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MOOCs and the Quality Code Ian G. Giles PFHEA Medical Education

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Presentation on theme: "MOOCs and the Quality Code Ian G. Giles PFHEA Medical Education"— Presentation transcript:

1 MOOCs and the Quality Code Ian G. Giles PFHEA Medical Education

2 Overview  The UK Quality Code  Constructive Alignment  Learning Outcomes  Qualifications Frameworks  Content  Learning & Teaching  Assessment  Learning Resources & Support for Learning  Information  Evaluation 2

3 The UK Quality Code for HE  The Quality Code is the definitive reference point for all UK higher education providers.  It makes clear what higher education providers are required to do, what they can expect of each other, and what students and the general public can expect of them.  The Quality Code covers all four nations of the UK (England, Northern Ireland, Scotland and Wales) and all providers of UK higher education operating internationally.  It protects the interests of all students, regardless of where they are studying or whether they are full-time, part-time, undergraduate or postgraduate students. 3

4 UK Quality Code Part B 4 B1: Programme design, development and approval B2: Recruitment, selection and admission to higher education B3: Learning and teaching B4: Enabling student development and achievement B5: Student engagement B6: Assessment of students and the recognition of prior learning B7: External examining B8: Programme monitoring and review B9: Academic appeals and student complaints B10: Managing higher education provision with others B11: Research degrees Part B: Assuring and enhancing academic quality

5 5 Triangle of Effective Learning 5 Learning Outcomes AssessmentLearning activities

6 Constructive Alignment 6 1 1 1 1 Learning Outcome Learning & Teaching Assessment 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5

7 Constructive Alignment 2 7 1 1 2 2 4 4 5 5 Learning Outcome Learning & Teaching Assessment

8 Learning Outcomes  Learning outcomes are central to the Quality Code and Part A advocates an outcomes based approach.  To assist in the design of the learning activities, and for the student to know what is expected of them, it is sound practice to specify the intended learning outcomes of the course of study before establishing the syllabus (content) or learning activities. 8

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10 Miller’s Prism of Clinical Competence 10

11 National Qualifications Frameworks 11

12 Content  Having established the learning outcomes it is easier to decide on the content, rather than trying to match outcomes to content.  The QAA subject benchmark statements, which underpin Part A of the Quality Code, indicate the expected content in terms of knowledge, skills and attitudes for degree level study.  Many Professional, Statutory and Regulatory Bodies (PSRBs) also provide guidance on expected syllabus content and learning outcomes. 12

13 13 Nice Could Should Essential

14 Learning & Teaching 14

15 Learning & Teaching  Whilst a large number of methods to support learning and teaching have been described over the years not all can be replicated in a MOOC; although with a little thought and organisation most of these can be implemented in some form.  However, before rushing into the “How do I do this?” question it is helpful to think what it is that the student is learning, and therefore what would most likely help their learning. Part B, Chapter B3 of the Quality Code encourages learning designers to think in this way. 15

16 Learning & Teaching Bourner & Flowers (1998) suggested that there are six purposes of higher education:  to disseminate knowledge  to develop the capability to use ideas and information  to develop the ability to test ideas and evidence  to develop the ability to generate ideas and evidence  to foster personal development  to develop the capacity to plan and manage one’s own learning 16

17 Assessment  Assessment for Learning  Assessment of Learning  Reflection on feedback received 17

18 Characteristics  Valid  Reliable, fair & equitable  Purposeful  Timely  Demanding  Efficient and manageable 18

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20 Learning Resources & Support for Learning  Resource types  Reliability of delivery platform  Academic & Digital literacy  Access to Learner Support independent of time zone  Assessment 20

21 Information  Principle 1: Information that providers produce about themselves and the learning opportunities they offer should be clear, timely, current, transparent, and focused on the needs of the intended audiences.  Principle 2: Providers are responsible and accountable for the information they produce about the learning opportunities they offer. At the same time, providers have autonomy regarding the mechanisms and media they choose to communicate this information.  Principle 3: Information should be available and retrievable where intended audiences and information users can reasonably expect to find it. The format and delivery of information should take account of the access requirements of a diverse audience.  Principle 4: Information produced by providers should offer a fair and accurate reflection of the learning opportunities they offer. 21

22 Information  Public information  Information for prospective students  Information for current students  Information on completion 22

23 Evaluation  Providers regularly review their provision that enables student development and achievement, to promote continuous improvement in ways that are not overly burdensome.  Procedures include guidance about who will be involved and how feedback from and participation of key stakeholders contribute to the process.  These stakeholders include students, employers, academic and professional services staff and external organisations, including professional, statutory and regulatory bodies where relevant. 23

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