Framework for the Quality Assurance of e-Assessment

The framework was designed in line with the ESG so as to support higher education institutions in the implementation, use and continuous development of e-assessment procedures and to assist QA agencies in the review and evaluation of e-assessment at all higher education institutions.

Assessment is a key aspect of the teaching and learning process in both online and blended environments. The methods used for assessment are of prime pedagogical importance as they have a direct bearing on both teaching and learning provision and the learner’s experience. They need to be planned and aligned with the intended learning outcomes of programmes and integrated into the quality assurance procedures used by institutions for the quality enhancement of e-learning. The Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) have provided the overarching framework for internal and external quality assurance in higher education in Europe since 2005. Since then, the provision of e-learning and related processes such as e-assessment have increased significantly. The Horizon 2020 project “An Adaptive Trust-based e-Assessment System for Learning” (TeSLA) developed a system to facilitate online examination that ensures learner authentication and authorship. Seven universities participating in the project pilot tested the TeSLA system, covering aspects including educational and e-assessment frameworks, data privacy mechanisms and the TeSLA instruments for voice, face and keystroke recognition integrated into each university’s virtual learning environment. The project’s work package on quality assurance looked at ways to best evaluate and assure the quality of e-assessment and ensure learner authentication and authorship in online and blended learning environments. The objective of the QA activities in the project was to formulate a framework that accommodates the specific characteristics of e-assessment and narrows the gap between traditional and online education provision, as well as to better address the distinctive features of e-assessment and
further enhance its quality and reliability.

Interactive Techniques

This paper list multiple different interactive techniques that help students learn by being engaged and attentive. These techniques are often perceived as “fun”, yet they are frequently more effective than lectures at enabling student learning.

Interactive techniques have multiple benefits: the instructor can easily and quickly
assess if students have really mastered the material (and plan to dedicate more
time to it, if necessary), and the process of measuring student understanding in
many cases is also practice for the material—often students do not actually learn
the material until asked to make use of it in assessments such as these. Finally,
the very nature of these assessments drives interactivity and brings several
benefits. Students are revived from their passivity of merely listening to a lecture
and instead become attentive and engaged, two prerequisites for effective
learning. These techniques are often perceived as “fun”, yet they are frequently
more effective than lectures at enabling student learning.

Micro-credentials. Macro-Rewards. Competency-based recognition for professional learning

Education leaders, practitioners and technologists are being challenged to respond to demands for new forms of credentialing, such as various forms of micro-credentials, digital badges, nano-degrees, and to define how these fit with existing credentialing frameworks and an emerging digital credentialing ecosystem (Chakroun & Keevy, 2018). At the European level, the drive to digitise credentials has been prioritised by the Bologna Digital Agenda and the EU’s Digital Education Action Plan.

The Navigator (EN)

The Navigator is a storytelling based mini-game simulating the social texting apps with interface in four languages (Bulgarian, Italian, Swedish and English).

It aims to raise the awareness of higher education students in humanities about the risks related to the quality information sources.

The CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) test model is embedded in the game.

The game starts with a breaking news followed by a chat-based dialogue with an AI-based robot assistant.

The timing in the Navigator allows an easier use for trainers form an organizational point of view.

The game provides quantitative and qualitative feeback.

Digital storytelling for training

Using the available resources in the Topic you should understand what is the “Digital Storytelling “, which are the ” Elements ” and “Types of Narratives ” and the aspects to be taken into consideration in the construction of DST, to raise attention of our audience.

Information Trap Manager – IT

Information Trap Manager è un gioco di avventura e strategia che simula un campus universitario. Ha un’interfaccia in quattro lingue (bulgaro, italiano, svedese e inglese) e fornisce competenze di alfabetizzazione informatica a livello medio e avanzato per studenti universitari.

L’apprendimento tramite il gioco si raggiunge attraverso il dormitorio degli studenti, il caffè degli studenti, il club degli studenti, la biblioteca, il centro di esami, le aule e il knowledge centre.

I giocatori devono tirare i dadi e continuare a muoversi nel tabellone del campus per esplorare gli otto risultati di apprendimento e affrontare una serie di sfide legate all’alfabetizzazione informatica.

Il Timing in Information Trap Manager consente un più facile utilizzo da parte dei formatori dal punto di vista organizzativo.

Il gioco fornisce un feedback quantitativo e qualitativo.

The mobility guide on-line – Planning and management with ICT support

This course will serve as a good basis to develop a brief, but complete plan that can be used s for:

  • collecting a partnership to form a consortium around your plan,
  • writing the specific applications. which will require some level of adaptation of your texts and figures when filling in the given forms (off-line or on-line);
  • decide the form of mobility (virtual or traditional);
  • list and select the most appropriate ICT tools for you to facilitate work in different mobility tasks from dissemination through project management till extension of the learning activity.

eLene4Life Dynamic Toolkit

About this Toolkit

The innovative teaching and training activities Dynamic Toolkit collects a wide range of teaching and training activities and methods, which develop soft skills needed on labour market co-designed with companies and universities professionals.

Dynamic Toolkit is organised as an open online tool with downloadable and searchable items.

The language of the Dynamic Toolkit is English, but some of the listed resources can have references to the local languages.

eLene4work orientation guide

Soft skills such as communication, teamwork, creativity and entrepreneurship are more and more in demand in today’s labour market and these competencies may prove to be the distinguishing factor between two candidates with equivalent qualifications and experience.

How can we measure these skills?
How can students and young workers demonstrate these skills on a CV or e-Portfolio?
What are today’s and tomorrow’s employers really looking for?

The eLene4work European project is tackling the definition of these soft skills, including digital soft skills, and proposes a series of actions and practical tools to help young talents better understand the expectations of employers, to assess their own level of competency and to further develop these skills through open education initiatives such as MOOCs (Massive Open Online Courses) and OERs (Open Educational Resources).

The project can be of great interest to students, young workers, teachers, careers’ advisors, human resources managers and employers in general. It is the fruit of over 10 years’ collaboration between members of the eLene group (eLearning network).

Target: students prior to entering the job market/young workers.

Time management and online communities (English)

In these demanding and dynamic times we are living, where we do so many activities with multiple tools and media, we realize that our life and work are less productive. It’s the same story wherever you go these days, we feel overwhelmed with things to do and we have too many matters to handle. It doesn’t matter what your job is: managers, salespeople, administrators,…everyone has the same common bond: they’re not able to get everything done…
What is that lack of productivity and poor personal management due to? Our work? The environment around us? The technology we use? Our bad habits? Our bad habits? We all have the same amount of time: 24 hours per day. The real issue is how we organize our time.” This is what differentiates people who achieve excellent results and those that achieve average results in their performance. Throughout this course we are going to identify the problem, what should be changed, and how to do so. The problem will be identified, you will be motivated and offered a solution.
The idea of this course is to carry out a series of positive habits and in this way, reach a productive equilibrium to be an organized and efficient person. We want to be more efficient in our daily lives and work. It’s not worth much to your day to read the latest innovations and updates if you don’t have time to implement them.
If right now you feel consumed by stress and strangled by your tasks, you have two options: allow that black hole of anxiety, pressure and wasted time drag you down or take action to get ahead.