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Standards-based Information Systems for enhancing Learner Mobility and Quality Assurance in European HE

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Title: Standards-based Information Systems for enhancing Learner Mobility and Quality Assurance in European HE


1
Standards-based Information Systems for enhancing
Learner Mobility and Quality Assurance in
European HE
Cleo Sgouropoulou
  • Oxford SYMPOSIUM 2014
  • Balliol College, University of Oxford Aug.
    27-29, 2014

2
About the speaker
  • Cleo Sgouropoulou
  • Assoc. Prof., Technological Educational Institute
    of Athens
  • Head of Department of Informatics
  • Scientific Director of Institute for Lifelong
    Education
  • Project Leader European Learner Mobility (ELM)
  • Vice-Chair of the European standardization
    committee CEN/TC 353 ICT for Learning,
    Education, and Training
  • ISO JTC1 SC36 Project Leader Learner Mobility
    Achievement Information
  • Convener TC48-WG3, Hellenic Mirror Committee
    ICT for Learning, Education, and Training

3
Speech outline
  • Technological Educational Institute of Athens,
    Greece
  • New educational setting the technology
    dimension
  • Policy and standards
  • Standards development process
  • Case 1 Information Systems for European HE
    Learner Mobility
  • Case 2 Information Systems for Quality Assurance
    in HEI Research
  • Concluding Remarks

4
TEI of Athens
  • The Technological Educational Institute (TEI) of
    Athens is the third largest HEI in Greece
    situated at Egaleo, a densely populated suburb of
    Athens. It has always been at the forefront of
    developments in technological education.
  • Over 35.000 students attend the four-year courses
    provided by its Departments and taught by
    teaching staff committed to maintaining the
    highest standards in education.
  • It comprises five faculties which occupy a
    complex of buildings on the main campus, though
    several Departments are situated elsewhere due to
    the increasing number of students.

5
TEI of Athens and Quality
  • TEI of Athens strives for quality and excellence
  • responding to the requirements set by the
    Hellenic Quality Assurance and Accreditation
    agency, in full compliance with the ENQA
  • with special emphasis on supporting
    infrastructure, information systems and
    services for all dimensions of academic activity
  • on the basis of national and European policy and
    technical standards

6
TEI of Athens and Standards
  • Applies process, quality, educational and
    technical standards
  • Participates in national fora for academic
    quality
  • is acting as the coordinating organisation of the
    ICT for Learning, Education and Training
    committee of the Hellenic Standardisation
    Organisation (ELOT) and represents Greece in the
    European (CEN) and International (ISO)
    standardisation activities in the field

7
About standards
  • an agreed way of doing something
  • design references for products and processes
  • international consensus and instruments
  • provide requirements, specifications, guidelines
    or characteristics that can be used consistently
    to ensure that materials, products, processes and
    services are fit for their purpose
  • common specifications and/or procedures that
    respond to the needs of business and meet
    consumer expectations.

8
Standardization areas
9
ICT for Learning, Education Training
  • Learning, education and training in Europe relies
    heavily on the growing use of information and
    communications technologies.
  • Application sectors involved include
  • universities, schools and other educational
    establishments
  • education and training authorities, policy makers
  • providers of professional and vocational
    education and training
  • employment providers
  • software and system providers that support
    educational contexts
  • publishers and broadcasters of educational
    content.

10
Standards for ICT for LET
  • The European society, application sectors,
    markets, national and regional education and
    training systems are sufficiently mature in the
    usage of ICT for Learning, Education and Training
    (LET)
  • National and European policies and strategies for
    the promotion and adoption of ICT for
    interoperable, quality products for LET
  • Requirement Development of European and
    international Standards for ICT for LET

11
Constituents of Educational Practice
Original diagram by C. Duncan
12
ICT in Educational Practice
Learning object metadata
Learning design SCORM
Transcript record e-portfolio
Social media collaborative environments
LOC definitions
VLEs MOOCs
QTI
Learning object repositories, OERs
EML
Learning opportunity metadata
13
within institutions and beyond
QA info
learner info
employability info
research
qualifications info
course info
research activity info
14
Specs for Learning Technology IS
EN15983 CEF
EN15981 EuroLMAI
EN15982 MLO
15
Example Course related functions (1)
Main area of course lifecycle Functions requiring data and information
Planning strategic planning portfolio analysis market research benchmarking employer engagement costing
Design and Approval learning design validation approval quality assurance and enhancement (QA/QE) assessment design professional accreditation
16
Course related functions (2)
Main area of course lifecycle Functions requiring data and information
Delivery and Review admissions enrolment timetabling attendance monitoring formative assessment and feedback summative assessment and feedback records of achievement graduation/awards tuition fee administration major/minor modifications resource distribution performance indicators/business intelligence/Key Information Sets (KIS)
17
Course related functions (3)
Main area of course lifecycle Functions requiring data and information
Communicating marketing employer engagement student handbook/information transcripts/Higher Education Achievement Report Professional, Statutory and Regulatory Body requirements statutory reporting public information
Student support access to resources/service learning analytics PDP mobility/credit transfer alumni relations/destinations
18
ICT LET Standardisation Priorities
  • Interoperability and Frameworks
  • Development of European LET vocabularies and
    frameworks around which software vendors, tool
    producers and content authors may work in order
    to provide a greater level of interoperability
    and application of tools.
  • Provision of interoperability specs for the
    exchange of a range of European curriculum
    information initially aimed at formal education
    systems, but also applicable in a wider LLL
    context.
  • Development of a practical approach towards
    interoperability between existing and future
    repositories for learning whose purpose is the
    safe storage or delivery, and also administration
    and configuration management for learning
    objects.

19
ICT LET Standardisation Priorities
  • Interoperability and Frameworks
  • Integration with systems e.g. knowledge
    management systems.
  • Sharing of education related data, services,
    content and tools achieved through clearer
    technical agreements between all parties, without
    losing the value of expression typical of each
    European communitys language and culture.

20
ICT LET Standardisation Priorities
  • European Policies
  • Development of European standards for the
    realization, dissemination, implementation and
    exploitation of European key strategies such as
    European mobility and LLL (EU2020 and other
    communications by the EU)
  • Development of European data models for the
    description of skills and competences
  • Learning and employment opportunity exploration,
    management of individual learning pathways
  • Quality
  • Develop frameworks, specifications and guidelines
    to improve the quality and transparency of
    organisations, processes, products and services

21
ICT LET Specs and Standards development
European Bodies
National Bodies
De jure standards
RD
Specifica- tions
WSLT
De facto standards
Users
22
ICT LET Specs and Standards development
23
Standards development lifecycle
Standards
Specifications
Original diagram by B. Olivier
24
Case 1 European HE Learner Mobility

25
European Requirements
  • The EU should become the most competitive and
    dynamic knowledge-based economy in the world
    capable of sustainable economic growth with more
    and better jobs and greater social cohesion.
  • The achievement of this ambitious goal involves
    not only a radical transformation of the
    European economy, but also a challenging
    programme for the modernization of social welfare
    and education systems.

European Council, Lisbon (Mar. 2000)
26
European Requirements
  • Education and Training at European level involve
  • the development of the European Higher Education
    Area (the Bologna process)
  • the enhanced European co-operation in Vocational
    Education and Training (the Copenhagen process)
  • synergies between both processes for the design
    of national frameworks of qualifications and an
    overarching European Qualifications Framework
    (EQF) for Lifelong Learning, taking into account
    the work done in the Bologna and Copenhagen
    context.

27
European Reqs revisited
  • Implementation of the 2006 Recommendation on
    Further European Cooperation in Quality Assurance
    will continue to be a major emphasis, as will the
    implementation of the European Qualifications
    Framework and strengthening its link to the
    Framework of Qualifications for the European
    Higher Education Area The Lisbon Strategy and
    the Bologna process will continue to be the
    framework for the policy agenda for higher
    education
  • Student and teaching staff mobility play a key
    role in establishing the European Higher
    Education Area.

EC DG Education and Culture LLP Strategic
Priorities (Dec.2008)
28
Towards Europe 2020
  • Key role for Education Training and Youth in
    Europe 2020
  • Smart growth developing an economy based on
    knowledge and innovation
  • Sustainable growth promoting a more efficient,
    greener and more competitive economy
  • Inclusive growth fostering a high-employment
    economy delivering social and territorial
    cohesion

29
The role of ET in EU2020
30
Youth on the Move
  • Framework strategy with four action lines
  • Modern education and training actions to
    improve schools, VET, recognition of
    non-formal/informal learning etc.
  • Higher education specific actions to make
    higher education more attractive / effective
  • Learning and employment mobility actions to
    promote training work abroad as a way to gain
    skills / experience
  • Youth Employment Framework active labour market
    policies and reform of labour market rules

31
Agenda for New Skills and Jobs
  • Actions linked to Education Training and Youth
  • Implementation of ET 2020 (LLL principles,
    flexible learning pathways attractiveness of
    VET)
  • Ensure that competences are acquired and
    recognised throughout all levels and forms of
    learning
  • Improvement of skills needs forecasting
  • Partnerships and common language between the
    worlds of business, employment, education
    training

32
EU instruments frameworks
Are bringing in a stronger European and
international dimension to the development of
national ET systems.
33
Shift to Learning Outcomes
34
EU instruments frameworks
System
Learning Outcomes
Learning Outcomes
Education Training
Labour Market
Learning Outcomes
Learning Outcomes
Individual
35
Supporting Information Systems
  • The European instruments and the related support
    services should rely upon a suitable information
    system, allowing to link in a coordinated way the
    completed documents and to make them available to
    their holders through the Internet
  • expected to facilitate submission and exchange of
    information among the interoperating parts, and
    shall be developed taking into account the
    opportunity of future developments, with
    particular reference to the integration of
    information services on job and learning
    opportunities

Decision on Europass (Dec.2004)
36
The need for technical interoperability
  • The enhancement of learner mobility and
    employability is undoubtedly a high priority
    action item within the European Education Area.
  • The establishment of EU instruments and
    frameworks for the transparent description of
    qualifications and competences provides the
    common basis for the well-structured recording of
    all opportunities for life-long learning
    including European education and training
    structures and learners' private /
    institution-owned information.
  • Recording and exchange of Learner Mobility
    information needs to be efficiently supported by
    technical interoperability standards.

37
Main issues
  • Lack of interoperable tools, impeding the
    recording and/or reuse of data in existing
    learning management systems for the production of
    electronic transparency documents and the
    exchange of information among interested parties
  • Need for development and consolidation of
    technical interoperability standards as the basis
    of supporting IS
  • Harmonization is deemed necessary towards a
    European solution, in order to provide viable
    support for emerging European learner information
    systems and dissuade service providers from
    developing proprietary services and platforms.

38

Course and Learner Info Landscape
Original diagram by M. Stubbs
39
Specs for Learning Technology Systems
EN15983 CEF
EN15981 EuroLMAI
EN15982 MLO
40
European and International Standards
  • EN 15981 (EuroLMAI) European Learner Mobility -
    Achievement Information (EuroLMAI)
  • EN 15982 (MLO-AD) Metadata on learning
    opportunities (MLO) - Advertising
  • EN 15983 (CEF) Curriculum Exchange Format (CEF)

41
European and International Standards
  • ISO/IEC 19796-1 RFDQ unique Quality Standard
    worldwide, other parts Methods metrics (2009),
    Quality Model (soon)
  • ISO/IEC 19788 MLR Metadata for Learning
    Resources, also Multi-part standard, compliant
    with DC

42
European and International Standards
  • ISO/IEC 20006 Information Model for Competency
    3 Parts with General framework information
    model for competency
  • ISO/IEC 29163 (SCORM) Combination (4 Parts) of
    several specifications for Learning Management
    Systems Objects
  • ISO/IEC 12785 (CP) Content Packaging (3 Parts)
    Aggregation of Learning Objects

43
EuroLMAI EN 15981
44
EuroLMAI EN 15981
45
EuroLMAI EN 15981
46
Applications of EuroLMAI
Norwegian and Nordic Learner Mobility
Information Systems
47
Applications of EuroLMAI
UK HE Course Information and Mobility Systems
48
Case 2 Quality Assurance in HEI Research

49
Setting a Research Landscape for HEIs
  • Increased demand for HEIs to strengthen their
    capacities for research and innovation and
    perform a catalytic role in modern,
    knowledge-based societies.
  • Process involving identification and
    establishment of working relationships among
    universities, their stakeholders in society and
    external systems of knowledge production (e.g.
    industry)
  • Need for evaluation and well-design policies
    providing a clear vision and setting the research
    landscape for institutions

50
Developing Institutional Research Policy
  • Universities need to have a clear research
    mission and objectives reflected in informed
    institutional policies designed in relevance to
    the key aspects of overarching trends and
    strategies
  • Quality aspects set by the national and European
    quality agencies
  • Key research areas that address society and
    economy requirements and priorities at national
    and European levels
  • Financial autonomy through the optimized
    exploitation of available funds for contribution
    to important fields
  • Intra and inter-institutional collaboration with
    diverse knowledge production communities and
    entities.

51
Developing Institutional Research Policy
  • Supporting each of the facets of this ambitious
    goal encompasses a wide variety of initiatives,
    frameworks and entities, established at
  • Micro level individual scientist, team of
    researchers, research projects
  • Meso-level research institutes, universities,
    research programs, scientific disciplines
  • Macro-level national and European policies

52
Research Quality Criteria in Greece
  • A list of criteria regarding the academic
    research quality are set by Hellenic Quality
    Assurance Agency (HQAA) These criteria are
  • The research programs the academic staff takes
    part in
  • The effectiveness of research activities
  • The degree of acceptance and recognition of
    research by society
  • The degree of collaboration with the industry,
    the inter-departmental and inter-institutional
    collaboration (with specific emphasis to
    international networking)
  • The number of scientific publications and
  • The involvement of students in research.

53
Research Management functions

Management functions Key features Types of network
Individual productivity assessment Identify the collaborative roles an individual researcher plays in the collaboration network Analyze a researcher's collaboration patterns Co-authorship network Parallel Coordinators
Collaboration group analysis Identify the most active research topics/areas Identify the most cohesive collaboration research groups within the department/university Co-authorship network Topic network Map of Science
Researcher-theme path analysis Determine a core group of researchers to connect different research topics Discover new collaboration opportunities by connecting researchers with the same research theme and by recommending promising themes to key group of researchers Authortopic network
54
Enhancing Quality of HEI services
  • Capture the related activities their key
    indicators
  • Measure their change/growth over time
  • Discover the cause of the change
  • Make decisions based on the captured data
  • Drive quality assurance, strategic planning,
    dissemination of academic results, etc.
  • Management and manipulation of academic
    information for evaluation and quality assurance
    of academic institutions should be based on
    standards

55
Research and Education Ontology Specs
  • VIVO ontology
  • includes research information
  • includes information about education in HEIs
  • AcademIS ontology
  • extension to the VIVO ontology
  • includes info on educational activity
  • connections between research education
  • information about the quality management of
    academic setting

56
Institutional Research Management IS The TEI of
Athens Case
57
Institutional Research Management IS The TEI of
Athens Case
58
Data Visualization
  • Co-authorship networks
  • Research projects map
  • Course collaboration networks

59
Data Visualization
  • Research activity in specific scientific fields

60
Research Management functions
  • Observe which authors satisfy specific criteria
  • Discover new collaboration opportunities, by
    executing short path queries
  • Outline of the research publications and the most
    active areas
  • Examine the impact of collaborating patterns on
    the RD performance, based on the co-authorship
    data and data envelopment analysis

61
Enhancing HEI Research
  • Capturing academic activity
  • Measuring the impact of ones research and
    educational work
  • Visualizing the academic information
    interactively
  • Deriving meaningful insights for quality
    assurance
  • Assist decision and policy making processes for
    institutional research development

62
Concluding Remarks

63
European Standards Role
  • Form part of the knowledge economy that underpins
    European industry and society
  • Facilitate innovation and promote the adoption of
    new technologies
  • Key instruments for the consolidation of the
    Single Market and for strengthening the
    competitiveness of European organizations and
    industry, thereby creating the conditions for
    economic growth
  • Valuable tools for facilitating cross-border
    trade both within Europes single market and
    also with the rest of the world

64
European Standards Role
  • Standards can be used to increase productivity,
    improve performance and efficiency
  • They complement European and national policies in
    these areas, and make it easier for industry,
    public organizations and other entities to
    respect relevant legislation.
  • At a time when Europe needs more innovation in
    order to remain competitive on the global stage,
    standardization can be a bridge between research,
    innovation and the market, which will in turn
    bring significant economic benefits.

65
Learning technology standards
  • New technologies and digital media have made
    significant progress and generated impact and
    improvement on the conditions for learning in
    education, training and Lifelong Learning .
  • Information and Communications Technology (ICT)
    is more widespread than ever before.
  • EU education and training policy is giving added
    impetus
  • for envisioning future learning in a digital,
    networked society that is more efficient,
    responsive, qualitative, equitable, innovative
    and meaningful

66
Learning technology standards
  • Standardization in ICT for LET contributes to
    this vision by
  • promoting
  • Research in the field
  • Innovation
  • Technological advances
  • Sharing of information
  • Development of interoperable products,
    information systems and services for educational
    practice and management
  • fostering the enhancement of quality, and
  • facilitating the implementation of policies for
    mobility and globalization

67
Thank you!
  • csgouro_at_teiath.gr
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