1 ENQA Workshop Oct. 7, 2009 Sigtuna, SwedenENQA Workshop Oct. 7, 2009 Sigtuna, Sweden Discussion...

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

[email protected]

2ENQA Workshop Oct. 7, 2009 Sigtuna, Sweden

Welcome to KTH


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


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


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


•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.


• 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


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.


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.


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.


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/


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

.


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.


MATH.SE• Students belong to different

universities but study together in one virtual classroom.

• Universities get administrative tools and can monitor ”their” students.


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.


A new educational paradigm


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


Present courses: Other online courses

• Courses in philosophy (such as Argumentation theory)

• Communication and project management in virtual environments

• Digital learning and competence


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


● Quality assurance● Specific international accreditation● Evaluations (self- and international)● Benchmarking● Programme-Course-Module: Quality stamp-Accreditation

In e-learning need for


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/


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.


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.


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.


cf. UNIQUe


The END

1 ENQA Workshop Oct. 7, 2009 Sigtuna, SwedenENQA Workshop Oct. 7, 2009 Sigtuna, Sweden Discussion...

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