Towards a holistic and integrated view of Quality in Open, Online and technology enhanced learning
- 2. Towards a holistic and integrated view of quality in open, online and technology enhanced learning
- 3. What do we mean when we talk about “ Quality in open, on line and technology enhanced learning”? Perspectives and meanings matter!
- 4. Some examples: • You can’t teach a subject online • You don’t know who your students are • Online courses are easy • Online courses should be less expensive or free • It is not a quality learning experience • Educate is only possible face- to-face • (…) Massification & Commodification Diversification & Internationalization Costs (Public & Individual Investments) Do they influence our conception or the level of quality that we demand? … Persistent Myths about Open,Online Education. Pressures on Higher Education
- 5. 5 Dimensions of change The initial media revolution (1.0) 2.0 Future Teachers Sage on the Stage Guide on the Side The orchestra director: harmonizing the generation of content Pedagogical Practices & Learning Individual assignments on given contents Collaboration, Personalizing Learning Environments Open Knowledge and flexible social networking: networked learning, Ecologies of learning, Open Digital Badges Institution Campus Interinstitutional Cooperation Beyond local and institutional barriers Students Passive role Sense of being part of the educational process Co-creation of contents; co-construction of knowledge HE evolution: From tradition to new pedagogical horizons (e-learning; open networked learning)
- 6. Defining Quality in Education. A complex issue… Which would be the focus? Subjective Multidimensional Ambiguous Complex Concerning something ...
- 7. Defining Quality in Education. A complex issue… Elements Dimensions Multiperspective The teacher – the student – the institution, the evaluators Diverse Methods of Analysis Benchmarking – guidelines – standards – quantitative or qualitative approaches Diverse Time In itinere – ex ante – ex post Diverse Meanings Pedagogical – Organizational – Technological – Economical Diverse Levels of Analysis Individual – Group – Institutional – Socio- cultural Source: Raffaghelli, J. 2016
- 8. Quality of… what? • Higher education? • Institutions? • Programs? • Teachers? • Learning? Specifically open, online, technology enhanced learning? • (…) The perspective of who? • Students? • Institutions? • Teachers? • Politicians? • State holders? • Society? • (…)
- 9. Evaluating Quality • Methods • Sources • Agents involved • Decision sharing • Elements /dimensions • (...) • Accountability • Comparison • Obtain/provide information • Improve and transform • (…) How? What for?
- 10. Where is the key, if there is one? VS VS Education & transformation Instruction & Knowledge Involvement & Quality culture Participation & Process (formality)
- 11. Where is the key? Quality culture / focus on these issues. The transformational perspective is the key of a quality learning culture: A human group that takes part of a learning experience as a deep, reflective experience, connected to the own professional/ personal identity. Not just for accomplishing activities, recalling information, and obtaining credentials (course diploma). Teachers and students should become aware of the culture of quality (Elhers, 2004; 2011; Ghislandi & Raffaghelli, 2012). Let us put our focus on their needs, expectations, features and let us give them the best ways for real transformation.
- 12. Thank you very much! Nati Cabrera ncabrera@uoc.edu