Qa schemes

QA schemes Marjan Miloshevic

prof. d-r Suzana Loshkovska

Ohrid, 14.09.2013

511126-TEMPUS-1-2010-1-RS-TEMPUS-SMGR

University of Kragujevac

OUTLINE

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•Quality of E-learning

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•E-Learning schemes and models

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•eMM adaptation



E-Learning

Formal education

NON FORMAL EDUCATION LLL

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E-Learning – omnipresent paradigm

http://www.badennet.org



The standard quality assurance (QA) procedures are not sufficient

QA in e-learning is generally not a priority issue, even for QA agencies

Numerous international projects were conducted to form a comprehensive, yet usable framework for quality assurance of learning.

Specialized organizations have developed their own benchmarking procedures and tools and established labels as brands

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The issue of quality




There are several definitions of quality of e-learning, and each depends on its scope, objectives, focus and the methodology of the quality approach.

In this context, quality of e-learning is related to all: processes, products and services for learning, education and training supported by the use of information and communication technologies

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Quality of E-Learning – The Terms




QUALITY ASSURANCE IN HIGHER EDUCATION

A QA system documents procedures with the aim of ensuring that the overall process meets specified objectives and to demonstrate that quality is a managed outcome.

Quality assurance is retrospective and assures quality by requiring conformity to externally imposed standards.

In e-learning, QA has to assure that the quality of student learning is at least equivalent to that in face-to-face teaching/learning



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International Quality Schemas

Label name Level Review process Type Reviewers

UNIQUe Universities Publicly documented, on site Quality mark Internal

E-xcellence University program

Publicly documented; on-line and on-site (optionally) Benchmark Internal

ECBCheck University program

Documents and accompanying web-site are in construction

phaseQuality Mark Internal

SEVAQ+ Universities, Vocational

studiesSupporting documents and web-

site are are available; on-lineSelf-evaluation

toolStakeholders

(teachers, students, ...)

ProcertCourseware

for IT specialists

Documents are not publicly available Benchmark N/A

epprobate General courseware

Quality grid is public; review conducted on-line Quality Mark Internal and

external




eMM



WB model – requirements•to

provide guidelines for everyone involved in quality assurance process in HE institutions with technology-supported learning.

•to support evaluation of all forms of technology-supported learning•distanc

e learning, online learning, online education, distance education, technology-enhanced education, flexible learning, flexible education, IT supported education.

•to enable easy adaptation to different approaches of e-learning implementation at the WB universities, different organization of QA bodies at universities, different self-evaluation procedures, etc.



Issues…

for DL programs, QA system have to ensure that the quality of learning is at least equal to the learning in F2F programs

quality aspects for DL need to be integrated into existing QA systems, taking into account that QA in DL and QA in F2F learning are not exactly the same

competences, resources, technology support in the DL program need to be guaranteed

internal working methods need to be adapted to the special conditions which apply for QA in DL



Main question…

To develop a new model/ benchmark/

framework!

To adapt an existing one!



The choice of the model for WB

ELQ (Sweden)

RFDQ (ISO/IEC 19796-1)

E-xcellence+ (EU)

NADE (Norway)

eMM (New Zelland),

Pick&Mix (UK),

ECTI (JISC, UK),

SEVAQ+ (EU)

...

• The following models/frameworks are explored



Selection of eMM

eMM is most suitable for the

current state in WB countries

legislation in WB countries

Accreditation practice for DL

programs in WB

QA systems in WB



Processes and their categories of eMM



Learning: processes that directly impact on pedagogical aspects of DL

L1

•Learning objectives guide the design and implementation of courses

L2

•Students are provided with mechanisms for interaction with teaching staff and other students

L3

•Students are provided with DL skill development

L4

•Students are provided with expected staff response times to student communications

L5

•Students receive feedback on their performance within courses

L6

•Students are provided with support in developing research and information literacy skills

L7

•Learning designs and activities actively engage students

L8

•Assessment is designed to progressively build student competence

L9

•Student work is subject to specified timetables and deadlines

L10

•Courses are designed to support diverse learning styles and learner capabilities



Development: processes surrounding the creation and maintenance of DL resources

D1

•Teaching staff are provided with design and development support when engaging in e-learning

D2

•Course development, design and delivery are guided by e-learning procedures and standards

D3

•An explicit plan links e-learning technology, pedagogy and content used in courses

D4

•Courses are designed to support disabled students

D5

•All elements of the physical e-learning infrastructure are reliable, robust and sufficient

D6

•All elements of the physical e-learning infrastructure are integrated using defined standards

D7

•E-learning resources are designed and managed to maximise reuse



Support: processes surrounding the support and operational management of DL

S1

•Students are provided with technical assistance when engaging in DL

S2

•Students are provided with library facilities when engaging in DL

S3

•Student enquiries, questions and complaints are collected and managed formally

S4

•Students are provided with personal and learning support services when engaging in DL

S5

•Teaching staff are provided with DL pedagogical support and professional development

S6

•Teaching staff are provided with technical support in using digital information created by students



Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle

E1

•Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience

E2

•Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience

E3

•Regular reviews of the e-learning aspects of courses are conducted



Organisation: processes associated with institutional planning and management

O1

•Formal criteria guide the allocation of resources for DL design, development and delivery

O2

•Institutional learning and teaching policy and strategy explicitly address DL

O3

•DL technology decisions are guided by an explicit plan

O4

•Digital information use is guided by an institutional information integrity plan

O5

•DL initiatives are guided by explicit development plans

O6

•Students are provided with information on DL technologies prior to starting courses

O7

•Students are provided with information on DL pedagogies prior to starting courses

O8

•Students are provided with administration information prior to starting courses

O9

•DL initiatives are guided by institutional strategies and operational plans



Dimensions of processesDelivery - the creation and provision of process outcomes.

Planning - the use of predefined objectives and plans in conducting the work of the process.

Definition - the use of institutionally defined and documented standards, guidelines, templates and policies during the process implementation.

Management - how the institution manages the process implementation and ensures the quality of the outcomes.

Optimisation - the extent an institution is using formal approaches to improve the activities of the process.



The questionnaire

For each process several indicators (practices/items) are defined

For each indicator (practices/items) at least one question is defined

Each question is connected to one dimension of the process,

• P1 – delivery, P2 – planning, P3 – definition, P4 – management, P5 - optimization

For example, the practice/item the following answers are possible for each question

• "not adequate", "partially adequate", "largely adequate", "fully adequate"• "not assessed“

Original version of eMM: over 1000 questions!



The questionnaire

The format of the questionnaire is uniform for all eMM process categories and processes:

<Definition of the process category in eMM><process label> <process definition><practice/item label> <related assessment question for the practice/item><practice/item label> <related assessment question for the practice/item>...<process label> <process definition><practice/item label> <related assessment question for the practice/item><practice/item label> <related assessment question for the practice/item>...

…



The questionnaire (example)

• Learning: – L1. Learning objectives guide the design and

implementation of courses• L1.P1. Does course documentation include a clear

statement of learning objectives? Are course workload expectations and assessment tasks consistent with course learning objectives?(not assessed / not adequate / partially adequate / largely adequate / fully adequate)

• L1.P2. ....



Practice

http://www.educationcounts.govt.nz/publications/ict/58139

http://www.educationcounts.govt.nz/publications/ict/58139



Practice

Petch, J et al (2007) “Piloting a Process Maturity Model as an e-Learning Benchmarking Method” The Electronic Journalof e-Learning Volume 5 Issue 1, pp 49 - 58, available online at www.ejel.org



Thank you for your attention!

Qa schemes

Education

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