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Quality Assurance in Online Education

Quality Assurance in Online Education. Quality Assurance in Online and Blended Learning. Patrick Kiely, Office of the Vice-President for Teaching and Learning. UCC and Online Learning. Organic development initially Now a strategic priority

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Quality Assurance in Online Education

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  1. Quality Assurance in Online Education

  2. Quality Assurance in Online and Blended Learning Patrick Kiely, Office of the Vice-President for Teaching and Learning

  3. UCC and Online Learning • Organic development initially • Now a strategic priority • Pilot Programme – 24 Master’s Degree Programmes in 3 phases over 4 years

  4. Pilot Programme 2012-2017 • Academic Council e-Learning Subcommittee • Income Generation Group • Develop standards and guidelines for online and blended learning • Identify issues and take steps to resolve these

  5. Programme Approval Process • Outline Programme Approval • Full Programme Approval • Major Changes to Existing Programmes • Minor Changes to Existing Programmes • Office of Academic Programmes and Regulations • http://www.ucc.ie/en/apar/

  6. Quality Assurance – Suitability for Online Delivery • Income Generation Group (IGG) Selection Group • Programme Quality and Design • Innovative Online/Blended Programme characteristics • Feasibility • Market Research • Sustainability • Contribution to College and University strategy • http://www.ucc.ie/en/teachlearn/vp/tel/onlinecourses/

  7. Programme Development Work Packages • Pre-Development • Stakeholder Engagement • Programme Selection • Programme Content and Delivery Design • Prgramme Content Development • Programme Deployment • Programme Delivery • Programme Review and Evaluation

  8. Quality Assurance Standards • Following the Path of the Student - Student Centred • Pedagogical Focus • Universal Design for Learning • Accessibility (international good practice) • Modern web standards • Mobile friendly

  9. QA: Recognition of Iterative Development • All standards may not be achieved in Year 1 • Roadmap to standards compliance for following years • Iterative development of content and pedagogy

  10. Assessment of Learning Outcomes More continuous (formative) assessment Less end of year exams and written More active learning Mitigates issues of student identity verification

  11. Review and Evaluation Module evaluation a more frequent and less onerous imposition Fortnightly 4 question surveys

  12. For additional information Patrick Kiely Project Manager, Technology-Enabled-Learning Coordinator, Office of the Vice-President for Teaching and Learning, University College Cork Patrick.Kiely@ucc.ie Google+ https://plus.google.com/114153281091425982302/posts?hl=en

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