Introduction of Quality Management in e-learning at Central Asian Universities

Project Overview

Project Title Introduction of Quality Management in e-learning at Central Asian Universities
Project Number 544601-TEMPUS-1-2013-1-DE-TEMPUS-SMGR
Country Kazakhstan Kyrgyzstan Turkmenistan
Overall Project Value(EUR) 500 001 - 1 000 000
Project Start – Project End December 1, 2013–November 30, 2016
Project Status Closed

Funding and Implementing Organizations

Origin of Funding European Union
Project Budget(EUR) 897.506
Implementing Organization / Consortium

• University of Nice Sophia Antipolis, Nice, France
• Kaunas University of Technology, Kaunas, Lithuania
• Trainings-Online Gesellschaft für E-Portale, Bielefeld, Germany
• Ministry of Education and Science of Kazakhstan, Astana, Kazakhstan
• Engineering-Economical University after M. Dulatov, Kostanay, Kazakhstan
• Kazakh Agritechnical University after S. Seifullin, Astana, Kazakhstan
• Humanity and Technical Academy, Kokshetau, Kazakhstan
• Ministry of Education and Science of the Kyrgyz Republic, Bishkek, Kyrgyzstan
• Kyrgyz State Academy of Law, Bishkek, Kyrgyzstan
• Bishkek Academy of Finance and Economics, Bishkek, Kyrgyzstan
• Issyk-Kul State University after K. Tynystanov, Karakol, Kyrgyzstan
• Ministry of Education of Turkmenistan, Ashgabat, Turkmenistan
• Turkmen State Institute of Architecture and Construction, Ashgabat, Turkmenistan
• International Oil and Gas University, Ashgabat, Turkmenistan
• State Energy Institute of Turkmenistan, Mary, Turkmenistan

Contact / Team Leader / Project Team

Project Coordinator:

Fachhochschule des Mittelstands (Germany)

Beneficiary Fachhochschule des Mittelstands (Germany) on behalf of national governments

Project Summary, Objectives and Results

Project Summary

QAMEL project aimed globally at developing and implementing quality assurance mechanisms and instruments for e-learning at Central Asian countries Kazakhstan, Kyrgyzstan, and Turkmenistan. Introduction of new ICT into HE has been claimed in national educational policies of countries concerned. However, the holistic approach to eLearning was missing and therefore should be brought near to all relevant educational actors, if Ministries of Education, university management, IT, staff, teachers, and last but not least, students.

Project Objectives
  • To establish eLearning Centers at the partner universities.
  • To develop and introduce national quality norms and regulations for eLearning.
  • To develop and pilot implementation of ICT-based learning and teaching concepts.
  • To disseminate lessons learned and best practices in eLearning at each national level.
Education Sector HE, VET (IVET & CVET)
Components of the Education Process Education Management, Education Policy Advice & Development, Institutional strengthening & capacity building, Quality assurance, Social Partnership, Teaching and learning technologies (arrangements), Training of teachers / trainers
Occupational Field Not applicable
Target Groups Politicians/decision-makers in economics, labour, employment & education policy, Decision-makers and managers in VET and HE institutions, Learners (scholar, student, apprentice etc.), Lecturers, teachers, instructors, trainers
Related Projects

N/A

Activities

Project consisted of following work packages:

  • WP 1: Review of existing scenarios and good practices in eLearning – implementation of e-Learning was hardly possible without understanding of the diversity of its types, formats, applications as well as its didactical, technical, and organizational components. Hence, the first step was studying European experiences and best practices in organizing and implementing eLearning. Furthermore, the project partners analyzed their own practices in deploying eLearning. As a result, possible eLearning scenarios that fitted institutional contexts were outlined. In addition, educational documents on regulating eLearning in the Central Asian partner countries were reviewed with the aim to reveal chances and risks for nationwide implementation of eLearning. Identified needs and opportunities at each institutional and national level formed the base for developing eLearning strategies as well as suggestions for modernization of national eLearning agendas.
  • WP 2: Establishing eLearning Centers at Central Asian partner universities – eLearning Centers (ELC) were established at the partner universities. The main task of ELC is providing pedagogical support and consulting and training services to teachers when creating and delivering their eLearning sessions. Of course, also students can benefit from the ELC services when utilizing e-content. For carrying out these activities, each ELC has been equipped with hard- and software purchased from the EU funds. Strategies on ELC’ development incl. staff employment were laid down in the corresponding concepts, which were evaluated and approved by Academic Senates.
  • WP 3: Training for ELC’ staff – success of ELCs not least depends on skills and competences of their staff. To this end, 5-day training sessions for ELC’ staff were organized at the Center for Innovative Pedagogy of the University of Nice Sophia Antipolis. The training program combined seminars with practical workshops, in which the employees of the future ELCs created specific pedagogical scenarios for e-environments and developed optimal didactical, technical, and organizational solutions. Representatives of Ministries of Education of the Central Asian partner countries participated in the trainings, too. Practical demonstrations of various eLearning applications helped them to understand all the potentials of innovative teaching and learning techniques and to promote eLearning at national levels. Attendees of trainings were certified to eLearning instructors.
  • WP 4: Modernizing national eLearning agendas – the harmonious integration of eLearning into Central Asian universities largely depends on the strategic direction of each national education agenda. Hence, the project partners together with partners from the Ministries of Education of Kazakhstan, Kyrgyzstan and Turkmenistan elaborated integrative approaches to establish and promote eLearning in higher education system. eLearning has been recognized as innovative teaching and learning practice, which significantly contributes to enhancing quality of and improving access to education. This status of eLearning has been formalized in strategic education documents, such as Law of Education (Kyrgyzstan, Kazakhstan) or Resolution on Digital Education in Turkmenistan. To demonstrate the European state-of-play of eLearning, project partners created the eLearning Guide. This Guide represents the variety of aspects of eLearning and serves as reference instrument for introducing eLearning at universities. The eLearning Guide has been approved and recommended for wider use by Ministries of Education of the Central Asian partner countries.
  • WP 5: Pilot implementation of eLearning scenarios – this work package was focused on pilot developing, implementing, and evaluating eLearning scenarios at each partner institution. Pilot teachers who were selected and trained by ELC’ staff redesigned learning and teaching strategies of the subjects in the sense of aligning them to the eLearning approach, selected suitable ICT to support content delivery, and prepared multimedia resources in accordance with their pedagogical objectives. Individual experiences of pilot teachers in developing and implementing eLearning scenarios were written down in eLearning cases. These cases are considered practical recommendations for other teachers wishing to innovate their pedagogical practices. Due to their practical nature, eLearning cases give teachers real tips for implementing different eLearning concepts as well as encourage them to try new teaching formats.
  • WP 6: Dissemination of project results – to spread QAMEL’ objectives and outcomes, a wide range of dissemination activities has been developed and implemented via different channels (print, Internet, TV) on 3 levels that aimed at: (i) Institutional level: informing teaching staff and students about benefits of eLearning; encouraging university management to undergo institutional changes relating to introduction of eLearning; (ii) Regional level: inspiring other universities for eLearning; creating conditions on experience exchange, networking, and cooperation in eLearning projects; (iii) National level: demonstration of innovative institutional developments via eLearning; strengthening of university competitiveness and higher educational system as a whole.
  • WP 7: Quality assurance – quality assurance took place in two directions: 1. Internal monitoring of the development processes: elaboration of concepts of the eLearning Centers, chapters of the eLearning Guide, and cases was permanently assisted and supervised by European partners. In this way, the relevant project outputs met the high-quality standards. 2. Summative assessment of the project products: it was conducted by independent external experts who were not involved in the development processes.
Project Results
  • eLearning Guide designed, developed and disseminated.
  • eLearning Centers at participating CA HEIs established.
  • pilot ICT-based learning sessions developed and implemented.
  • eLearning practices disseminated.

Links and Materials

Materials
    Link to project relevant data