developing a system for the accreditation of digital learning in malta
TRANSCRIPT
DEVELOPING A SYSTEM FOR THE ACCREDITATION OF DIGITAL
LEARNING IN MALTA
Anthony Camilleri Alex Grech
• Learn about audience for whom you are designingUNDERSTAN
D
• Construct point of view based on user needs & insights
DEFINE• Brainstorm
& develop creative solutions
IDEATE
• Build a representation of one or more ideas
PROTOTYPE• Return to
original user group, test & secure feedback
TEST
DESIGN THINKING APPROACH
Source: http://www.neomobile-blog.com/wp-content/uploads/2016/01/DesignThinking.jpg
UNDERSTAND
Malta and its strategic positioning in exploring alternative and flexible Education Systems
MALTA AS A LAB
SMALL BUT PLURALISTI
C
QUALITY IS KEY
CONTEXT AWARENES
S
LEARNER-CENTRICLEARNER-DRIVEN
RESPONSE TO
DEMANDPOLICY
IMPERATIVE: GO GLOBAL
MALTA STRATEGIC POSITIONING
MIX MAKES IT COMPELLING
Densely Populated
Geography
Topography
History of testing new technologies‘Glocal’ – key decision-makers accessible
MALTA AS A LAB
MIX MAKES IT COMPELLING
12,600 students in tertiary education (2014)
High-Profile universities and HEIs registered in Malta
University of Malta
Malta College of Arts Science & TechnologyInstitute of Tourism Studies
European Graduate School
Further 30 (micro) HEIs and 45 further education institutions
SMALL BUT PLURALISTI
C
DIRECTIVES FROM GOVERNMENT
Provide incentives via a regulatory framework to open e-learning institutions within MaltaEnsure a high level of protection for all students
Ensure full compliance between the Maltese regulatory framework and European instruments for recognition and portabilityAllow for sustainable growth of quality assurance and accreditation services
POLICY IMPERATIVE: GO GLOBAL
A ROBUST QA SYSTEM
1) Accreditation of institutions by law - self-accrediting
Privilege limited to the three public institutions mentioned above
2) Accreditation of institutions by the National Commission for Further and Higher Education – institutions need to be a body corporate, as well as meet criteria linked to:
Having an accredited programme on the MQF or EQFPerforming due diligence tests on the head of institution and academic staffEstablishing and maintaining an internal quality assurance policyComplying with venue regulations
3) Accreditation of courses, programmes and modules – all qualifications which are linked to the Malta Qualifications Framework require accreditation, either by NCFHE, or by the self-accreditation institution
QUALITY IS KEY
ACTING IN CONCERT
Partnership with the Commonwealth of Learning (COL)
Setting up Centre for Connected Learning in Malta.
Positioned as a hub for COL with EU on matters relating to digital education.
Intention to extend any eventual of accreditation to digital education granted in Malta within the construct of the Transnational Qualification Framework promoted by COL
Intention to promote TQF within 53 countries
Intention to validate accreditation system with experts in EU and USA
CONTEXT AWARENES
S
CLEAR NEED Non-EU HEIs and
Universities seeking accreditation
Online degrees
Blended courses
Hybrids Partnerships between different HEIsNew Entrants
Focus on skills is changing the accreditation landscape
Starting by investigating Levels 5 to 8
RESPONSE TO
DEMAND
STUDENTS AT THE CENTRE
Any system should be developed around the needs of the learner
For portability and accreditation of education
Irrespective of the mix between face to face and online, and irrespective of the domicile of the HEI
Awareness that learners are starting to demand change Focus on skills is changing the accreditation landscape
Starting by investigating Levels 6 to 8
LEARNER-CENTRICLEARNER-DRIVEN
DEFINEChallenges to Quality System Design:
JurisidictionalQuality ManagementData and Trust
Jurisdictional Issues
Effects of Unbundling
Privacy and Protection
Access to Data and Retention
A Course mustHave all three components
Quality Management Issues – Defining a Course
Contact Hours
activity for the delivery of teaching, whereby teachers directly communicate knowledge to
students, whether synchronously or asynchronously.
Supervised Practice Hours
activity whereby students have the opportunity to interact with teachers (such
learner supervision, coaching or mentoring), whether synchronously or asynchronously.
Self-Study Hours
activity where the learner understands and applies knowledge on their own.
Quality Management - Types of Teaching Activities
Purpose of the Contact Hours Traditional Tool Digital Learning Tool
Transmitting Knowledge (i.e. the teachers' interpretation of information) from the teacher to the student using a variety of media
Lecture Video-lecture
Answering student queries In-Class Questions
In-Office Visits
Synchronous Communication Tools (chat, video-conferencing,
etc)Asynchronous Communication
Tools (e-mail, forums, etc)
Supporting Students in Learning Processes
Workshops. Workshops performed over synchronous communication
tools
Checking student knowledge In-Class interaction (raising of hands, etc)
Formative assessment questionnaires built into a
learning management system
IDEATE Some Scenarios
MALTA: SCENARIOS ENABLED BY ACCREDITATION
FULL (E)CREDIT
PORTABILITY MAPPING OF MOOCS TO
EQF
PLUG AND PLAY QUALITY
SYSTEMSCENTER OF
EXCELLENCENEW
TECHNOLOGY PLAYGROUND
INCREASED STUDENT
OPPORTUNITY
Thank You
Anthony F. [email protected] [email protected]
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MALTA DIGITAL EDUCATION CONFERENCE
THE STATE OF DIGITAL EDUCATION. ENGAGING WITH CONNECTED, BLENDED AND OPEN LEARNING
19-20th January 2017
EU PLAs for Digital Skills & Competences and Higher Education on 18th January 2017
BRYAN ALEXANDERFUTURIST
CABLE GREENCREATIVE COMMONS
J. PHILIPP SCHMIDTMIT MEDIA LAB
BALAJI VENKATARAMANCOMMONWEALTH OF LEARNING
CATHERINE MONGENETFRANCE UNIVERSITE’ NUMERIQUE
RUSSELL BEALEFUTURELEARN
JEFF HAYWOODUNIVERSITY OF EDINBURGH
ANDREIA INAMORATO DOS SANTOSIPTS
CONFERENCE FOCUS AREAS
THE STATE OF DIGITAL EDUCATION
SYSTEMS FOR
ACCREDIT-ATION AND QUALITY
ASSURANCE
OPEN EDUCATION RESOURCES
EDUCATORS DIGITAL
PEDAGOGY SKILLS
FUTURE TRENDS
BEST PRACTICES IN POLICY DESIGN
DIGITAL EDUCATION CONTENT