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Socrates Minerva

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Quality assurance on the European agenda. Focusing ... A goal in itself to provide good education ... open dialogue is a challenge to chauvinism and narrowness ... – PowerPoint PPT presentation

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Title: Socrates Minerva


1
Socrates - Minerva
  • PEDAGOGICAL QUALITY OF ODL
  • criteria for assessment

Joergen Bang, Aarhus University, Denmark
2
Presentation
  • Quality assurance on the European agenda
  • Focusing on the relation between quality and
    pedagogy
  • Quality and the BOLDIC pedagogical model of
    blended learning

3
Why focus on quality assurance
  • A goal in itself to provide good
    education
  • A road to accreditation of courses,
    programmes, educations at other
    institutions and in other countries
  • A basis for collaboration among
    institutions/universities

4
Bologna 1999
  • mobility
  • course and curriculum co-operation
  • international competitiveness and attractiveness
  • broad access to higher education and competence
    development in a context of lifelong learning.
  • diversity of courses and programmes, responsive
    to the diversity of needs
  • transparency, readable degrees and certificates,
    ECTS
  • quality assurance
  • international accreditation

5
Bergen 2005
  • Ministers call upon ENQA through its members,
    in co-operation with EUA, EURASHE and ESIB
  • to develop an agreed set of standards, procedures
    and guidelines on quality assurance,
  • to explore ways of ensuring an adequate peer
    review system for quality assurance and/or
    accreditation agencies or bodies,
  • to report to Ministers of education in Bergen
    2005.

6
National quality assurance
  • A definition of the responsibilities of the
    bodies and institutions involved
  • Evaluation of programmes and institutions,
    including internal assessment, external review,
    participation of students and the publication of
    results
  • A system of accreditation, certification and
    comparable procedures
  • Guidelines for international participation,
    co-operation and networking

7
EUA principles and goals
  • PRINCIPLES
  • Mutual trust among the main stakeholders
  • Respect of diversity of national contexts,
    subject areas and other factors
  • Transparency clear architecture and clear
    procedures

8
EUA principles and goals
  • GOALS
  • To strengthen universities capacity to monitor
    their quality internally
  • To promote institutional audits and good practice
    in programme evaluations
  • To develop a European perspective, i.e. to create
    transparency for mutual recognition

9
Pedagogical focus
  • "Technology alone does not deliver educational
    success. It only becomes valuable in education if
    learners and teachers can do something useful
    with it. ()
  • just having the pipes in place with little or
    no educational software available generates
    disappointment and puts many teachers and
    learners off the online experiences altogether.
    ()
  • What is appropriate and works in one culture
    does not necessarily translate to another. ()
    () educational content and e-learning services
    () need to be tailored to local needs and
    cultures.
  • (E-Learning. The Partnership Challenge
    (2001),24-25).

10
VET-report Nov. 2004
  • e-Learning clearly has the potential to
    stimulate learning networks and new forms of
    training organisation. The basic principle of
    good pedagogy remains that the design of the
    whole learning process (possible supported by
    e-learning) is the decisive factor for the
    learners success. Therefore, European countries
    e-learning related measures should not be limited
    to questions of hard- and software, but rather
    focus on the pedagogy and e-learning in work
    processes.
  • Achieving the Lisbon goal The contribution of
    vocational education and training (VET),
    Executive Summary, November 4, 2004 (p. 17)

11
From technology to pedagogy
  • Most people () think that the Internet, itself,
    is the key factor in the success of e-learning.
    However, a vast amount of research provides
    evidence for the proposition that it is not the
    medium (Internet), itself, which is accountable
    for the accomplishment of these promises, but the
    pedagogical design used in conjunction with the
    features of the medium.
  • (Rob Koper Modeling units of study from az
    pedagogical perspektive. The pedagogical
    meta-model behind EML, 2001, p.3)

12
From learning objects to events
  • () a lot of learning does not come from
    knowledge resources at all, but stems from the
    activities of learners solving problems,
    interacting with real devices, interacting in
    their social and work situation. A lot of
    research about learning processes provides
    evidence for this stance that learning doesn't
    come from the provision of knowledge solely, but
    that it is the activities of the learners into
    the learning environment which are accountable
    for the learning.
  • () the smallest unit providing learning events
    for learners, satisfying one or more interrelated
    learning objectives. This means that a unit of
    study can not be broken down to its component
    parts without loosing its semantic and pragmatic
    meaning and its effectiveness towards the
    attainment of learning objectives.
    (Koper, 2001, p. 3)

13
BOLDIC pedagogical tradition
  • The five central concepts
  • student-centred approach
  • communication
  • group or teamwork
  • active participation
  • face-to-face.
  • a blended approach

14
Learning as construction

DECODING (reception) KNOWLEDGE (reciever)
15
Knowledge vs. know-how

DECODING (reception) KNOWLEDGE (reciever)
KNOW HOW
16
Blooms Taxonomy
  • 1) knowledge
  • 2) understanding
  • 3) application INSTRUCTIVISM
  • 4) analysis
  • 5) synthesis
  • 6) evaluation CONSTRUCTIVISM

17
Dialogue and Learning
  • Dialogue offers an opportunity for the learner to
    go beyond the boundaries of the learning material
    though discussions with fellow learners and with
    teachers/tutors.
  • Dialogue enhances the learning process by
    stimulating the 'negotiation' with the learning
    material through the formulation of ideas and
    view points

18
Open discussion fora
  • Discussion fora
  • respect the close integration of education in
    everyday life
  • take advantages of these differences in
    local/national cultures
  • make the differences the starting point for
    exchange of ideas and discussion of viewpoints.

19
Acquiring knowledge through dialogue
  • open dialogue is a challenge to chauvinism and
    narrowness
  • the best of the old qualities from universitas
    litterarum is carried into the digital age.
  • new technologies reanimate the old university
    tradition in which dialogue is the proper way to
    acquire knowledge.

20
Virtual learning environments
  • the challenge is pedagogical rather than
    technological (economical)
  • the potentials of ICT are especially their
    ability to support co-operation and collaborative
    learning via the Internet

21
Deployment of technology
  • the closer ODL methodologies and new technology
    can mesh with standard mainstream teaching
    provision the greater their chance of success
  • if new technologies are seen as a means of
    challenging rather than supporting existing
    arrangements then resistance will be the order of
    the day

22
Trans-national collaboration
  • Communication among students and tutors via
    electronic technologies is an appropriate
    teaching/ learning strategy to deploy in
    trans-national exchange (Virtual mobility)
  • Open discussion fora (CMC) enable students
  • to expose their knowledge and beliefs to those in
    other national/cultural groups, and to challenge
    one another,
  • to transform their understanding of the subject.

23
Qualities of virtual seminars
  • The virtual seminar model is based on joint
    collaboration on equal terms among European
    academics and institutions,
  • rather than on export of already produced courses
    or course units.
  • The autonomy of the institutions and the
    characteristics of national curricula are
    respected,
  • but also challenged in academic discussions

24
Qualities for the learner
  • The real beneficiaries of the ODL integration in
    conventional teaching institutions are the
    learners.
  • they will obtain a flexibility in the learning
    process, not previously known to them
  • they will get access to courses and educational
    materials outside their own institution, not
    previously within their reach
  • they will be presented for cross-cultural
    viewpoints and given possibilities to discuss
    these viewpoints with fellow learners from other
    countries.
  • In short, they become part of a European learning
    environment.

25
  • Joergen Bang
  • Head of Department
  • Department of Information and Media Studies
  • Aarhus University
  • Denmark
  • Tel. 0045 8942 9228
  • E-mail jbang_at_imv.au.dk
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