Discussion Theme 1– Quality Assurance Specific for Elearning

1. Discussion Theme 1– Quality Assurance Specific for Elearning Göran Karlsson KTH-Mechanics, School of Engineering Sciences karlsson@mech.kth.se

2. Welcome to KTH

3. Schools School 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

4. Undergraduate Programmes 2008 • ALL 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

5. Since 2004 KTH offers net based courses for large student cohorts. Every year approximately 20% of all higher education freshmen in Sweden study a nationallybridging course in mathematics or other subjects.

6. 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

7. 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. Education for all

8. Another 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. Online education

9. 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/ KTH-RCN and Math.SE

10. 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

11. 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

12. 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

13. 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

14. Courses in philosophy (such as Argumentation theory) Communication and project management in virtual environments Digital learning and competence Present courses: Other online courses

15. 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 Contiunuous Media Development

16. In e-learning need for • Quality assurance • Specific international accreditation • Evaluations (self- and international) • Benchmarking • Programme-Course-Module: Quality stamp-Accreditation

18. 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/

19. 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.

20. 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.

21. cf. UNIQUe

22. The END