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Learning Agency Network | Rhizomes as metaphor for relationships in learning processes - Learning Agency Network

Learning Agency Network | Rhizomes as metaphor for relationships in learning processes - Learning Agency Network | OER quality research project #oerqs | Scoop.it

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.

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Jacqui Verlinden's curator insight, March 9, 2013 11:18 PM

Metaphors of educational settings - around process and needs

OER quality research project #oerqs
quality criteria that used to select and use OERs in HE -> http://oerqualityproject.wordpress.com
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Open Educational Resources (OER)

Open Educational Resources (OER) | OER quality research project #oerqs | Scoop.it

View my other Scoop.it! site about OERs ...

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Training for Open Science – get involved! – FOSTER

Training for Open Science – get involved! – FOSTER | OER quality research project #oerqs | Scoop.it
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,...
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Debbie Morrison: A MOOC Quality Scorecard applied to Coursera Course

Debbie Morrison: A MOOC Quality Scorecard applied to Coursera Course | OER quality research project #oerqs | Scoop.it

In this post I review a recently completed Coursera course using a quality scorecard approach to measure and quantify five key dimensions of the course.

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Pradeep Kumar Misra - Pedagogical quality enrichment in OER based courseware: Guiding principles

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.

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Paul Kawachi - Creating Open Educational Resources: Guidelines for Quality Assurance

Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad
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Annarita Bergianti's curator insight, May 2, 2013 4:11 PM

giovanna g.: linee guida per realizzare risorse aperte, con caratteristiche di qualità (osia come assicurare e garantire la qualità di "apertura". Da twitter #OER

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TJ Bliss - A Model of Digital Textbook Quality from the Perspective of College Students - Diss.2013

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.

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Robert Schuwer's curator insight, February 18, 2013 11:54 PM

Dissertation of TJ Bliss @ BYU on a model for quality of open textbooks. To be used when developing an open textbook.

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Sarah Linden: Evaluating the Quality of OERs

Sarah Linden: Evaluating the Quality of OERs | OER quality research project #oerqs | Scoop.it

"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?"

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Javiera Atenas: Directory of OER repositories

Javiera Atenas: Directory of OER repositories | OER quality research project #oerqs | Scoop.it

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.

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E-xcellence - Manual

E-xcellence - Manual | OER quality research project #oerqs | Scoop.it
Measuring Quality Assurance in #eLearning through 33 indicators http://t.co/rL0rf1UY #QA...

Via Harvey Mellar
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Disciplinary Thinking: Evaluating E-learning

  

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Learning Agency Network | Rhizomes as metaphor for relationships in learning processes - Learning Agency Network

Learning Agency Network | Rhizomes as metaphor for relationships in learning processes - Learning Agency Network | OER quality research project #oerqs | Scoop.it

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.

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Jacqui Verlinden's curator insight, March 9, 2013 11:18 PM

Metaphors of educational settings - around process and needs

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Clark Quinn: Levels of eLearning Quality

Clark Quinn: Levels of eLearning Quality | OER quality research project #oerqs | Scoop.it

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.

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Konstantinos Kalemis's comment, August 1, 2012 3:44 PM
The evaluation framework here draws on three main influences: a countenance approach ; action evaluation and report and respond. Distinctive to the approach is that it permits insider evaluation, led by internal agents within the organization who are well placed to use the evaluation research on an ongoing basis to guide and influence decision-making.
Stake’s countenance approach to evaluation is represented schematically with three phases: antecedent, transaction, and outcome. At each phase there are two categories of data: descriptive data and judgement data.
The process of countenance evaluation is to portray both the degree of congruence between the descriptive data and the judgement data and the logical contingency between the intents and outcomes of each phase with the next. The term “portrayal” is significant here, because a distinctive aspect of countenance evaluation is the generation of depictions of what is observed. What is observed is then compared with the intended outcomes of the programme, and inferences can then be formulated. These inferences not only identify the intended outcomes
that have or have not been achieved, but also identify the unintended and observable outcomes of the programme. For the evaluation of the e-learning implementation, the strength in this approach lies in its facility
in organizing a large amount of quite diverse data.A second guiding influence on the development of the evaluation framework is taken from the arena of conflict resolution, namely, action evaluation. In action evaluation, there are similarly three phases: baseline, formative,
and summative.
Action evaluation is, unlike countenance evaluation, very much a participatory evaluation method and involves stakeholders from the outset. The purpose of the evaluation is to make a difference to the
actions of individuals and groups within the stakeholder body. Therefore, stakeholders are involved at all stages of the evaluation. For example, in the first, baseline phase, stakeholders identify what the terms of success might be for the intervention on an individual, group, and organizational level. The emphasis is not only on the “what,”
but also on the “why,” thus making explicit inner motivations for action (Rothman, 2003).
This approach was helpful in providing a context for the evaluation meetings held intermittently throughout the evaluation process.
The third major element to the evaluation framework is a reporting method taken from Stronach and McLure’s work on educational evaluation (1997). According to this method, the evaluator presents a structured report to the stakeholders at a number of points within an evaluation. In the report the evaluator makes provisional, and
sometimes provocative, statements resulting from analysis of documentation, discussions, and observations.
The report raises questions for consideration by the readers, and provides space within the printed document for the
insertion of stakeholder responses, be they further clarification, correction, support, or objection to the evaluator’s formulations.
This approach enabled early feedback on the evaluation work and brought to light useful additional viewpoints and facts that increased the validity of the evaluation work.
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Ferreira, Frances (ed.) - Quality Assurance Toolkit for Open Schools - 2010

  

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Quality Assurance Guidelines for Open Educational Resources: TIPS Framework Version 2.0

Quality Assurance Guidelines for Open Educational Resources 20
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John Bostock's curator insight, September 22, 11:29 AM

Very useful contribution on ensuring quality in OER

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QUODL - Quality of Online & Distance Education: The problem with the e-learning lifecycle is….

QUODL - Quality of Online & Distance Education: The problem with the e-learning lifecycle is…. | OER quality research project #oerqs | Scoop.it

Via Harvey Mellar
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Sloan-C: A Quality Scorecard for the Administration of Online Education Programs

Sloan-C: A Quality Scorecard for the Administration of Online Education Programs | OER quality research project #oerqs | Scoop.it

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.

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Lisa Petrides: Next Practices for OER Quality Evaluation

Keynote at the Learning Analytics and Knowledge conference (LAK 2013), Leuven, Belgium - for the Learning Object Analytics for Collections, Repositories & Federations workshop

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Mohan Menon - Quality Issues in Open Educational Resources: Need for a Comprehensive Perspective

Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad
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Quality Assurance for OER (work in progress) - WikiEducator

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.

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ICDE » The E-xcellence Manual was launched at the EADTU 25th Anniversary Conference

"A second and updated version of the E-xcellence Manual is now available. The E-xcellence Manual has the latest benchmarks in quality e-learning performance and can be downloaded from the EADTU web.                    

 

Next to an overall update of the full manual you can find new benchmarks on:

Open Educational Resources
Libraries as knowledge brokers
Social media in higher education"

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Geoffrey H. Fletcher: Who Will Vet the Textbooks of the Future?

Geoffrey H. Fletcher: Who Will Vet the Textbooks of the Future? | OER quality research project #oerqs | Scoop.it
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?
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David Wiley: OER Quality Standards

"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?"

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New MOOC: Openness in Education by Rory McGreal and George Siemens

This 12 week course, starting September 10, 2012 will explore openness in education - its roots, its growing influence, and economic and systemic impact.

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Ebba Ossiannilsson: Certified OER Practitioner

Ebba Ossiannilsson: Certified OER Practitioner | OER quality research project #oerqs | Scoop.it

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.

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Zhang, Weiyuan & Cheng, Yau Ling - Quality assurance in e-learning: PDPP evaluation model and its application - 2012

  

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Today the UNESCO "Paris Declaration on OER" has been approved!

  

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