Latest Trends in Standards and Benchmarking for Technology Enhanced Learning: As This Space Continues to Evolve
PROFESSOR MICHAEL SANKEY | GRIFFITH UNIVERSITY
As TEQSA ramps-up its interest in how higher education institutions are mediating a level of quality in online courses, it is timely for our institutions to understand what options they have at their disposal to help meet, what will eventually become, obligatory reporting. This will predictably involve being able to provide evidence of quality processes across three levels; the unit/course level, the course/program level and at an institutional level. To help an institution establish, or initiate practices to assist them in meeting these requirements, there are a number of existing and emerging tools that are now being used and trialled within the sector. There are also a number of professional bodies who are really keen to get involved in this space, mainly as a way of supporting their members and member institutions.
This presentation will present a systematic review of the literature and a sector scan of the current tools and methodologies being used by a range of institutions and professional bodies. It will also provide some insights into what tools are emerging in this space. To support, or augment these tools and methodologies, there are also a range of support, or scaffolding activities institutions can, or have been be involved in, as they seek to support their internal quality improvement practices.
Examples of current practices will be drawn on to illustrate the main points in this presentation along with a brief report on the most recent ACODE Inter-institutional Benchmarking Summit, held in June 2018 at Griffith University. At this event 25 Australasian Institutions undertook a rigorous benchmarking activity using some or all of the eight benchmarks focusing on technology enhanced learning and teaching.
In conclusion this presentation will challenge institutions to take seriously their mandate to provide their students with learning environments that meet the highest possible quality, particularly now in a higher education setting that will come under increased scrutiny by regulatory bodies. More importantly, it will reflect on what the potential implications are for institutions in moderating their learning management and associated systems.