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Engaging in Quality: towards an inclusive partnership

Engaging in Quality: towards an inclusive partnership | Quality assurance of eLearning | Scoop.it

QAA announcement:

 

Launch event for Chapter B3: Learning and teaching and Chapter B5: Student engagement of the UK Quality Code for Higher Education                

Event date:             7 November 2012        

Location:                Marriott Victoria and Albert Hotel, Manchester

"QAA published Chapter B5: Student engagement of the UK Quality Code for Higher Education at the end of June 2012 and will be publishing Chapter B3: Learning and teaching at the end of September. These two Chapters share common themes in relation to the way higher education providers work in partnership with their students to deliver a high quality experience."

 

"The aims of this event are to introduce some of the key themes of these two new Chapters, provide further feedback on some of the issues raised during the consultation process, and help delegates share sound practice."

 

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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
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QUODL - Quality of Online & Distance Education: The Rules of e-Learning: It’s not what you know about quality; it’s what you do with that knowledge that counts.

QUODL - Quality of Online & Distance Education: The Rules of e-Learning: It’s not what you know about quality; it’s what you do with that knowledge that counts. | Quality assurance of eLearning | Scoop.it
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Social networking and open educational resources: updating quality assurance for e-learning excellence - Open Research Online

Social networking and open educational resources: updating quality assurance for e-learning excellence - Open Research Online | Quality assurance of eLearning | Scoop.it

Kear, Karen; Rosewell, Jonathan and Williams, Keith (2012). Social networking and open educational resources: updating quality assurance for e-learning excellence. In: EADTU 25th Anniversity Conference: The Role of Open and Flexible Education in European Higher Education Systems for 2020: New Models, New Markets, New Media, 27-28 September, 2012, Paphos, Cyprus.

 

Abstract

 

Quality assurance approaches in higher education are well-established, but it is important to develop methods which are applicable to the domain of e-learning. The E-xcellence methodology (EADTU, 2009a) was therefore designed to assess the quality of e-learning in distance learning and blended learning contexts. The methodology is based around a set of benchmarks, supported by a practitioner handbook and a web-based ‘QuickScan’ self-evaluation tool. Experience shows that the E-xcellence methodology is particularly valuable for the process of improvement through collaborative internal review.

E-learning has evolved since the E-xcellence methodology was first developed. In particular, there is increasing awareness and use of open education resources (OERs) and social networking. However, these aspects were not explicit in the original E-xcellence resources. The E-xcellence Next project was therefore established to update the resources, incorporating these developments. To begin this process, a consultation was carried out among E-xcellence Next project members, followed by a participatory workshop on the themes of social networking and OERs. The E-xcellence resources were also used in a series of self-evaluation seminars held at European higher education institutions. Experience and feedback from these activities has been used to update the manual, the benchmarks and the QuickScan tool. The result is a set of quality assurance resources which encompass social networking, OERs and other recent developments in e-learning.

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Daniela Ulloa's curator insight, November 19, 3:18 PM

agregar su visión ...

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Assuring the Quality of a Quality Assurance Process: Lessons in Perspective

A couple of weeks ago, I had the pleasure of presenting at the 20th Online Learning Consortium International Conference.

 

One of my presentations focused on how to assure that the QA process you put into place is actually doing its job to assure quality. The idea came from seeing practices in a couple of previous workplaces that were intended to be forms of QA, but weren’t really as informative or useful as other options might have been.

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QLET's curator insight, November 13, 8:27 AM

Musings of an expert for learning quality regarding the 20th Annual Online Learning Consortium International Conference - focus on the concrete steps taken towards quality!

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Can we be sure that quality assurance and efficacy frameworks capture the importance of learning value as perceived by students?

Can we be sure that quality assurance and efficacy frameworks capture the importance of learning value as perceived by students? | Quality assurance of eLearning | Scoop.it
Can we be sure that quality assurance and efficacy frameworks capture the learning value as perceived by students?   I have undertaken extensive research into e-learning and blended learning qualit...
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Europe: new guidance on HE standards

Europe: new guidance on HE standards | Quality assurance of eLearning | Scoop.it
Date 04/11/2014   

New European guidance on higher education standards is set to be introduced next year.

 

The revised version of the 'Standards and Guidelines for Quality Assurance in the European Higher Education Area' (opens in new window) sets standards for institutions, external quality assurance and the agencies that carry out this work across Europe.

The revised guidance states that external quality assurance processes should be reliable, useful, pre-defined, implemented consistently and published. Quality assurance agencies should be independent, have an established legal basis, and ensure the involvement of stakeholders in their governance and work.

Institutions themselves should ensure that, for example, programmes are delivered in a way that encourages students to take an active role in creating the learning process, and that the assessment of students reflects this approach.

 

QAA remains the only agency to be judged fully compliant with current European Standards and Guidelines.

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CHEA: Quality Assurance and Alternative Higher Education: A Policy Perspective

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QOLT Program Background | Course Redesign with Technology | CSU

The Quality Online Learning and Teaching (QOLT) program was developed to assist faculty, faculty developers, and instructional designers to more effectively (re)design hybrid and online courses.  The QOLT evaluation instrument, containing 9 sections with 54 objectives, provides guidance and feedback to instructors. In addition, QOLT now includes an option section on Mobile Platform Readiness (4 objectives). Each of the sections has a built-in rubric that provides feedback based on the instructor’s formative score. In addition, the QOLT program was developed to recognize and share exemplary practices in CSU hybrid/online courses. For further information, go to the CSU QOLT Call for Participation page or view a 1-hour informational webinar on the QOLT instrument and program.

The Quality Online Learning and Teaching evaluation instrument was developed after review of related research and literature, as well as careful consideration of existing models for assessing effective online teaching and learning.

    Rubric for Online Instruction:  Designed to assist development and evaluation of online courses while promoting dialog about student learning. Developed at CSU Chico in 2003, ROI is now adopted at over 100 institutions of higher education.
    Quality Matters: Developed through a FIPSE grant from 2003-2006, QM is a faculty-centered, peer-review process designed to certify the quality of online and blended courses.
    Quality Online Course Initiative:  An online course rubric and evaluation system developed in the state of Illinois to help colleges and universities improve accountability of their online courses.
    National Survey of Student Engagement: Hundreds of four-year colleges and universities surveyed since 2000 about student participation in programs and activities provided for their learning and personal development.
    Community of Inquiry: Addresses course quality on three aspects: Social Presence, Teaching Presence, and Cognitive Presence.

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Call for papers on assessment, certification & quality assurance in open learning

Call for papers on assessment, certification & quality assurance in open learning | Quality assurance of eLearning | Scoop.it

eLearning Papers has just announced a call for papers for its next issue, which will examine assessment, certification, and quality assurance in open learning. The deadline for submissions is 19 October, 2014.


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QLET's curator insight, September 29, 3:15 AM

Join the developing dialogue on quality development in open learning and help establish recognition for educational innovation!

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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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The quality assurance of e-learning Taiwan - YouTube

Dr. Tony C. T. Kuo Associate Prof., Dept. of Information Management National Open University, Taiwan
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Conference Program - FEFU

Conference Program - FEFU | Quality assurance of eLearning | Scoop.it

"International and public accreditation as quality assurance mechanisms in professional education in terms of integration into the international educational space"Vladivostok1st DAY: October 29, Wednesday

 

Round table

 

"Foreign and Russian experience in e-learning evaluation and quality assurance"

 

Key issues:

Approaches in quality assessment of e-learning in the world and in Russia;

Changes in The Law of the Russian Federation on Education in the part of using e-learning tools;

Prospects of developing governmental accreditation procedures for educational programs based on e-learning technologies;

European quality seal e-learning – UNIQUe;

Targets of e-learning quality assessment;

Tools, criteria and stages of  e-learning quality assessment.

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ALT - Annual Conference 2014 - Session - Learning to Surf the (new) Quality Wave (575)

ALT - Annual Conference 2014 - Session - Learning to Surf the (new) Quality Wave (575) | Quality assurance of eLearning | Scoop.it

The introduction of fees and additional pressures faced by learners and institutions brought about by the global recession means that the traditional model of higher education is coming to a time of significant change. Modern learners demand a product that delivers graduate attributes such as employability within a subject-specific context but that also provides a quality return on their investment. While notions of delivery of a quality product within the HE agenda are not new, the changing demands of students in the international HE market has concentrated institutional attention on the need to respond to learner demand for increased value for money.

Definitions of quality within HE range from this notion of meeting customers’ needs through fitness for purpose to quality as excellence (Oliver et al, 2001). Existing models such as those provided by JISC QA/QE SIG (2011) and Edinburgh Napier’s 3 E framework (Smyth et al, 2011) can provide a good starting point. However, the response must necessarily be an individual one that informs the design of curriculum – including the VLE; is contextualised within the specific institutional framework; and shaped by student needs.

At the heart of the drive for delivery of high quality programmes at Northampton are a focus on the need to enhance both our quality irrespective of mode of study and the learner experience including their expectations of quality contact with tutors; together with a need to deploy low cost, high value academic and support activities. In substantial part, this is driven by a need to align our portfolio more with market needs, rationalise our offering and re-evaluate appropriate modes of study. There are a number of ways in which quality is being addressed and the purpose of this presentation is to explore how we are learning to surf the quality wave, avoid wipeout and ride with style!

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E-learning – from alternative to norm

E-learning – from alternative to norm | Quality assurance of eLearning | Scoop.it
Alastair Creelman, Vice-President at EFQUEL sheds light on why e-learning is no longer an alternative form of education.. (RT @alacre: E-learning – from alternative to norm. My thoughts on e-learning quality assurance.
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Education in the Digital Era: opening a discussion on quality

Education in the Digital Era: opening a discussion on quality | Quality assurance of eLearning | Scoop.it

New technologies have made massive changes in our way of life, including in education. Within the education field, the effects of technology touch almost every area of practice, including curricula, pedagogy, and assessment. What's more, it is changing the needs and expectations of learners. The traditional modes of teaching are not adequate to meet the needs of today's students in terms of the competencies and skills that they will need for the future. 

 

The new normal of education is based on lifelong learning, open learning, and the use of open educational resources. Courses are expected to be participatory, collaborative, and supportive of distributed intelligences. In this new state of normal, new education providers are emerging that can provide new solutions for the needs of learners in the digital era. 

 

Questions of Quality

 In the framework of new modes of teaching and learning from new providers, one of the big questions is that of quality. Some of the questions that we wish to address at the conference and in the pre-conference dialogue include:

 

· How can we identify and assess high-quality new content when it is developing and changing so rapidly?

· Which tools and which online learning environments best support quality of learning? 

· How can we be sure about the quality of the teaching approach or about the teacher's qualification and assessment?

· How can we develop a quality assurance mechanism that could ensure quality at all levels in formal, informal and non        formal education?

· Does EU need to provide some specific quality standards/guidelines in order to have a common understanding of what is good quality in Education?

· What is the current state of Quality in Education in Europe?

· Is there a European policy regarding Quality in Education?

 

Quality Assurance in Europe

 

In the current European quality assurance landscape, the European Parliament and Council has adopted a resolution promoting the uses of the European Standards and Guidelines for Quality Assurance  (ESG). The ESG is implemented in member states through independent quality assurance agencies that are registered with the European Quality Assurance Register (EQAR) for higher education.

 

The European Association for Quality Assurance in Higher Education (ENQA)  is an umbrella organisation which represents quality assurance organisations from the European Higher Education Area (EHEA) member states. ENQA promotes European co-operation in the field of quality assurance in higher education and disseminates information and expertise among its members and towards stakeholders in order to develop and share good practice and to foster the European dimension of quality assurance.

 

EQAVET is a community of practice bringing together Member States, Social Partners and the European Commission to promote quality assurance in vocational education and training. Two more important initiatives connected to quality in e-Learning and to Open Education are The European Foundation for Quality in e-Learning (EFQUEL) and Open Educational Quality (OPAL). 

 

Join the discussion

 

There are numerous ways to join the debate. Your thoughts, opinions, and questions are welcome:

· On this website, visit the conference page

· On Facebook, join the group

· On Twitter, use the hashtags #EdDigEra_quality, #EdDigEra or #OpenEdu


Via QLET
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QLET's curator insight, November 21, 6:12 AM

"The EC and the Italian Presidency of the EU are hosting a high level conference on Education in the Digital Era on December 11th. The pre-conference dialog has already begun on various online platforms and you are all welcome to participate. The main topic of discussion is quality and relevance in learning."

Ivon Prefontaine's curator insight, December 6, 12:04 PM

The pace of change is such that eloquent questions which have no presupposed answers are essential to getting to the heart of learning and how to use the tools, old and new.

 

@ivon_ehd1

Deborah Banker's curator insight, December 7, 7:24 PM

Very interesting

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Quality assurance of online, open and flexible education

 

Presentation giving a brief overview of changes and trends in open education, and the quality related challenges linked to each.

Presented at the 9th European Quality Assurance Forum in Brussels

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QLET's curator insight, November 17, 5:40 AM

Anthony F. Camilleri's insights regarding the quality assurance of #highered from EQAF 2014

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QUODL - Quality of Online & Distance Education: Learning from my survey: Purpose, Content and Expectations.

QUODL - Quality of Online & Distance Education: Learning from my survey: Purpose, Content and Expectations. | Quality assurance of eLearning | Scoop.it
In my last blog I gave my reasons for launching a survey into e-learning quality.  My blogs tend to be rather long(!) and so I restricted the content to the reasoning rather than the purpose of the survey or the logic of the questions.I admit to limited experience of developing surveys and so decided to start with what I would like to analyse in order to develop the questions and format of the survey.  Also I have the time but not the money and so I needed to find a free survey.  Most free surveys restrict the replies and as I could not predict the response, I had to find a free and unlimited response survey.   Kwiksurveys (https://kwiksurveys.com/) answered this need and had a template for the design of multiple answer questions that I wished to use.  In addition they allow question logic (branching) and this also suited my purpose.  .....
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Kawachi, Paul - Quality Assurance Guidelines for Open Educational Resources : TIPS Framework, version 2.0

Masses of related research data on QA for Open Learning and OER


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QLET's curator insight, November 10, 6:21 AM

Useful research data on quality for open learning and OER:

 

From the executive summary:

 

"Use a learner-centred approach. Don’t use difficult or complex language, and do check the readability to ensure it is appropriate to age/level. Make sure that the knowledge and skills you want the student to learn are up-to-date, accurate and reliable. Consider asking a subject-matter expert for advice. Be sure the open licence is clearly visible. Ensure your OER is easy to access and engage."

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Online Ed Skepticism and Self-Sufficiency: Survey of Faculty Views on Technology @insidehighered

Online Ed Skepticism and Self-Sufficiency: Survey of Faculty Views on Technology @insidehighered | Quality assurance of eLearning | Scoop.it

Gallup surveyed 2,799 faculty members and 288 academic technology administrators this August and September on issues identified by Inside Higher Ed. A copy of the report can be downloaded here.

 

Highlights include:

Virtually all faculty members and technology administrators say meaningful student-teacher interaction is a hallmark of a quality online education, and that it is missing from most online courses.A majority of faculty members with online teaching experience still say those courses produce results inferior to in-person courses.Faculty members are overwhelmingly opposed to their institutions hiring outside "enablers" to manage any part of online course operation, even for marketing purposes.Humanities instructors are most likely to say they have benefited from the digital humanities -- but also that those digital techniques have been oversold.

 

Only about one-quarter of faculty respondents (26 percent) say online courses can produce results equal to in-person courses. While that represents a slight increase from last year’s survey, when only one in five said so, that top-line number fails to communicate that most faculty members maintain serious doubts about being able to interact or indeed teach students in online courses.

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Click. Learn. Inspire! | UBC Centre for Teaching, Learning and Technology

Click. Learn. Inspire! | UBC Centre for Teaching, Learning and Technology | Quality assurance of eLearning | Scoop.it

With many students today juggling busier schedules, CTLT staff member Afsaneh Sharif focused her PhD on developing and providing quality online learning experiences. The framework was created as part of a PhD study by Afsaneh Sharif, a Senior Instructional Designer and Project Manager at the Centre for Teaching, Learning and Technology (CTLT).

Afsaneh, who has focused on the development of online courses and blended education for the past 15 years, was interested in looking at key factors that create quality online courses. The framework, called PDPIE, consists of a five-phase quality assurance cycle: Planning, Design/Development, Production, Implementation, and Evaluation.

 

First, Planning involves conducting a needs analysis and outlining course objectives and goals. Next, during Design and Development, the course author creates content with support and consultation from the instructional designer. The third step is Production, where the course is developed online, followed by Implementation, when the course is taught. The final stage is Evaluation, where the team assesses the course based on feedback from students, peers, instructors, and team members.

Harvey Mellar's insight:

The PhD thesis is available at:

http://www.tdx.cat/handle/10803/277385

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Anne-Marie Grandtner's curator insight, October 9, 12:04 PM

Students needs reflexion time on this interesting topic is worthwhile..

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Join the SEQUENT Master Class on quality in online, open and flexible Higher Education! Barcelona, 13th November 2014 | EFQUEL

Join the SEQUENT Master Class on quality in online, open and flexible Higher Education! Barcelona, 13th November 2014 | EFQUEL | Quality assurance of eLearning | Scoop.it

Review and certification of institutions and programmes in their use of ICT for learning gains importance.

On the one hand institutions look for external recognition and seek to pursue excellence, on the other hand certification schemes also offer orientation and guidance on what works and what doesn’t in online, open and flexible education.

EADTU, EFQUEL and ENQA therefore organise a morning session Master Class for QA-agencies and universities on quality in online, open and flexible Higher Education.

Certification and review approaches will be presented through examples from practice and simulations.

The seminar will partly be informative and partly interactive and will be featuring European developments in online and open education and high quality content on review methodologies and experiences. Learn what is available on quality assurance in new modes of teaching and how you can implement this in your own institution; university or QA-agency.

- See more at: http://efquel.org/join-the-sequent-master-class-on-quality-in-online-open-and-flexible-higher-education-barcelona/#sthash.xMLMkl2B.dpuf

 

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Call for papers on assessment, certification & quality assurance in open learning

Call for papers on assessment, certification & quality assurance in open learning | Quality assurance of eLearning | Scoop.it

eLearning Papers has just announced a call for papers for its next issue, which will examine assessment, certification, and quality assurance in open learning. The deadline for submissions is 19 October, 2014.

 

To aid the continued development and growth of the industry, educational institutions, organizations and whole society, students, institutions and employers are progressively looking towards ways that assessment and certification can help improve the quality of teaching, the effectiveness of learning, and the ways that achievements are recognised.

 

The need for students to have formal recognition of their open learning (to use within education and the employment market) is not currently being addressed by course providers. Despite large potential, the lack (or slow emergence) of standardised practices relating to assessment, certification, and quality assurance in open learning is preventing courses from increased participation and credibility, particularly in higher education institutions.

 

This issue of eLearning Papers will bring together diverse perspectives on this pioneering area of research. The topics include (but are not limited to): 

 

Recognition of prior learningThe role of the universities as certification bodiesDesign scenarios and tools for assessing and improving open learningQuality standards for open learningQuality control and assurance of OER produced and used (third-party ones) from producer and consumer point of viewAssessing collective projects and online collaborationPortfolio building, making/building things as proof of learning

 

The guest editor for this issue will be Christian Stracke, professor and researcher at University of Duisburg-Essen. 

 

See the Call for Papers for more information and submission guidelines.

 

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2014 Recognizing Learning Conference | CAPLA

2014 Recognizing Learning Conference (Recognizing Learning:
quality assurance practices to advance engagement, employment and education futures: http://t.co/37ZGUwlEov)...
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INNOQUAL - International Journal for Innovation and Quality in Learning, Volume 2, No 3, 2014 and Special Issue on Quality in Massive Open Online Courses

Massive Open Online Courses (MOOCs) are an example of a disruptive technology and are clearly innovative in terms of scale and the level of heated discussion around whether or not they are innovative pedagogically. Academic and mainstream press covering the phenomenon is divided as to whether MOOCs will be valuable to hundreds or thousands of participants. Within this editorial we give a short introduction to the topic of the special issue “Quality in MOOCs” as well as to the contributions, along with the papers related to the INNOQUAL journal’s permanent themes.

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QLET's curator insight, September 30, 3:32 AM

One of the leading publications on quality development in learning technology has released a new issue. Take some time and check it out!

Anne-Marie Grandtner's curator insight, October 11, 12:51 PM

ressource

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QUODL - Quality of Online & Distance Education

QUODL - Quality of Online & Distance Education | Quality assurance of eLearning | Scoop.it
From Peter Condon's blogThe Rules of e-Learning: Never Compromise on Quality I have seen numerous questions and comments on Linkedin from Instructional Designers, L&D professionals, Trainers, Teachers and others about the diminishing quality of e-learning.  We have a multitude of quality standards for e-learning - sometimes I think there are too many! There seem to be equally large numbers of organisations that propose, support and champion e-learning quality.  Yet so many discussions, blogs and other comments bring up the poor quality of e-learning, I have to wonder about the efficacy of the current provision and support for quality in e-learning.
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QUODL - Quality of Online & Distance Education

QUODL - Quality of Online & Distance Education | Quality assurance of eLearning | Scoop.it
The Rules of e-Learning: Be sure of the Quality of your e-Learning 

 

Warning: this particular blog in this series points you to an area that many will not wish to discuss.  The advantages of this are that, if you follow the suggestions here, you will have greater knowledge than many of your colleagues and can help them to produce e-learning to be proud of.  The disadvantages only apply if you are one of those who do not like to discuss anything other than making e-learning as quickly as possible. Because quality is so important, I am going to put the summary first (it is normally at the end of each blog) Summary: 

Make sure you are not the only one to judging quality before the course is launched.  You certainly won’t be the only one after the course is launched!

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