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Webinar week: Quality in Higher Education

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Quality Assurance (QA) in Online Higher Education and MOOCs is one of EADTU’s main priority areas. For more than a decade now, EADTU is coordinating the E-xcellence movement on quality benchmarking online, open and flexible education. OpenupEd was the first QA label for MOOCs with a strong link with E-xcellence. Last year, EADTU has been appointed as the ICDE-UNESCO focal point for QA in online education for Europe.

In close cooperation with ENQA, EADTU further explored the quality aspects related to the uptake of new modes of teaching and learning in last year’s Peer Learning Activity on QA in blended and online education.

In the Webinar Week of September 2018, EADTU together with fellow experts, will report and focus on latest developments in QA in Higher Education.

Meeting room: For the meeting we will use Clickmeeting: For smartphones and tablets app you need the following Room ID: 728-692-653. We highly recommend using a headset to prevent echo. Please make sure your speakers/headset are plugged in before login into the system of Clickmeeting.

Need help using Clickmeeting? Take a look at the short webinar guide.


18 September: Quality frameworks for MOOCs [OpenupEd]

  • Checking MOOC quality afterwards: the case of accessibility (Francisco Iniesto, OUUK)
    The increase of quality in MOOCs helps better accessibility to all learners, disregarding of disabilities; MOOCs cannot remove all barriers to learning but can contribute to ensuring quality education to all. The different quality benchmarks oriented to MOOCs are focused on helping the processes during the MOOC production. How can we help improve accessibility by understanding those MOOCs that are already online? In this presentation we will see how the work carried out by EADTU projects has been reoriented to be included in an accessibility audit that provides heuristic, user experience (UX), universal design for learning (UDL) and quality evaluations.
  • Quality assurance of MOOCs from an institutional perspective: the OpenupEd label (Jon Rosewell & Karen Kear OUUK)
    The early hype surrounding MOOCs was later tempered by scepticism about the quality of MOOCs. Institutions continue to invest in MOOCs, perceiving this as a way of improving their capability to deliver blended and online education. Assuring the quality of MOOC provision is therefore an important issue. We discuss different quality approaches and illustrate some institutional and platform processes. The OpenupEd Quality Label provides a framework tailored for MOOCs that can be embedded into institutional quality processes.

  • The student’s perspective on MOOC quality (Gohar Hovhannisyan, ESU)
    MOOCs are an advantage for opening higher education to a wider group of students and reducing the barriers of participating in learning at a higher level. If developed keeping universal design in mind, they can be freely available to all students regardless of their background. However merely using or providing MOOCs does not necessarily state the comprehensiveness, correspondence and authenticity of the course, shortly - there is no guarantee of the quality unless there are measures taken in this regard. How can we make sure that students engagement is promoted enough for achieving the quality of MOOCs? This presentation will look into perspective of students not being passive respondents to the MOOC quality, but rather active creators of it.

  • How a MOOC platform checks the quality of MOOCs
    (Rebecca Love-Howard, FutureLearn)
    At FutureLearn we believe our thorough QA process is fundamental to helping our partners transform digitally. In this presentation we will explore how we approach pedagogy, technology and accessibility in our QA, and how we ensure this approach meets the needs of our learners.
    (Catherine Mongenet, FUN-MOOC)
    The quality of MOOCs is an important issue for the FUN members and partners. We will present how quality assurance is managed through an editorial committee and a quality charter.

  • How to secure quality of MOOCs in cross-sectoral / cross-institutional team: the case of the BizMOOC project (Darco Jansen , EADTU)

19 September: QA in blended and online education [EADTU & ENQA]

  • Main results EADTU-ENQA Peer Learning Activity (PLA) on QA in blended and online education (George Ubachs, EADTU)
    The EADTU-ENQA PLA has identified next steps in the development of high quality blended degree and online continuing education in a dialogue between main stakeholders: universities, quality assurance agencies, governments and students. Only in dialogue between these stakeholders we can come to a favourable environment for further innovating education. This PLA showed a shared responsibility to accelerate innovation and quality of education and to find ways for improvement. Ways forward for all stakeholders separately and in dialogue will be presented.

  • Main findings of the ENQA WG E-learning (Esther Huertas Hidalgo, AQU Catalunya)
    Recognising that recommendations for quality assurance and e-learning have already been written, the WG decided to create a new focus: to systematically examine both the applicability and relevance of the standards as defined in the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG, 2015). Although each standard proved to be fully applicable to e-learning, some standards seemed to require special guidance on how they can be applied. The findings of this work are applicable to all forms of e-learning. Besides, it is meant to initiate discussion and the thinking process of stakeholders involved, e.g. HEIs, QA agencies, etc. It is not intended to be prescriptive.

20 September: Lessons from 10 years of E-xcellence quality reviews for elearning [EMPOWER & E-xcellence] (Karen Kear & Jon Rosewell, OUUK)

E-xcellence is a QA methodology with a strong quality enhancement focus. We analysed E-xcellence self-evaluations and roadmaps at twenty higher education institutions to identify the most challenging aspects of e-learning provision. The main challenges were: developing e-learning strategy, building online academic communities for students, and managing staff workload. There was also a strong focus on increasing the interactivity of learning materials. In contrast, the provision of reliable IT systems and hardware was unproblematic.

Logos eadtu, enqa, empower, e-xcellence, openuped

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