Discussion Theme 1

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Discussion Theme 1 Quality Assurance Specific
for Elearning

• Göran Karlsson
• KTH-Mechanics, School of Engineering Sciences
• karlsson_at_mech.kth.se

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Welcome to KTH
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Schools
School of Architecture and the Built Environment
School of Biotechnology School of Computer
Science and Communication School of Electrical
Engineering School of Industrial Engineering and
Management School of Information and
Communication Technology School of Chemical
Science and Engineering School of Engineering
Sciences School of Technology and
Health Scientific Information and Learning KTH
Business Liaison
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Undergraduate Programmes 2008

• ALL PROGRAMMES
• 4,087 new admissions 30 women and 70 men
• A total of approximately 17,000 programme
  students
• 300 ECTS CREDIT PROGRAMMES (5 YEARS)
• Architects
• 14 M.Sc. Programmes
• 1,056 graduations 29 women and 71 men
• 180 ECTS PROGRAMMES (3 YEARS)
• 9 B.Sc. Programmes
• 339 graduations 26 women and 74 men

• 180 ECTS PROGRAMMES (3 YEARS)
• 9 B.Sc. Programmes
• 339 graduations 26 women and 74 men
• INTERNATIONAL PROGRAMMES
• 45 International Masters Programmes
• taught in English
• INTERNATIONAL STUDENT EXCHANGES
• 338 KTH students travelling to other
  universities
• 1,057 foreign exchange students began their
  studies at KTH
• 1,105 international masters students began their
  studies at KTH

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Postgraduate Studies 2008

• POSTGRADUATE STUDENTS
• 1,434 active postgraduate students with a minimum
  of 50 activity 28 women and 72 men
• DEGREES
• 152 licentiate degrees awarded 33 to women and
  67 to men
• 209 doctoral degrees awarded 28 to women and
  72 to men

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• Since 2004 KTH offers net based courses for large
  student cohorts.
• Every year approximately 20 of all higher
  education freshmen in Sweden study a nationally
  bridging course in mathematics or other subjects.
  

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• Today there are about six such bridging courses
  and an additional 15 other courses, some of them
  in English and some offered in cooperation with
  other universities 1.
• http//www.kth.se/rcn
• Most of these are in Swedish but some are in
  English 2. http//www.kth.se/rcn?len_UK

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• Model

By using a "flat" non-hierarchical structure and
modern social networking tools (wikis, blogs,
LCMS, videoclips), we make it possible for
thousands of students to share their learning
processes, independently of where they are
living. This is a big difference compared to the
traditional way of organizing courses.
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Education for all

• Online courses make it possible for developing
  countries to deliver high quality courses in
  rural areas at low costs.
• World wide online courses will also form a
  standard which can be used as a benchmark for an
  introductory level and to promote students to be
  more mobile and to take courses in other places
  than in their native countries.

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Online education

• Another serious drawback in a traditional setup
  is that students at different schools in
  different cities will not communicate with each
  other, even if they are struggling with exactly
  the same mathematical problems and learning
  processes.

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KTH-RCN and Math.SE

• Resource Centre for Netbased Education (RCN) at
  KTH 1.
• http//www.kth.se/rcn
• To strengthen national cooperation between
  universities in Sweden and to obtain a flexible
  economic and administrative model a virtual
  cooperation center MATH.SE exist 3
• http//www.math.se/

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MATH.SE

• Royal Institute of Technology, Stockholm
• Stockholm University
• Uppsala University
• Linköping University
• Örebro University
• University of Gävle
• Mälardalen University
• Imperial College, London
• Technische Universität Berlin (TU Berlin)
• Universität Stuttgart
• .

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MATH.SE

• MATH.SE takes care of infrastructure, support,
  formalities, etc. and organizes activities for
  students to successfully complete the course on
  the Internet.
• Call center solution for tutoring the students
  can call or email their personal mentor.

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MATH.SE

• Students belong to different universities but
  study together in one virtual classroom.
• Universities get administrative tools and can
  monitor their students.

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A new educational paradigm

• 10 000 students in the same virtual classroom in
  one single course.
• Students study in the same classroom but are
  formally enrolled at different universities.
• High quality resource allocation.
• Mass-individualization.
• Large inter-cultural community.

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A new educational paradigm
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Present courses Other online courses

• Financial mathematics 7,5 ECTS
• Information search 3 ECTS
• Relativity theory 4,5 ECTS
• Modern Physics 9 ECTS
• Laser Physics 9 ECTS
• Introduction to Environmental Engineering 7,5
  ECTS

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Present courses Other online courses

• Courses in philosophy (such as Argumentation
  theory)
• Communication and project management in virtual
  environments
• Digital learning and competence

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Contiunuous Media Development

• Integration of new media and interactivity, such
  as interactive net video, pod casting, community
  building and social software, Open Educational
  Resources (OER), etc.
• Global course activities

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In e-learning need for

• Quality assurance
• Specific international accreditation
• Evaluations (self- and international)
• Benchmarking
• Programme-Course-Module Quality
  stamp-Accreditation

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• In a recent report (E-learning Quality (ELQ)
  Aspects and criteria for evaluation of e-learning
  in higher education. Report 200811R) the Swedish
  National Agency for Higher Education (NAHE) has
  surveyed the work on quality assurance of
  e-learning in higher education on a European
  level in nine selected countries.
• One conclusion is that quality in e-learning is a
  non issue for many, especially for the quality
  assurance agencies.

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SIG-DLAE project time 2004-01-012005-06-30
The main output from the project was a proposal
for a European accreditation system in e-learning
and blended learning. http//dlae.enpc.fr/
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Objectives 1) Compare the European experiences
on distance learning with an existing
accreditation referential (criteria, methodology,
policy, etc.). In a first instance, the DETC
(Distance Education and Training Council, US)
will be considered. 2) Improve and enlarge these
criteria from the exchange of information on the
practical experiences done by partners of our
project and more generally in higher educational
institutions in Europe. 3) Adapt these criteria
for the definition of an emerging European
accreditation process in e-learning and the
corresponding accreditation process.
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Approach Activities a) identify best
e-learning practices starting from European
experiences, b) evaluate these practices
elaborating a simple and evolutionary method, c)
infer accreditation criteria from practices, d)
adapt criteria from US accreditation processes,
e) contribute an accreditation process for
Europe, f) set up the bases for better transfer
to other sectors and levels of education and
training in Europe.
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It was also planned 1) to reinforce our network
of European education institution 2) to
constitute the kernel for a European set of
standards in e-learning and the corresponding
accreditation process.
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cf. UNIQUe
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• The END