1. The Quality Challenge: Professor Mark Brown Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance Creating a Culture of Quality Enhancement

2. Palmerston North Auckland Wellington Distance International About Massey…

3. About DELFA… http://delfa.massey.ac.nz Innovation Hub Global Think Tank Networked Community Engine for New Learning Futures Provides International Consultancy Leading International Advisory Board

4. Prof Terry Anderson Prof Grainne Conole Prof Jan Herrington Prof Asha Kanwar Prof Mike Keppell Prof Peter Shea Prof Antonio Teixeria Prof Norm Vaughan Prof Olaf Zawacki-Richter About DELFA…

5. m.e.brown@massey.ac.nz Twitter @mbrownz About Mark…

6. m.e.brown@massey.ac.nz Twitter @mbrownz “I often see things differently”

7. The Quality Challenge… 1.Beyond the hype 2.Different views of quality 3.Frameworks and tools for quality

8. E-learning is a vital digital lubricant for promoting high quality 21 st century teaching. However, it can also be used to entrench 1950s style teaching and learning on modern 21st century networks. My key message…

9. 1. Beyond the hype

10. The truth is that… 1. Beyond the hype

11. The truth is that… Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes… 1. Beyond the hype

12. … and e-learning is part of the problem. The truth is that… Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes… 1. Beyond the hype

13. … and e-learning is part of the problem. The truth is that… Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes… Arguably the term “e-learning” does little to disrupt the old normal and is infused by futures language of education in change. 1. Beyond the hype

14. With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button (Uzanne, 1994). 1. Beyond the hype

15. With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button (Uzanne, 1894).

16. Technology Expectation Cycle (Cuban, 1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. 1. Beyond the hype

17. High expectations Growing support Subsided enthusiasm Rebukes and blame Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. Technology Expectation Cycle (Cuban, 1986) 1. Beyond the hype

18. Gartner Hype Cycle Technology-enhanced learning involves an ongoing cycle of hype, hope and disappointment (Gouseti, 2010). 1. Beyond the hype

19. FOMO

20. “… fundamental elements of contemporary learning and teaching have remained largely untouched by the waves of digital technologies that have been introduced inside and outside of the classroom over the last three decades” (Selywn, 2011, p. 714). 1. Beyond the hype

21. The reality is that the additive or ‘pump, pump, dump ’ models of e-learning still characterizes practice. An inconvenient truth … 1. Beyond the hype

22. 2. Different Views

23. Three views of quality… 2. Different Views

24. A personal view of quality… 2. Different Views

25. A quality product A national view of quality… 2. Different Views

26. An alternative view of quality… 2. Different Views

27. Who defines quality? 2. Different Views … and for what purpose?

28. Contestable Value laden Context bound Discipline specific Always a moving target Must continually strive to attain Basic assumptions… 2. Different Views

30. Quality Assurance 2. Different Views Quality Enhancement

31. QAQE 2. Different Views

32. QAQE Teaching Observations Academic Development Grants & Awards Academic Fellows Learning Design Tools Benchmarks 2. Different Views

33. institution individual clear standards creative flair externally imposed requirements internally owned expectations central quality police local professional responsibility quality compliance quality culture Key Tensions… 2. Different Views

34. 3. Frameworks and Tools

38. Understanding teachers matter most Promoting a high level of professional trust Giving responsibility for quality back to academics Building distributed leadership for teaching and learning Quality enhancement at Massey involves… 3. Frameworks and Tools

39. Quality Enhancement Framework Designs for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Leadership for Learning 3. Frameworks and Tools Teaching Excellence Criteria…

40. Effective Practice Guidelines Academic Development Teaching Evaluation Scholarship of Teaching and Learning Grants and Awards Designs for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Leadership for Learning Design Tools 3. Frameworks and Tools Quality Enhancement Framework

41. Scholarly Peer Review Effective Practice Guidelines Academic Development Scholarship of Teaching and Learning Grants and Awards Designs for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Leadership for Learning Design Tools 3. Frameworks and Tools Teaching Evaluation

42. Why peer review 3. Frameworks and Tools

43. Why peer review Principles of peer review - owned by academics - focus on subject design - emphasis on development - encourages formative feedback - promotes pedagogical conversations - needs to be confidential to participants - must have institutional alignment 3. Frameworks and Tools

44. http://peerreview.massey.ac.nz 3. Frameworks and Tools

45. PART Framework – Guiding Questions 3. Frameworks and Tools

46. ‘Teachers lack the necessary skills to make informed judgements about how to use technologies and are often bewildered by the possibilities’ (Conole, 2010, p.483). 3. Frameworks and Tools

47. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Framework The 7Cs Framework

48. http://compendiumld.open.ac.uk http://www.phoebe.ox.ac.uk/ Emergence of design tools… 3. Frameworks and Tools

49. Learning Design Support https://sites.google.com/a/lkl.ac.uk/ldse/Home Conversational Framework… 3. Frameworks and Tools

50. 2. Where is eLearning heading? Student Workload Calculator http://www.massey.ac.nz/~arowatt/Mockup01.html 3. Frameworks and Tools

51. Conclusion

52. “What’s wrong with education cannot be fixed with technology” (Steve Jobs; cited in Oppenheimer, 1997, p.61).

53. Conclusion It depends on… - high quality teachers - a culture of quality enhancement - disrupting the dominant reproduction metaphors “What’s wrong with education cannot be fixed with technology” (Steve Jobs; cited in Oppenheimer, 1997, p.61).

54. “Not everything that can be counted counts, not everything that counts can be counted ” Final word… Albert Einstein

55. “A prudent question is one-half of wisdom.” Francis Bacon http://www.slideshare.net/mbrownz/ Conclusion