This year’s European Quality Assurance Forum in Berlin 21 – 23 November will explore how external and internal QA processes can support engaged higher education institutions in developing activities that meet the expectations and needs of all stakeholders and demonstrate their value to society. The viewpoint is far wider than digital learning but the audience in EQAF 2018 considered the quality assurance of digital learning as one of the most important development tasks for the future.
There is a EDEN Special Interest Group with activities like:
a) EDLW2018, (november 2018) http://www.eden-online.org/eden_conference/considerations-for-qa-of-e-learning-provision/
b) OEW2019 7 March 2019 http://www.eden-online.org/eden_conference/oer-quality-assessment/
c) LinkedIn https://www.linkedin.com/groups/8741456/
d) Webpage http://www.eden-online.org/eden-special-interest-group-on-technology-enabled-learning-tel-and-quality-enhancement/.
Post other useful links, Alfredo Soeiro
A working group from ENQA has published : “Considerations for quality assuranCe of e-learning provision”. Based on the European Standards and Guidelines (ESG 2015), each standard is commented according to e-learning provision.
Very useful for Higher Education Institutions to prepare themselves for institutional accreditation or update their quality assurance system.
OpenupEd’s Webinar Week is on Mooc Design with a focus on Quality of Moocs on the 16th April:
The Digital Wellbeing Educators’ Erasmus+ project is still collecting documents describing existing good practices around digital wellbeing issues. By digital wellbeing we understand:
– to develop/use tools or practices that look after personal health, safety, relationships and work-life balance in digital settings;
– to use digital tools in pursuit of personal goals (e.g. health and fitness);
– to participate in social and community activities;
– to act safely and responsibly in digital environments;
– to negotiate and resolve conflict;
– to manage digital workload, overload and distraction;
– to act with concern for the human and natural environment when using digital tools.
If you have any material addressing any of the points listed above, please send these files to firstname.lastname@example.org Those who collaborate in the collaction of materials will have access to the transversal analysis that will be done afterwards prior to its official publication.
For more details about this project, please visit its website.
The VINCE project is collecting best practices in the area of validation of prior learning, specifically with migrants/refugees, but not exclusively.
👉 Please follow this link to read more about it and to download the template. What is there for you? The three best works received, will be invited to attend the final VINCE Symposium in Barcelona and will have the chance to present their work.
👉 Do not miss the deadline 10 April 2019!
eucen has been developing tools to help HEIs to identify and improve their apprenticeship programmes through its project ApprEnt. During the collection of data, eucen realised that HE apprenticeships mean different things to different people in different European countries. In order to help users to understand the concept better, ApprEnt has settled a definition. You can find the details of this definition in this link and see if your own programmes fulfil a minimum of 4 characteristics out of the six identified by the project. Do you have programmes that can be considered HE apprenticeships? Let us know! We continue collecting materials!
The final piece of work done by the HE4u2 consortium has been the publication of a full paper in the eucen eJournal of ULLL, Vol 2 No1. This paper explains in detail the processes and the outputs of the project, including the set of guidelines and generic course both for higher education staff and the Ten policy recommendations addressed to policy makers at different levels.
If we apply the definition given by the “Building digital capacity” project*, Digital Wellbeing is the capacity to:
- look after personal health, safety, relationships and work-life balance in digital settings;
- use digital tools in pursuit of personal goals (eg health and fitness);
- participate in social and community activities;
- act safely and responsibly in digital environments;
- negotiate and resolve conflict;
- manage digital workload, overload and distraction;
- act with concern for the human and natural environment when using digital tools.
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