REVE Project Localisation

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Quality in e-learning 24 July 2006
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Bologne ProcessAction Lines

• Adoption of a system of easily readable and
  comparable degrees
• Adoption of a system essentially based on two
  cycles
• Establishment of a system of credits (ECTS)
• Promotion of Mobility
• Promotion of European co-operation in Quality
  Assurance
• Promotion of the European dimension in HE (joint
  degrees)

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Bologne ProcessAction Lines

• Prague Communiqué (2001)
• 7.  Lifelong learning
• 8.  Involvement of HE institutions and students
• 9.  Promoting the attractiveness of the European
  Higher Education Area 
• Berlin Communiqué (2003)
• 10.  Doctoral studies and the synergy between the
  EHEA and Education Research Area

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Balance report

• Prepared by the EURASH (European Association of
  Institution in Higher Education) for the the
  meeting of ministers in Bergen.
• 3 key issues
• Quality
• Two Cycle degree
• Recognition of degrees
• 43 European countries

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EURASH Report 2005
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EURASH Report 2005
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Bergen 2005Eu Ministers Meeting

• Introduction of Internal Mechanisms
• correlation to External Quality Assurance
• Most of the countries have a Quality Agency

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Bergen 2005Eu Ministers Meeting

• Adopted the standards and guidelines for quality
  assurance in the EHEA proposed by ENQA (European
  Association for Quality Assurance in Higher
  Education)
• Committed to introducing a model for peer review
  of quality assurance agencies.

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ISO International Organization for
Standardization

• It is a developer of standards
• It provides a checklist of formal criteria,
• ISO 90012000 guidelines for quality in
  education. Example
• Criteria to Support internal communications
• Ensure that internal communication processes are
  established.
• Ensure that communication occurs throughout the
  organization.

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EFQM Model European Foundation for Quality Model

• It is based on 9 criteria related to 'Enablers'
  and 'Results'.
• The 'Enabler' criteria cover what an organisation
  does.
• The 'Results' criteria cover what an organisation
  achieves.
• 'Results' are caused by 'Enablers' and 'Enablers'
  are improved using feedback from 'Results'.

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EFQM criteria

• Example PeopleExcellent organisations manage,
  develop and release the full potential of their
  people at an individual, team-based and
  organisational level.  They promote fairness and
  equality and involve and empower their people. 
  They care for, communicate, reward and recognise,
  in a way that motivates staff and builds
  commitment to using their skills and knowledge
  for the benefit of the organisation. 

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EFQM Model European Foundation for Quality Model

• Focuses on a set of criteria around 9 main Topics
• Leadership
• Vision strategy
• HR management
• Middle management
• Management of processes
• Appreciation by students
• Appreciation by staff
• Appreciation by society
• Results

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Quality Assurance e-Learning

• No reference to Quality and e-Learning in any of
  the documents.
• Quality in e-Learning should be reviewed under
  the same standards and guidelines applicable to
  traditional learning activities.
• Need of specific framework and criteria.

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Elearning projects

• MECA-ODL Methodological Guide for the Analysis
  of Quality in Open and Distance Learning
  delivered via the Internet
• SEEQUEL Sustainable Environment for the
  Evaluation of Quality in E-Learning

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Initiatives

• EFQUEL European Foundation for Quality in
  eLearning
• To approach quality in e-learning from different
  and complementary perspectives and develop
  services for all educational fields, regional
  contexts and target groups.

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Learning contexts

• Supplementary
• Blended learning
• Distance learning
• Virtual classroom
• Special education needs

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Phases of designing a course

• Learning objectives and outcomes definition
• Appropriate media and technology selection
• Design of the actual course
• Course production and development
• Course delivery and support
• Course evaluation
• Course maintenance

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E-learning aspects

• Infrastructure technology and people
• Methodology
• Support
• Evaluation

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Criteria

• Phase 3 Appropriate media selection
• Media are adapted to the needs of the specific
  course
• The selected media show usability, accessibility
  and adaptability
• The media proves interoperability with other
  systems
• The learning platform supports the pedagogical
  method required in each case.
• The course authoring tools are able to cover a
  variety of formats