Title: Socrates Minerva
1Socrates - Minerva
- PEDAGOGICAL QUALITY OF ODL
- criteria for assessment
Joergen Bang, Aarhus University, Denmark
2Presentation
- 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
4Bologna 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
5Bergen 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.
6National 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
8EUA 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
9Pedagogical 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).
10VET-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)
11From 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)
12From 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)
13BOLDIC pedagogical tradition
- The five central concepts
- student-centred approach
- communication
- group or teamwork
- active participation
- face-to-face.
- a blended approach
14Learning as construction
DECODING (reception) KNOWLEDGE (reciever)
15Knowledge vs. know-how
DECODING (reception) KNOWLEDGE (reciever)
KNOW HOW
16Blooms Taxonomy
- 1) knowledge
- 2) understanding
- 3) application INSTRUCTIVISM
- 4) analysis
- 5) synthesis
- 6) evaluation CONSTRUCTIVISM
17Dialogue 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.
19Acquiring 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
21Deployment 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
24Qualities 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