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1 E-learning, Flexible and Distance Learning – the Norwegian Approach and Experience with Quality Ingeborg Bø Norwegian Association for Distance Education.

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Presentation on theme: "1 E-learning, Flexible and Distance Learning – the Norwegian Approach and Experience with Quality Ingeborg Bø Norwegian Association for Distance Education."— Presentation transcript:

1 1 E-learning, Flexible and Distance Learning – the Norwegian Approach and Experience with Quality Ingeborg Bø Norwegian Association for Distance Education EDEN - Rhodes

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3 3 Presentation Open and distance learning in Norway Quality standards for distance education developed by the Norwegian Association for Distance Education (NADE) New demands in new environments? Competition and quality – good friends or enemies?

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5 5 Norwegian Association for Distance Education (NADE) Founded in 1968 member organisation for both independent and public institutions consultative body for the Ministry for Education and Research

6 6 Open and Distance Learning in Norway The first independent distance education institution founded 1914 (NKS) 1948 Act regulating distance education 1983 the first electronic college (NKI) 1990 National Board for Open and Flexible Learning (SOFF) universities and colleges 1993 Act on ODL integrated in Act on adult education

7 7 Two different approaches: ”From external control to internal quality assurance” Law of 1948: External control based on: –accreditation of institutions –accreditation of single courses –inspection –Supervision by an accrediting council appointed by the Ministry

8 8 Internal quality assurance 1968: NADE’s code of ethics 1993: Integration into ”Law on adult education”: Accreditation of institutions Requires internal quality assurance system based on NADE’s quality standards developed by NADE’s standing committee on quality (Erling Ljoså, Torstein Rekkedal and others) Yearly report to the Ministry Linked to state funding

9 9 NADE’s quality guidelines National level Developed for independent distance education institutions All members of NADE required to acknowledge the guidelines Approved by the Ministry of education Developed in 1993 (revised twice) artikkel.xsql?artid=122

10 10 Structure : the institutions' activities divided into four main categories: Information and guidance Course development Instruction Organisation

11 11 Each of these main categories is then divided into four phases: Conditions and constraints Implementation Results Follow up 16 quality areas with standards

12 12 Conditions and constraints ImplementationResultsFollow up Information Councelling External Organisation partners Course development Cooperation Guidance of authors Choice of media Evaluation during process Course delivery Students’ achievements Course completion Learning results Documentation OrganisationEvaluation Reporting

13 13 Example: Quality Area 6: Course development – implementation Quality Factors: 6.1 Supervision, Management and Cooperation 6.2 Follow Up and Guidance of Authors 6.3 Choice of Media and Learning Material choice of media use of existing learning material 6.4 Different study situations 6.5 Evaluation of Product under Development subject related methodological and/or pedagogical linguistic with respect to equal status between genders with respect to target groups ” ” situations of study

14 The institution should give authors, consultants and others necessary guidance and training regarding aspects of distance education in order to assure quality in their work The institution ought to be able to justify the choice of media and use of existing learning material on the basis of the programme's goals and the students' needs and qualifications. Example (area 6 cont.) Course development - implementation Quality Standards

15 15 Organisation - Follow up (area 16) Evaluation The institution ought to regularly evaluate the various elements that are included in the institution's education and follow up of the students In courses that are held in collaboration with or at the request of an employer, there ought to be a system for reporting back the employer's appraisal of the course's benefit.

16 16 Need for change because of e-learning? The standards revised by NADE’s standing committee on quality in 1999 and Results: Need for only minor changes and additions. New elements introduced Change of wording rather than principles More clearly defined demands on the choice and use of media and communication More focus on usability

17 17 New research project (2003) “Pedagogical quality-criteria in netbased learning” by Research and educational network (REN) (educational institutions, businesses and e-learning-companies) List of criteria that will enhance the quality of web-based learning: - Didactical relations - Pedagogical principles

18 18 Dialogue between different stakeholders NADE Students Ministry E-learning companies Accredited ODL- institutions Public and private educational institutions

19 19 Competition and quality- good friends or enemies? The law of the market? Consumer protection? State control? Competition on a national, regional and international level? WTO Need for international focus on quality

20 20 Conclusion Same main principles whether traditional ODL or e-Learning Pedagogical aspects at the core of our attention The students have the decisive word Need for dialogue between different stakeholders International ”Code of ethics”? SEEQUEL: e-Learning European Quality Forum

21 ODL student Face-to-face Networkstudent

22 22 Thank you!


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