Quality assurance in ODL

Transcription

1 Quality assurance in ODL Role of Academic Staff Madhulika Kaushik School of management studies IGNOU India

2 ODL in India OU system initiated in national and 14 state open Universities,CCIs, Private players University sector accounts for about 3.8 million learners,2.8 at IGNOU alone, ODL now serves above 20% of the relevant target group in higher education, expected to cater to 40 % by end of plan period Impressive infrastructure put in place As suggested,focus of paper on Online education

3 Quality assurance what does it entail Fitness for purpose Inevitably, excellence Conformance to standards Value for Money efforts Reliable access,consistency,relevance Quality of both process and outcomes Quality of contents and delivery Responsiveness to clients explicit and implicit needs Matter of accoutability and bnational interest Approaches must reflect the responsiveness towrds the online transition

4 Academic staff. Creators of core value,crucial for both output and process quality Critical role to play in QA at design,development delivery and assesment stages Outcome based measures,for online education still not achieved desired levels of maturity and application Measures applied include : DEC norms, International Standards, Institutional standards, Project norms for public funded national orojects

5 Online education: trends and diversity TWO major trends: LLL and JIT Models of blended learning the norm rather than completely web based programmes University sector provision Private players in professional and technical education NPTEL Sakshat MKCL

6 IGNOU VCI in 1999: BIT, ADIT: EdExcel corp.,uk QA based on intensive feedback mechanisms MEIDS Resettlement and Rehabilitation Law programmes Digitised content of over 300 courses,a/v programmes and telelectures Current approaches : ODTEL including IGNOU Wiki Services, IGNOU Open Course Guide and Prashnottari sewa

7 QA Process for ODTEL In addition to DEC norms a Course Maturity rating System put in place 1*: the basic IOCG is set up over the ODTEL Wiki area of IGNOU with the following information: courses prospectus, syllabus, contact details, course registration facility, links to cause wiki, facility for course assignment posting and event announcement; open course discussion forum and course IPS 1.5*: 2* : where the above facilities are also supported by a description of blocks, units, links to approved learning resources and video lectures as well as a detailed course schedule and a calendar of course events 2.5*: 2* + fairly detailed course counselling plan, with active IPS support systems to engage the learners. The CCP should support linking to appropriate core web resources and library references to module specific activities. Activities must be at the right level, sequenced and based on the 4 Quadrant requirement socialise, internalise, externalise an integrative thinking abilities. 3*: additional refinements of the CCP to include supplementary resources to help learners broaden their understanding of the content to application supported by online self tests to assist in both the learners and the counsellors. 3.5*: 3*+ engagement of learners through TV based seminars, and/or webinars, assured engagement of learners in at least 70% of the stipulated CCP activities. 4* capacity to conduct tutored video instruction and conducting distributed classes in the LSCs; LMS supported testing and evaluation system with associated learner database management. 4.5* assured conduct of practicals, design exercises and term papers; time the evaluation of answer scripts and term papers. 5* : outcome-based education through assured engagement of the learners to apply the skills and concepts taught in the course. At least 50% of the class should be able to exhibit the basic outcomes expected from the course. Term end workshops may be used to showcase projects and term papers completed during the course.

8 NPTEL Initiative of 7 IITs and IIS,supported by the Ministry of Human Resource Development Aimed at improving quality of teaching in Engineering and Science 129 web based courses, 110 video lecture based courses Faculty coordinators responsible for quality of content,copyright jointly owned by faculty,iit and MHRD Site can be accessed at

9 Other initiatives Sakshat : SCDL MKCL

10 Role of academic faculty in QA Not much change in pedagogy and assessment aspects Major shifts related to delivery and the location of learning lms,dynamic content,peer learning and responsiveness, assurance and reliabillity dimensions of service quality come into play Greater decentralisation observed Learner expectation geared more towards flexibility dimensions rather than richness at variance with perceptiond of academics themselvees

11 Role contd..design stage Ensuring relevance,access,equity Articulation of the design standards Articulation of the levels of technical support Ensuring programme expert committees are broad based Ensuring industry-institution interaction Conducting a need survey prior to ensure that the programme is reflective of learner and societal needs Leveraging available expertise from other institutions/outside experts, Identifying possible areas of technological intervention and accessing expertise across institutions, to help collaborative dynamic networks. Reviewing the programme content, through a system of peer review, internal and/or external, every three to five years to ensure continued relevance. Articulating the desired patterns of learner assessment to be followed within the overall framework of the Institutional policy Selecting design of learner assessment

12 Role.. Development Definition and articulation of Learning outcomes at successive levels of programme, course, unit section. Orietation of content writers,developers Ensuring support of language and content editing expert systems Putting up the content for a peer review developmental testing among intended target segments shelf life of a given course as well as the periodicity of dynamic content design and development of learner assessment Working together closely with the other Institutional subsystems

13 Role Delivery stage Ensuring easy access to all relevant information on telecast, videoconferencing sessions and counselling schedule, conduct of examination, assignment evaluation. Being proactive at incorporating revision to electronic content strict adherence to benchmarks for all key aspects of service delivery Maintaining responsive relationship by institutionalizing systems of receiving formal and informal feedback about all aspects of programme content and delivery Aiming at zero error student support services Troubleshooting and redressal Investing in quality of tutors and mentors,evaluators Maintaining updated FAQs at the programme level. Maintaining real time information flows regarding courses across the system

14 Less apparent dimensions of QA Cost effevtiveness Efficient and effective use of resources Networking, resource sharing and collaboration Creating Common infrastructure

15 In Conclusion. QA in online Education still to mature Variety of standards therefore being followed Blended learning approaches characterise online provision ijn the subcontinent: QA therefore has to work across multiple media and sometime in a project wise manner Both direct and learning centre based models in use, so QA measures have to be reflective of both trends Role of Academic Staff continue to be critical as in the absence of an alternative locus, the course coordinator/ programme coordinator continues to be the locus of accountability for quality of a given course/programme.