ossiannilsson eucen november2016 [sparad automatiskt]

25thNOVEMBER,2016Dr.EbbaOssiannilsson

EDENFELLOW,OPENEDUCATIONEUROPAFELLOW

A Global overview on quality in open online learning

EUCEN25thNovember2016_Ossiannilsson_AGlobaloverviewon qualityinopenonlinelearning

Dr. Ebba OssiannilssonEDEN FELLOWOPEN EDUCATION FELLOWResercher, Senior Advisor and Consultant OOFATE-learning and Digitization Quality ExpertEDEN ECV President Swedish Association for Distans education (SADE)V President Swedish Association for e-Competence (REK)ICDE_ON_BOLDICEADTU and ICDE Quality reviewer, e-learning and MOOCsEC/ETWGDigitalandonline learninGIPTSOpenEdu Framework (quality)SIS/ISOQuality CommitteeGlobalOERGraduateNetwork(OUGN)SIS/ISO

Learning café at the Strand entitledA global view on quality in digital learning

During this Learning Café a global overview on quality in open online learning based on the research on behalf of ICDE on quality models in open online learning around the globe, and complemented by current trends in the areas of quality in open online learning will be shortly presented and discussed. The presentation will also focus on stakeholders and maturity levels within the organisations.

The Learning Cafe will be conducted in a participative mode. Reflections will be stimulated on how quality models and strategies can be implemented in the participants’ own organisation, and what is important to consider, at macro, meso and micro levels.

The Learning Café will end by a wrap up, and further directions to take.

The Learning Café requires active participation from the participants, but it does not require any special pre knowledge within the area of quality in open online learning. Everyone who has an interest in quality issues in open online learning today and for the future in the 21st century learning arenas is welcome.

EUCEN25thNovember2016_Ossiannilsson_AGlobaloverview

on qualityinopenonlinelearning



QUALITYISINTHEEYEOFTHEBEHOLDER

TheEducation 2030:Towardsinclusiveandequitable qualityeducation andlifelong learning forall

Framework forAction,whichprovides guidance forimplementingEducation2030(TheIncheonDeclaration)

Ensure inclusiveandequitablequality education andpromotelifelong learning opportunities forallAccessInclusionandequityGenderequalityLifelong learning opportunities

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learning

TheQingdaoDeclarationpromotesuse of ICTtoachieveeducation targets innewsustainabledevelopment goals

Global,lifelong,lifewide learningarenas



“A fundamental change is needed in the way we think about education’srole in global development, becauseit has a catalytic impact on the well-being of individuals and the futureof our planet,” said UNESCO Director-General, Irina Bokova.

“Now, more than ever, educationhas a responsibility to be in gearwith 21st century challenges and aspirations, and foster the right types of values and skills that willlead to sustainable and inclusivegrowth, and peaceful livingtogether.”

UNESCO: Education needs to change fundamentally to meetglobal development goals (1)

TodayNewspaper 2ndSeptember2016



The4thIndustrialrevolution:whatitmeans,howtocope withit

• Theimpact onbusiness• Theimpact onorganizations

• Theimpact onpeople

TraditionalsocietytoknowIndustrialsocietytoknowandtoknowhowtodoInformationSocietyoccupationsthatnotexist4th Industrialrevolution,cyberphysicalsystems,robotization,bigdata,3dprinting,circulareconomy

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onlinelearning

Disruption – Innovationandchange forfuture learning

• Learningactivityinthecenter• Universitiesholdthemonopolyto

awardaccreditationsdegrees,willthisbestillinthefuture

• Douniversityofferwhatisneededforthelabormarket?

• Arelearnerslookingforproductsorservice

• Whataretheroleofprofessors?• AgendaUN2030• Whatistheroleofuniversitiesin• QuadrupleHelixinnovation;

government/Public,academic,Industry,citizen

• Needtocollaborateforasustainableworld

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Research

Content

Guidance

Assessment

Certification

Selection

Today

Educationa

lInstitution

Research

Research

Research

MOOCs

MOOCs

2030

Research

Content

Guidance

Assessment

Certification

Selection

Selection



+40QualityModelsonOER;MOOCs,E-learning,Onlinelearning

NormBased/Processbased

QualityMatrix

SetofCharacteristica

Natureofqualityinterventions

Perspectives stakeholders

Maturity level

Macro,meso andmicro level

Recommendations



Quality AssuranceAgencies will becomesprawling education regulations

Quality AssuranceAgencies willbecome Increasingly irrelevant



Normbased accreditation Processbased enhancement

Normbased vsProcessbased

Accreditation,Certification,Benchmarking



Qualiyty Model Certification Benchmarking Accreditation AdvisoryFramework

CHEA(theCouncilforHigher EducationAccreditation),US

E-xellenceEADTU

OpenupEdEADTU

The eLearningguidelines(eLg)

The E-LearningMaturityModel(eMM)

The OLC QualityScorecard

Quality Matters

Quality models aholistic approach(Ossiannilssonetal.,2015)

…Autonomy, Diversity, Inclusiveness, Just for me, Openness, Passion, Presence, Purpose



Setof characteristica (Ossiannilssonetal2015)



• Multifaceted – e.g.systemsuse amultiplicity ofmeasures forquality, andwill often considerstrategy,policy, infrastructure,processes,outputs andmore soastocometoawell-rounded view of holistic quality.

• Dynamic – e.g.flexibility isbuilt intosystems,toaccommodate forrapid-changes intechnology,aswell associalnorms.Forthis reason,theyrarely refer tospecific technological measures,andrather concentrate ontheservices providedtousers through that technology.

• Mainstreamed – e.g.while allthequality toolssurveyed aim athigh-level quality improvement,this isintended totrickle downthroughout theinstitution andbeused asatool forreflectivepractice byindividual members of staff intheirdaily work.

• Representative–e.g.quality systemsseek tobalance theperspectives anddemands ofvarious interested stakeholders,includingstudents, staff,enterprise,government andsociety atlarge.

• Multifunctional – e.g.most systems serveatriple function of instilling aquality culturewithin aninstitution, providing aroadmap forfuture improvement,aswell asserving asalabel of quality foroutside perspectives.

Stakeholders perspectives andmaturity levels of maturity (Ossiannilsson etal2015)

Designing Implementing Enhancing

Learners pespecive

Teacher perspective

Manager perspective

Organizational leaderperspective

Quality assuranceperspective



Quality interventions(Ossiannilssonetal2015)Initial/EarlyStage

Developing Mature Evolving

Stagedescription

Purpose ofquality schemes

Role of qualitymanagers/reviewers



THEREISNOSINGLEONEANDONLYQUALITYMODEL

• Norm based vs Processbased

• Intervention• Maturity level• Macro, meso, micro level• Stakeholders

• … but the importance of a holistic, contextualized approach



Rethinking quality - When thequestions are about …

• Impact,shorttime impact,longtime impact,andpersonal,socialandcommunity impact

• Studentengagement andsatisfaction

• Tracing studentactivity andachievements

• Efficacy of learning• Interactivity• Knowledge,skills,capability and

competenceies asasresult oflearning

• Faculty satisfactionwith theirconditions of pracice

• Indicators of faculty engagementinacademicdecisonmaking



Quality in open education IPTS (Inomorates dos Santos et al., 2016)

• Efficacy

• Impact

• Availability

· Accuracy

· ExcellenceEUCEN25thNovember

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Overtoyou…

• Workingroupsofthree/four

• What doyou considerasimportantqualitywithin one/orseveral ofthe six/ortenareas

• …are there others?

1. StrategicManagement2. CurriculumDesign3. CourseDesign4. CourseDelivery5. StudentSupport6. StaffSupport



Strategicmanagement

• Examplebenchmark– Theinstitutionhasane-learningstrategythatiswidelyunderstood

andintegratedintotheoverallstrategiesforinstitutionaldevelopmentandqualityimprovement.E-learningpoliciesconformtolegalandethicalframeworks.



See:e-xcellencelabel.eadtu.eu/

CurriculumDesign

• Examplebenchmark– Curriculathatusee-learningofferpersonalisationandaflexible

pathforthelearner,whileensuringtheachievementoflearningoutcomes.




CourseDesign

• Examplebenchmark– E-learningmaterialshavesufficientinteractivity(student-to-content,

student-to-studentandstudent-to-teacher) toencourageactiveengagementandenablestudentstotesttheirknowledge,understandingandskills.




CourseDelivery

• Examplebenchmark– Thesystemsforcommunicationandstorageofdataaresecure,

reliableandassureappropriatelevelsofprivacy.Measuresareinplaceforsystemrecoveryintheeventoffailureorbreakdown.




Staffsupport

• Examplebenchmark– Theinstitutionensuresthatappropriatetrainingandsupportisprovided

forstaffandthatthistrainingisenhancedinthelightoftechnologicalandeducationaldevelopments.

Technical aspectsTechnical supportTechnical training

Educational aspectsEducational supportEducational innovation

ResourcesInformationandmediasupportAdministrativesupport

Careerdevelopment,incentivesand recognition

6benchmarks

• 30indicators

• 17indicatorsofexcellence




Studentsupport

• Examplebenchmark– Studentshaveaccesstolearningresources,includingonlinelibrary

access,studyskillsdevelopmentandastudyadvisor,andtheyreceiveguidelinesandtraininginusingtheseresources.

5benchmarks

• 67indicators

• 22indicatorsofexcellence

3rdEdition

Thechapterhasbeenrestructuredandreorganized

Specificareashavebeenrenamed

Newareasandindicatorshavebeenadded




• Framework• Openess to learners• Digitalopeness• Learner centred• Independentlearning• Mediasupportedlearning• Quality focus• Spectrum of diversity• OpenupEd label

OpenupEd aimstobeadistinctqualitybrandembracingawidediversityof(institutional)approachestoopenupeducationviatheuseofMOOCs.Asaconsequence,OpenupEdpartnersagreedtodevelopaqualitylabelforMOOCstailoredtobothe-learningandopeneducation

