QUALITY ASSURANCE FRAMEWORK
This QA tool is advisory, not judgemental. It provides recommendations to enhance the inclusiveness of digital education for a particular course.
IDEA Definition of Inclusiveness
In the framework of the IDEA project, the following definition has been selected for inclusiveness and is used throughout all documents.
Inclusive digital education is understood as the provision of a digital education that respects diversity and considers the variety of learning and teaching needs.
At the course level, inclusiveness is achieved through a proactive approach to designing, delivering and assessing methods. It allows meaningful interactions between faculty and students as well as between students, and sustains students’ engagement and participation.
At programme and institutional levels, it is achieved through policies, procedures and management that strengthen students’ sense of belonging to the institution and enable their active involvement in all activities in the university. Institutional, programme and course levels are interrelated.
The definition of inclusiveness covers all facets of inclusive education: social, learning impairment, physical/mental challenges.
This definition can be applied to a wide scope of formats such as online, blended or hybrid teaching.
It applies at the course level as it focuses on pedagogical aspects, but it is not intended to make recommendations on the content of the courses.
Standards
Institutional Policy
At institution level, policies are in place to raise awareness about inclusiveness of digital education.
The policies and regulations that exist for face-to-face education are extended to digital education with the necessary adjustments.
A proactive approach is taken to foster cooperation and exchange of information among the various actors of the programme (faculty and programme management).
Programme Management
At institution level, policies are in place to raise awareness about inclusiveness of digital education.
The policies and regulations that exist for face-to-face education are extended to digital education with the necessary adjustments.
A proactive approach is taken to foster cooperation and exchange of information among the various actors of the programme (faculty and programme management).
Course Design and Preparation
At institution level, policies are in place to raise awareness about inclusiveness of digital education.
The policies and regulations that exist for face-to-face education are extended to digital education with the necessary adjustments.
A proactive approach is taken to foster cooperation and exchange of information among the various actors of the programme (faculty and programme management).
Course Delivery
At institution level, policies are in place to raise awareness about inclusiveness of digital education.
The policies and regulations that exist for face-to-face education are extended to digital education with the necessary adjustments.
A proactive approach is taken to foster cooperation and exchange of information among the various actors of the programme (faculty and programme management).
Course Evaluation & Assessment
At institution level, policies are in place to raise awareness about inclusiveness of digital education.
The policies and regulations that exist for face-to-face education are extended to digital education with the necessary adjustments.
A proactive approach is taken to foster cooperation and exchange of information among the various actors of the programme (faculty and programme management).
QUALITY ASSURANCE FRAMEWORK STANDARDS & CRITERIA
IDEA PROJECT TEAM
