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Conference | EQAVET Projects

Conference | EQAVET Projects | Quality assurance of eLearning | Scoop.it

European Conference on Quality in VET Practices and lessons learnt from successful EQAVET implementation

 

Brussels, 17th -18th January 2012

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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
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Wanted: New role for education department’s inspector general | Christensen Institute

Wanted: New role for education department’s inspector general | Christensen Institute | Quality assurance of eLearning | Scoop.it

The story is out that the U.S. Department of Education’s inspector general is scrutinizing Western Governors University (WGU), the nation’s largest competency-based university and a high-quality innovator. The audit is likely around whether the faculty interaction with students at WGU is “regular and substantive” enough to meet the Higher Education Act’s requirement for distance education.

 

This is a waste of time and taxpayer money and only serves to slow down the innovation that is so sorely needed in higher education.

 

On the measures about which students, society, and government ought to care, WGU is an exemplar. The University has a record of good student outcomes that have improved over time. Those outcomes can be measured by everything from actual learning to job placement rates and employers’ satisfaction with the WGU graduates they hire. WGU is a disruptive innovator that has reduced costs dramatically to make a high-quality higher education within reach for many students who otherwise would not have access to college. And the University is consummately focused on actual student learning far more so than almost any other university in the world, as students only accumulate credits and move on when they demonstrate true mastery of a concept or skill, not based on the arbitrary measure of time that most of higher education responds to today.

 

So why the inspector general’s audit?

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QM Higher Ed Newsletter: Program Certification, a message from QM's Executive Director and more.

QM Higher Ed Newsletter: Program Certification, a message from QM's Executive Director and more. | Quality assurance of eLearning | Scoop.it
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MOOC Info | Quality Digital Learning MOOC

About

 

How can quality be measured in digital learning?Can the same criteria of traditional e-learning be used to measure the quality of new learning scenarios, such as mobile learning, gamified solutions or MOOCs?What are the added values of an international community working on the topic of quality in digital learning?

 

These are only some of the questions that will be tackled during the MOOC.

 

The MOOC on Quality in Digital Learning will be implemented on behalf of the ECBCheck initiative involving experts from this community of international organisations, such as UNU, UNITAR, FAO, ITC-ILO, World Bank Institute and GIZ, among others. Subject-matter experts will provide input through webinars, videos and Q&A sessions, as well as by sharing relevant material. However, the crucial part of the MOOC is the involvement of participants by providing the opportunity to share their own resources and bring in individual expertise and experience. Exchanging ideas and opinions with peers and experts and co-creating new material which will be made available to the community are therefore essential elements of the MOOC.

https://quality4digitallearning.org/mooc-info/

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2016 8th Annual QM Conference | Quality Matters

2016 8th Annual QM Conference | Quality Matters | Quality assurance of eLearning | Scoop.it

Join us in Portland, Oregon October 30 - November 2, 2016 for the 8th Annual QM Conference on Quality Assurance in Online Learning.

Early-bird Registration will open April 27, 2016.

 

Share your knowledge, research and best practices with the QM Community!

 

The call for proposals is now open. Use our online system to submit your proposal or find out more about creating a winning proposal. Submit your proposal by Feb. 17 and if accepted, you'll receive $100 off the conference registration fee.

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Courses on Quality in Blended Learning

Courses on Quality in Blended Learning | Quality assurance of eLearning | Scoop.it

The European Initiative for Education offers two blended courses about blended learning:

 

1. Quality in Blended Learning

In-Service Training course for teachers and trainers (formal as well as non-formal education) and university teachers. The project focuses on

* Theory of blended Learning

* Structure of blended learning courses

* Quality issues of blended learning courses

*Tutorial support of Blended learning courses

*Use of a platform for the distance learning phase

*Methods to split into the classroom teaching and distance learning

 

2. Implementation of Blended Learning including a Quality Framework

The core content of this project will be an In-Service Training course for teachers and trainers (for formal as well as for non-formal education) in School Education, Adult Education, VET Education  and Higher Education (university teachers and staff).
The course is structured in competence-oriented learning outcomes and offers a high level of practical assignments and best praxis examples.

Taught competences at the course (selection of main competences)

* Be able to create and structure a Blended Learning Course

* Competence to develop and implement of quality fields for the blended teaching

* Competence to design courses based on Competence Oriented Learning Outcomes (and teaching)

* Be able to understand and prepare the tutorial support for learners

* Competence to use  a Learning Platform (Moodle) for the distance learning phase

* Be able use appropriate methods to split the teching process into the classroom teaching and distance learning

* Be able to select appropriate learning activities

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Digital literacy as a marker of excellence – working with the QAA | Jisc digital capability codesign challenge blog

Digital literacy as a marker of excellence – working with the QAA | Jisc digital capability codesign challenge blog | Quality assurance of eLearning | Scoop.it

By Helen Beetham December 7, 2015
 

Recently I spent a busy couple of days at the QAA’s Quality Enhancement Network events on digital literacy. As a brand new review theme for 2015-16, digital literacy attracted a large number of delegates – around 90 across the two events – to hear about previous work in this area and to share practice around the review topic. It was great to have an opportunity to talk about Jisc’s long record, from the modest Learning Literacies in a Digital Age study in 2009, through Supporting Learners in a Digital Age, to the 12 institutional development projects under the Developing Digital Literacies programme (2011-13). That programme took digital capabilities out of libraries and e-learning teams and allowed new, whole-institutional approaches to flourish. (It also took Jisc into partnerships with a range of professional bodies, laying the basis for the current co-design approach.) Some of the institutional case studies which presented at the two QEN meetings originated with Jisc-funded projects from that time.

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The K-12 Secondary Rubric | Quality Matters

The K-12 Secondary Rubric | Quality Matters | Quality assurance of eLearning | Scoop.it

Design Standards for Middle and High School Online and Blended Courses


QM’s course design annotated rubric, peer based course reviews, and professional development opportunities are becoming the national standard for quality assurance in online education and student learning.

 

The Quality Matters K-12 Secondary Rubric, Second Edition is specifically tailored for middle school and high school online and blended courses.

Featuring:

Integration of accepted standards from school boards and other respected institutionsNew applications of existing QM StandardsNew tools for improving online and blended courses in secondary education
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Quality Digital Learning MOOC | Quality matters!

Quality Digital Learning MOOC | Quality matters! | Quality assurance of eLearning | Scoop.it

MOOC Info

About

How can quality be measured in digital learning?Can the same criteria of traditional e-learning be used to measure the quality of new learning scenarios, such as mobile learning, gamified solutions or MOOCs?What are the added values of an international community working on the topic of quality in digital learning?

These are only some of the questions that will be tackled during the MOOC.

 

The MOOC on Quality in Digital Learning will be implemented on behalf of the ECBCheck initiative involving experts from this community of international organisations, such as UNU, UNITAR, FAO, ITC-ILO, World Bank Institute and GIZ, among others. Subject-matter experts will provide input through webinars, videos and Q&A sessions, as well as by sharing relevant material. However, the crucial part of the MOOC is the involvement of participants by providing the opportunity to share their own resources and bring in individual expertise and experience. Exchanging ideas and opinions with peers and experts and co-creating new material which will be made available to the community are therefore essential elements of the MOOC.

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Learning design has greatest impact on student satisfaction

Learning design has greatest impact on student satisfaction | Quality assurance of eLearning | Scoop.it

Learning design - the quality of teaching materials, assessment strategies and workload - offers the most significant contribution to overall student satisfaction, research concludes.

 

A study among 60,000 Open University students, combined with interviews with academic staff, found that students who were 'more satisfied with the quality of teaching materials, assessment strategies and workload were significantly more satisfied with the overall learning experience.

 

The long-term goals of learners and the relevance of the qualifications or modules to their professional careers was also an important factor influencing student learning satisfaction.

 

However, researchers from the Open University, commissioned by QAA to explore how student satisfaction data is used to improve quality assurance and enhancement, identified five challenges including:

* how to provide feedback to staff in a format that can be easily understood

* how to ensure that academics act upon the students' voices

* how to provide synthesized feedback to senior management.

 

A second, complementary piece of research, undertaken by researchers at the University of Kent and also published by QAA, gives examples of practical changes put in place by universities as a result of considering National Student Survey (NSS) data.

 

Senior staff at four UK universities, with responsibility for teaching and learning and/or the student experience, revealed that universities have 'revisited and improved timetabling systems', 'renewed their focus on teaching and learning' and 'replaced subjects and, at times, personnel whose NSS scores keep falling'.

 

Ian Kimber, QAA's Director of Quality Development, said: 'The introduction of tuition fees, financed by student loans, has heightened the significance of students' satisfaction and the importance of using data, whether it is from the NSS or gathered by the universities themselves, to inform practice. This type of data is also being considered as a metric for the proposed Teaching Excellence Framework, and the links between learning design and student satisfaction identified in this research could add a further dimension to its application in this context.

 

'What is interesting is that the findings suggest that success in NSS ratings is achieved when institutions prioritise improving the student experience and let the NSS take care of itself, rather than employing various tactics to promote the surveys.

 

'For those wanting to drive up the quality of their students’ experience, these twin research projects offer a new perspective on how student satisfaction data can be used to effect change.'

 

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Four Ways States Can Promote Quality in Blended and Online Learning

Four Ways States Can Promote Quality in Blended and Online Learning | Quality assurance of eLearning | Scoop.it

By Dale Frost - With the growth of blended and online learning models comes the need to improve quality assurance systems across K–12.

 

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State policy recommendations

* Require transparency and accountability for the quality of online learning providers, using outcomes-based student learning performance metrics for full-time and supplemental providers.

* Shut down schools and discontinue course providers that persistently fail to achieve positive outcomes for students.

* Adopt an objective quality review process to ensure that online programs and courses offered in the state adhere to state academic standards and iNACOL National Standards for Quality Online Courses, Online Teacher, and Online Programs.

* Create a student performance-based funding model with the primary purposes of motivating programs to provide world-class instruction and to maximize student gains—not to drive cost savings. Performance incentives should reward attainment of competencies and student growth along a learning trajectory, based on objective, externally validated learning metrics.

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Quality Assurance of OER/eLearning | Unleashing the power of online networks for eLearning in Africa

Quality Assurance of OER/eLearning | Unleashing the power of online networks for eLearning in Africa | Quality assurance of eLearning | Scoop.it

For one of our last events for the year we turning our attention to quality assurance aspects of e-learning and Open Educational Resources. This seminar is led by Ephraim Mhlanga from the South African Institute for Distance Education (SAIDE).

 

On Wednesday 2 December at 1 pm Ephraim Mhlanga will host a live online session


From our presenter we have received the following abstract:

The advent of educationally technologies has profoundly changed the way people learn and how education is generally delivered. In higher education in particular teaching and learning is now heavily supported by education technologies which make it more cost-effective to support learners in a virtual space. Educational technologies free education from the constraints of time and space that go with face-to-face teaching, and that offers great flexibility in terms of when, where and how to learn. Whilst this is a positive development that many higher education institutions are investing in, there are major challenges that are associated with the quality of such delivery. Particularly in the Third World, the comparative quality of online programmes is still a moot point.


This presentation gives hints on quality aspects that should be considered in using technology in teaching and learning. It draws from previous work done with African universities and from Gilly Salmon’s work on how learners learn online, and builds some quality benchmarks worth considering in the design and delivery of online courses.

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Analyzing the CREDO Online Charter School Report: A Call for Improved Performance Metrics and Quality Assurance - iNACOL

Analyzing the CREDO Online Charter School Report: A Call for Improved Performance Metrics and Quality Assurance - iNACOL | Quality assurance of eLearning | Scoop.it
A new report Online Charter School Study 2015 from Mathematica Policy Research, CREDO at Stanford University and the Center on Reinventing Public Education was released today–providing new data on the academic performance of online charter schools in 18 states across the country. The report contends that:

1. Online charter schools may be a good fit for many students, but that evidence is suggesting they need to improve in providing services to many existing students;

2. Current oversight and policies may not be sufficient for online charter schools; and

3. States should examine the performance of existing full-time online charter schools before allowing for the expansion of these types of schools.

 

The report signals the need for online schools and state oversight agencies, such as charter authorizers, to adopt improved performance metrics based on student-learning outcomes to evaluate the relationship between inputs, outcomes and quality assurance to ensure that only high-quality educational options are available for students.

 

The Need for Better Performance Metrics and Improved Oversight: In 2012, iNACOL released a ground-breaking report on outcomes-driven quality assurance for online learning calling for transparent reporting of performance metrics and student learning outcomes of online schools. This year, Iowa was the first state to adopt these performance metrics in state policy.

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From Inputs to Outcomes: Decoding ‘Quality Assurance’ in Higher Ed (EdSurge News)

From Inputs to Outcomes: Decoding ‘Quality Assurance’ in Higher Ed (EdSurge News) | Quality assurance of eLearning | Scoop.it
What does “quality” in higher education look like? That’s the top-of-mind question for higher-ed leaders as the US Department of Education dangles the prospect of making financial aid available to students engaged in nontraditional academic programs, designed in partnership with third parties—inc

Via L. García Aretio, juandoming
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Four Ways States Can Promote Quality in Blended and Online Learning

Four Ways States Can Promote Quality in Blended and Online Learning | Quality assurance of eLearning | Scoop.it
With the growth of new learning models comes the need to improve quality assurance systems across K–12 to ensure that only high-quality, proven providers serve students.
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Quality assurance designing quality online course - UBC Wiki

Quality assurance designing quality online course - UBC Wiki | Quality assurance of eLearning | Scoop.it

Online Course Quality Cycle

The main phases of online course development cycle, in majority of instructional design models, follow Analysis > Design > Development > Implementation > Evaluation (ADDIE) model (most of the current instructional design models are spin-offs or variations of the ADDIE model). In the framework presented here and used at the Centre of Teaching, Learning and Technology, the course development happens in five Phases including Planning, Design/Development, Production, Implementation, and Evaluation (PDPIE). In each phase basic steps are illustrated and key/promising elements and required documents for a quality course are shared. The goals of this resource are to assist you to:

Build on your current instructional design skills/strategies and learn about online course development cycle.Improve the quality of your online course.Investigate and identify various effective promising practices and checklists for online course development and delivery.

 

Below are two checklists; one for course development phases and one for quality elements:

 

Online and Blended Course Quality Checklist

Online Course Development Checklist

 

Massive Open Online Course (MOOC)

Massive Open Online Course (MOOC) is added to this resource as the recent development in the area of online learning carrying three key characteristics:
1) low cost or no cost,
2) open access
3) large-scale participation

MOOC Development Checklist

edX MOOC checklist

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Personalization and Quality Assurance Will Be Central to Higher Ed’s Shifts in 2016

Personalization and Quality Assurance Will Be Central to Higher Ed’s Shifts in 2016 | Quality assurance of eLearning | Scoop.it

Deb Adair | Managing Director and Chief Planning Officer, Quality Matters

 

Higher education is shifting toward using technology to help scale the delivery of personalized and customized experiences and implementing accountability measures to ensure quality to both internal and external stakeholders.

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Books and Scientific Publications

Books and Scientific Publications | Quality assurance of eLearning | Scoop.it

Quality in Blended Learning by Peter Mazohl

 

Blending Learning is a teaching reality in the education landscape. There exist several books dealing with the implementation of Blended learning courses. What is missing is a well-defined quality assurance system based on an appropriate quality framework.

 

This book defines a quality framework for Blended Learning, based on the existing ISO/IEC standard, by enhencing this standard with a special focus on the learner‘s needs. The book gives an overview, how this quality framework looks like, describes the context to Blended Learning and includes practical advices about the implementation.

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ENQA workshop on QA and e-learning seminar | ENQA

ENQA workshop on QA and e-learning seminar | ENQA | Quality assurance of eLearning | Scoop.it

The aim of this seminar was:

* To start a discussion on QA of e-learning in the ENQA community

*To present good practice

*To encourage QA agencies to reflect on their future plans for QA on e-learning

*To reflect on the challenges of an open education that is provided beyond national borders and how national QA agencies should deal with the quality of this provision

 

The event was composed of plenary sessions and working groups, to ensure a high degree of interactivity. The event was targeted mainly to European QA agencies, although institutional representatives, e-learning experts, and students were also welcome to participate and were invited to contribute to the event.

 

The following presentations are available:

*Modernisation challenges for universities by Agneta Bladh

*E-learning in the European Higher Education Area by Michael Gaebel

*How to address e-learning in the work of the QA agencies? by Jon Lanestedt

*Quality assurance MOOCs by Marinke Sussenbach

*Materials presented during Marinke’s presentation are available here, and the results of the group survey are here.

*Quality in OOF by George Ubachs

*Programmes delivered online: the responsibility of the providers in QA (the case of UOC) by Christine Appel

*QA of online HE: NVAO by Fred Mulder

*The Impact of e-Learning on External Quality Assurance and the Higher Education “Market“ by Josef Leidenfrost

 

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Quality of Higher Education

Quality of Higher Education | Quality assurance of eLearning | Scoop.it

In his new book, "Quality and the Future of Higher Education," Dr. Mansoor Al Awar explores the features of higher education in the Arab world, which pose various challenges for any university in the region. He suggests Quality as a solution for these challenges, giving a detailed account of the objectives and the tracks of quality in higher education institutions. In chapter 2, the author discusses quality in smart learning and smart universities, examining its aspects, foundations, and quality assurance. In chapter 3, Dr. Mansoor presents “Al Awar Scale” which defines the level of quality at universities.

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ECBCheck | e-learning programme certification

ECBCheck | e-learning programme certification | Quality assurance of eLearning | Scoop.it

e-Learning Quality

ECBCheck is a quality improvement scheme for e-learning programmes, leading to the award of a certification label. It consists of a professional community, a self-assessment procedure to enhance internal quality assurance and an external peer-review to provide recommendations for improvement as well as a label for quality. ECBCheck was initially designed for organizations working in capacity building, but is open to all e-learning organizations.

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California State University: Quality Assurance for blended & online courses

The Quality Online Learning and Teaching (QOLT) program was developed to assist faculty, faculty developers, and instructional designers to more effectively design and deliver online-blended courses. The QOLT evaluation instrument, containing 9 sections with 54 objectives, provides guidance and feedback to instructors. In addition, QOLT now includes an optional 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 online-blended courses.

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Ensuring open education quality

Ensuring open education quality | Quality assurance of eLearning | Scoop.it
Open education and open learning resources are key thematic areas in the educational agenda of the EU. Open educational resources (OERs) are teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open licence.

 

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The Erasmus Plus European Standards for Open Education and Open Learning Resources project takes up the challenge of developing an open quality assurance mechanism for OERs and OEPs.

 

The project consortium includes the Lucian Blaga University of Sibiu (Romania) as leading partner; University of Paderborn (Germany); Università Degli Studi Roma Tre (Italy); University of Malta (Faculty of Education); Ingenious Knowledge (Germany); European Learning Network Ltd (UK); and Meath Partnership (Ireland).

 

http://eustore.eduproject.eu/

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How to Ensure Quality During The eLearning Translation Process

How to Ensure Quality During The eLearning Translation Process | Quality assurance of eLearning | Scoop.it
The quality assurance process is there to catch any errors that may have come up during the eLearning translation process.
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Subscriber Research Series 2015-16: The Role of Student Satisfaction Data in Quality Assurance and Enhancement: How Providers Use Data to Improve the Student Experience

Subscriber Research Series 2015-16: The Role of Student Satisfaction Data in Quality Assurance and Enhancement: How Providers Use Data to Improve the Student Experience | Quality assurance of eLearning | Scoop.it
This report discusses how higher education institutions use student satisfaction data to improve the student experience.
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Four Ways States Can Promote Quality in Blended and Online Learning

Four Ways States Can Promote Quality in Blended and Online Learning | Quality assurance of eLearning | Scoop.it
With the growth of new learning models comes the need to improve quality assurance systems across K–12 to ensure that only high-quality, proven providers serve students.
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