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Open Educational Resources (OER)
Reuse – copy verbatim // Redistribute – share with others // Revise – adapt and edit // Remix – combine with others  // Retain - make, own, and control copies
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Kelly Burke: Publishers Challenge Quality Of Open Educational Resources

The International Publishers Association (IPA) has published a paper that raises questions about the quality, sustainability, and public funding of Open Educational Resources (OER).
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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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David Wiley - Open: Decreasing Costs, Improving Access, and Increasing Quality of Education

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noraUCV's curator insight, April 3, 2013 11:13 PM

Tremenda evolución, lo conocemos desde los objetos de aprendizajes

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Tiffany Hoefer: Open Educational Resources (OER). How to Find the Quality Among the Junk

Open Educational Resources Training Video.
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Williams, Keith; Kear, Karen and Rosewell, Jon: Quality Assessment for E-learning: a Benchmarking Approach

Williams, Keith; Kear, Karen and Rosewell, Jon: Quality Assessment for E-learning: a Benchmarking Approach | Open Educational Resources (OER) | Scoop.it

"This manual is the main product of a suite of EU funded projects undertaken under the auspices of EADTU: E-xcellence (2005-2006), E-xcellence plus (2008-2009) and E-xcellence Next (2011-2012). The overall aim of these projects has been to develop a methodology and supporting resources for the quality assurance of e-learning in higher education. The E-xcellence projects involve a core pool of experts from six European Universities with a stake in e-learning developments (see below), and an extended group drawn from a total of 50 institutions during the course of the projects."

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Stephen Downes' remarks to David Wileys "OER Quality Standards"

Stephen Downes' remarks to David Wileys "OER Quality Standards" | Open Educational Resources (OER) | Scoop.it
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Clark Quinn: Levels of eLearning Quality

Clark Quinn: Levels of eLearning Quality | Open Educational Resources (OER) | 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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Trudi van Wyk (CoL) - There are no OER Shortcuts to Quality Education

Video Presentation by Ms. Trudi van Wyk, Education Specialist -eLearning, Commonwealth of Learning for Open Education Week, 5 - 10 March 2012 (Worldwide).
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May 1st CCCOER Webinar: Finding and Selecting High Quality Open Educational Resources

May 1st CCCOER Webinar: Finding and Selecting High Quality Open Educational Resources | Open Educational Resources (OER) | Scoop.it
Please join us May 1st, 1:00 pm EST for the CCCOER Webinar “Finding and Selecting  High Quality Open Educational Resources”.   Hear from a community college librarian, the director of a stat...
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Commonwealth of Learning - Quality Assurance Toolkit for Open and Distance Non-formal Education

Commonwealth of Learning - Quality Assurance Toolkit for Open and Distance Non-formal Education | Open Educational Resources (OER) | Scoop.it

Free ebook ...

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TEPL Webinar 2: Open Educational Resources- Evaluation and Synthesis - TEPL

TEPL Webinar 2: Open Educational Resources- Evaluation and Synthesis - TEPL | Open Educational Resources (OER) | Scoop.it

Time: February 21, 2012 from 3pm to 4pm
Location: online
Event Type: webinar
Organized By: Caledonian Academy

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A Review of Paradigms for Evaluating the Quality of Online Education Programs

A Review of Paradigms for Evaluating the Quality of Online Education Programs | Open Educational Resources (OER) | Scoop.it

This paper explores and compares 13 recommendations and paradigms found in the literature for identifying and evaluating the quality of online education programs in higher education.


Via Barry Dahl, Clive Hilton
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Online event: eCA Professional Learning-Quality Instructional Design

December 6, 2011

Quality Instructional Design
Dr. Cindy Ives, Athabasca University

This session is focused on quality instructional design. It will begin with a brief consideration of the basic competencies of an effective instructional designer and a quick review of the literature on good instructional design. The session will be opened up for participation by everyone. Together we will brainstorm a set of criteria for quality instructional design.


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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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TJ Bliss, John Hilton III, David Wiley & Kim Thanos - The cost and quality of open textbooks

Perceptions of community college faculty and students.

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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? | Open Educational Resources (OER) | 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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Quality Assurance & Enhancement in Online Learning » Resources

Useful set of QA e-learning resources at QA-QE SIG for virtual schools and OER

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Achieve OER Evaluation Rubrics and Tool

Achieve OER Evaluation Rubrics and Tool | Open Educational Resources (OER) | Scoop.it
This playlist includes videos about how to apply the OER Evaluation Rubrics and use the online Evaluation Tool.
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Evaluation toolkit: OER Synthesis & Evaluation

Evaluation toolkit: OER Synthesis & Evaluation | Open Educational Resources (OER) | Scoop.it
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OER Quality Research « OER Quality Project

  

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Quality control for e-learning? | ZDNet

Quality control for e-learning? | ZDNet | Open Educational Resources (OER) | Scoop.it

Three organisations have collaborated in the hopes of producing a global e-learning material quality control system: epprobate

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Approbating and enhancing eLearning quality with epprobate | eLearning

Approbating and enhancing eLearning quality with epprobate | eLearning | Open Educational Resources (OER) | Scoop.it
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