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  2. 2. Ebba Ossiannilsson, PhD Lunds Universitet
  3. 3. Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland
  4. 4. Agenda
  5. 5. Driving forces for quality Branding /instant reputation Digitalization Technical innovations Inernatíonalisation Collaborate to compete Social innovations Strategical partnerships “Learn on the go” Ossiannilsson 2013
  6. 6. What´s in it for me? Quality is in the eye of the beloved
  7. 7. Retrospective or prospektive? • From control to enhancement • Self-evaluation • Peer review • Benchmarking • Certification • Accreditation • Quality assurance CC BY-NC Some rights reserved by Shira Golding
  8. 8. Quality culture – dialectic approach Quality control Processmodels Guidelines Communication Rules Standards Trust Co-operatiop Inclusivness Innovation/Creativity Competeces Attitudes Values Self -evaluation CC BY Some rights reserved by SeattleClouds.com
  9. 9. Background • The Swedish National Agency of Higher Education, ELQ • EADTU, E-xcellence+ • ESMU, Benchmarking eLearning exercise 2009 • The First dual-mode distance learning benchmarking club
  10. 10. Learning objects 80s 93 94 Gaming technologies Open Educational Resources 98 99 00 01 04 Massive Open Online Courses 05 E-books and smart devices Virtual worlds Social and participatory media Learning Design 95 Mobile devices Learning Management Systems The Internet and the Web Multimedia resources E-Learning timeline 07 08 http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-his online.html
  11. 11. Benchmarking Benchmarking is an internal organisational process that aims to improve the organisation´s performance by learning about possible improvements of its primary and/or support processes by looking at these processes in other, betterperforming organisations (van Vught et al. 2008a: 16). The concept was first used by Camp at Xerox (1989 1993).
  12. 12. Benchmarking “The locus of benchmarking lies between the current and desirable states of affairs and contributes to the transformation process that realizes these improvements.” Moriarty & Smallman (2009) En route to a theory on benchmarking
  13. 13. Why benchmarking? The system of benchmarking includes: • The institution taking the responsibility for QA • Self-evaluation as a bases for self-improvement • Using peer reviewers as reference and input for improvement *In a collaborative process of dialogue we create an environment of learning from each other *In a process of comparing the university’s’ performance with best practices in the field of elearning we identify weaknesses and strengths • Setting a roadmap for improvement
  14. 14. Benchmarking benefits and values • Self assess institutions • Better understand the process • Measure and compare • Discover new ideas • Obtain data to support decision making • Targets for improvements • Strengthen identity, strategy, imple mentation • Enhance reputation • Respond to national indicators • New standard for the sector Van Vught, F. (2008) A practical guide. Benchmarking in European Higher Education
  15. 15. 16 RQ 2 New benefits identified, old ones confirmed • Attitudes • Involvement • Collaboration • Management • Committment • Critical reflections • Cultural issues • Internal dialogue • Teambuilding • Internal processes • Trust • Transparency
  16. 16. The benchmarking process ©Ossiannilsson 2012 What to benchmark Take action Analyse benchmarking information Benchmarking team Benchmarking partners Ossiannilsson 2011. Reprinted with permission from SCIRP
  17. 17. ©Ossiannilsson 2012
  18. 18. Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking elearning ought to cover. Reprinted with permission from Wiley-Blackwell. ©Ossiannilsson 2011
  19. 19. On changing quality perspectives Networking Sustainability Boundless education Lifelong learning Holistic and conceptual approach and embedded and beyond A move from my students, my course, my resorurse… towards our´s… Globalisation Demography Technical and digital development Student involvement and student completion Quality Frame of references (Ossiannilsson 2012)
  20. 20. Rhizome © Ossiannilsson 2012 Serendipity
  21. 21. General objective Creating a QA in e-learning system, because: • The use of e-learning increases • E-learning is an essential element for Lifelong learning • Internationalisation of education is supported by e-learning • E-learning has become mainstream provision Integral part of education – Integral part of QA E-xcellence instrument launched in 2007: Complementary to the existing internal and external national quality assurance systems.
  22. 22. E-xcellence: QA in e-learning instrument • Curriculum design, Course design, Course delivery, Services (student and staff support), Management (institutional strategies) • E-xcellence focuses on elements in course provision that contribute to Lifelong Learning schemes, like: ease of access to courses and services new forms of interaction (students and staff) flexibility and personalisation • E-xcellence is a benchmarking instrument
  23. 23. The basic tool is the quick scan, which can be applied in three ways The quick scan as a quick orientation (basic option) The quick scan with a review at a distance (extended option) The quick scan with an on-site assessment (most comprehensive option)
  24. 24. E-xcellence Associates Label Not a label of proven excellence, but a label to reward continuous educational improvement. Selfassessment Roadmap of improvement Review Essential is integration of benchmarks The label is provided based on an Label external review at a distance or on-site. Virtual Benchmarking Community
  25. 25. 2005 E-xcellence Roadmap 2006 E-xcellence Project 2007 2008 2009 -> 2011 2012 Excellence instrument E-xcellence + Project TF Quality Assurance label E-xcellence Associates label EExcellence xcellence NEXT NEXT Goal: From project to mainstream implementation of the E-xcellence instrument European wide at the local level.
  26. 26. Objectives NEXT 2011-2012 The main objectives of E-xcellence NEXT are: (1). further European introduction Extend local seminars European wide to 20 seminars (2). updating and extending the E-xcellence manual Inc. Social networking and OER (3). broadening the partnership on European and Global level. UNESCO Global TF QA in e-learning
  27. 27. Local seminars within E-xcellence NEXT 1. Kaunus University of Technology (KTU), Lithuania Master’s degree (MSc.) in Information Technologies of Distance Education 2. Akademia Górniczo-Hutnicza (AGH), Poland Centre of e‐Learning and Faculty of Management 3. Open University of Cyprus (OUC), Cyprus Bachelor on Hellenic Studies Master on Educational Studies 4. Riga Technical University (RTU), Latvia Professional Master Program "Innovations and Entrepreneurship" 5. Universidade Aberta (UAb), Portugal Master on Administration and Educational Management (MAGE); Master on E-learning Pedagogy (MPEL). 6. Hellenic Open university (HOU), Greece, Master in Business Administration (MBA) 7. Moscow State University of Economics, Statistics and Informatics (MESI), Master programs: Applied Informatics; Management Bachelor programs: Applied Informatics; Linguistics; Management; Economics
  28. 28. QA-agencies reached with E-xcellence NEXT • ENQA as Associate partner in the project NEXT • Portuguese Agency for Assessment and Accreditation of Higher Education – (A3ES), • La Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA, Spain), • Vlaamse Interuniversitaire Raad (VLIR), • Vlaamse Hogescholenraad (VLOHRA), • Dutch-Flemish accreditation body (NVAO), • Lithuanian Centre for Quality Assessment in Higher Education, Higher Education Quality Evaluation Centre (HEQEC – AIKNC), • Polish Quality Assurance Agency for Technical Universities (KAUT), • Higher Education Planning, Evaluation, Accreditation and Coordination Council (YÖDAK, TR) • Hellenic Quality Assurance Agency (HQAA).
  29. 29. Has the use of the instrument had any impact in your organisation so far? • Discussion on some important issues was initiated, involving stakeholders not involved before • We have identified issues for further e-learning development • The participation in the project has already led to adjustments of the QA system of the university • It has opened a dialogue between different stakeholders • We are working on improvement on e-learning performance along the road map • Definitely, QA in e-learning became more important • Since the project teachers see how to improve their courses • Too early for an official impact, but it enhances fruitful discussions • E-xcellence framework is very useful in the process of designing an internal QA system on e-learning
  30. 30. What role could QA agencies play in relation to QA in e-learning? • They should regard e-learning as an indispensable element of modern education • Create an independent assessment of e-learning/on-line programmes • They should prepare recommendations in QA and elearning • Provide a more detailed implementation plan • They should both play a constructive and an accreditive role in the development of a methodology to assess quality in e-learning • Organise workshops on QA benchmarks
  31. 31. What aspects did you like the most about the E-xcellence seminar? • Open discussion, sharing views and experiences • The process of completing the Quick Scan • Opportunity to exchange experiences between local team and experts from other countries • Sharing experience, revealing strengths and weaknesses • Improvement plan • E-xcellence tool is extremely useful for improving quality • Commitment of participants: managers, teachers, students, incl. representative of National accreditation agency • Discussions that are relevant for future development • It was an opportunity to revise our master degree
  32. 32. Convergence in education by e-learning Changing Communication patterns between students and tutors • Demand for increased communications • Expectations of 24x7 support • Asynchronous communication expands participation • Discussion routinely integrated within course design • Student forums and chat rooms extend informal communication Web Resources replace text material • Information and learning resources not limited by book ownership or library access Networked curricula with the support of ICT and e-learning • International exchange of students via on-line platforms OER We expect that the QA community will meet increasing use of OERs in the future Content – but also tools, licences, practices…
  33. 33. QA-agencies and e-learning From the ENQA Sigtuna Seminar on QA in e-learning (Oct. 2009) • establish a solid quality assurance system in Europe • eLearning should not be evaluated separately, • There is a need for a common definition and understanding on all aspects of eLearning. • There is a need for a “common language” that would help higher education institutions and quality assurance agencies strive for the same goal. • It is important to meet and discuss quality assurance at the European level and between different stakeholders in the educational sector • to provide adequate training for academic professionals, higher education providers and quality evaluation experts.
  34. 34. Caring is sharing, sharing is caring Footprints W:www.oulu.fi; www.lu.se/ced E:Ebba.Ossiannilsson@oulu.fi E:Ebba.Ossiannilsson@ced.lu.se FB:Ebba Ossiannilsson T:@EbbaOssian Phone: +4670995448 S:http://www.slideshare.net/Ebba Ossiann Ossiannilsson 2013

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