This scorecard is for measuring and quantifying elements of quality within online education programs in higher education. It is an easy-to-use tool for online administrators for program evaluation. By evaluating each of the respective quality indicators within the established categories, an online administrator can determine strengths and weaknesses of their program. The identification of the weaknesses can be used to support program improvement and strategic planning initiatives. The scorecard could also be used to demonstrate to accrediting bodies, elements of quality within the program as well as an overall level of quality.
Dear Colleagues, I am trying to formulate a quality assurance framework for OER authors, and you are invited to offer critique and suggest ideas to improve this. You may have suggestions for component sentences to be included into a category, or suggest a new category.
As more digital content becomes available to teachers and students, and as state boards of education relinquish the tight control they have had on textbook selection, who will determine which educational materials are the right ones to use?
"The topic of OER quality standards came up at #OpenEd12 today. It makes me a little crazy. Why, why why, do we continue to focus on indirect proxies for quality when we’re capable of measuring quality directly?"
Together with Rolf Reinhardt and Andreas Link and an international committee I have developed the Certified OER Practitioners course, OER - Services which we are now piloting. The version is currently revised and later published on the wikieducator.
Call for proposals to host FOSTER training events on open access, open data and open science The FOSTER project (Facilitate Open Science Training for European Research, http://www.fosteropenscience.eu/) aims to support different stakeholders,...
This is a critical phase for Open Educational Resources (OER) movement: on one side the number of OER is increasing rapidly, and on other side debates about quality of OER-based courseware are heating up. These debates emanate from the fact that OER-based courseware are supposed to help users to follow a logical learning path and get an engaging, interactive, and enjoyable learning experience. There are two aspects of quality assurance in OER-based courseware: content and pedagogy. The content aspect primarily rests with subject experts, and pedagogical quality of courseware mainly lies in the hands of developers. Present trends reveal that mainly enthusiasts, working with some support from the institution management are designing and developing OER-based courseware. There seems a possibility that these enthusiasts are developing courseware without undergoing any specific courseware development training, and in the absence of proper knowledge and training about pedagogy, one can not be sure that the produced courseware will be of superior quality. In this backdrop, present paper discusses and details about a number of guiding principles for enrichment of pedagogical quality in OER-based courseware.
This study describes a mixed-methods approach for developing a model of digital textbook quality from the college student perspective. An instrument for measuring the components of this model is also described.
"Open Educational Resources (OER) provide a wealth of materials that further develop and enrich an educator’s storehouse of instructional resources. And at no cost, who wouldn’t be interested in these resources? But with the increasing number of OERs created by and made available through a variety of world-wide sources, how can we ensure their quality and effectiveness?"
After weeks and weeks digging on the internet, reviewing hundreds of OER initiatives, projects, blogs and hashtags, and also harassing other OER enthusiasts and experts in twitter, I managed to develop a first version of a directory of OER repositories.
Metaphors from agriculture are widely used to describe educational processes. For example the "fertile soil" for a stimulating setting, "nurturing" for the teachers' efforts or "growing" for the development of the learner. In particular in the Learning Agency Network, we benefit from agricultural terminology e.g. in the LANETO Participatory Permaculture Model and are thus happy to reflect on the rhizomes as a metaphor for learning connections.
Of late, I’ve been both reviewing eLearning, and designing processes & templates. As I’ve said before, the nuances between well-designed and well produced eLearning are subtle, but important. Reading a forthcoming book that outlines the future but recounts the past, it occurs to me that it may be worthwhile to look at a continuum of possibilities.
A sample "course guide" (could also be called a course handbook) has been produced by the University of Southern Queensland (USQ) as a sort of template for other courses produced by members of the OER university network. This page on Wikieducator (the communication hub for the OER university) breaks down the elements of the course guide, provides a brief rationale for the key elements and features, and seeks comments on the format and structure of the guide.
It looks like a useful template for everyone producing whole courses as OERs.