Quality approach to new e-Learning: from inspection to inspiration

1. Joint Italy-Taiwan workshop on e-Learning “What e-learning for which organizations” Quality approach to new e-Learning: from inspection to inspiration Ancona 21st September 2007 Claudio Dondi SCIENTER - EFQUEL

2. Different recurrent factors emerging from the European debate on Quality in e-learning • Quality seems to be in the eye of the beholder • Quality is a concern for all the stakeholders • There is a diffuse perception about lack of quality of e-learning • The focus of existing quality initiatives/approaches/strategies/frameworks diverge.

3. SEEQUEL project: Sustainable Environment for the Evaluation of Quality in E-Learning The driving objective of SEEQUEL was to reach consensus on a comprehensive analysis framework, encompassing the different “quality cultures”, that are representative of the interests and long-standing priorities of the various user groups such as industry, academia, professionals, student

4. SEEQUEL project first phase:mapping of the different approaches adopted with respect to quality in e-learning by different stakeholders 8 sectors: • industry providing e-learning • industry seen as content provider, • government at EU, national and local level • school education, • higher education, • initial vocational education and training, • informal learning, • continuous professional development.

5. Sectoral views: • Industry providing e-learning : conformance, interoperability, standardisation, provision of scalable integrated learning services, product oriented process • Industry seen as content provider: competence and expertise of the producer of the educational material, content-oriented and production quality process; • Government at EU, national and local level: control on content & curriculum, control on ‘equal opportunities’,’ equal access’, protecting learners as customers, improving efficiency and effectiveness of learning processes; • School education: customer satisfaction , curricula integration, educational value and use of learning services, user-friendliness and usability of resources;

6. Sectoral views: • Higher education: Material/ content is scientifically state-of-the-art and maintained up-to-date, prestige and recognition of the authors, accreditation • Initial vocational education and training: support to contextualisation, quality of the product, clearly explicit pedagogical design principles appropriate to learner type, needs and context, high level of interactivity • Informal learning: Accessibility by different target groups in particular the ones have been excluded before, low-cost, support to individual path, availability of support mechanism that help people overcome any obstacle that might have prevent them from engaging in formal learning; • Continuous professional development: content of the programme and the quality of resources, accreditation system for centres to deliver their qualification programmes, relevance to work processes and working contexts

7. R V S The SEEQUEL conceptual framework SUBJECTIVE COMPONENT OBJECTIVE COMPONENT L S L P L C Perception Object Quality of Learning experience Stakeholder

8. Visions of the World(adapted from Boltanski and Thévenot) – 1/2

9. Visions of the World(adapted from Boltanski and Thévenot) – 2/2

10. The World of Inspiration e-Learning is … A huge opportunity to open up curriculum boundaries and to generate new knowledge and content through grass-roots energy mobilisation.

11. The “domestic” World e-Learning is … A potentially dangerous development that needs appropriate legislation, quality control, protection of young learners and a high level of structuring of learning paths and activities before being considered as a serious complement to traditional teaching methods.

12. The World of Opinion and Image e-Learning is … A recent development in the education and training area, that should be trusted only when proposed by a well-established organisation which could provide prestigious titles.

13. The “civic” World e-Learning is … An interesting opportunity to develop community-based learning, to give access to learning opportunities to people who would be excluded. but also… A risk of de-contextualising the learning experiences through the dominance of global providers.

14. The “commercial” World e-Learning is … • The way to maximise the access to learning opportunities and to minimise the costs of both producing and purchasing learning. • An opportunity to challenge conservative education and training systems. • A new opportunity to develop new services and contents for a potentially huge market.

15. The “industrial” World e-Learning is … • A modern and efficient way to rationalise provision of education and training, guaranteeing standard quality and seamless access. • A way of facing huge training needs in a short time and without depending on variable quality teachers/trainers and organisational constraints.

16. Learningcontext Institutional setting Centralised/ Decentralised curriculum Culture (nat., org., prof., gen.) L. Environments Legislation Valuessystems Learning Sources Teacher and supporting staff / Learning Materials / Resources infrastructure Learners Core learning processes Guidance/ Recruitment/ TNA Planning Design (Guidance Principle) Delivery (T&L) Evaluation/ Assessment Sequeel : The components of the Learning experience

17. Sequeel : Core quality framework

18.     IMPLEMENTATION     Quality as a negotiationprocess •  Context and problem identification • Identification of the ones’ own vision of quality + consultation • Identification of the positions of the stakeholders within the context •  Focus on the areas of the learning experience: learning sources, learning processes, learning context •  Criteria  Weighting •  Matching/Checking of the available procedures and tools •  Development/ adoption •  Impact assessment POSITIONING Dialogue Negotiation ESPLICITATION OF VISION VISION OF THE QUALITY

19. Differentiation Objective differentiation • the eLearning territories • Aims • Contexts • Learning patrimonies

20. eLearning Territories INFORMAL LEARNING e-Learning as a side effect in communities Individual development throught e-learning Virtual Professional networks Non professional learning communities e-L workplace EXTENDED LEARNING CONTEXT INTRA-MUROS Inter-organisational development through e-Learning Evolved distance education e-learning in VET e-L in schools e-L in tertiary education TTT via e-L ICT for virtual mobility FORMAL LEARNING

21. From eLearning 2000 to i eLearning 2010 • i as innovative • i as intelligent • i as integrated • i as inter-personal • i as imaginative • i as inclusive • i as international • i as I – that is ownership of learning

22. Which eLearning for the future? - 1/2

23. Which eLearning for the future? - 2/2

24. The ideal place of eLearning INNOVATION PROCESSES eLearning LIFELONG LEARNING ICT

25. EFQUEL is : • A sustainable multi-point and multi-stakeholders structure promoting innovation aiming at enhancing the Quality in European E-Learning by providing a set of support services in terms of: • Information and Recommendations • Dialogue • Networking

26. The EFQUEL mission: The EFQUEL enhances the quality of eLearning in Europe by providing a new services framework for members and support for all stakeholders. The Foundation is built on principles of dialogue and inclusiveness to promote excellence and innovation in order to achieve a Learning Europe.

27. Guiding principles“From inspection to inspiration” • Openness • Inclusiveness • Self-sustainability • Representativity • Flexibility • Dialogue • Generative Environment • Leadership

28. 60 Members 9 European networks:EUN, EDEN, EIFeL, MENON, EENet, EFMD, EKMA, ESIB, EuroPACE Members: ABIFORMAZIONE, Agency for Higher Education Quality assurance and Career Development, COFIMP, eQCheck, ERGON KEK, Estonian eUniversity, FIM NewLearning, IAL Emilia Romagna, Le Préau/CCIP, Moscow University of Industry and Finance, Moscow State University for Economics, Statistics and Informatics, MRS Consultancy Ltd, NADE, Polish Virtual University, Profingest, Politecnico Milano –METID, Q-Plan-International Quality and Environment Services, Regione Toscana, AUSL N° 6 Livorno, Scienter, SDN AG Easylearn, SINFORM, SIEMENS Business Services Turkey, Social Council for Quality Assurance, Stochkolm Institute of Education/Lärum, Swedish Agency for Flexible Learning-CFL, Synergetics, TEHNE, University of Duisburg Essen, University of Granada, University of Hildesheim, University of Lugano, University of Maribor, University of Padova, University Politecnic of Bucharest –CEAC, University of Reading, University of Sevilla, Universitat Oberta de Cataluniya

29. Workplan – 1/3

30. Workplan – 2/3

31. Workplan – 3/3

32. Project aims The UNIQUE project aims at enhancing the reform process of European higher education institutions by creating, testing and launching an eLearning quality label for ICT use in higher education.

33. Activities and Outputs (1/2) • Conduct a preliminary analysis of the success stories and pitfalls of eLearning in European higher education and present it in a report; • Study how to adapt the successful experience of the Programme accreditation for teChnology-Enhanced Learning (CEL) from the management education field to the broad field of eLearning in higher education; • Set up and animate a Steering Committee to make sure that all the project outcomes will have an impact at the system level of higher education; • Prepare specifications for the UNIQUe quality label and test it with a network of 12 universities;

34. Activities and Outputs (2/2) • Set up and animate a community of practices able to support a benchlearning process among the 12 universities involved in the project piloting; • Launch the UNIQUe quality label in a high level European conference; • Guarantee that, thanks to the work of the European Foundation for Quality in eLearning (EFQUEL), the project results are sustainable and visible.

35. Partners • MENON Network (Coordinator) • EUROPACE • EFQUEL – HE SIG – U. Granada • EFMD Project duration: November 2006 - October 2008

36. The System view CEL eLearning Programme Accreditation EFMD • eLearning Programme 2005-2007 • MASSIVE • Institutional Peer review • Method/Model • Impact on Universities Management • Services • Socrates Programme 2007-2008 • UNIQUE Institutional Accreditation • Converging criteria • Accreditation method • Joint effort Partnership at National and EU level (Regional in some MCs) EFQUEL SIG HE ICT in HE Institutional Accreditation Systems European Peer Reviewers Team

37. Thanks for your attention… cdondi@scienter.org www.scienter.org www.qualityfoundation.org