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The Quality Challenge:

The Quality Challenge:. Creating a Culture of Quality Enhancement. Professor Mark Brown Director , National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance. About Massey…. Auckland. Palmerston North. Wellington. Distance. International.

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The Quality Challenge:

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

  2. About Massey… • Auckland Palmerston North • Wellington Distance International

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

  4. About DELFA… • Prof Terry Anderson • Prof GrainneConole • Prof Jan Herrington • Prof AshaKanwar • Prof Mike Keppell • Prof Peter Shea • Prof Antonio Teixeria • Prof Norm Vaughan • Prof Olaf Zawacki-Richter

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

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

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

  8. My key message… E-learning is a vital digital lubricant for promoting high quality 21st century teaching. However, it can also be used to entrench1950s style teaching and learning on modern 21st century networks.

  9. 1. Beyond the hype

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

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

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

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

  14. 1. Beyond the hype 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).

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

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

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

  19. 1. Beyond the hype FOMO

  20. 1. Beyond the hype “… 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).

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

  22. 2. Different Views

  23. 2. Different Views • Threeviews of quality…

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

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

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

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

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

  29. 2. Different Views

  30. 2. Different Views Quality Assurance Quality Enhancement

  31. 2. Different Views QUALITY QA QE

  32. 2. Different Views TeachingObservations Academic Fellows QUALITY Benchmarks QA QE Grants & Awards Academic Development Learning Design Tools

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

  34. 3. Frameworks and Tools

  35. 3. Frameworks and Tools

  36. 3. Frameworks and Tools

  37. 3. Frameworks and Tools

  38. 3. Frameworks and Tools Quality enhancement at Massey involves… • 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

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

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

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

  42. 3. Frameworks and Tools • Why peer review

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

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

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

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

  47. Conceptualise What do we want to design, who for and why? 3. Frameworks and Tools The 7Cs Framework Consolidate Evaluate and embed your design

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

  49. 3. Frameworks and Tools ConversationalFramework… Learning Design Supporthttps://sites.google.com/a/lkl.ac.uk/ldse/Home

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

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