Abstracts
Abstract
This article discusses the need to innovate education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. A systematic literature review confirms the hypothesis that a holistic quality framework for Open Education does not exist. For its development, a brief history and definition of Open Education are provided first. It is argued that Open Education improves learning quality through the facilitation of innovative learning designs and processes. Therefore, sources of learning quality and dimensions of quality development are discussed. To support the improvement of the learning quality and design of Open Education, the Reference Process Model of ISO/IEC 40180 (former ISO/IEC 19796-1) is introduced and modified for Open Education. Adapting the three quality dimensions and applying the macro, meso, and micro levels, the OpenEd Quality Framework is developed. This framework combines and integrates the different quality perspectives in a holistic approach that is mapping them to the learning design, processes, and results. Finally, this article illustrates potential adaptations and benefits of the OpenEd Quality Framework. The OpenEd Quality Framework can be used in combination with other tools to address the complexity of and to increase the quality and impact of Open Education. To summarize, the OpenEd Quality Framework serves to facilitate and foster future improvement of the learning design and quality of Open Education.
Keywords:
- learning quality,
- learning innovations,
- learning design,
- history,
- policies,
- ISO/IEC 40180,
- open education,
- open learning,
- OpenEd quality framework
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Barbera, E., & Linder-VanBerschot, J. A. (2011). Systemic multicultural model for online education: Tracing connections among learner inputs, instructional processes, and outcomes. Quarterly Review of Distance Education, 12(3), 167-180.
- Booth, A., Sutton, A., & Papaioannou, D. (2016). Systematic approaches to a successful literature review. London: SAGE.
- Crosby, P. B. (1980). Quality is free. The art of making quality certain. New York, NY: McGraw-Hill.
- Deming, W. E. (1982). Quality, productivity, and competitive position. Cambridge, MA: The MIT Press.
- Deming, W. E. (1986). Out of the crisis. Cambridge, MA: The MIT Press.
- Dewey, J. (1966). Democracy and education: An introduction to the philosophy of education. New York, NY: The Free Press.
- Donabedian, A. (1980). The definition of quality and approaches to its assessment. Explorations in quality assessment and monitoring (Vol. 1). Ann Arbor, MI: Health Administration Press.
- Downes, S. (2005, October). E-learning 2.0. eLearn Magazine. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1104968
- Esfijani, A. (2018). Measuring quality in online education: A meta-synthesis. American Journal of Distance Education, 32(1), 57-73. doi: 10.1080/08923647.2018.1417658
- Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herder and Herder.
- Friedman, T. (2006). The world is flat. London: Penguin Books.
- Gaskell, A., & Mills, R. (2014). The quality and reputation of open, distance, and E-learning: What are the challenges? Open Learning, 29(3), 190-205. doi: 10.1080/02680513.2014.993603
- Gómez-Rey, P., Barbera, E., & Fernández-Navarro, F. (2016). The impact of cultural dimensions on online learning. Journal of Educational Technology & Society, 19(4), 225-238.
- Hart, J. (2011). Social learning handbook. Wiltshire: Centre for Learning & Performance Technologies.
- Inglis, A. (2005). Quality improvement, quality assurance, and benchmarking: Comparing two frameworks for managing quality processes in open and distance learning. The International Review of Research in Open and Distributed Learning, 6(1), 49-61 [1-13]. doi: 10.19173/irrodl.v6i1.221
- ISO/IEC 19796-1:2005 (2005). Information technology - Learning, education, and training - Quality management, assurance, and metrics - Part 1: General approach. Geneva: International Organisation for Standardization (ISO) [International Norm].
- ISO/IEC 40180:2017 (2017). Information technology - Quality for learning, education, and training - Fundamentals and reference framework. Geneva: International Organisation for Standardization (ISO) [International Norm].
- Jansen, D., Rosewell, J., & Kear, K. (2017). Quality frameworks for MOOCs. In M. J. Kinshuk & M. K. Khribi (Eds.), Open education: From OERs to MOOCs (pp. 261-281). Berlin, Heidelberg: Springer.
- Juran, J. M. (1951). Quality control handbook. New York, NY: McGraw-Hill.
- Juran, J. M. (1992). Juran on quality by design. The new steps for planning quality into goods and services. New York, NY: Free Press.
- Karrer, T. (2007). Understanding e-learning 2.0. Learning Circuits (07/2007). Retrieved from http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2007/07/Understanding-E-Learning-20
- Kirschner, P., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183. doi: 10.1080/00461520.2013.804395
- Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. doi: 10.1016/j.compedu.2014.08.005
- Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), 1-6. doi: 10.1371/journal.pmed.1000097
- Nyberg, D. (1975). The philosophy of open education. London: Routledge and Kegan Paul.
- Organisation for Economic Co-operation and Development. (2016). Education at a glance 2016: OECD indicators. Paris: OECD Publishing.
- Ossiannilsson, E., Williams, K., Camilleri, A. F., & Brown, M. (2015). Quality models in online and open education around the globe: State of the art and recommendations. Oslo: International Council for Open and Distance Education.
- Peter, S., & Deimann, M. (2013). On the role of openness in education: A historical reconstruction. Open Praxis, 5(1), 7-14. doi: 10.5944/openpraxis.5.1.23
- Peters, M. A. (2008). The history and emergent paradigm of open education. In M. A. Peters & R. G. Britez (Eds.), Open education and education for openness (pp. 3-15). Rotterdam: Sense Publishers.
- Piaget, J. (1953). The origin of intelligence in the child. London: Routledge.
- Prensky, M. (2001). Digital natives, digital immigrants - Part II: Do they really think differently? On the Horizon, 9(6), 1-6. doi: 10.1108/10748120110424843
- Quality Platform Learning. (2011). Quality platform learning. Essen: Quality Certification for Vocational Education and Training.
- Redecker, C. (2009). Review of learning 2.0 practices: Study on the impact of Web 2.0 innovations on education and training in Europe. Luxembourg: Joint Research Centre.
- Rousseau, J.-J. (1968). The social contract. Harmondsworth: Penguin.
- Siemens, G. (2005). Connectivism: Learning as network-creation. Retrieved from http://elearnspace.org/Articles/networks.doc
- Schulmeister, R. (2008). Gibt es eine "Net Generation"? [= Is there a "Net Generation"?] Version 2.0. Retrieved from http://www.zhw.uni-hamburg.de/uploads/schulmeister-net-generation_v2.pdf
- Stracke, C. M. (2006). Process-oriented quality management. In U.-D. Ehlers & J. M. Pawlowski (Eds.), Handbook on quality and standardisation in e-learning (pp. 79-96). Berlin: Springer. doi: 10.1007/3-540-32788-6_6
- Stracke, C. M. (2010a). Quality development and standards in learning, education, and training: Adaptation model and guidelines for implementations. Информатизация образования и науки. Информике (Informika), 7(3), 136-146. Retrieved from http://opening-up.education/publications/stracke-c-m-2010-quality-development-and-standards-in-learning-education-and-training-adaptation-model-and-guidelines-for-implementations
- Stracke, C. M. (2010b). Quality and standards in learning, education, and training: The adaptation model IDEA for the introduction of quality development. In Proceedings of the International Conference on the Past and Future of e-Learning Standards (pp. 26-36). Retrieved from http://opening-up.education/publications/stracke-c-m-2010-quality-and-standards-in-learning-education-and-training-the-adaptation-model-idea-for-the-introduction-of-quality-development
- Stracke, C. M. (2013a). Open learning: The concept for modernizing school education and lifelong learning through the combination of learning innovations and quality. In C. M. Stracke (Ed.), Learning innovations and quality: The future of digital resources (pp. 15-28). Retrieved from http://opening-up.education/publications/stracke-c-m-2013-open-learning-the-concept-for-modernizing-school-education-and-lifelong-learning-through-the-combination-of-learning-innovations-and-quality
- Stracke, C. M. (2013b). The evaluation framework for impact assessment. In Proceedings of 6th International Conference of Education, Research and Innovations (ICERI) (pp. 4654-4663). Retrieved from http://opening-up.education/publications/stracke-c-m-2013-the-evaluation-framework-for-impact-assessment
- Stracke, C. M. (2014a). The concept of open learning for opening up education. In C. M. Stracke, U.-D. Ehlers, A. Creelman, & T. Shamarina-Heidenreich (Eds.), Changing the trajectory: Quality for opening up education (pp. 15-24). Retrieved from http://opening-up.education/stracke-c-m-2014-the-concept-of-open-learning-for-opening-up-education
- Stracke, C. M. (2014b). Evaluation framework EFI for measuring the impact of learning, education, and training. Journal of East China Normal University, 2, 1-12. doi: 10.3969/j.issn.1000-5641.2012.02.012
- Stracke, C. M. (2015). The need to change education towards open learning. In C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The need for change in education: Openness as default? (pp. 11-23). Retrieved from http://opening-up.education/publications/stracke-c-m-2015-the-need-to-change-education-towards-open-learning
- Stracke, C. M. (2017a). Open education and learning quality: The need for changing strategies and learning experiences. In Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON; pp. 1044-1048). doi: 10.1109/EDUCON.2017.7942977
- Stracke, C. M. (2017b). The quality of MOOCs: How to improve the design of open education and online courses for learners? In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration technologies. Novel learning ecosystems. LCT 2017, Part I, LNCS 10295 (pp. 285-293). doi: 10.1007/978-3-319-58509-3_23
- Stracke, C. M. (2018). Como a Educação Aberta pode melhorar a qualidade de aprendizagem e produzir impacto em alunos, organizações e na sociedade? [How can Open Education improve learning quality and achieve impact for learners, organizations and in society?]. In M. Duran, T. Amiel, & C. Costa (Eds.), Utopias and distopias da tecnologia na educação a distância e aberta (pp. 499-545). Campinas: & Niterói: UNICAMP & UFF. Retrieved from http://opening-up.education/publications/stracke-c-m-2018-como-a-educacao-aberta-pode-melhorar-a-qualidade-de-aprendizagem-e-produzir-impacto-em-alunos-organizacoes-e-na-sociedade
- Stracke, C. M., Kameas, A., Vassiliadis, B., Sgouropoulou, C., Texeira, A. M., Pinto, M., & Vidal, G. (2017). The quality of open online education: Towards a reference framework for MOOCs. In Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1712-1715). doi: 10.1109/EDUCON.2017.7943080
- Stracke, C. M., & Tan, E. (2018). The quality of open online learning and education: Towards a quality reference framework for MOOCs. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age. Making the learning sciences count: The international conference of the learning sciences (ICLS) 2018 (pp. 1029-1032). Retrieved from http://hdl.handle.net/1820/9909
- Stracke, C. M., Tan, E., Texeira, A. M., Pinto, M., Kameas, A., Vassiliadis, B., & Sgouropoulou, C. (2018). Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs: Findings from the global MOOC quality survey. In M. Chang, N.-S. Chen, R. Huang, Kinshuk, K. Moudgalya, S. Murthy, & D. G. Sampson (Eds.), Proceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT; pp. 1-5). doi: 10.1109/ICALT.2018.0000
- Stracke, C. M., Tan, E., Texeira, A., Pinto, M., Vassiliadis, B., Kameas, A., Sgouropoulou, C., & Vidal, G. (2018). Quality reference framework (QRF) for the quality of massive open online courses (MOOCs). Retrieved from http://www.mooc-quality.eu/QRF
- United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. Washington: United Nations. Retrieved from http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E
- Volungeviciene, A., Tereseviciene, M., & Tait, A. (2014). Framework of quality assurance of TEL integration into an educational organization. The International Review of Research in Open and Distributed Learning, 15(6), 211-236. doi: 10.19173/irrodl.v15i6.1927
- Vygotsky, L. (1988). Thought and language. Cambridge, MA: MIT Press.
- Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen (Ed.), Defining and selecting key competencies (pp. 45-66). Seattle: Hogrefe & Huber.
- Westera, W. (2001). Competences in education: A confusion of tongues. Journal of Curriculum Studies, 33(1), 75-88. doi: 10.1080/00220270120625
- Wiley, D. (2009). Defining “open.” Retrieved from http://opencontent.org/blog/archives/1123
- World Bank (2016). World development report 2016: Digital dividends. Washington, DC: World Bank.