QQI Blended Learning Guidelines
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An analysis of the QQI’s 2018 Statutory ‘Guidelines for Blended Learning’. Presentation at ESAI Conference 2018.
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QQI Blended Learning Guidelines
- 1. AN ANALYSIS OF THE QQI’S (2017 – VERSION 2) 2018 STATUTORY ‘GUIDELINES FOR BLENDED LEARNING’ ESAI CONFERENCE UCD 5/7TH APRIL 2018 Dr. Eamon Costello, Dublin City University Dr. Tom Farrelly, Institute of Technology, Tralee Mr. Tony Murphy, Institute of Technology, Tralee.
- 2. THE START OF A REGULATORY FRAMEWORK FOR A NEW REALITY………….
- 4. FORUM PROJECT (TONY MURPHY) - RESEARCH METHODS 1. A review of related literature 2. Individual interviews with 21 experts across the sector 3. Three focus groups: academic staff, learning technologists and students 4. A content analysis of 101 policies related to teaching and learning retrieved from 25 HEIs across the sector.
- 5. QQI’S QUALITY ASSURANCE GUIDELINES Purpose: to provide “guidance to providers on the quality assurance and enhancement of blended learning” and are to be used by “providers when designing, establishing, evaluating, maintaining or reviewing quality assurance procedures for blended learning” (p.4) And to be used as the “basis for the approval by QQI of a provider’s relevant QA procedures (other than previously established universities)” (p. 4)
- 6. ORGANISATIONAL CONTEXT QQI highlight the importance of recognising the differences between face-to-face and blended learning and its guidelines focus HEIs on the need to reflect those differences in, among other areas, strategy, infrastructural priorities, policies and resource allocation.
- 7. PROGRAMME CONTEXT The key phrase that is repeated is “fit for purpose.” Here the guidelines are highlighting that blended learning in a new teaching and learning environment and that Curriculum Design, Learning Resources and Approval and Validation processes are Fit for the new environment.
- 8. LEARNER EXPERIENCE Again the emphasis from QQI guidelines is on the difference between face-to-face and blended learning and the need for HEI’s to reflect those differences in the way in which they monitor, encourage and support the learner.
- 10. KEY FINDINGS OF THE REVIEW: National Forum’s Review of Policies for Teaching and Learning and accompanying Guide to Developing Enabling Policies for Digital Teaching and Learning also emphasis the changing dynamics of digital technology on the teaching and learning environment. The emergence of digital technology creates a new set of policy-related challenges and considerations for teaching and learning in HE The challenges and opportunities related to digital teaching and learning were not reflected in the language of existing policies. In the absence of a robust policy framework for digital teaching and learning, informal practices can emerge which are inefficient, confusing or risky.
- 11. AREAS IDENTIFIED AS BEING OF PARTICULAR SIGNIFICANCE … technology-enabled assessment, copyright and intellectual property rights, curriculum design, managing artefacts on a VLE student digital footprint and digital wellbeing
- 12. AREAS IDENTIFIED AS BEING OF PARTICULAR SIGNIFICANCE (CONTD.) … The policy related challenges have emerged because teaching in a digital world tends to require more of a collaborative, multi-skilled approach. Which prompts decisions regarding contact hours, workloads and remuneration for staff. Collaboratively authored, digital teaching and learning content can be re- usable, which can raise questions regarding ownership of content. The activities of teachers and students can now be recorded and monitored in new ways.
- 13. WHERE ARE THE GAPS STILL?
- 15. BIBLIOGRAPHY European Commission (2013) Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52013SC0341&from=EN European Commission. (2014). Report to the European Commission on new modes of learning and teaching in higher education. European Comission. Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/library/reports/modernisatio n-universities_en.pdf European Commission (2016) Survey on policies and practices of digital and online learning in Europe : digital and online learning - Study. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/621e32df-4a75-43e3- b594-2d1dccc44640/language-en
- 16. BIBLIOGRAPHY 2 Murphy, T. (in press) A Review of the Existing Higher Education Policy Landscape for Digital Teaching and Learning in Ireland. Dublin: National Forum For the Enahncement of Teaching and Learning. Murphy, T. (in press) A Guide to Developing Enabling Policies for Digital Teaching and Learning in Ireland. Dublin: National Forum For the Enahncement of Teaching and Learning. QQI (2018) Statutory Quality Assurance Guidelines for Providers of Blended Learning Programmes. Retrieved from: http://www.qqi.ie/Publications/Publications/Statutory%20QA%20Guidelines% 20for%20Blended%20Learning%20Programmes.pdf
Notes de l'éditeur
- Ireland needs a national framework for integrating new modes of learning supported by digital educational technology. When it comes to educational technology and the EU, national policy initiatives have been found to be fragmented and the European Commission has called for urgent action at local, regional, national and European-wide policy levels (European Commission, 2013). In 2014, the High Level Group on the Modernisation of Higher Education recommended that national guidelines should be developed for ‘ensuring quality in open and online learning, and to promote excellence in the use of ICT in higher education provision’ (p. 40). However, a recent survey of European member states found that approximately only one third have national policies for digital and online learning either in place or being implementation (European Commission, 2016).
- Slide 2: Ireland is starting to put together the constituent parts of a framework. This presentation looks at two recent publications from national bodies that are efforts at putting together constituent parts of a framework QQI’s Quality Assurance Guidelines for Blended Learning Programmes (2018) (published on March 20) National Forum’s Review of Enabling Policies for Digital Teaching and Learning (In press)
- • A review of related literature • Individual interviews with 21 experts across the sector - These included experts in five topic areas identified by the project scoping group, heads of teaching and learning units and institutional leaders • Three focus groups - one with academic staff, one with learning technologists and one with students • A content analysis of 101 policies related to teaching and learning retrieved from 25 HEIs across the sector.
- QQI’s Quality Assurance Guidelines Purpose: to provide “guidance to providers on the quality assurance and enhancement of blended learning” and are to be used by “providers when designing, establishing, evaluating, maintaining or reviewing quality assurance procedures for blended learning” And to be used as the “basis for the approval by QQI of a provider’s relevant QA procedures (other than previously established universities)” (p. 4)
- Organisational context Within the Organisational Context, QQI highlight the importance of recognising the differences between face-to-face and blended learning and its guidelines focus HEIs on the need to reflect those differences in, among other areas, strategy, infrastructural priorities, policies and resource allocation.
- Programme context including development and assessment With Programme Context, the key phrase that is repeated is “fit for purpose.” Here the guidelines are highlighting that blended learning in a new teaching and learning environment and that Curriculum Design, Learning Resources and Approval and Validation processes are Fit for the new environment.
- Learner experience context Again the emphasis from QQI guidelines is on the difference between face-to-face and blended learning and the need for HEI’s to reflect those differences in the way in which they monitor, encourage and support the learner.
- The guidelines under each of these headings illustrate how HEIs can bridge the gap and the differences between face-to-face and blended learning.
- National Forum’s Review of Policies for Teaching and Learning and accompanying Guide to Developing Enabling Policies for Digital Teaching and Learning also emphasis the changing dynamics of digital technology on the teaching and learning environment. Among the Key Findings of the Review are: The emergence of digital technology has created a new set of policy-related challenges and considerations for teaching and learning in higher education. The challenges and opportunities related to digital teaching and learning were not reflected in the language of existing policies. In the absence of a robust policy framework for digital teaching and learning, informal practices can emerge which are inefficient, confusing or risky. Areas identified as being of particular significance for policy development within digital teaching and learning were: technology-enabled assessment, copyright and intellectual property rights, curriculum design, managing artefacts on a VLE student digital footprint and digital wellbeing
- Areas identified as being of particular significance for policy development within digital teaching and learning were: technology-enabled assessment, copyright and intellectual property rights, curriculum design, managing artefacts on a VLE student digital footprint and digital wellbeing
- The policy related challenges have emerge because teaching in a digital world tends to require more of a collaborative, multi-skilled approach. Which prompts decisions regarding contact hours, workloads and remuneration for staff. Collaboratively authored, digital teaching and learning content can be re-usable, which can raise questions regarding ownership of content. The activities of teachers and students can now be recorded and monitored in new ways.
- The elephant in the room: Work allocation models and hours. Look to the Department of Education and the Unions for guidance there
- It will be interesting to assess the extent to which the white paper guidelines will impact on policy and practice