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Managing the Quality of E-Learning

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Managing the Quality of E-Learning Managing the quality of blended learning Quality Assurance and Quality Enhancement in E-learning Special Interest Group (QE-SIG) Mark Gamble Helen Barefoot Barbara Newland University of University of Glasgow Caledonian Bedfordshire Hertfordshire University QAQE in e-Learning Special Interest Group: Steering Group Members • Eileen Webb, Teesside University (Chair) • Maria-Christiana Papaefthimiou, Reading University (Deputy Chair) • Helen Barefoot, University of Hertfordshire • Peter Chatterton, e-Daedalus • Mark Gamble, University of Bedfordshire • Magdalena Jara, Institute of Education, University of London • Judith Kuit, University of Sunderland • Harvey Mellar, Institute of Education, University of London • Barbara Newland, Glasgow Caledonian University • David O’Hare, University of Derby International Blended Learning Conference, Hertfordshire, 17 June 2010 Workshop Overview • Project background • Challenges • Good practice • Conclusions International Blended Learning Conference, Hertfordshire, 17 June 2010 QAQE SIG Mission • To aggregate, share and synthesise current and emerging knowledge and practice in quality enhancement related to the use of technology to enhance learning • To build synergies between Higher Education Institutions and with other external sector agencies • To influence local and national policy To foster QAQE communities of practice International Blended Learning Conference, Hertfordshire, 17 June 2010 QAQE project • Develop a commentary and critique of the QAA Code of Practice Section 2 (QAA 2004) • Develop a trainer’s on-line toolkit for ‘Quality enhancement of collaborative provision and flexible and distributed learning including eLearning’ • Hold the first of its annual conferences in conjunction with the HEA (July 2nd University of Hertfordshire) International Blended Learning Conference, Hertfordshire, 17 June 2010 What challenges do you currently face in the management of QA and QE of e-learning? Good practice Design and planning stage • Needs/risk analysis • Staff development plan (identify providers) • Minimum requirements for students ▫ Skills/digital literacy ▫ Technology requirements • Include commitment of relevant support units • Include existing e-learning practitioners • Clear definition of responsibilities International Blended Learning Conference, Hertfordshire, 17 June 2010 Good practice Delivery stage • Evaluation - during not at end • Clear definition of responsibilities • Use of system monitoring data • Formal system of meetings with agreed communication channels • Peer observation – sharing of practice • Student review • Open review by external examiner International Blended Learning Conference, Hertfordshire, 17 June 2010 Good practice Review and Re-design • Response to evaluation (and feedback to existing cohort) • Annual monitoring and openness to review – inclusion of central support experts • Reflective QE process which should inform report – couch report as a working developmental document rather than a re-active signed off report International Blended Learning Conference, Hertfordshire, 17 June 2010 What would be most helpful to you in developing a QAQE community of practice in your Institution? International Blended Learning Conference, Hertfordshire, 17 June 2010 Conclusions • Need to be part of a QAQE community of practice • Important to shape e-learning and blended learning QA policy Join us… • http://www.qe-sig.net/.
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