A Benchmarking Exercise for Quality Blended Learning. A Challenge for European Universities in the 21st Century

This paper shares the experiences of 5 universities involved in a Benchmarking Exercise oneLearning in 2009 through ESMU. A total of 9 European universities participated in theexercise with the purpose of evaluating their existing eLearning practices and policies andgetting advice on which areas to improve and how.Initially, the paper discusses the benchmarking concept and reasons why institutions shouldengage in benchmarking exercises. Benchmarking is viewed as a method for qualityassurance and enhancement in higher education. Self-assessment is involved at theparticipating institutions, which leads to a high level of awareness and understanding ofexisting practices and policies at different levels of the organisation. Benchmarking is thus anefficient self-improvement tool.In chapter two, the planning of the benchmarking exercise is outlined. A combination of anindividual, collaborative and expert approach to benchmarking was chosen.Chapter three deals with the creation of the benchmarking questionnaire which was acollaborative effort between all nine participating universities, ESMU and EADTU. Takingtheir starting point in the online E-xellence benchmarking tool developed by EADTU,participants reformulated, deleted and added benchmarks within the following six categories:Strategic management, curriculum design, course design, course delivery, staff support andstudent support. An effort was made to translate the E-xellence questions to the blendedlearning context of the participating universities.The internal data collection and formulation of responses are accounted for in chapter 4which also contains reflections on the challenges and benefits of the selected approaches.Chapter five presents the overall conclusions of the benchmarking exercise within each ofthe six benchmark categories.The final chapter discusses and provides examples of how participants can use thebenchmarking results to improve existing practices and policies and outlines potentialexternal collaboration opportunities between participants

Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance.

In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the 'new normal.' Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative¿to improve formal education at a distance in schools and universities in the future

Survey of Leafhopper Species in Almond Orchards Infected with Almond Witches'-Broom Phytoplasma in Lebanon

Leafhoppers (Hemiptera: Auchenorrhyncha: Cicadellidae) account for more than 80% of all “Auchenorrhynchous” vectors that transmit phytoplasmas. The leafhopper populations in two almond witches'-broom phytoplasma (AlmWB) infected sites: Tanboureet (south of Lebanon) and Bourj El Yahoudieh (north of Lebanon) were surveyed using yellow sticky traps. The survey revealed that the most abundant species was Asymmetrasca decedens, which represented 82.4% of all the leafhoppers sampled. Potential phytoplasma vectors in members of the subfamilies Aphrodinae, Deltocephalinae, and Megophthalminae were present in very low numbers including: Aphrodes makarovi, Cicadulina bipunctella, Euscelidius mundus, Fieberiella macchiae, Allygus theryi, Circulifer haematoceps, Neoaliturus transversalis, and Megophthalmus scabripennis. Allygus theryi (Horváth) (Deltocephalinae) was reported for the first time in Lebanon. Nested PCR analysis and sequencing showed that Asymmetrasca decedens, Empoasca decipiens, Fieberiella macchiae, Euscelidius mundus, Thamnottetix seclusis, Balclutha sp., Lylatina inexpectata, Allygus sp., and Annoplotettix danutae were nine potential carriers of AlmWB phytoplasma. Although the detection of phytoplasmas in an insect does not prove a definite vector relationship, the technique is useful in narrowing the search for potential vectors. The importance of this information for management of AlmWB is discussed

Quality models in online and open education around the globe. State of the art and recommendations

The report provides the first global overview of quality models in online and open education, an overview which is very timely, delivered as it is for Global Education 2030, the new global educational agenda which replaces Education For All, EFA. The report paints with a broad brush the landscape of quality in online and open education – and its challenges. Illustrating that quality in online learning is as complex as the reality of online learning itself. It addresses new needs such as quality in MOOCs and Open Education Resources. It shows that one size does not fit all, that improving quality of student experiences is more than ever extremely important, and it warns against implementation of quality models that restrict innovation and change. These are all important issues to reflect on and discuss. It delivers insight into the quality concept, the aspects of quality, and describes a selected number of models in relation to certification, benchmarking, accreditation and advisory frameworks, and can therefore serve as a guide and inspiration for building quality frameworks. While its findings on the one hand shows there is no need for new quality schemes as such, it reveals a huge gap and need for knowledge building, knowledge sharing, capacity building and for coordination among stakeholders. The research team makes 11 recommendations, spanning from important principles such as mainstreaming e-learning quality into traditional institutional quality assurance, to topical issues such as the establishment of quality criteria for mobile learning systems, and addressing unbundling and the emergence of non-traditional providers. Some key recommendations relate to knowledge building and sharing, to ensure knowledge resources for guidance and capacity building among experts and stakeholders. (DIPF/Orig.

Carrot psyllid (Trioza apicalis) winter habitats - insights in shelter plant preference and migratory capacity

The carrot psyllid (Trioza apicalis) is a serious pest in carrot-growing areas in northern and parts of central Europe. The psyllids overwinter as adults on conifers and during summer feed and lay eggs on carrot plants (Daucus carota ssp. sativus), thereby destroying the crop. To investigate the migratory capabilities and preferences for different shelter plant species of the carrot psyllid, we made an inventory study of its winter habitats in three carrot-growing regions in southern Sweden. Norway spruce (Picea abies) was the preferred conifer over Scots pine (Pinus sylvestris) and juniper (Juniperus communis). We found psyllids on trees up to 1 km from the carrot fields, which was the largest distance sampled. The regression of catch numbers over distance was non-significant, however all samples containing more than seven psyllids were collected within 250m distance from the fields. There was no obvious pattern between catch directions and the prevailing wind directions of the preceding migratory period. Our study did not show any differences between males and females with respect to migration or shelter species preferences