Post on 27-Mar-2015
1ENQA Workshop Oct. 7, 2009 Sigtuna, SwedenENQA Workshop Oct. 7, 2009 Sigtuna, Sweden
Discussion Theme 1– Quality Assurance Specific
for Elearning
Göran KarlssonKTH-Mechanics, School of Engineering Sciences
karlsson@mech.kth.se
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Welcome to KTH
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SchoolsSchool of Architecture and the Built Environment
School of Biotechnology
School of Computer Science and Communication
School of Electrical Engineering
School of Industrial Engineering and Management
School of Information and Communication Technology
School of Chemical Science and Engineering
School of Engineering Sciences
School of Technology and Health
Scientific Information and Learning
KTH Business Liaison
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Undergraduate Programmes 2008ALL PROGRAMMES 4,087 new admissions; 30% women and 70%
men A total of approximately 17,000 programme
students
300 ECTS CREDIT PROGRAMMES (5 YEARS) Architects 14 M.Sc. Programmes 1,056 graduations; 29% women and 71% men
180 ECTS PROGRAMMES (3 YEARS) 9 B.Sc. Programmes 339 graduations; 26% women and 74% men
180 ECTS PROGRAMMES (3 YEARS) 9 B.Sc. Programmes 339 graduations; 26% women and 74% men
INTERNATIONAL PROGRAMMES 45 International Master’s Programmes taught in English
INTERNATIONAL STUDENT EXCHANGES 338 KTH students travelling to other
universities 1,057 foreign exchange students began their
studies at KTH 1,105 international master’s students began
their studies at KTH
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Postgraduate Studies 2008POSTGRADUATE STUDENTS 1,434 active postgraduate students with a minimum of
50% activity; 28% women and 72% men
DEGREES 152 licentiate degrees awarded; 33% to women and
67% to men 209 doctoral degrees awarded; 28% to women and 72%
to men
7ENQA Workshop Oct. 7, 2009 Sigtuna, SwedenENQA Workshop Oct. 7, 2009 Sigtuna, Sweden
•Since 2004 KTH offers net based courses for large student cohorts.
•Every year approximately 20% of all higher education freshmen in Sweden study a nationally bridging course in mathematics or other subjects.
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• Today there are about six such bridging courses and an additional 15 other courses, some of them in English and some offered in cooperation with other universities [1]. http://www.kth.se/rcn
• Most of these are in Swedish but some are in English [2]. http://www.kth.se/rcn?l=en_UK
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ModelBy using a "flat" non-hierarchical structure and modern social networking tools (wikis, blogs, LCMS, videoclips), we make it possible for thousands of students to share their learning processes, independently of where they are living. This is a big difference compared to the traditional way of organizing courses.
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Education for all• Online courses make it possible for
developing countries to deliver high quality courses in rural areas at low costs.
• World wide online courses will also form a standard which can be used as a benchmark for an introductory level and to promote students to be more mobile and to take courses in other places than in their native countries.
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Online educationAnother serious drawback in a traditional setup is that students at different schools in different cities will not communicate with each other, even if they are struggling with exactly the same mathematical problems and learning processes.
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KTH-RCN and Math.SE•Resource Centre for Netbased
Education (RCN) at KTH [1]. http://www.kth.se/rcn
•To strengthen national cooperation between universities in Sweden and to obtain a flexible economic and administrative model a virtual cooperation center MATH.SE exist [3]http://www.math.se/
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MATH.SE• Royal Institute of Technology, Stockholm• Stockholm University• Uppsala University• Linköping University• Örebro University• University of Gävle• Mälardalen University• Imperial College, London• Technische Universität Berlin (TU Berlin)• Universität Stuttgart
.
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MATH.SE• MATH.SE takes care of infrastructure,
support, formalities, etc. and organizes activities for students to successfully complete the course on the Internet.
• Call center solution for tutoring – the students can call or email their personal mentor.
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MATH.SE• Students belong to different
universities but study together in one virtual classroom.
• Universities get administrative tools and can monitor ”their” students.
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A new educational paradigm
• 10 000 students in the same virtual classroom in one single course.
• Students study in the same classroom but are formally enrolled at different universities.
• High quality resource allocation.• Mass-individualization.• Large inter-cultural community.
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A new educational paradigm
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Present courses: Other online courses
• Financial mathematics 7,5 ECTS• Information search 3 ECTS• Relativity theory 4,5 ECTS• Modern Physics 9 ECTS• Laser Physics 9 ECTS• Introduction to Environmental Engineering
7,5 ECTS
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Present courses: Other online courses
• Courses in philosophy (such as Argumentation theory)
• Communication and project management in virtual environments
• Digital learning and competence
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Contiunuous Media Development
• Integration of new media and interactivity, such as interactive net video, pod casting, community building and social software, Open Educational Resources (OER), etc.
• Global course activities
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● Quality assurance● Specific international accreditation● Evaluations (self- and international)● Benchmarking● Programme-Course-Module: Quality stamp-Accreditation
In e-learning need for
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24ENQA Workshop Oct. 7, 2009 Sigtuna, Sweden
SIG-DLAE project time: 2004-01-01—2005-06-30
The main output from the project was a proposal for a European accreditation system in e-learning and blended learning.
http://dlae.enpc.fr/
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Objectives: 1) Compare the European experiences on distance learning with an existing accreditation referential (criteria, methodology, policy, etc.). In a first instance, the DETC (Distance Education and Training Council, US) will be considered. 2) Improve and enlarge these criteria from the exchange of information on the practical experiences done by partners of our project and more generally in higher educational institutions in Europe. 3) Adapt these criteria for the definition of an emerging European accreditation process in e-learning and the corresponding accreditation process.
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Approach: Activities: a) identify best e-learning practices starting from European experiences, b) evaluate these practices elaborating a simple and evolutionary method, c) infer accreditation criteria from practices, d) adapt criteria from US accreditation processes, e) contribute an accreditation process for Europe, f) set up the bases for better transfer to other sectors and levels of education and training in Europe.
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It was also planned:1) to reinforce our network of European education institution 2) to constitute the kernel for a European set of standards in e-learning and the corresponding accreditation process.
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cf. UNIQUe
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The END