Markku Pylkkö, 24.8.2006 AMICT Workshop, PedrozavodskDeveloping the System for Teaching andLearning...

Markku Pylkkö, 24.8.2006 AMICT Workshop, Pedrozavodsk Developing the System for Teaching andLearning Quality 1

Developing the System for Teaching and Learning Quality

24.8.2006AMICT Workshop, Pedrozavodsk

Markku Pylkkö(co-writers Pasi Karppinen and Petri Pulli)

Department of Information Processing ScienceUniversity of Oulu, Finland


Quality Management in Teaching and Learning

• The aim is to boost learning by means of pedagogical and didactical solutions

• Producing quality teaching is long process (no exact studies available which factors affect and how to improve the results)

• University of Oulu decided in 1994 to develop teaching and learning in various ways, among them utilizing student feedback


Increasing learning productivity• Best way to increase the productivity of learning

is to remove those factors that slow or prevent effective learning

• Best way to find preventive factors of learning is to ask students

• Collecting student feedback is essential part of Quality Management System for Teaching and Learning (QMS for TL)


The Aims towards Total Quality Management

• In Finland The Finnish Higher Education Evaluation Council (FINHEEC) will audit (i.e. inspect) QMSs for TL in autumn 2007

• In University of Oulu Teaching Development Unit has advised departments and faculties to develop QMSs for TL

• Advising emphasizes the need for developing and utilizing student feedback system


The background of auditing• Bologna process as starting point• The follow-up meeting in Berlin in 2003

– wishing till the year 2005 national quality assurance systems to include accrediting, certifying or other verifying system.

• Finnish Ministry of Education settled work group in 2004– Result 1: Universities in Finland will develop QMSs for TL,

FINHEEC will audit– Result 2: No accrediting or certifying, only auditing the QMSs for

TL in various universities, the usefulness of the processes.• The follow-up meeting in Bergen in 2005

– European Association for Assurance in Higher Education ENQA suggests European principles and recommendations for verifying teaching and learning in universities

– The meeting of Ministries of Education accepted and decided to inaugurate them

– Principles and recommendations of ENQA were as starting point in outlining Finnish model for auditing


The Guidance from Teaching Development Unit

• Every department in University of Oulu should create literal guidance for departmental details in auditing teaching and learning. These directives are for internal use, but must be presented in auditing process.

• Creating is assisted by the files from Teaching Development Unit including quality manual of the university, directions and guidelines, annually updated self evaluation report, strategy for developing teaching in university of Oulu and the handbook of auditing QMSs for TL (from FINHEEC).


Some instructions from the Quality manual in UO

• University of Oulu introduced the self evaluation system (or process) for quality of teaching during the academic year 1993–94, decided by The Board of the University

• Updated manual (2006) has considered FINHEEC criteria for evaluating (auditing) the QMS for TL.

• The factors considered in the evaluation process at the University of Oulu

1. Teaching Developing Groups 2. Student feedback as a course or lecture basis3. Feedback days organized at least once in academic term4. Annual self evaluation of QMS for TL


Outer evaluations, for example national quality unit evaluation every 3 years

Inner evaluation of teaching inside/on university level

Continuing evaluationof the quality of teaching

Inner quality units and rewarding of teaching

Three levels of evaluations in the quality control of teaching

1

2

3


Student feedback gathering and utilizing

• The methods of gathering and utilizing of student feedback is planned by the Teaching Developing Group of the Department

• Feedback is gathered from all courses• Rating should produce qualitative (literal) feedback

information. Numeric (quantitative) information can be used as support info for qualitative rating.

• Feedback or summary of that will be given to the teacher concerned, students, the Teaching Development Group and the head of department

• Feedback will be needed also from earlier students (alumns) and interest groups (under construction)


THE LEARNING OF A STUDENT

The QMS for TL must produce relevant feedback information from the learning of students

1

– learning results of a student– student’s way of work and spending of time (feedback about the learning itself)

– student’s experience about learning and stress

ARRANGEMENTS FOR TEACHING– co-operation between teachers and students

– student’s experience about the functionality of teaching arrangements and tutoring for learning

TEACHERS’ PERSONALITY AND WORKING EGO

– demanding, empathy, teaching style

Feedbacklevel

2

3


PalauteOodi (for feedback)• Enables gathering feedback via WebOodi (total

information system for 15 universities in Finland)• Used in 7 universities in Finland, test runs

started in Spring in UO (Electr. & IT-Dept.)• Every student participating the course (or

examination) will be invited to give feedback• Quantitative summary to be viewed by all• Qualitative feedback only for party concerned


The logical model for the student feedback system

digital feedbackform

course’s www-site / optima

students quality controlteachingactivity

socialdirection

teaching

once duringthe course (after registering for examination)

exam.paperfeedbackform

selfevaluation

feedback for one course

recommendations

developing actsmade because of student feedback

coursefeedback

inspection

Teacher

state ofcourse

moderator consults

good practices

moderating

digitalteaching material

personal feedbackT

eaching Dev. G

roup organizes

classifier

The affecting area of PalauteOodi


Developing targets in our Department (IPS)

• The Process for planning the teaching (Process model)– The guidance and codification for course planning (clever Excel-form)– The effectiveness analysis (accumulation of credits/working hours)– Resource planning (Excel-resource matrix)– The plans for the utilization of working hours (clever Excel-form under

construction)• Practices for distant teaching

– Digital teaching material (quality needs)– Optima learning environment (utilization in a more effective level?)– Distant practising environment (need to be developed)

• Student feedback introduction (under construction)• Support for international students (work group on a way)


DecemberJanuary

JanuaryFebruary

FebruaryMarch

MarchApril

MayJune

Continuing procedure during academic year

Continuing procedure during academic year

1 2 4 5 63 7

OctoberDecember

MarchApril

Planning of the teaching in the Department of Information Processing Science, 2006

- coordinating of tasks is assisted by the board, the council and Teaching Development Group of the department

Process, tasks and time frame

Devel-oping talks

Planning of next curri-culum

Re-warding talks

Creating course plans

Resource planning for remote sites

Personal resourcing– in-site search

Personal administration

Planning and implem-entation of teaching

Process-ing of course feedback


Thank you!

• Comments?

• Questions?


Contact info

Markku Pylkkö

[email protected]

(Petri Pulli, Pasi Karppinen

[email protected]

www.tol.oulu.fi)

Markku Pylkkö, 24.8.2006 AMICT Workshop, PedrozavodskDeveloping the System for Teaching andLearning...

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