Professional Bodies and other websites, as required providing a full range of user support material, including Frequently Asked Questions and user guides. In pursuit of usability and accessibility the Distance Learning platform must provide learners, tutors, assessors, internal quality assurance personnel and if required - Pearson standards verifiers with full technical support, where needed. Regulatory references UK regulators require all awarding organisations to establish and maintain their compliance with regulatory conditions and criteria. As part of this process, policies that relate to Pearson s status as an awarding organisation will reference any particular conditions and criteria that they address. This policy addresses the following regulatory criteria and conditions: Ofqual/CCEA Accreditation/Qualifications Wales General Conditions of Recognition C1 Arrangements with third parties C2 Arrangements with centres D2 Accessibility of qualifications E4 Ensuring an assessment is fit for purpose and can be delivered G1 Setting the assessment G6 Arrangements for Reasonable Adjustments G8 Completion of the assessment under the required conditions G9 Delivering the assessment Page 10 of 18

11 SQA Accreditation Regulatory Principles (2014) Principle 10 The awarding body shall ensure that it has the necessary arrangements and resources for the effective delivery, assessment and quality assurance of SQA accredited qualifications Related Documents Distance Learning Quality Self-Assessment (DLSA) Age of learners: A guide for centres to the fair recruitment of learners onto qualifications Centre guidance for dealing with malpractice Enquiries and appeals about Pearson vocational qualifications policy Individual Qualification Specifications Quality Assurance Handbooks Additional qualification-specific guidance (particularly in relation to the conduct of assessment and moderation) Pearson s Equality policy Pearson s Recognition of prior learning policy and process NVQ delivered overseas policy Pearson s Collaborative Working policy Pearson s Additional sites policy Pearson s Self-Regulated Framework policy Pearson s Removal of Centre and Programme Approval policy Supplementary guidance for reasonable adjustment and special consideration in vocational internal assessed units Suspected malpractice in examinations and assessments: policies and procedures The Skills Funding Agency Funding Rules 2015 to 2016 Version 2 Policy review date April Useful contacts For more information on Pearson qualifications, policies and services please visit the website: qualifications.pearson.com Page 11 of 18

12 Appendix A Distance Learning Quality Self-Assessment (DLSA) with Guidance Notes Quality Assurance (QA) of distance learning, as defined in Distance Learning and Assessment Policy, is a subset of QA at Pearson with special focus and attention on nine quality categories: Institutional Support, Technology Support, Student Support, Student Engagement, Faculty Support, Teaching and Learning, Course Structure, Course Development, Evaluation and Assessment. The nine quality categories grouped into three QA and benchmarking categories: Management, Product and Services form the Distance Learning Quality Assurance Framework: The management category includes the institutional support, technology support and evaluation and assessment at programme as well as institutional level. The product category includes the programme and course design and development and aspects of delivery such as student engagement and teaching and learning. The services category includes faculty and student support. The DLSA contains 55 quality indicators grouped in the defined nine categories. Each indicator contributes up to two points to the total quality score. Pearson will require evidence that the centre has undertaken a full self-assessment using the DLSA and may ask a centre to provide additional evidence to support this assessment. Once the scores of each individual indicator within a quality category are added they can be benchmarked against the expected standard for each category or relevant section of the framework. When all nine categories are evaluated the total DLQS score can be determined. The DLSA is used to determine suitability of the applying institution / centre to receive accreditation and deliver Pearson programme(s) at a distance and ensure all requirements of the Distance Learning and Assessment Policy are fully met. There are three possible outcomes from the approvals process when seeking to deliver through distance means: Approval: Approval is granted and monitoring of quality continue as part of regular QA audits when the assessment results in a score within the Accomplished or Exemplary range, provided that all other requirements for centre and qualification approval are met. Request for Information (RFI): Applications that score in the Developing range, depending upon the extent of the gaps identified, may be subject to a request for further information. On receipt of additional evidence or information, approval may be granted or declined. Declined Approval: Applications from centres which show a score in the Deficient range will be rejected. Please ensure that all information on the DLSA is correct at the time of submission to Pearson. Falsifying information could lead to sanctions being imposed or withdrawal of approval. Page 12 of 18

13 The Self-Assessment: For each of the indicators please score with a value of either 0, 1 or 2: 0 = Deficient There is little or no evidence and the reviewer can t easily observe any indicators of the quality standard being in place. There is some evidence of the quality standard being partially implemented but significant improvement is required. 1 = Developing There is clear evidence of the quality standard being in place but some improvement is still needed in order to be fully implemented. 2 = Exemplary The evidence confirms that the quality standard is fully implemented and there is little to no need for improvement. Management: Institutional support (10 points) 1 The institution has an appropriate governance structure to guide and enable effective planning, decision making and continuous improvement relating to distance learning programmes. score 2 The administration of distance learning programmes is fully integrated into institutional policies, processes and structures. 3 A policy is in place to ensure compliance with intellectual property of course materials especially online materials and resources which is publicly available online. 4 The institution has a process for planning and allocating sufficient resources and a well-defined budget for distance programmes in accordance with its strategic planning. 5 Policies, guidelines and processes are in place to confirm and ensure validity of student enrolment and verify the student identity via secure login and appropriate technologies and practices. Management: Technology support (10 points) 1 A technology strategy and plan including electronic security measures (e.g. password protection, encryption and security of data) is in place to ensure established standards and regulatory requirements are met. score 2 The technology delivery platform and systems are highly reliable and operate within established, measurable technology operating standards (e.g. system downtime tracking). 3 A contingency plan is in place to ensure continuity of data centres operation, student access and support services in the event of prolonged service disruption. 4 Faculty, staff and learners are well supported in developing the required knowledge and skills to effectively use technologies. 5 Whether the institution maintains and manages its own data centres and technology platform or contracts/outsources hosting services all systems Page 13 of 18

14 are administered in accordance with established data management practices including power, backup and disaster recovery plans. Management: Evaluation and Assessment (10 points) 1 A variety of data (academic and administrative) are used to evaluate programme effectiveness and guide changes toward continual improvement, annually. score 2 A process is in place and followed for assessment and evaluation of the effectiveness of support services for faculty and students, annually. 3 A process is in place and followed for the assessment and evaluation of student retention and completion of courses and programmes, annually. 4 Course evaluations collect feedback from learners on the effectiveness of instruction and teaching and contribute to the assessment of faculty performance and planning of professional development, annually. 5 Course evaluations collect learners feedback on the quality of course materials and support services, annually. Total Management score out of 30 points: Products: Course / Programme Structure (10 points) 1 All courses in the distance programme include a syllabus clearly outlining course objectives, learning outcomes, assessments and assessment methods, books and required readings and supplies, technical and proctoring requirements, and other related course information making all course requirements clear and transparent. 2 The structure of all courses ensures that all learners, regardless of physical location, have access to library / learning resources that adequately support the learning experience. 3 Expectations for assignment completion and submission, grade policy, and faculty response time are clearly provided on every course syllabus or information. 4 Instructional materials and teaching and learning resources are accessible to all students (including students with disabilities), easy to use, and may be accessed by multiple operating systems, devices and applications, including assistive technologies. score Page 14 of 18

15 5 Opportunities and tools are provided to enable and encourage collaboration where appropriate and standards for appropriate online behaviour are established and clearly communicated within every course. Products: Course Development / Instructional Design (20 points) 1 All courses in a distance programme are developed and reviewed prior to student enrolment against established institutional guidelines regarding minimum requirements for course design, development and delivery (such as course syllabus elements and information, course materials, assessment and assessment strategies, faculty strategies for student engagement and feedback, etc.). 2 The embedded technology in the courses actively supports the achievement of learning outcomes and delivery of course materials and content. 3 A course development process is followed that ensures courses are effectively designed for distance delivery and students are able to develop the necessary knowledge and skills to meet measurable learning outcomes at the course and programme level. 4 A process and development standards are in place that ensure permissions (Creative Commons, Copyright, Fair Use, etc.) are in place for appropriate use of online course materials. 5 A process is in place to periodically review course assignments and learning activities to ensure they continue to effectively meet learning outcomes. 6 A process is in place to periodically review instructional materials and course syllabi to ensure they continue to effectively meet learning outcomes. 7 A course review process is in place to ensure consistency in course development for student retention and quality of the learning experience. 8 Clear course development standards and guidelines for distance course development are in place and are followed to ensure appropriate engagement between faculty and learners, and interaction with content and courseware. 9 Clear course development standards and guidelines for course development are in place and are followed to ensure learner-centered instruction. 10 Usability tests are conducted and applied to ensure courses are meeting Web Content Accessibility Guidelines (WCAGs) and recommendations for improvement are implemented where needed prior to course being available for student enrolment. score Page 15 of 18

16 Products: Student Engagement (10 points) 1 Learners are provided with appropriate tools and opportunities to interact with peers and faculty as an online community. score 2 Learners are enabled through their interactions with content, participation in online activities, and assignments, to develop cognitive skills and ability to effectively locate, use and synthesize information. 3 Learners are provided with opportunities to engage with other learners in collaborative and reflective learning activities or discussions where appropriate. 4 Learners are provided with opportunities to engage, both on request and on their own initiative, with faculty and support staff. 5 The online learning environment encourages and enables formal and informal learning interactions. Products: Teaching and Learning (10 points) 1 Learner-to- learners and faculty-to- learner interactions and engagement are effectively facilitated. 2 Feedback on learner progress, assignments, and questions is constructive and provided in a timely manner. 3 Learners are provided with learning opportunities and supported to develop appropriate methods for effective research, including the assessment of the validity of web based resources. 4 Learners are provided access to library professionals and resources to help them locate, analyse, evaluate, synthesize, and ethically and appropriately use a variety of resources. 5 Faculty use effective strategies to create and maintain a presence in the course. score Total Products score out of 50 points: Page 16 of 18

17 Services: Faculty support (10 points) 1 The institution ensures faculty receive appropriate training, assistance and support prior to commencing teaching on distance programmes. score 2 Faculty receive training and support materials related to fair use, plagiarism, and legal and ethical concepts relevant to copyright and use of digital and web based resources. 3 Faculty are provided ongoing training and professional development related to evolving and improving practice in distance teaching and learning. 4 Clear standards are established and monitored for faculty engagement and expectations concerning distance teaching ( e.g. response time to communication, feedback, etc.) 5 There are established mechanisms to keep faculty informed of emerging technologies and the selection and adoption of new tools in their teaching practice. Services: Student support (20 points) 1 Before starting studying on a distant programme, students are advised about the mode of delivery to enable them to determine if such a mode is appropriate for them as well as if they have access to the minimum technology skills and equipment required. 2 During their study learners have access to information and training in how to access required materials through electronic databases, digital material repositories, Learning Management System (LMS) and other sources. 3 During their study learners have access to appropriate technical assistance and technical support staff. 4 Learners have access to effective and timely academic, personal, pastoral, career advice and counselling. 5 Policies, procedures and resources are in place to support learners with disabilities including but not limited to visual, auditory and learning. 6 Learners have access to required course materials in digital and/or print format, such as textbooks, course readings and online teaching and learning resources prior to the course start date. 7 Learner support services are focused on meeting the needs of distant students rather than fitting existing on campus services. 8 Frequently Asked Questions (FAQs) or Just in Time (JIT) tutorials are provided to help students find answers to the most common questions related to studying at a distance. score Page 17 of 18

18 9 Guidance and tutorials are provided to students in the effective use of all technologies used for course delivery. 10 Tutoring and learning support are available as a learning resource or access to learning advisors is provided online. Total Services score out of 30 points: Total score out of 110 points: % ( points) = Exemplary 70-89% ( points) = Accomplished 60-69% ( points) = Developing < 59% ( < 65 points ) = Deficient Signed: (Head of Centre) Date: Page 18 of 18