Building the e-learning quality chain (The corridor of uncertainty)

Chain by robpatrick, on Flickr
Chain” (CC BY-NC-SA 2.0) by robpatrick

At this week’s EDEN 2017 conference here in Sweden there were several discussions about quality in technology enhanced education. There was a consensus that although we have sound quality assurance systems, certifications, strategies, policies and research we have still not reached mainstream integration and acceptance of educational technology. Even if some institutions have succeeded, they are prevented from full integration due to pressure from both government authorities and politicians who demand increased accountability and base their budget decisions on league tables and shallow evaluations. There are lots of success stories at faculty, institutional or even regional levels but to move forward we need a chain reaction involving all levels.

How can we enhance existing quality structures? This requires more than simply checking learner satisfaction at the end of each course or module. Quality is often mistaken for this checklist approach where each link in the chain tries to give answers that will satisfy the criteria of the next level. We ask learners to evaluate both the teachers and their own performance on each course module but the questions is whether learners recognise good teaching when they see it? Often students give the most positive evaluations to teachers who provide them with the material they need to pass the test rather than recognising the value of teachers who help them work things out for themselves.

So how can we develop learning literacy at all levels in the educational chain?

  • Learners need to develop the meta-cognitive skills to become conscious learners. To put it simply, they need to learn how to learn, becoming aware of the learning process and learning to monitor their learning through reflection and self-assessment. They need to develop their collaborative learning skills and realise how learning is a social process rather than simply cramming facts. These skills will be vital in their professional life where their development will depend on being able to learn new skills without waiting for someone to organise a course to help them.
  • The next link in the chain are the teachers who need to become more aware of their own teaching and how they themselves learn. They need to develop new skills, work in teams, learn to become facilitators rather than content providers and so on. This involves a greater emphasis on pedagogical development and how educational technology can complement and enhance traditional practice. At the teacher level this means learning to enable.
  • For this to happen we need institutional leaders who are aware of their leadership, have learnt how to empower, motivate and reward and can create a culture of sharing, support and common purpose among all staff and learners. This means learning to empower.
  • However none of this will happen without the next link in the chain. Government authorities and international bodies must lead the way by providing frameworks, strategies and policies that inspire and guide. Learning to inspire.

Today there are good examples of all the above but in order to create a true culture of learning each level must work as a chain and be clearly linked to each other. If any link in the chain is weak or missing it will never be sustainable and for me the reason why we have not achieved mainstream integration of educational technology is because one or more links in this chain are missing.