QUALITY ASSURANCE OF E-LEARNING ENQA Workshop Josep Llados Vice-Rector for Faculty and Academic Policy Sigtuna, October 2009

Introduction: Characteristics of e-learning UOC QUALITY ASSURANCE OF E-LEARNING The mission of the Universitat Oberta de Catalunya (UOC) is to provide people with lifelong learning and education opportunities. The aim is to help individuals meet their learning needs and provide them with full access to knowledge, above and beyond the usual scheduling and location constraints. The UOC engages people who offer quality online university education and promote: –innovative education enabling personalised learning, –technological leadership that facilitates interaction and collaborative work, –academic research on the information society and e-learning, –the dissemination of knowledge.

Introduction: Characteristics of e-learning UOC QUALITY ASSURANCE OF E-LEARNING Students Total27,11527,89131,25930,64433,20731,67434,15032,28035,68734,051 Personal profile Over 30 years (63%) Academic profile With previous university experience (75%)

Introduction: Characteristics of e-learning UOC QUALITY ASSURANCE OF E-LEARNING Students Total27,11527,89131,25930,64433,20731,67434,15032,28035,68734,051 Professional profile Working (95%). According to the latest survey of graduates their studies are closely linked to their job.

Introduction: Characteristics of e-learning UOC QUALITY ASSURANCE OF E-LEARNING Figur I: Our model

Introduction: Characteristics of e-learning UOC QUALITY ASSURANCE OF E-LEARNING Figur I: Our model The learning activity is central to the educational model. The students have three main elements with which to complete it: learning resources, collaboration and accompaniment.

Introduction: Characteristics of e-learning at UOC QUALITY ASSURANCE OF E-LEARNING Figur I: Our model Resources include the content, spaces and tools necessary to carry out the learning activities and their assessment.

Introduction: Characteristics of e-learning UOC QUALITY ASSURANCE OF E-LEARNING Figur I: Our model Accompaniment is the group of actions carried out by faculty to monitor students and to give them support in planning their work, in resolving activities, in assessment and in making decisions. Likewise, students receive personalised attention from faculty and continuous guidance on their academic pathway, establishing relations and communication with the educational community.

Introduction: Characteristics of e-learning UOC QUALITY ASSURANCE OF E-LEARNING Figur I: Our model Collaboration is the set of communicative and participative dynamics that aid the combined building of knowledge among classmates and teachers, through teamwork to solve problems, develop projects and create products together.

Experience in e-learnig assessment QUALITY ASSURANCE OF E-LEARNING Institutional level: - Mission and vision - System capacity: students, infrastructures, faculty, external networks… - Quality assurance mechanisms Degree programme level (9 programmes – students): – Strategic position – Aim of the programme – Instruction design – Learning assessment – Outcomes Two fold assessment process (AQU):.

A good experience QUALITY ASSURANCE OF E-LEARNING Outwards? To be on a level with traditional universities: integration comparability recognition validation and credibility

A good experience QUALITY ASSURANCE OF E-LEARNING Inwards? Other benefits emerging from the assessment process: At the institutional level: Self-evaluation processes drive to a better understanding of institution Auditoria of internal quality assurance systems stronger commitment Identification of critical points and opportunities Strengthening the specificities of e-learning At the programme level: Helping the adaptation to the objectives of EHEA Identification of basic processes involved in the different stages of e-learning Reinforcing interdisciplinary and transversal collaborative work

Key points QUALITY ASSURANCE OF E-LEARNING Identification of specific indicators for virtual learning environments: (I) Student profile expectations, motivations, experience, needs … Technological infrastructures design of platforms, tools, virtual spaces, accessibility, capacity, security… Faculty teachers role (three dimensions: planning, development and evaluation/innovation) + qualification (e-learning competences and expertise, accreditation, training requirements) Network organisation (from 200 to 2000) tutorial, monitoring, coordination… Outcomes success from the point of view of long life leaning vs graduation rates, professional improvement and development vs employability, competences achievement, entrepreneurial behaviour… Learning process learning resources (selection and production of new materials, interaction practices and collaborative work…) and evaluation system (continuous assessment)

Key points QUALITY ASSURANCE OF E-LEARNING Identification of specific indicators for virtual learning environments: (II) Increasing flexibility? openness (open and free access), younger students (digital natives), online vs blended methodologies, virtual mobility and alliances with traditional universities, quick response to emerging social demands and technological challenges (risk-adoption, accountability)… How to transform these specificities in qualitative indicators? Using students, alumni, employers and the nodes of the network as the main sources of information

Thank you very much for your attention !!!! QUALITY ASSURANCE OF E-LEARNING