This document discusses developing a system for accrediting digital learning in Malta. It outlines Malta's strategic positioning due to its small size and pluralistic education system. A design thinking approach is proposed to understand user needs, define challenges, and ideate solutions. Key challenges include jurisdictional issues, quality management, and data/trust issues. Scenarios that could be enabled by accreditation include full credit portability, mapping MOOCs to qualifications frameworks, and increased student opportunity. The system aims to be learner-centric and responsive to demand.

1. DEVELOPING A SYSTEM FOR
THE ACCREDITATION OF
DIGITAL LEARNING IN MALTA
Anthony Camilleri Alex Grech

4. • Learn about
audience for
whom you are
designing
UNDERSTAND
• Construct point
of view based
on user needs &
insights
DEFINE
• Brainstorm &
develop creative
solutions
IDEATE
• Build a
representation
of one or more
ideas
PROTOTYPE
• Return to
original user
group, test &
secure feedback
TEST
DESIGN THINKING APPROACH
Source: http://www.neomobile-blog.com/wp-content/uploads/2016/01/DesignThinking.jpg

5. UNDERSTAND
Malta and its strategic
positioning in exploring
alternative and flexible
Education Systems

6. MALTA AS A
LAB
SMALL BUT
PLURALISTIC
QUALITY IS
KEY
CONTEXT
AWARENESS
LEARNER-
CENTRIC
LEARNER-
DRIVEN
RESPONSE
TO
DEMAND
POLICY
IMPERATIVE:
GO GLOBAL
MALTA STRATEGIC POSITIONING

7. MIX MAKES IT
COMPELLING Densely Populated
Geography
Topography
History of testing new technologies
‘Glocal’ – key decision-makers accessible
MALTA AS A
LAB

8. MIX MAKES IT
COMPELLING 12,600 students in
tertiary education
(2014)
High-Profile
universities and HEIs
registered in Malta
University of Malta
Malta College of Arts Science & Technology
Institute ofTourism Studies
European Graduate School
Further 30 (micro)
HEIs and 45 further
education institutions
SMALL BUT
PLURALISTIC

9. DIRECTIVES
FROM
GOVERNMENT
Provide incentives via a regulatory framework to
open e-learning institutions within Malta
Ensure a high level of protection for all students
Ensure full compliance between the Maltese
regulatory framework and European instruments for
recognition and portability
Allow for sustainable growth of quality assurance
and accreditation services
POLICY
IMPERATIVE:
GO GLOBAL

10. A ROBUST
QA SYSTEM
1) Accreditation of institutions by law -
self-accrediting
Privilege limited to the three public institutions mentioned
above
2) Accreditation of institutions by the
National Commission for Further and
Higher Education – institutions need to
be a body corporate, as well as meet
criteria linked to:
Having an accredited programme on the MQF or EQF
Performing due diligence tests on the head of institution
and academic staff
Establishing and maintaining an internal quality assurance
policy
Complying with venue regulations
3) Accreditation of courses,
programmes and modules – all
qualifications which are linked to the
Malta Qualifications Framework require
accreditation, either by NCFHE, or by
the self-accreditation institution
QUALITY IS
KEY

11. ACTING IN
CONCERT
Partnership with the
Commonwealth of Learning (COL)
Setting up Centre for Connected
Learning in Malta.
Positioned as a hub for COL with EU
on matters relating to digital education.
Intention to extend any eventual of
accreditation to digital education
granted in Malta within the
construct of theTransnational
Qualification Framework
promoted by COL
Intention to promote TQF within 53
countries
Intention to validate accreditation
system with experts in EU and
USA
CONTEXT
AWARENESS

12. CLEAR
NEED
Non-EU HEIs and
Universities seeking
accreditation
Online degrees
Blended courses
Hybrids Partnerships between
different HEIs
New Entrants
Focus on skills is
changing the
accreditation landscape
Starting by investigating
Levels 5 to 8
RESPONSE
TO
DEMAND

13. STUDENTS
AT THE
CENTRE
Any system should be
developed around the
needs of the learner
For portability and accreditation of
education
Irrespective of the mix between face to
face and online, and irrespective of the
domicile of the HEI
Awareness that
learners are starting to
demand change
Focus on skills is
changing the
accreditation landscape
Starting by investigating Levels 6 to 8
LEARNER-
CENTRIC
LEARNER-
DRIVEN

14. DEFINE
Challenges to Quality System
Design:
Jurisidictional
Quality Management
Data and Trust

15. Jurisdictional Issues
Effects of
Unbundling
Privacy and
Protection
Access to Data
and Retention

16. Quality Management Issues – Defining a Course
Contact
Hours
activity for the delivery of teaching, whereby
teachers directly communicate knowledge to
students, whether synchronously or
asynchronously.
Supervised
Practice
Hours
activity whereby students have the
opportunity to interact with teachers (such
learner supervision, coaching or mentoring),
whether synchronously or asynchronously.
Self-Study
Hours
activity where the learner understands and
applies knowledge on their own.

17. Quality Management - Types of Teaching Activities
Purpose of the Contact Hours Traditional Tool Digital Learning Tool
Transmitting Knowledge (i.e. the teachers'
interpretation of information) from the teacher to
the student using a variety of media
Lecture Video-lecture
Answering student queries In-Class Questions
In-Office Visits
Synchronous Communication Tools
(chat, video-conferencing, etc)
Asynchronous Communication Tools
(e-mail, forums, etc)
Supporting Students in Learning Processes Workshops. Workshops performed over
synchronous communication tools
Checking student knowledge In-Class interaction
(raising of hands, etc)
Formative assessment questionnaires
built into a learning management system

18. IDEATE Some Scenarios

19. MALTA: SCENARIOS ENABLED BY ACCREDITATION
FULL (E)CREDIT
PORTABILITY
MAPPING OF
MOOCS TO
EQF
PLUG AND
PLAY QUALITY
SYSTEMS
CENTER OF
EXCELLENCE
NEW
TECHNOLOGY
PLAYGROUND
INCREASED
STUDENT
OPPORTUNITY

20. Thank You
Anthony F. Camilleri
anthony@knowledgeinnovation.eu
Alex Grech
alex.grech@strategyworks.net
This work is licensed under a
Creative Commons
Attribution ShareAlike 4.0
International License.
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21. MALTA DIGITAL EDUCATION CONFERENCE
THE STATE OF DIGITAL EDUCATION.
ENGAGING WITH CONNECTED, BLENDED AND OPEN LEARNING
19-20th January 2017
EU PLAs for Digital Skills & Competences and Higher Education on 18th January 2017

22. BRYAN ALEXANDER
FUTURIST
CABLE GREEN
CREATIVE COMMONS
J. PHILIPP SCHMIDT
MIT MEDIA LAB
BALAJI VENKATARAMAN
COMMONWEALTH OF LEARNING
CATHERINE MONGENET
FRANCE UNIVERSITE’ NUMERIQUE
RUSSELL BEALE
FUTURELEARN
JEFF HAYWOOD
UNIVERSITY OF EDINBURGH
ANDREIA INAMORATO DOS SANTOS
IPTS

23. CONFERENCE FOCUS AREAS
THE STATE
OF DIGITAL
EDUCATION
SYSTEMS FOR
ACCREDIT-
ATION AND
QUALITY
ASSURANCE
OPEN
EDUCATION
RESOURCES
EDUCATORS
DIGITAL
PEDAGOGY
SKILLS
FUTURE
TRENDS
BEST
PRACTICES
IN POLICY
DESIGN
DIGITAL
EDUCATION
CONTENT