E Quality Portfolio

Every Trainee Matters / 2010-1-ROI-LE004-0677111

eQuality Portfolio

Prague, 21th – 22th June 2012Leonardo Da Vinci - Partnership

Every Trainee Matters

George StefasStrategic Management


1.eQuality Portfolio – Application

Form

2.eQuality +How to

measure

3.Known methodo-

logies

4.Statistics + Conclusions

Content


• Development of an eQuality Portfolio:“Includes tools & procedures for self-evaluation, for implementing quality in VET”

Evaluate: • Quality of the Portfolio • Degree of satisfaction of the beneficiaries

eQuality PortfolioAccording to the stated in the Application Form


eQuality Portfolio

1st axis

• ePlatform- functionality- courses

2nd axis

• ePlatform Quizzes

3rd axis

• Evaluation Questionnaires

4th axis

• Final Evaluation Questionnaires (report)


• “the totality of features and characteristics of a product or service that bears its ability to satisfy stated or implied needs”*

• Another dimension of quality emanates from the teacher’s expectations of course quality as the alignment of teaching tasks, learning activities, and assessment as well as reported levels of student satisfaction

* ISO 8402-1986 standard

eQualityDefinition


• The evaluation areas that need to be examined for the evaluation of the quality of a training programme are:– Material content – Structure /Virtual Environment– Communication cooperation and interactivity– Student Assessment– Flexibility and Adaptability– Support– Staff qualifications and expertise– Vision and institutional leadership– Recourse allocation

eQualityHow to measure it…

Quality Competence

Knowledge of quality

Experience of quality

Design of quality

Analysis and criticism of

quality


Kirkpatrick’s Four Levels of Learning Evaluation

EFQM (European Foundation for Quality Management) Model

EFQUEL (European Foundation for quality in e-learning) Model

Open e-Quality learning standards

Model + Methodology


• A sequence of ways to evaluate training programs: – As you proceed through each level, the evaluation becomes more difficult, requires

more time and provides more information

• The four levels of Kirkpatrick's evaluation model essentially measure:1. Reaction - what participants thought and felt about the training (satisfaction;

"smile sheets“)2. Learning - the resulting increase in knowledge and/or skills, and change in

attitudes3. Behavior - transfer of knowledge, skills, and/or attitudes from classroom to

the job (change in job behavior due to training program)4. Results - the final results that occurred because of attendance and

participation in a training program (can be monetary, performance-based, etc.)

Kirkpatrick’s Four Levels of Learning Evaluation


Kirkpatrick’s evaluation Diagram

Evaluation of results

(transfer or impact to society)

Evaluation of behavior (transfer of learning to workplace)

Evaluation of learning (knowledge or skills acquired)

Evaluation of reaction (satisfaction or happiness)


• A model of comprehensive quality management, 1991, popular in Europe

• Assessment of performance & progress and helps organizations in continuous improvement activities

• Advantage:– Direct relation to the European context – Focuses on the defined objectives

• 9 Criteria:– 5 Enablers: what an organisation does – 4 Results: what an organisation achieves

Enablers cause Results and Results improve Enablers

EFQM Model(European Foundation for Quality Management)


The EFQM Model Diagram


• Main Phases for the implementation of eQuality Platform: – Managing & Implementing e-Quality– Vision & Strategy planning– Encouraging individual & organisational learning through e-Quality

• Each phase has 5 stages: – Not yet started– Early stages/ Awareness– Developing/Commitment– Established– Embedded/Advanced

EFQUEL Model(European Foundation for quality in e-learning)


The EFQUEL ModelDiagram

1. Man

aging and I

mple

me

nting

e-Qu

ality

1.1 e-Quality platform implementation1.2 e-Quality strategy planning and implementation1.3 Partnerships1.4 Monitoring and reviewing implementation1.5 Sustainability and return on investment

2. Vision and

Strategy plan

ning

2.1 Clarity of vision for the development of eQuality within the organisation2.2 Integration of eQuality strategy in other strategic plans2.3 Strategic management of eQuality within the organisation

3. E

nco

uraging

individual and

organisational learning

through eQu

ality

3.1 Managing staff competencies development with ICT3.2 Recording individual progress and achievement with ICT3.3 Sharing knowledge across groups and communities with ICT


• Open e-Quality Learning standards developed by Learning Innovations Forum d’Innovationsd’Apprentissage (LIfIA) in the Americas and the European Institute for E-Learning (EIfEL) in the EU

• e-Quality standards describe the learning objectives in terms of knowledge and skills gained after this training process

• Blended learning: – The student / learner acquire specific content skills and knowledge– The student / learner acquire learning skills– Self-directed learning management– The student is awarded course credits/credentials– The learner gains an adequate Return on Investment (RoI)

Open e-Quality learning standards


• Measureable intended learning outcomes • Accurate curriculum content• Adaptable teaching / learning material for learners needs • Clear product / service information for potential students• Use of appropriate Learning technologies


Effectiveness of the elearning processPlatform Quizzes – participants scores

Organization Overall grades of all participants

ExpertOnes S.A. 68.84

FCIP-GIP de Bourgogne 69.84

Future-NGO 54.60

CVT-SBIE 58.79

SWSPiZ 58.40

IELM 74.21

* ITC N.A.


Evaluation of the training process Evaluation Questionnaires – participants view of the training process

• 84% are satisfied with the elearning tools used • 99% rated above average of the instructor’s knowledge of the subject matter• 93% declared that the trainers were able to relate the knowledge of the training material to real world

experiences and situations• 96% of them rated their performance of the instructor above average• 72% rated good the clarity of the training content • 78% acknowledged that this training helped them increase their knowledge and skills• 75% of participants estimated that their participation in the training programme, will have a positive

impact on their job effectiveness• 69% of the stakeholders estimated that their participation in this training programme will affect positively

their career potential• Despite the fact that almost 84% of the respondents rated the learning effectiveness of this training

programme positively, only 5% estimated that this training approach was extremely effective. This fact indicates that the training programme should have implemented more activities or maybe conducted in a longer time period.

• 84% stated that there were satisfied with this training


• The tools and methodologies implemented were sufficient in measuring the qualitative aspects of the training programme

• ePlatform developed under the elearning Quality models and standards used at worldwide level

• The results demonstrating that the learners’ comprehension (quizzes) was above average, thus achieving the main learning objective: the comprehension of the learning material

• The results evaluating quantitative and qualitative aspects of the training by the trainees demonstrated that overall was qualitative and successful– The learners estimated that they had gained new knowledge from the learning programme and the

majority of them were eager to recommend this training approach to other individuals.• Through the results the training process, the Portfolio, the training material, the ePlatform

can all be improved under the quality perspective.

Conclusions

E Quality Portfolio

Education

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