So, welcome back. So, by now you must have all done some work on evaluating your own idea about from the perspective of it becoming a strong paper. So, one of the things is while we do this activity I would like the coordinators to take a poll and see how many people have finally evaluated their idea as having potential to go for a paper and in the meantime we can go on with this session of now that you have evaluated your idea you find that you have something to say what is the referee looking for in your paper. So, this is useful for the TAs also here. So, what do referees look for in your paper?  The first thing that any referee looks for is novelty. So, what novelty means is that you want to analyze your prior work work done before you buy other people to show that your idea is unique. So, often what happens is we get carried away by our idea and we run away with implementing the idea. So, many of our papers fail at this point itself because we are not able to establish the novelty of the work. So, even though so then we get disappointed because we have done a lot of work and we find that oh nobody is accepting my paper and people start getting disappointed. So, this novelty is the primary criteria that referees look for. The next one is positioning. So, how is positioning different from novelty? It is in the sense that there has to be a more careful analysis in the case of positioning to be able to say how your work actually advances the state of the art. What is meant by state of the art is what is known up till now. So, once you have done these two then comes the question of soundness of the procedure. So, now this often we get this right as long as we follow the specific research methodology a lot of which you will be learning in the next session on the next Saturday. We will go into a lot of details of how to establish soundness of procedure, how to do analysis of data which shows that it supports the claims. But these are the next two things that need to be there in a good paper. The soundness of the procedure and evidence to support that the solution works as you have claimed. And finally, what is required is overall coherence or consistency between the parts of the paper. So, often as referees we have to referee papers for many conferences and journals and what we find is that the paper starts out saying that I am going to do X finally, it does some Y and reports some results for Z. So, that such a paper is a clear reject and the effort put in by the authors in that case goes a waste. So, it is important to pay attention to these points. So, the way we are going to address it is by revisiting the sections that we have already discussed today. So, for your own idea when we talked about is this an acceptable paper features of published papers that is where you will find the hint for looking at whether there is novelty in your idea. Soundness again in the analysis of strong paper where the previous session is where you will find hints for how to analyze your paper for strength and weaknesses. Similarly, the previous two sessions have talked about features of published papers and the analysis of strong and weak paper activity. So, by now we hope that you will be able to go at least a couple of more steps from where you started at the pre-workshop assignment. So, by now you should be able to say that these are some features which must be there in a strong paper. You should be able to identify what is a weak paper and you should be able to also state what all is required in your own idea for it to become a strong paper. So, moving on how do you know if your paper is positioned well. So, the point here is that you want to analyze the related prior work. So, often what we think is that it is sufficient to put a section in the paper called related work. So, many people make that mistake of saying that every paper should have these sections introduction literature survey method results and analysis and they think that I have got these sections. So, therefore my paper is a good paper that is not true it is not enough to simply say that these are the things that are already be done. What is important is to clearly bring out the gaps. So, the first thing is to be able to refer to other papers that have addressed the problem similar to yours. We will see an example shortly and have you referred to other papers that have a solution approach similar to yours. So, this again is a very important thing which referees look for and which often is missed out by you know enthusiastic researchers who get carried away with doing the work and doing the implementation and not keeping in mind that am I reinventing something or am I addressing a gap. The next thing you want to look at is does your solution actually address this gap. So, it is one thing to identify the gap and it is another thing to address the gap and finally you want to see whether your solution is based on application of appropriate educational theory. So, you learn some of these how to do this in the next Saturday session, but at this point you want to keep this in mind that you want to base your solution on some theory and not simply that I felt like doing this. So, I did this. So, papers of the type. So, they are actually called I did this I saw that type of papers. These are typically they invite a referee to reject them. So, here are the examples from the same paper A that you have read in the previous session. So, have you referred to other papers that have addressed the problem similar to yours. So, if you see that these this paper does a very good job of bringing out saying that ok here is there are several simulations have been formulated. First of all they start with saying this is not a new problem many people have worked on this problem and then they also bring out saying what is it that the other people are doing that the other people are doing embedding of video in virtual classroom others are doing circuit capture and simulation system and not just doing a brief description along with that they are also giving a brief description of the results. So, this is an important point to note when you write the literature survey or the related work section of your paper and similarly you also want to talk about papers that have a solution approach similar to yours. So, in this in the case of this paper A it happens to be the same two papers. So, they are what they are doing at this point is identifying the drawbacks of the other two papers. So, they are bringing out clearly that the paper one continues to use lectures to teach theory while paper two has not done this detailed coaching which we have done. So, this is a very crucial part of any paper that you write and often people have this section week which causes referees to hesitate to accept even good quality work. So, finally the paper also brings out clearly that this is the gap. So, there is a gap the efficacy of the simulations compared with that of physical equipment labs is not well understood and this is the lab this is the gap that we are addressing. So, that is the mechanism of bringing out what is the gap in the related work and then at the end of it they also say that the study is reported here investigate the extent to which laboratory simulations add to realistic graphic representations and may replace some physical electronics laboratories. So, they not only identify the gap they also show how the authors address the gap. So, these are the main aspects of positioning your work and the last one which we have not really dealt with in this session, but which is the basis of all the work is it based on some appropriate educational theory. So, now for this you will have to do some reading what we will be doing is putting up some references for you to look at which will give the broad descriptions of many of these theories and the other way to pick up this language of what does this active learning mean or what about these other type of theories is by looking at papers that are already published which are similar to your work. So, in those papers you will find references saying that we have based our work on this theory and that is the time you want to go back look at their references and read up on those theories. So, to recap about positioning your paper the first thing is you want to have good research to write about. So, which basically comes back to saying is your idea worth telling to the rest of the world and then you also want to say have I done my work thoroughly. So, do my claims match the results are the results a significant improvement over known results and are these results verified in multiple ways. So, often this is a very important thing that we find in good papers that they do not simply ask a few students did you like what I did in class and report it as students like what I did in class therefore, my paper is a good paper they do not do that. So, what they do is they not only ask whether students liked it they also go and look at how students have performed in exams they also conduct some other in depth interviews of may be the teaching assistants or the instructors and generate data which show that these results are confirmed from many different ways. So, that is the first thing that you want to keep in mind that have good research to write about and the second point which often again many beginners make a mistake in is they try to tell everything in one shot. So, that is not a very good idea you may have worked for an entire year and done several things, but the important thing is to remember that a conference paper has room for only one good idea and a bunch of supporting sub ideas. So, you need to focus on presenting one key idea what precisely was your research question what exactly is your new result and this sentence is a fairly important one. So, I will give you a moment to look at it. So, it basically reads or for those who cannot see it it reads as use verbs that show results and achievement not just effort and activity. So, any sentences which are of the type we did this we did that and then we did this. So, those type of sentences are typically what you will find in a report they are not the kind of sentences you want to find in a research paper. In a research paper you would have sentences of the type that we did this and we found that. So, the and we found that are the ones which show results and achievement. So, the findings are the central emphasis of a research paper not just your effort and the procedure that you have used. So, this again is a very good slide and that is the reason why I am repeating this point. So, this point is actually been repeated three times since the morning today in the hope that you have if you have missed it the first time and yeah. So, there is some question I will take that in a bit later. So, in the hope that if you have missed the importance of placing your work in context the first time you will get it at least in one of these times. So, the basic point is that this this is from a paper by Mary Shaw on writing good software engineering research papers. This paper is already uploaded on Moodle in the resources directory. So, I urge all of you to read this paper even if you are not from software engineering background. The ideas in that are pretty much generic and applicable to all areas of work. So, let us look at this in a little more detail. So, the example that she is showing is that here is a way of writing about the problem. So, the galloping problem has attracted much attention. So, it is some problem and if you simply state that in your paper that is the worst way of explaining your paper in terms of related work. Equally bad is when you say A and B have worked on my problem slightly better, but still poor is saying that A did this while B did that. What is a good way of addressing is by saying that A's approach to solving this problem had this result while B's approach achieved greater result by doing something else. But B's approach has the limitation that it works only for some specific cases. So, that is the basic point that is being made here and finally, you will be able to get through to the referee very easily if you are able to state this saying that this is what has been done so far and this is the way in which I am extending their work. So, we say that we modified the approach to use some other technique and achieved even better results while getting rid of whatever this restriction was there. So, we have got rid of restrictions in the previous work. We have improved the results of the previous work is something that we want to bring out very clearly. So, this section on explain the relation to other work clearly is a very critical section. So, I think this is also a good time to tell you that this positioning of your paper is so critical that the referee usually makes up his or her mind within the first two pages of your paper. So, usually that is the critical time and the mandate of a referee whether it be a conference referee or a journal paper referee. The referee's mandate is to find a reason not to accept your paper, but to reject your paper. So, that is something you must be very clear about. The referee's job is not to find what is this great thing that you have done. The referee's job is to find out what are the reasons by which I can throw this paper away and that is the chance that you do not want to give to the referee, which is why this positioning, this explaining the relation to the other work and bringing out the soundness of your own work. These two tables that you see as part of these slides, you should keep on revisiting them so that you ensure that you do not fall in these very standard traps of simply describing your work. So, the next thing that we want to talk about is the idea proposal form and let us walk through the assignment. So, while I am waiting for it to upload, if you have any questions, you can type it in the chat window. So, there is one question that I see which says what is the difference between a journal and conference. So, journal and conference at this point, we do not really want to worry about that. So, typically a conference paper addresses one idea and a conference paper has limitations in terms of number of pages. So, usually and a conference paper also looks for greater novelty in the work. On the other hand, a journal paper typically does not have this limitation of number of pages. It is not so much concerned with novelty as much as it is concerned with soundness. So, once you have done the work in a complete fashion, that is when you target a journal. So, usually when you have an idea and if you feel that it is a new idea and you want to put it in front of other people quickly. So, that is the point of the difference between journals and conferences. There is another question which says who will decide the recap. So, the word recap that I had used in the slide actually means that I am recapping. Recap basically means I am summarizing it again for you. So, it is not the author or the referee who is going to decide the recap. It is going to be, it is just a summary on the slide. I mean, there is no section in the paper called recap. Do you mean gap means the unfolded or unexplored portion of the related work? Yes. So, now over as it asked this question has understood the meaning of gap perfectly. So, it means the unfolded or unexplored portion of the related work and the portion which you want to address. So, there are other questions of the type. Can we publish conference paper in journal and all that? Those can wait for a while. I mean, we will take them at the end last session because they are not really dealing with the core content of the papers. So, and questions like what is the impact factor of the journal and all, we are not even going to address. So, if you are going to worry about those factors at the beginning of writing papers, it is going to be very difficult to get anywhere because your focus is on the wrong aspect of the research. So, all those who are worrying about impact factor, please remove that from your mind. First focus on doing your research in a thorough manner. And this assignment which is there on the slide about the idea proposal for T4E paper, this is what you are going to be doing. This is not visible at all and let me do a zoom. So, this is actually uploaded. It is just to quickly walk you through about what is there in the assignment. So, now that the day is coming sort of to an end and you have to go away and do this assignment. Let us just make sure that how you are going to do this. So, many of these questions that are coming up about how do we know that any prior work has been worked on, all of these will be addressed when you do this assignment. So, this if there is no related work yet, what is there to write down in the research paper. So, it is very unlikely that there is no related work. Often students come back to us and say that there is no related work and it takes about 10 minutes to find related work after that. So, it is basically a matter of searching thoroughly. We will tell you about all that. We will upload these ideas on Moodle as to what are the sources that you should look for for looking for related work. So, going on this is the assignment that you are going to do. So, what you have done so far is you have become familiar with different categories of ET papers. You analyze the properties and what you want to do now is to detail out the idea that you worked on. So, so far you have you have done taken your idea and worked on it twice already. So, in the first time what you did was you simply thought about your idea and answered some very brief questions about do you think it is a good idea, how do you know that the idea works and that was your pre-workshop assignment. Then in the previous activity just before the 4 o'clock from the 3.30 to 4 o'clock you took your idea and you evaluated whether the idea has any potential for becoming a strong paper. So, that was the second thing that you did. Now this is the third thing that you are going to do on your own idea. Also remember that you have the flexibility to change your idea even at this point. Even let us say tomorrow you feel that the idea that you have picked up for submitting your pre-workshop assignment is you are not so happy with it and you are able to find a better idea. You are free to submit this workshop the idea planning assignment using your new idea. There is no problem with doing that. So, and then after that in the next session or that is the next Saturday you will further work on this idea and the assignment that we give you after Saturday is also going to be about the same idea. So, the hope is that you will be able to go from saying that I am going to do this in my class to actually coming up with a draft of your paper as the final submission of the workshop. So, this is your third step on the idea. The first thing that you want to do is you want to select the category. Remember that we talked about technology for education technology of education. Now once again here we are talking about are you going to create something are you going to design implement or evaluate instructional material or are you going to simply take existing instructional material and attempt to improve student learning. So, that is the first thing that you are going to do which is basically going to be selection. Then you are going to select the domain which is an easy thing to do which is very straightforward and then the third aspect of the workshop of the assignment is to say what is your idea that you propose to develop into research study. So, this is pretty much the same thing as the previous activity that you just did except that now you are going to do it in much greater detail and address the specific questions like what is the issue related to teaching learning, what will you do during the execution of the idea, what will your students do during the execution of the idea and what is the evidence that you will collect. So, answering these questions will actually help you to come up with a plan for conducting your study. So, otherwise the study is likely to remain as a very ad hoc I did this I found that type of a study. So, having this plan will help you to conduct the study in a very thorough manner. So, going on what you want to do is find and list three papers related to the problem that your ideas attempting to address. So, I have already seen questions which says how do we find these papers we will talk about how to find those papers using the Moodle forum. We will put up a list of it is fairly straightforward there is a list of journals and conferences which are considered to be the top journals and conferences which is what you want to go and search through to see if there are any other papers which are published which are similar to your idea. So, you will spend time finding these three papers. So, this is going to take you some time it is not something that you will be able to do in one hour. So, you will probably have to find about 30 papers and then say that these are the three papers that are related to my problem. So, you may find 30 papers which are vaguely related and then you may find three papers which are actually related to your idea. So, this exercise would probably take you a few hours if you want to do it diligently and once again let me stress that this is an important exercise because this is what will help you to position your work. And then you want to do these A, B, C, D which I am not going to read out right now except that I will just go to the product of what you have to do after reading doing all those activities is that you have to come up with a comparison paper comparison table wherein you say what is done in paper one for what is the problem what is done in paper two and what is done in paper three. And finally you will also say what are you going to say as the idea for my work what am I going to do as the idea for my work. So, the next dimension is what is the instructor doing after that what is the student doing finally what is the educational theory and what are the what is the evidence that are collected. So, educational theories is already stated in the assignment sheet when you read it you will get to know how to look for these educational theories.  So, you are going to say this is the procedure for my study you are going to describe the setup how you plan to do the group assignment how are you going to give the details. So, that your study can be replicated by a colleague and also you will list down what are the properties that you will measure are you going to measure the marks in the exam are you going to measure the student satisfaction and are those metrics matching with your research goals these are the things that you will talk about. And what we will find is we will also post some checklists in the moodle and also in these presentations which tell you what are the referees looking for. So, what you need to do is to just follow these checklists and make sure that you have all these things and finally you can get your peers to review your answer from a strong paper perspective. So, there is a forum which we have created on moodle which is about finding your partner. So, you can find another person who is working on a similar idea you both can become partners it does not have to be from the same institute and then you can review each others and thereby strengthen each others work. So, this is the basic outline of the assignment the deliverable will be this part where you describe your educational study. So, one of these examples I will just quickly show you. So, this is again I am just I know that you cannot read this, but nevertheless the reason for showing it is to give you an example of how the template has to be filled out how the table has to be filled out. So, now this person's idea is on computer based training for improvement of some ability mental rotation ability. We saw this in the morning example this is the same paper that you saw in the morning's example and this is what the person has filled out for each of these dimensions. So, what I am going to do is I am going to read out one of the dimensions. So, what does the instructor do in this paper one which is by this Jianping you they have provided conventional and computer based training and they have used this special visualization test. In the other paper again this person has noted that they are giving computer based mental training for 5 weeks with 1.5 hours weekly and the third paper is going to do give students CBT for 8 weeks with 2 hours weekly and then the person says that in their idea they are going to talk about the duration of the training which they want to say is much less than the original training duration which is mentioned in the other papers. So, here while you describe what is the idea for your paper you can also describe what is the difference that you are going to bring out from between the other 3 papers. So, clearly in this case you find that some of these other papers are talking about training in the matter of weeks whereas, this paper is talking about training in the matter of a few hours. So, similarly the paper also is going to talk about what are the students doing. So, here once again they are saying that they are going to talk about how the students operate in the various papers. So, I am not going to spend too much time on going through these details because it is going to be a little hard for you to absorb everything right now. So, what I will do is just so that you get an idea I have shown you this and you can download this from the activities folder on Moodle. So, that it becomes an example for you to look at while you do your assignment. So, let me also show you one more of a different category. So, here is another example. So, there are 2 examples that we are putting up of what you have to do in your next assignment. So, here again if you talk about let us look at the same row of what does the instructor do. So, in one case they are saying instructor is showing a video tape lecture in the other case they are saying that the instructor is going to create assignment tasks based on animation and in the third case they are saying that the instructor is going to give a lecture in class and then distribute the lecture notes along with the video. And what is this person's idea? This person's idea is that they are going to have 2 groups. So, this is what is called a control group experiment and for one of the groups the instructor is going to teach it on the blackboard and then show some animation. Whereas for the other group the instructor is going to give a short introduction followed by animation and then is also going to give some assignment sheets. So, as you can see that this table is very useful for you to clearly bring out what is the difference of your idea from existing ideas. So, this is your idea and you are clearly bringing out that my idea is different from this because this guy is only going to do a lecture whereas I am going to do a lecture and then I am going to show the animation and in the other group I am going to not only do a lecture but also show the animation and give them assignment sheets and that is addressing this problem of whether student learning is more effective when they watch assignment sheets, animations with assignment sheets rather than just watch the animations. So, that is the example of how these assignment 2 or this assignment next week's assignment at the table that you have to fill out. So, let me go back to the, so this is the same set of slides that we have already seen just quickly going to the point. So, to summarize these are the four homeworks that you have to do we are coming to the close of our today's session. So, what you want to do is go through all the slides posted for today's session because the slides have lot of pointers to what you want to look for and then there are two videos that we will be posting from a previous session like this one of which will be on how to read a paper. So, you have already carried out this activity to some extent when you did your analysis of the paper but still you could watch that video and the other video will actually tell you how to do a literature survey. So, many of these questions about where to find the paper, how to find the related work all of that will be addressed in this literature survey. Then you will find three papers related to your idea. So, this is probably going to take you some time. So, what I would suggest is you block a couple of hours every day to work on this assignment and that is the only way in which you can get to submitting it in a you know satisfactory form. Like I said you should remember that you want to challenge yourself to go beyond the obvious. So, you want to get to the stage where the referee is able to immediately spot that your paper contains a worthwhile idea and you have done a thorough job of its evaluation. And then finally you fill out the idea proposal form. This is the form that we will be looking at for orienting the next session and our TAs will be available for guiding you through these forms. So, whatever queries you have I think there are two forums which are created on Moodle. One for each of the two categories that you are going to be working on and we have the TAs whom you saw in the morning they will be able to do it. So, there is an important query here which says is it an individual assignment or we have to do it in a group. So, it is an individual assignment the only way where it could be done is a group is if both of you have exactly the same idea. In which case both of you can collaborate and one of you can try the experiment in your class the other of you can try the experiment in another class and then you can together write a paper. But then you must remember that each of you still needs to do all these activities in order to learn something out of this workshop. So, moving on so what is next? So, in the next hour or 45 minutes or so we will do some reflection on what you have learnt today. I think we have continuously repeating this. So, this process that we are following is called a spiral methodology. So, now that you are familiar with some of these education technology terms the two theories that we are using are one is called spiral curriculum in which the same idea we keep revisiting again and again at greater level of depth as we go along. So, we will be revisiting these ideas again in the next week, but at much greater depth. So, the idea is so that you get slowly used to these concepts and these thoughts instead of bombarding you with them all at one shot at a very great level of detail. So, this is spiral curriculum and the second idea that we have implemented from theory for this workshop is called active learning where instead of us doing all the work and you sitting there and listening you are doing all the work and we are sitting here and occasionally summarizing. So, these are the two well known theories for which are known to be very effective for learning and those are the ones that we are implementing in this workshop. So, by next week you will complete the idea proposal and think of how to apply what you learn today to go from being an E.T. practitioner to becoming an E.T. researcher. So, next Saturday we will talk about how to set up the study. So, by that time you would have thought about saying that I need to do a study on something and you may be wondering how to go about that study. So, that is why we are we will set up that research we will talk about how to set up research study in that next week and the methods to evaluate our solution and as expected this will not be simply telling sessions where we come here in lecture you will do activities in order to get a grip on these methods. So, now what I will do is I will quickly scroll through the chat window and find a few questions which are recurring. So, one of the questions that is recurring is how to say that the idea is novel is there any basis related to the domain topics. So, this is the hardest problem and what it is really there is no clear solution for that other than exhaustively surveying the literature and identifying. So, one thing you can assume is if it is the first idea that it that has struck you you can more or less be sure that it has struck other people also. So, you can more or less be sure that it is a fairly obvious idea. So, make yourself go deeper than that. So, say that assume that this somebody else has thought about and then what is more that you can do on that then you are likely to get upon hit upon deeper ideas which are beyond the obvious. So, lot of questions are dealing with novelty which are the factors that make novelty all of these we have talked about. If you go back to look at the slides you will find clear definitions of where the novelty is being brought about. So, especially this slide where you are saying explain the relation to other work clearly. So, here is where the novelty of the work is being brought about. So, where you say that x, y, z did a, b, c and I am doing it differently in this way. What I will do is I am only going to take those queries which are worth addressing in a face to face session because we do not have much time. Many of these can be addressed in Moodle. Is the research paper, can the research paper be domain specific? Now, this is a good question. Yes, your research paper can be domain specific. So, if you are working in let us say mechanical engineering on a particular subject you will definitely need to include some details of the concepts involved in that subject and how you applied your research. However, you must note that simply describing that this was a topic and this is the way I taught it is not going to cut it. What you also need to do is to keep on focusing on what is the novelty of your work. Can we make the idea that is similar to previous work, but having the idea for different domain? Now, this again is a good question. The answer is yes. You can make the idea that is similar to previous work, but you applied in different domain. The difficulty here is that you have to clearly say that this is an idea which is there and you have to bring out the reason for why you are applying it in a different. So, what is the novelty that is going to be brought out by your applying in a domain? There is brilliant person asking you should I study. So, this is something that we have already talked about. If you want to write a paper then you do this study. If you do not want to write a paper then you can simply ignore it.


Hello people, I'm Ginny Metherill, I'm a fourth generation Irish witch and I'm here today with a new mini series that I'm doing on the laws and traditions of all things witchy pertaining to Halloween. So today's video is all about pumpkins and at the end of the video I'm going to give you a short kitchen witch spell for the prosperity and luck that pumpkin seeds will bring you in the new year. The new year being the first of November, which is of course the year when the darkness starts. I want you to spread the joy of Halloween with a little prosperity and luck spell involving pumpkin seeds. The reason this video came about is that my dear husband picked all our pumpkins many weeks ago when they were still green and small. In fact that's small. This is one of our pumpkins because he thought they were marrows. So I managed to rescue one and ripen this one and that's the only pumpkin we've got. So I went to the shops and bought another pumpkin at vast expense which was this one which went sat in our house and I've managed to carve a pumpkin that looks just like me. It's great isn't it? Pumpkins when they're carved like this with the light inside them are known as jack-o-lanterns. So there are many legends associated with the jack-o-lantern and many different tales are told but I thought I'd tell you my favorite so you understand folklore behind a pumpkin. Many years ago a blacksmith by the name of Jack was walking along a road when he saw an old man sitting in the ditch having fallen by the wayside. Now Jack was not known for his kindness or his Samaritan habits but he picked up this old man dusted him down gave him some water and food. This man suddenly was transformed into a beautiful angel who impressed with the kindness of Jack granted him three wishes. Jack immediately asked that anybody who touched any of these things and there was three items his cobbling tools his tree or sit in his chair be stuck forever in that position. Now the angel was deeply unimpressed with these three wishes. The angel obviously wasn't a very forgiving angel because he turned around to Jack and said you're not very nice you didn't ask for nice things to help anybody I don't think you're the sort of person we want in heaven and barred him from the pearly gates. So of course the devil then came a calling because he wanted Jack's soul. Jack happened to be outside a pub at that time when the devil first turned up and he persuaded the devil that what he really wanted was a final drink before his soul was cast into the pits of hell. So they went into the pub and Jack ordered some drinks. Now in order to pay for the drinks he persuaded the devil somehow to turn into a coin. Jack picked up that coin and immediately put it in his pocket where there was a crucifix. Now this prevented the devil from transmogrifying back to being a devil from a coin. The devil obviously was quite cross about this but Jack said to him I will let you transform back into the devil if you promise to leave me alone for 10 years so that I can carry on with my life unhindered. The devil duly promised. 10 years passed and the devil again came a calling for Jack's soul. This time Jack was in an orchard and he turned to the devil and he said he must give a man his last dying wish and he pointed to an apple at the top of the tree and said would you get it for me my last apple on this earth. And the devil obliged and he climbed the tree and as he was climbing the tree Jack quickly carved a cross into the tree's trunk so the devil couldn't climb down. He then bargained with the devil and said he would scrape the cross off the trunk if the devil gave him a further 10 years to walk the earth. The devil reluctantly agreed. However five years later Jack dies suddenly. He flits up to the pearly gates and asks for entrance and they say well we don't really like you very much you know you're not a nice man so no. Then flips down to the gates of hell knocks on the door and says oh devil let me in but the devil says I can't.  You have died under that limit so I can't claim your soul. You'll have to walk the earth forever more and the devil then scooped up from embers from the hell fires and threw them at Jack. Jack picked them up and put them in a hollowed out turnip and forever now walks the earth with a glowing ember light and that is why we have these rather magnificent pumpkins. Now this is an Irish tale so of course when the Irish had the great migration during the potato famine to the Americas they took this with them. The Americans didn't really have turnips but they did have pumpkins so these make much better lights. Now the reason why you light your pumpkin and put it outside your door on Halloween is to scare off the spirits that are going to come past because Halloween of course is the night when spirits cross the bridge of swords and the veil between life and death is at its thinnest and they can communicate with the living and people didn't like that it was terribly scary hence they carved these very scary looking pumpkins and put them outside their door so I love a pumpkin actually they are quite delicious we have them as soup you know when you scoop at the inside. Also you get a lot of seeds even in this tiny little pumpkin that we've got here there'll be a lot of seeds with which you can make a prosperity and luck spell. Now I know I've done a prosperity and luck spell recently but this is a special Halloween edition so if you start it now and then do it until Halloween then on Halloween that's when you set your spell and on the 1st of November your prosperity and luck will flow in for the new year. It's as always so simple all my spells are it involves butter salt flavorings if you really want to do that and pumpkin seeds so what do you need to do is first of all take your pumpkin and when you've scooped out all the flesh you're left with all these seeds all you need to do is separate the seeds from the flesh do this under cold running water until you're left with just some rather wet seeds. Now you'd like to dry them don't dry them with paper towel because it just sticks to them you'll spend all your time picking bits of paper towel off your seeds so don't do that use a cotton towel if anything or just let them dry naturally. So having washed and semi-dried your pumpkin seeds as you can see here I've got a bowl and in it I have got about a tablespoon of melted butter added to that I'm going to put in a big tablespoon of salt and then give a quick stir just to make it sure it's all combined. Now to your butter and salt mix I want you to add just the tiniest splash of moon water moon water as you all know is made by the moon blessing any water and I use it in a lot of spells I have an October video which will show you how to make moon water and I will put the link in the description up here so that you can watch it and make your moon water if you don't know how to. This moon water gives strength prosperity and luck and as a pumpkin due to its massively round moon-like visage is beloved by the moon. Next you add your pumpkin seeds and stir them about to make sure each pumpkin seed is equally coated with butter and salt mix. Take a baking tray and line it it's very important to line your baking tray otherwise they will all stick I've got that rather good reusable liner and place them on your baking tray in one layer thick like so cook these from anywhere between 10 to 20 minutes in a hot oven at 200 degrees centigrade I think I cooked these ones for 14 minutes so you've cooked your pumpkin seeds you've got them all crispy and delicious and they should look something like this they taste lovely now the seeds have all puffed up and you can eat them whole and they are utterly delicious now here is your spell I want you to eat a seed every day between now and Halloween and the seeds that you have left I want you to give them to your friends and family at your Halloween festivities on the 1st of November the spell is said to give you success and prosperity the thing about these pumpkin seeds is they are delicious they taste so good I'm not sure I'm going to be able to eat one every single day I'm gonna have to make well I'm gonna have to make stacks just as well that I've got this to mix them all with I really hope you enjoyed this video and if you did it's goodbye from me and goodbye from a pumpkin alter ego and I'll see you in my next video


It's an important game, that's for sure, but we're at the half-way mark so there are three games to go. So there could be a lot more twists and turns to the end, but I don't think it's due or die tomorrow night, but you can take a step forward certainly in your chances of going through where the champion is. There's nothing to fear. So there will be a lot of respect amongst both sides, but in the end, if we get the three points tomorrow, that's all that matters. Every game we go out to win, every game we're presenting our side, our fans, and we go out to win. We wouldn't have the results or being the decision we were over the last two years if we didn't have that mindset. This is obviously a huge opportunity for us to go through the next round and it's a very important match as the bot side. I think further in my career, I've found out that you need to do all little things. Every little thing matters to keep yourself ready and available and certainly this year's tested me. I've gone there and beyond just to put myself in the position to play and help out the team every week. I'm fortunate to be selected and to put myself out of my hand up. He's pulled up okay. They've had a few days off over Easter to recharge the batteries really and we'll see how he is today. Ideally, we would have liked to have put him on the bench in the weekend for his first game back, but that's the situation we're in where players are probably playing when really they shouldn't be playing. But that's not in terms of risk in his injury, that's just in terms of how much training he's had before the game. Spiro no, Rukovitsa no, Golaksa maybe. We'll have to see today if he can join in and do a full session. Then he may be a possibility but he's with the medical staff now so he's obviously here early as part of the group that needs treatment and assessment, but I'm hoping that he's an option tomorrow. They're a tough physical side and they've certainly got plenty of quality up front in their foreigners and it's a national team place for Korea so you know that you're going to get the best. So it's a champion but there's no easy game. But I thought our last performance against them in Seoul was when we had a better of a champion and if we can build on that we should be fine going tomorrow. We're just focused on one game at a time because they're coming thick and fast and tomorrow is obviously a big game for our club and we've put ourselves in a position that we can go through. We're second and unless we lose a game tomorrow we're still second. So it's not do or die tomorrow as I said earlier but we're at home in front of our fans. We can take a step forward if we can pull off the three points tomorrow.


So I would like to say a warm and heartily welcome to all the participants. This is EDEN, European Distance Learning Week, which we organized for the third time. This webinar is recorded, so you will get the link afterwards, and it will also be published at our information channels. This year, from EDEN, proudly hosting the third year of the European Distance Learning Week, EDL week, in cooperation with the United States Distance Learning Association, USDLA, who also have their National Distance Learning Week this week. So it is in collaboration with them, and there are also some parallel EDEN events. We have already had webinars since Monday, and maybe some of you attended those as well, and you will have access to all the webinars afterwards after this week. We have had very interesting presentations for the whole week, which really are in the cutting edge of our field in open and online topics for innovations in design to open education research and as for today as about quality. My name is Eva Ocean-Ilsson, and I am your moderator for today. I am also in the EDEN in the Security Committee. I'm also in the EDEN Fellow Council, and I'm EDEN Fellow myself. I'm also chair of the EDEN Special Interest Group on Quality Enhancement and Labor Learning, which also is one of the topics for today. So we have today two presentations, and now we come back to that. First, some practical things. If you don't already have done it, please mark on the map where you are from, and please introduce yourself in the chat. During the webinar, we have some calls for you, because we are interested to collaborate with you and to hear your opinions about what we are talking about today. And those of you who have registered will also receive a badge that you have taken part in this webinar, and the cards are recorded. Wait for some minutes while you pace yourself on the map. The description of this webinar is about that the learning landscape looks so completely different from today than it just did five years ago. And the way that learners are learning is changing the matter of day. Today, learning is available from anywhere, everywhere, and to any kind of device. Formal and informal learning are more and more merged. And in the context of globalization and knowledge economy, the quality of higher education is increasingly regarded as particularly important for national economic development and competitiveness. That's why high quality and relevant higher education equips students with their knowledge skills and core transferable competencies to succeed after graduation, within a high quality learning environment which recognizes and supports good learning and teaching. That is the background where we host this webinar for today. It was recently, very, very new, ANCA has published their considerations for quality assurance of e-learning provision. That is one of our main topics for today's webinar and how it is applicable for all forms of e-learning and how learning with ICD, digital devices, digital components, digital digitization as such can be used for better learning possibilities. It will also be presented how it can be applicable into higher education quality assurance provision and their systems. Besides that concept, also the Tesla project will be discussed. The Tesla is a project funded by the European Commission and it is about standards for integration into a different learning environment which will be developed to reduce the current restriction of time and fiscal spaces in teaching and learning which open up opportunities for learners with physical or mental disabilities as well as respecting social and cultural differences. Thirdly, the EDAN Special Interest Group on Technology-Enabled Learning and Quality Enhancement will be presented. The Special Interest Group aims to advocate for improving the quality agenda in education. So this topic very much problematized and enhanced about if we need to have a new quality agenda in education. So thanks for being here. You will all have possibilities to first of all answer our polls. I see that that is ongoing. Of course we are interested where you are and what you know about this kind of issues which will be discussed today. And you have also of course possibilities to ask questions. The questions will be addressed in the end of each presentation and I will keep an eye on it on the chat. So please just write your questions in the chat and the issues will be discussed. So again, a warm welcome to everyone and we get started. The topic is about considerations for quality assurance of e-learning provision. And the presenters are Dr. Stella Hrtegas-Hitaku from HQ in Catalonia in Spain. And besides, Esther was also the coordinator for the anchor work on the considerations for quality assurance of e-learning provision. And that's why we are so happy to have Esther here together with us today. I know she was just recently, I think it was last week in Kazakhstan, discussing about the same topic and she is almost all over the places at conferences and at her last some weeks ago in Denmark. And then it is really a topic which is very very high on the agenda today. And then myself, I am from Iran as I told you but I am also from the Swedish Association for Distance Education where I am the vice president and I am also doing a lot of work for ICB. ICB is the International Council for Open and Distance Learning and I do a lot of work on OER and on quality for them.  So Esther will talk to you about the consideration for quality assurance of e-learning from ANCAC and that is just published and it is available on the net. And I am sure here on this slide I have put the links on the image as such and Esther will also talk to you about the PESLA project. And I myself will talk about the e-learning and sick on talent quality enhancement and here is also the link. We have a special webpage at the e-learning webpage for this special e-learning school. And as you see those two polls which I have asked you to fill in we want to know if you know about this special interest group and if you want to learn more about it. And I see that 50% of you know about it and 100% would like to know more about it. So hopefully you will like to have some more insights after today but you are also welcome to talk more with us and to be involved with the sick. I will tell you how. So first of all I just put this definition from Commonwealth of Learning so we are on the same kind of page. What to tell is about. It is about aiming, it aims to focus on increasing ourselves to quality teaching and learning by supporting policy formulations and innovation in the application of ICT in education and the development of ICT skills. And I think it is a very wide concept. And as was said earlier the educational landscape is totally changing nowadays due to the increased digitisation. So that is the reason why this topic is of high priority. And also this is the daily use. I mean using digital devices, using internet, using audio, video, radio, TV from internet is daily based for everyone today. And how can that be integrated into education? So why does it matter? Because the use of tele can facilitate and promote educational access, equity, quality around the world which also are the main SDG goals from the United Nations and UNESCO. And it was publicly implemented in 2013. And that is not many years until now. So it has very much to do with the SDG goals. Education for all. There are some challenges as the educational landscape is changing. There are global demands. They are changing demography. There are societies needs, life of learning, life of learning, ongoing learning, maybe more. Size concept is used more and more. There is need of upscaling and rescaling because the labour market is changing. And that is also why tele can really be used widely. There are changing labour market, increased digitisation as I said, technical development make that like the fourth industrial revolution that we change the way we learn to change the way we work. We change the way we connect to people. It changed the way we relate to each other. It changed the way we communicate to each other. So it more or less changed every kind of what we are doing in daily life. You can see from the other sectors like the film and the music and banking and the hotels and not least the latest taxi movement with Uber. Everything is changing. There are more learning on demands. Learners, students take control over their own learning and they have other needs that maybe are among the office from the higher education institutions or from the educational institutions. There are needs for just for me and just in time learning. So that's why tele matters and that's why quality in e-learning and tele matters. You need to have another kind of quality agenda. So this is about just to advocate a way for renewing the quality agenda in education. Of course we don't have all the answers yet because then it could be easy but there are a lot of challenges and together we can work it out to renew the quality agenda and that's why we would like to present this take here and that we also need your support and your contributions. Of course it is an open interest group. It started in 2017 and we had during the annual conference in Jönköping it happened to be in Sweden and I'm leading this group and we had each of the days for the conference we had topics on the talent quality enhancement and you can see the topics here in the bullet points. About rationale about renewing the quality agenda about quality on micromessor and macro level about leadership. Because leadership is also an issue which really have to be reconsidered with working on the changing quality agenda. Did the slides become smaller now? There it is, thank you. So what we actually have started to do is that we are... Yes, that's right. We are working both for internal Eden community practices among our members, for our members with our members to create a lively and vibrant open platform on audacious quality and tell to have a meeting place we have a web page so far and we have also plans to do something more to have blog posts to have an interesting topics like this webinar for example. We also see that we have an external agenda that we can be a place which allows Eden progressively to be involved and to be in the forefront changing the quality agenda. That we can be a partner for national, European and international actors and organizations and networks. So the issue is very much how can we create opportunities to become visible both internal but also external and how to make use of all our members in Eden before everyone more or less are working at their home institutions home organizations, home countries on this kind of issues and together we can be strong enough to do something very good. So the idea is to be some kind of think tank for quality issues in collaboration with organizations with professionals to be some kind of place where we can raise questions and have a community where we can communicate existing projects for example initiatives like to promote this consideration from quality on anchor it's on the web already and also to be a network of networks there are many networks around in Europe and international and also at national level working in those areas and Eden can also be a hub for the Eden's especially interest group in town. But also as I said to be policy and advocacy orientated. For example when European Union or Commission are raising calls when they are having white papers or blueprints or whatever we can react on those. So far since 2017 we have started with a smaller core group from the beginning it was we from the Eden Eastie like Santa Cristina Softix who was also here today and Maria Nicklaus from the European University in the UK and Irina Bolonga-Vichier from our president Antonio Antonella-Porsche from Eden now and the previous president Antonio Texera for Eden and then later we have grown to be some more people who have an interest in this issue. Today for example Daniel Ehlers is also in the Eastie and you can see the members here and we would like to invite you if you have an interest in this topic just contact us and go to a larger group we can do more together. So first what we do mean by quality of course it is both on compliance and consumer protection it is about enhancement and about process and it is about reputation. In 2015 I myself together with some colleagues we did a review on quality models on behalf of ICDE and we reviewed and we searched over 40 plus up to that there are some models which are more norm based like accreditation and there are some which are more process based like self-evolution benchmarking or maybe somewhere in between so it depends what you mean when you are talking about quality it is norm based accreditation is a process based like self-evolution and what you would like to achieve. Most of the quality models although they came from different countries all over the world although they had different kind of purposes more or less they were expressed in different kind of concepts or words but most of them had those three aspects it was about management about strategic planning and development it was about products about the course and curriculum it was about services and curriculum support and then of course there was the learner and the learner in the middle and the learners maybe have different kind of quality issues like transparency, like flexibility like interactivity like presence, like trust etc etc and now that Esther we talk very much more about this because considerations cover those aspects we also came to the conclusion that maybe there are no needs to develop so many different kind of quality models but there are some general principles they should be multi-faceted they should use rather large areas from different kind of angle so not just to study for example the LMS as such or the course as such but also to study other kind of dimensions which have an impact dynamic and flexible to also integrate new issues like we are, although that are not so much new any longer they should be maybe mainstreamed so each individual person who are involved can make it to their own they should be representative like to take the stakeholders dimensions into consideration and of course they should be multifunctional to serve like a roadmap for quality enhancement so this was a very very brief description what we are doing in our sake and if you have an interest I would like to let you know more please just be in contact with us and I see that many of you would like to do so from the part so in case you have some questions right now you're welcome to address that now, otherwise we take it in the end yes, sorry sorry we have one poll now in the end that's right so I have one question in your opinion what would you see that Eden Sigtel will prioritize in the coming year so if you have some ideas just please some words or sentences no rush to write something for the moment so we maybe can come back to this poll and when we have the others as well well hello to everybody can you hear me yes that's fine thank you very much that's fine Esther so now I would like I think there are some echo I would like to introduce and give the floor to you Esther from AQR in Catalonia in Spain and also from the European Association for Quality Assurance in Higher Education the ENCA and as I said in the introduction the topic you will speak about both the first one but also Tesla is a very very high topic on the agenda around the word I will say I presented it to you where in Denmark for the ADTU conference two weeks ago and I think you have a rather heavy schedule and now you are we are so happy that you are here together with us so please if you have some questions the way for Esther please write in the chat and we have we have some questions to you in the end okay thank you very much thank you for your kind introduction and for the invitation we are very pleased and to works here as you have already said the result of the working group at ENQR and also the Tesla project I hope you you will enjoy and I also apologize with my camera because I don't know how to fix it to have a better quality and not to big head okay so I apologize for this okay anyway let's go ahead for the presentation so how I have organized this presentation as you can see in this slide I will begin with a general introduction to the quality assurance and the learning afterwards I will focus on the main findings from the work coming from the working group of ENQR that it's focused on quality assurance of the learning perspective provision sorry from the internal and external perspective then I would like to draw your attention to the assessment element and finally I would like to share with you some main conclusions well so as you know nowadays we are living in the digital age and this can be explained through two main reasons the globalization and the easy access to internet those two elements have impacted in the universities themselves but also in the teaching and learning process nowadays there are some reports that show this scenario shift as for example the EADTU report the European Association and Distance Teaching University which analyzes the change in pedagogical landscape and this report has been recently published and other reports as for example this one carried out by the European University Association published in 2015 which shows that the vast majority of high education institutions are offering or are planning to offer online or blended programs nonetheless there are other reports that shows that quality assurance of such provision has been given far less consideration as this one for example carried out by EUA in 2014 so within this framework ENQA the European Network for Quality Assurance Agencies decided to launch a working group in order to work on a set of considerations for quality assurance of the learning provision taking as a reference the European standards and guidelines this working group was composed by different quality assurance agencies who volunteered to work on this topic as you can see in this slide and the working group began to work in November 2016 and has recently published a report in ENQA website as Eva has already said but before going into the main elements included in the report from this quality assurance perspective I would like to share with you some general ideas from the quality assurance and e-learning point of view as you know quality assurance is one of the action lines of the Bologna Declaration since the beginning in 1999 and as a consequence of Bologna implementation the European standards and guidelines the ESC were defined and adopted by the ministries I'm not going to go to all the details of the Bologna process but I would like to highlight some of the relevant elements that I consider that are really important from in this presentation for the learning the first idea is that these standards and guidelines are generic so they provide a framework and common basis for national and institutional activities in the sense that they apply to a higher education offer in the European higher education area regardless of the mode of study or place of delivery and here we include the e-learning that's all type of e-learning should be considered as well as all phases included in the learning process for example daily assessment so the European standards and guidelines were the backbone of this work it was agreed that ESC are equally applicable to all modes of teaching and learning but there was a necessity for an appropriate interpretation for using them so that was the work that we carried out at this working group so we were reinventing the wheel we were focusing on this appropriate interpretation from the internal and external perspective in the sense some recommendations were given to quality students agencies in order to improve their review procedures while higher education institutions should know how to adapt their internal quality students system in order to guarantee the teaching and learning process which are the most challenging the standards so if you see the European standards and guidelines from the internal quality assurance point of view we've got 10 different standards and I'm going to focus only on a few of them the most challenging one and those are the ones marked with an asterisk so from the first standard policy for quality assurance the policy of an institution should include the e-learning strategy this should be embedded in the overall strategy of the institution and institutions should think if the quality assurance strategy should be adapted from the e-learning perspective the policies also should grant access and ensure participation of students with special educational needs and the institution should be aware of the development of new policies at national and international level this is the case of the new GDPR directed from the European Commission which is related to the ethical and legal considerations as stakeholders involvement it's another important point as you know this involvement could be a challenge due to the lack of an on-campus presence so this means that the institution maybe should have to do or adopt new strategies in order to warranty the participation of all the stakeholders the student centre learning taking an assessment this is a really important standard this standard supports the use of flexible learning paths, different modes of delivery a variety of pedagogical methods and giving a sense of autonomy to each student so this means that digitizing the content alone doesn't lead to a successful educational setting so this institution should design an educational model in order to warranty student achievement of learning outcomes the institution should pay attention to the assessment in order to have measures to warranty the authentication and authorship of the assignments, exams etc it should it is recommended that the institution organizes online discussion groups in order to warranty the interaction in between student to student teaching to students and also another important element is the learning materials and obviously it should be appropriately updated so let's move to the next standard and I'm going to focus on the recognition element the academic recognition should be assured and it should be the same level of recognition by professional bodies and employers as an on campus program and if qualifications are offered sorry if qualifications offered by the institution are warranty the high education system can help to stop fraud or diplomats teaching staff is a crucial element the institution should define the structure the profile and the role of teaching staff because we have realized and we have seen that there are different teaching staff who are participating in e-learning provision teachers teaching staff should be skilled and well supported in relation with the pedagogical and technological requirements and there could be a bigger complexity when we talk about the coordination of teaching activities as there are different teacher roles in doing this role ok so let's move to the next standard which is learning resources and student support and I'm going to focus right now in the learning resources especially in the virtual learning environment which should be interoperable and robust and it should ensure accessibility of learning materials and the assessment the library is another important element and virtual learning should be well organized if the program includes this type of resources student support is one of the core elements of these standards this is really important the student support should cover elements as tutoring, pedagogical technological and administrative related needs it should be adapted to the e-learning environment and if an institution warranties the student support the retention rate the success rate and the satisfaction of students could be improved virtual mobility of students and academics is another element that we should take into consideration and the final standard is information management this means that there could be data and indicators derived and as specific from the e-learning so let's move to the external quality assurance standards here you can see the list included in the European Stambles and Guidelines and once again I'm going to focus only on those standards which are marked with an asterisk the first one is related to designing methodologies field for workforce obviously quality assurance agencies should take in consideration the particularities included in part one included in the internal quality assurance those elements that we have already commented the agencies should organize flexible processes in order to include new modes of teaching and learning this means that quality assurance agencies should be flexible but also innovative in their and when designing their review procedures there could be a specific criteria indicators, guidelines or frameworks the next step is implementation process here we are going to focus on two main elements the self-assessment report and the site visit when talking about the self-assessment report it is important that this document includes a clear explanation of the pedagogical model and the virtual learning environment and it should be recommended to provide access and navigation to the BLE during the site visit there will be an intense examination of the technological infrastructure and there will be an interview with all the stakeholders in this case we have to take into account that there could be a wider range of teaching staff roles this means that the agenda can be longer and this means that we have to pay attention to all the stakeholders participating in the teaching and learning process the last standard is peer review experts so agencies needs experts with experience in the learning blended learning and it should be trained specifically in this provision now let's focus on the assessment why it is important the assessment the assessment is extremely linked to the academic integrity and trust that's really important for higher education system because there's a need to resolve the gap in the current online evaluation system because there's no European framework on the assessment so that's why Tesla was prepared and it was funded by the European Commission in an horizon 2020 call the main aim of this project is to combine and develop an assessment system which ensures learners' authentication and authorship in online and blended learning environment while avoiding the time and physical space limitation imposed by face-to-face examination what is really important from this project is that we have adopted different perspectives so it covers the teaching and learning processes the quality assurance aspects the privacy and the ethical issues and obviously the technical requirements and the technological development so this project is composed of 18 partners coming from universities quality assurance bodies research centers and enterprises and what is also really interesting to explain are the development of instruments in Tesla project Tesla system we can distinguish three main groups of instruments depending on the functionality and the typology of the instruments the first group is related to document analysis related to the analysis of written material it's linked to the authorship and the instruments are the pleasure reams tool which analyzes written material and detect similarities and also the forensic analysis the analysis of the written style of the user the second group is biometrics related to the authentication and intent identifies the user based on the user based on physical characteristics and which are the instruments of biometrics are pleasure recognition web recognition, kid's drop dynamics and the last group is related to security techniques related to the confidence and we are working with timestamp and digital signature if you want to have more information on how the system is working I highly recommend you to go to Tesla website and watch some videos that are very specific and explain how the system works so focusing on the quality assurance elements for E-assessment the three quality assurance bodies working in Tesla which are Encore, Ecanine and Calunia we have defined 8 standards with indicators and evidences nowadays we have some final results of the pilotings I haven't go into details of how the methodology is being applied in the project in the project we work with pilots we have defined three different stages of pilot the difference is that the development of technologies were done during the pilot and also the sample of the students were increasing in this sense we can say that we began with 600 students and we finished with more than 10,000 students in the third pilot so after we finish the third pilot we have applied and studied how those standards are complied by the different high education institutions participating in the pilot and I would like to share some of these findings in the first standard which is related to policies, structures, processes and resources for quality assurance of E-assessment we have observed some scenarios where E-assessment is permitted and other scenarios when E-assessment is forbidden by law or by the role of the university and in overall all high education institutions have well defined policies and processes for quality assurance procedures nonetheless traditional universities who are which are in the transition from face to face education to online education should develop a specific policies on E-learning and E-assessment and when doing this transition when the development developing of these quality assurance elements the quality assurance unit should be involved from the assessment of learning we have observed a diversity of assessment methods applied in the higher education institutions this diversity also applied to the when assessing the students with a special educational needs and the chosen assessment methods are aligned with the learning outcomes in relation with the student support this is one of the important elements and we have good practices and in general all high education institutions have well established support mechanism to meet all students needs on the other hand teaching staff should be trained on the innovation of pedagogical practices and should receive technical training also teaching staff should be provided with updated information, guidelines and well defined procedures to deal with the academic integrity so this standard is an area for improvement in general for all institutions participating in the project and finally I would like to highlight the standard learning analytics and all institutions agreed on the potentiality and value of having information management system in place for the improvement of learning processes but on the other hand we observe a lack or a need to enhance an information management system for the systematic collection of data related to the quality assurance of the assessment so those are the main conclusions from the application of those standards and having the third pilot finished so which are the main conclusions we can say from the Tesla project and quality assurance perspective that any assessment system like Tesla can contribute to provide confidence to fully online and blended provision and it can improve the perception and development of the assessment processes and also it can contribute to reduce the number of diploma meals or with low reputation and in overall which are the conclusions I would like to share with you the first idea is that high education institutions are adopting new pedagogies very quickly while quality assurance agencies lack behind in terms of giving special considerations to eLearning and was working group demonstrate that ESG the European standards and guidelines are fully applicable to eLearning provision and this work provides a common understanding for high education situations and quality assurance agencies innovation project as Tesla can contribute to provide more confidence to high education system to the society and now maybe we are in the transition to let's say to education 4.0 and the question is that are the quality assurance agencies ready for this transition and thank you very much for your attention and now I think it's turn for I am not quite sure if it's turn for the questions or for the poll Eva if you can help me please yes first of all thank you so much Esther for this very very very good presentation both the considerations for eLearning and about the Tesla project and I think you gave very very good insights and thoughts for thinking so before we take our questions we will give the floor to the audience if they have any kind of questions either to Esther or maybe to me as well so please write in the chat while while people are thinking I would like to start with one reflection or question and I think you really pointed to a very very important issue and that is the need of eLearning and pedagogical considerations of this kind of things moving to eLearning, blended learning etc etc and it's often in case it is handled at institution it's often at the pedagogical centres and among the teachers and they have to live their own kind of life but you really pointed with both the presentations the need for quality assurance agencies and quality assurance centres even at institutions to deal with those kind of questions and then I think that's really really important because I mean there are some kind of spin-off effects as long as quality assurance agencies I used to say myself as long as quality assurance agencies are not asking universities for providing sort of information on this kind of task universities are not dealing with it as long as universities are not dealing with it or asking you faculties about it faculties don't care and that goes the whole way down to the teachers and to the students so I think you really pointed to a very very important issue and I would like to maybe to what people are thinking if you can say something more about this your thoughts during the project journey so to say how to really make this mainstream within an organisation because there are so many centres or units involved in it like you said the pedagogical centres, the teachers the quality assurance centres I mean it is very much about interdisciplinary work nowadays for quality and that was all that pointed to as well in our study about quality models it is you need to have a holistic perspective can you maybe say something more about that and how to implement that this is really interesting question and I have to say that I can only talk about quality assurance point of view and from my experience when assessing the open university in Catalonia because you know that we thought about the scenario in our country so we can work with really really sorry there is a lot of noise ok now it is better thank you so yeah you are right there are different elements and factors influencing on the pedagogical model and I think it is the responsibility of the university of the institution to organise in the best way this is the autonomy and they have to decide how they want to organise so then they have to answer to some standards that we prepare for assessing them even from program perspective or institutional review I would say this I mean the problem we have got about quality assurance is that our procedures in some context weren't so clear to be analysed by the experts and to help institutions to improve and this is my point of view I think we are like drivers and we want to enhance the system but I would leave the institution for the autonomy and decide which is the best way to organise themselves thank you Ester persons of writing so maybe another question from my side in the meanwhile I think it was also very good that you stressed that I mean one point of view there are special considerations for e-learning provision but on the other hand it is very well covered already in the European standard of guidelines you maybe just have to add some extra considerations or extra reflections or extra benchmarks so why is it so difficult to integrate quality consideration into mainstream, into quality standards and guidelines I mean not the standards and guidelines but the quality assurance standards quite often we have had by now we have had e-learning like left-handed pipeline but it needs to be integrated and by your considerations by ANKIA it is built on SDG it is one of the same people in many ways so why is it so difficult for institutions to do it yeah, you are right I think that depends on the context once again depends on the country the agency as a group as a working group as I have already said we have reinvented the wheel it was a work based on some reports really good reports that we have got on the field during some of the agencies because there are some agencies that we have got some experience evaluating and assessing online institutions and online programs so maybe the difficulty was to focus on the core elements and the really important things and make them clear this is as a group I could say this if I have to say something on how to implement those considerations in their procedures I can talk about my context, the Catalan and the Spanish one and I have to say that we have already done some steps forward and for example in Catalonia in the example accreditation programs we have got, we have specified the vast majority are the most important elements that are already included in those considerations so we can say that in Spain and in Catalonia we have already done this work but it's not the same in all the countries I have to say but as far as I know and after presenting this report in the General Assembly I have some inputs that the agencies are going to work on this and they are going to prepare some terms of reference or they are going to fine-tune their reviews in order to include the e-learning perspective so I think that those are really good news we have a question here from Monica quality assurance in e-learning education is not a joke quality is not abstract, it is a reality university autonomy is not a justification for not complying the quality assurance at the minimum with quiet level so what do you say about that do you see the question in the chat trying to read once again, sorry take your time yeah, you are right I totally agree it's not a joke, it's a reality and the autonomy is not a justification of course I'm not quite sure if I was clear with my answer before I was talking about more in how the university is organizing in order to design the pedagogical model and if the question is more related on how the institution should comply with the standards I totally agree this is a responsibility of the institution and they have to fulfill and comply the requirements it is important to bear in mind that all quality assurance agencies work within the framework of the european standards and guidelines and then each agency prepare their review methodologies that it could be an institutional program level it could be a mixed of all there are a lot of types and those standards the quality assurance standard can be a little bit different from one top context to another one but all of them at the end should fulfill the european standards and guidelines this is the basis and of course the quality is a responsibility of the university and it should be covered by them this is not an excuse to provide any e-learning or not they should provide equally quality if we are talking about e-learning provision or traditional education this is Therese Byrd I know the UK e-learning context to some extent but I don't know about the rest of Europe so may I ask are e-learning programs generally assessed by exams or by essays or other ways if we do exam are you learning how do we make sure the person submitting the exam is cheating the question is about how to ensure that they are not cheating I assume that this is more related to Tesla project what is going to be really interesting at the end of Tesla project is that there will be like a set of different e-assessment models that will be recommended to use with different tools this means that one of the basis of the Tesla project was the flexibility so this means flexibility for pedagogical models flexibility for the e-assessment including essays including test including programming including other things so there will be a matrix with a relationship analyzing which is the method you are using and which is the recommended instrument because the flexibility is also for the instrument it is clear that there are some assessments for example if you have an oral exam you are not going to receive a board instrument so there will be recommendations in this way but of course there is the academic freedom and the teacher should know about which is the best assessment methods in order to assess the learning outcomes etc etc I see that the Colise is writing something I will ask you in the meanwhile I know I am working a lot about quality myself I am also a quality reviewer and I was recently at UNESCO conference for quality assurance agencies and one of the outcomes from that conference it was held in Geneva in the Europe and the outcome was that quality assurance agencies I mean the staff there they are not ready for e-learning yet and this is one of the main issues I mean we do a lot of work for teachers academics the people who are working on quality assurance agencies are not ready yet so how to deal with that ok I think that I think that sorry I think that we are on the way and we are doing some trainings I think that depends once again on the context it helps so much for example in Catalonia we've got a really good scenario because we've got an open university so this means that we have learned a lot for assessing them there are other contexts that maybe they don't have distance or fully online universities and they don't have so many experience but they have to be trained there has been some actions for example in co-organize a seminar where new staff hired by agencies were trained and this work was explained there and there was a workshop explaining and working with those considerations so I think that agencies we are taking care of this and we are going to be ready some of the agencies we are more ready than others of course but we will be there very soon I think that the first step it has been done with this document and then of course we have to do more actions sounds really promising thank you so much for that I see that Carlos was more or less touching on the same kind of issue that there need to be natural bodies or agencies dealing with this not just to leave it to the educational providers yes I think maybe it's time now to ask the audience of some of the questions you have prepared we have two questions for you still there are possibilities to write in the poll also about the the sake talent quality enhancement it is still there so can you say something about the questions Esther? if I may I would like to not to influence too much on what they have already explained before but for us it will be very useful to know which is your opinion from your opinion which are the most challenging standard from the internal and external perspective and your opinion is really important for us because we want to do further work and we want to focus on some of these standards I don't know if we can begin to comment something or do we have to wait a little bit more well I think it's clear that from the external point of view most of you think that design methodologies fit for purpose is one of the most challenging ones for quality assurance agencies and for the internal perspective it seems that we've got four standards that are equally voted so we've got no three of them, sorry student centre learning teaching and assessment student admission, progression, recognition and certification and teaching staff isn't it? yeah I don't know if we have any questions if someone can share something in the chat Eva, is it possible to we have still time we have signed this webinar so there are time for discussion so please if you would like to maybe it's even possible to get the mic if you would like to raise a question because we are not so so many still here or maybe you can kind of questions before Esther is it more or less the same as the answers you used to get or some of them yes for example from quality assurance perspective, the external perspective for us we would say peer review experts to have a pool of experts really trained and prepared for for the evaluation and for understanding the pedagogical model and everything is one of the key elements and this is something that worries a lot to us and this is more or less the feeling and the consensus we've got in the working group for designing methodologies for people purpose I think that we can do it of course we have to understand the model but for us it's more challenging to have the experts or enough experts because I have already said nowadays we can say that they are not let's say fully traditional universities so our institution offering only face to face programs there are very few right now and I'm talking about my context okay so for us we have to have this experts from the internal quality assurance point of view we normally we agree that student center learning teaching and assessment is a really important and challenging standard not only for e-learning but also for traditional education recognition is also important and teaching staff but they put also a high like the student support because this is something really important and well we have realized that universities with a tradition of offering online or distance education they are really well prepared to provide the proper student support but universities that are new in the sector is universities or institutions new in the sector offering online programs or traditional universities which are offering new online or blended programs especially focusing online sorry they've got some difficulties on having a proper student support but yeah what it has already appeared here is our thoughts too okay thank you so much I'm wondering are there any other questions from the audience and I'm wondering are there any questions from you Esther to us besides those you have raised so far for me it's fine I'm really happy with having these results of those two questions so thank you we are well in time we have one last question for you in the audience just waiting for that one so from Eden's side we are very keen to know what your takeaways from today's webinar we can get some feedback and to do some follow up as well I hold you for too long because now that you are busy with other kind of duties as well this afternoon so if you have something to write we are very happy for that but in case you haven't it's fine also anyway I would like to thank you so much for taking your time to being with us this afternoon talking about so important issues as quality consideration in e-learning provision it is a really really hard topic as we have been discussing for one and a half hour by now that the landscape is changing in education and there are other kind of demands and we need to have some kind of other kind of quality agenda to move forward and we are very happy to do that together with all of you and all of us who are interested in this area in different kind of ways together we can do a lot this webinar is recorded and you will have the link afterwards and it will also be provided from Eden for all the webinars for the week we are continuing with webinars this afternoon already so if you are like to continue you are most welcome to do so then we also have a webinar for tomorrow so please register if you have an interest and we are really really happy that you have joined us for Eden UP in this last learning week thank you so much and yes I see we have some answers very very good quality assurance must be respected also in e-learning too I'm happy to see the references to the paper I appreciate that quality assurance agencies are working on the way you will have the slides of course and my slides and also at ASTIS you have some more links and I'm sure it's for you as well ASTIS you are welcome to use the slides and to use the information we have provided for you so with that I will let me see if Antonia is saying thanks it's a new perspective in this theme for me very good thank you for the comment Antonia so with this last words I would thank you all so much for joining us and I would like to thank you so much ASTIS for being with us this afternoon for sharing your experiences and competences in the field and after you have coordinated this very very important work so I think we all have to bear it forward wherever we are working thank you very much so have a nice afternoon and a nice rest of the week thank you so much