Quality assurance of eLearning
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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
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Week 3 - Forget the learners, how do I measure a MOOC quality experience for ME! By Dave Cormier

Week 3 - Forget the learners, how do I measure a MOOC quality experience for ME! By Dave Cormier | Quality assurance of eLearning | Scoop.it
https://www.dropbox.com/s/f4j88120rebb16p/IMG_3227.jpg print quality Dave Cormier is an educational activist, researcher, online community advocate and the Manager of Web Communications and Innovat...
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UK Quality Code for Higher Education - Part A, Chapter B1, Chapter B6 and Chapter B8

Consultation events for the UK Quality Code for Higher Education - Part A, Chapter B1, Chapter B6 and Chapter B8

 

QAA is opening its consultation on the content of Part A: Setting and maintaining threshold academic standards, Chapter B1: Programme design and approval, Chapter B6: Assessment of students and accreditation of prior learning and Chapter B8: Programme monitoring and review.

The four consultation documents, background information, and guidance about how to respond will be published at the beginning of June.

 

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Week 1: MOOCs and Quality – Where are we – where do we go…? | MOOC Quality Project

Week 1: MOOCs and Quality – Where are we – where do we go…? | MOOC Quality Project | Quality assurance of eLearning | Scoop.it

At a basic level a MOOC offers free access to a collection of educational resources that together form a logically linked progression. Quality here is the value and relevance of the resources and how they are linked. Many MOOCs have little or no qualified tutoring or guidance, only offering online arenas for student communication and offering learning materials. These arenas can be quality assessed for their functionality but most of what goes on there is out of the control of the organisers. Maybe the real quality issues of the MOOC phenomenon lies in the “value-added” services that are on higher layers than the course material. If tutoring, guidance, validation and examination are available at a price then these add-ons can be more easily assessed and quality guidelines set up. Or maybe quality is in the eye of the beholder.

 

The MOOC Quality Project is designed to bring together a global group of experts and first movers in the field of MOOCs. We would like to challenge them and to see what are their thoughts on how to discuss MOOC quality. We would like to invent the language of MOOC quality in this project – join us and see where it leads us.

 

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MOOC Quality Project

MOOC Quality Project | Quality assurance of eLearning | Scoop.it

 

 

 

The MOOC Quality Project, an initiative of the European Foundation for Quality in E-Learning (www.efquel.org),  attempts to stimulate a discourse on the issue of Quality of MOOCs. A series of BlogPosts  of worldwide experts and entrepreneurs will address the issue from each particpant’s viewpoint. After each blogpost we will allow a one week period of time to react and comment on the post made available. At the end of the week  the discussion will be shortly summarized and made available to all.

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Feedback asking and giving as a basis for Quality Assurance | EQAVET Projects

Feedback asking and giving as a basis for Quality Assurance | EQAVET Projects | Quality assurance of eLearning | Scoop.it
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MOOCs and the Quality Question | Inside Higher Ed

MOOCs and the Quality  Question | Inside Higher Ed | Quality assurance of eLearning | Scoop.it
By Ronald  Legon   executive director of the Quality Matters Program.  

Overnight, MOOCs -- with free tuition for all, attracting unprecedented  enrollments reaching into the hundreds of thousands, and the involvement of  world-class faculty -- have captured the imagination of the press, public and  even legislators looking for ways to expand the availability of higher education  at minimal cost. 

But thus far little attention has been paid to the quality of MOOCs. Quality  in online learning can be defined in many ways: quality of content, quality of  design, quality of instructional delivery, and, ultimately, quality of outcomes.  On the face of it, the organizing principles of MOOCs are at odds with widely  observed best practices in online education, including those advocated by my  organization, the Quality Matters Program. Many of the first MOOCs are providing  quality of content, but are far behind the curve in providing quality of design,  accountable instructional delivery, or sufficient resources to help the vast  majority of students achieve a course’s intended learning  outcomes.

 

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QAA prepares for European review

QAA prepares for European review | Quality assurance of eLearning | Scoop.it

QAA prepares for European review

 

Self-evaluation report

 

As part of QAA's own reviews of higher education provision, universities, colleges and other providers are asked to submit reflections and a critical analysis of their own activity in the form of a self-evaluation report.

ENQA is no different. QAA has already submitted a self-evaluation report to the review team. The report summarises QAA's activity and progress since the last review, and indicates how QAA meets each of the European standards published by ENQA.  The self-evaluation report  was developed by QAA, in consultation with its Board of Directors, its Student Advisory Board and Sounding Board, as well as other stakeholders.

 

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Seven sins of e-learning - Professional Security Magazine Online

Seven sins of e-learning - Professional Security Magazine Online | Quality assurance of eLearning | Scoop.it
It is easy to fall into the trap of thinking e-learning does not need to be monitored in the same way as classroom based courses. Nothing could be further from the truth – quality assurance is as important as it would be for any ...
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EUA

EUA | Quality assurance of eLearning | Scoop.it

8th European Quality Assurance Forum  : Working together to take quality forward

 


Via Anne-Marie Grandtner
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CLIPP Board » The Quality Challenge: An Inconvenient Truth About e-Learning

CLIPP Board » The Quality Challenge: An Inconvenient Truth About e-Learning | Quality assurance of eLearning | Scoop.it
CLIPP Board - Centre for Learning Innovation and Professional Practice
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E-Learning Quality – Building the Framework

E-Learning Quality – Building the Framework | Quality assurance of eLearning | Scoop.it

What does the word “quality” mean in the context of online learning? How do you recognize quality when you see it? What steps can we take to improve our quality of online teaching and learning?


Via Barry Dahl
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Kamakshi Rajagopal's comment, April 12, 2013 12:41 PM
Hi Barry, we are conducting an experiment on Scoop.IT pages on education at the Open Universiteit (NL). Would you like to participate? Sign up here: bit.ly/14QR9oa
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A checklist for e-learning quality | E-Learning Academy

A checklist for e-learning quality | E-Learning Academy | Quality assurance of eLearning | Scoop.it
Six factors to help critique e-learning quality. A useful list when working with stakeholders to achieve a quality e-learning outcome.
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Ten Years Later: Why Open Educational Resources Have Not Noticeably Affected Higher Education, and Why We Should Care (EDUCAUSE Review) | EDUCAUSE.edu

Interesting comments on quality:

 

Quality control has traditionally been the forte of publishing companies: editors and reviewers carefully go over the content to eliminate not only typos, but thoroughly check facts, formulations, and conceptual correctness. Errors in the materials can be very painful when teaching a class, particularly when it comes to homework or exams. Educators thus place high value on quality control. Once again, OERs are at an apparent disadvantage, usually lacking editorial staff. Some repositories thus resort to explicit peer review — generally a good approach, but not a scalable one.

 

If an educator chooses a resource, that also is peer review. This type of peer review is not punitive in nature; instead, it provides explicit peer approval and only implicitly the lack thereof. If many students in many courses work successfully through the resource, reliability is established. Particularly for assessment resources, difficulty, time-on-task, and other analytics can be gathered to establish their reliability and viability. If explanatory content is used in the context of assessment content, learning effectiveness can be established by looking at intervening content accesses between failed and successful attempts to solve a problem, essentially data-mining the access paths. All of this data once again contributes to the dynamic metadata of the resources to establish quality and search rankings. Simple? No, currently impossible, because once again deployment is disconnected from the repository. Once again, there is no feedback loop.

 

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Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Project

Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Project | Quality assurance of eLearning | Scoop.it

Week 2: The Quality of Massive Open Online Courses by Stephen Downes

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2013-Early evaluation of the Unistats web-site - HEFCE

2013-Early evaluation of the Unistats web-site - HEFCE | Quality assurance of eLearning | Scoop.it

Early research into user experiences of the Unistats web-site, published today, shows that it is one of the most widely used higher education course comparison web-sites, and that universities and colleges rose well to the challenge of providing a new data set.

 

Since its launch in September 2012, the Unistats web-site has received over 3.8 million page views and over 175,000 unique visitors – an average of 984 new visitors per day. The site is used extensively by prospective higher education students, their parents, careers advisers, teachers and higher education staff.

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The corridor of uncertainty: MOOC quality project

The corridor of uncertainty: MOOC quality project | Quality assurance of eLearning | Scoop.it

 

 

 

Alistair Creelman writes:

 

How can we assess quality in a MOOC? Is it even possible to have quality assurance in an educational form that is constantly developing and is already split into several distinct categories?
Over the next couple of months I will be helping to run a blog called The MOOC Quality Project under the banner of EFQUEL (European Foundation for Quality in E-learning) together with colleagues Ulf-Daniel Ehlers and Ebba Ossiannilsson. The project will feature leading experts in the field of open education who will take turns in writing a weekly blog post on how they see the issue of quality in MOOCs.

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Thinking Beyond Project Completion: Analytics, Online Course Guides, and Quality Assurance -- Campus Technology

Thinking Beyond Project Completion: Analytics, Online Course Guides, and Quality Assurance -- Campus Technology | Quality assurance of eLearning | Scoop.it
Using quality assurance metrics to sustain the American Public University System’s online course guides project.
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The MOOC Quality Project

The MOOC Quality Project | Quality assurance of eLearning | Scoop.it
The MOOC Quality Project will ask 12 experts in 12 weeks for their best thinking on MOOCs and quality.MOOCs represent the latest stage in the evolution of open educational resources. First was open...
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Tin Can 1.0 Press Release

Rustici Software, the Advanced Distributed Learning Initiative (ADL), and a broad community representing industry, government, and academia are happy to announce that the Tin Can API has been officially released as version 1.0.

 

Today’s announcement marks a major stable release of a specification that synthesizes years of experience drawn from previous standards and enables many platforms to communicate in a common data format to track learning experiences. Work on the Tin Can API began almost three years ago.

 

The Tin Can API is an evolution of SCORM, a previous standard managed by ADL. Tin Can allows experiences of all kinds to be tracked using statements of a simple <subject> <verb> <object> form (e.g., “I did this”) that are then stored in a well-specified learning record store (LRS). Records of these learning activities are no longer confined to a single learning management system (LMS). Reporting systems can be granted access to all of the statements and can report against any combination of actors, verbs, and objects that they choose.

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What To Know About The Accreditation Of MOOCs And Online Learning

What To Know About The Accreditation Of MOOCs And Online Learning | Quality assurance of eLearning | Scoop.it
We take a close look at the process and questions surrounding the accreditation of MOOCs and online learning in the digital age of education.
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INQAAHE

INQAAHE | Quality assurance of eLearning | Scoop.it
Conference Theme: Managing Diversity:Sustainable quality assurance processes

 

The 2013 Biennial Conference will take place in Taipei, Taiwan, from the 8th till the 11th of April, 2013. The Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) will be the host of this international conference.

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How to Assure the Quality of e-Learning

How to Assure the Quality of e-Learning | Quality assurance of eLearning | Scoop.it
There is so much e-Learning now being developed by so many different methods and presented in so many different ways.  It seems that in some cases there is less and less time to produce the learning and in others there is a determination to be...
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QUODL - Quality of Online & Distance Education: So, how do you ensure the quality of your courseware?

This is the blog of Peter Condon, Learning Architect and Mentor at The Online Learning Development Company, (www.toldco.co.uk). TOLDCº is focussed upon the quality of the learning experience throughout the learning environment – supporting institution and industry managers, online tutors, authors, technicians and instructional designers in their quest to capitalise on the benefits of guided social learning.

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Half an Hour: Evaluating a MOOC

Stephen Downes writes:

 

I think the best way to understand success in a MOOC is by analogy with, say a book, or a game, or a trip to the city.

The person taking the MOOC is like a person reading a book, playing a game, or taking a trip to the city. It is impossible to talk about 'the objective' of such an activity - some people want to learn something (and others something else), others are doing it for leisure (and others as part of their job), others to make friends (and others to get away from their friends for a while), etc

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Students equate cheap courses with poor quality

"Thousands of the cheapest university places are not being filled following the introduction of varied fees due to potential students worrying that their cut-price status means the courses are not worth the money."


Via QAA
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