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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
Curated by Harvey Mellar
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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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QA (quality assurance) & UX (user experience) - Jakob Nielsen's Alertbox

Quality assurance impacts the user experience: when things don’t work, users question their understanding and develop superstitions and inefficient workarounds.
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Content farming? OER and quality at #msuokc : JISC e-Learning Blog

I had been asked to facilitate a session on quality assurance in OER release, which meant I was able to talk about a lot of UKOER work where projects allowed students and end-users input into the design and delivery of resources. I was keen to emphasise that our experience had been that projects had been largely keener to use existing quality processes, for instance

*Existing institutional processes around teaching quality assurance, where resources are used in formal teaching before being released.

*Existing web-copy processes, where resources are included on institutional websites

*Peer-review (either formally for research-based resources, or informally where resources are published on blogs or social media.)

*Authorial reflections and review – where academics and content creators use the occasion of open release to critically reflect and improve on their resources.

*And assessed work, where materials are created by students and assessed for academic credit.

There are different quality requirements for different models of OER release – for instance a project aiming to change cultures and promote open academic practice would need a very different approach to a project where content is commissioned and then released openly. Part of quality (and monitoring, and dissemination…) plans depend on why we are releasing material in the first place.

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Open Learning Recognition: Taking Open Educational Resources a Step Further | EFQUEL

Open Learning Recognition: Taking Open Educational Resources a Step Further | EFQUEL | Quality assurance of eLearning | Scoop.it

The OERTest project has released its final results in the form a publication, entitled “Open Learning Recognition: Taking Open Educational Resources a Step Further”. The book is the fruit of two years of research by 8 European partners, and provides the reader with the foundation for the development of envisaged framework, organised into the four topics: assessment methods; requirements and standards of resources; credentialisation, certification and recognition and inter-institutional collaboration. The third chapter is devoted to different scenarios of open learning in order to obtain in-depth understanding of the OER challenges and bring closer a basis for identifying vital differences among them to better address these challenges.

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Tim Scholze's curator insight, February 16, 2013 7:57 AM

It will be interesting to see what they have written about credentials.

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Talk:Quality Assurance for OER - WikiEducator

Harvey Mellar's insight:

Discussion on quality assurance and OER - join in!

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Quality assurance in a changing higher education world - University World News

The first annual meeting of the US Council for Higher Education Accreditation’s International Quality Group was held last week, with a focus on the open education movement, growth of online, competency-based education and learning outside the traditional university – major higher education trends worldwide.
The gathering explored issues in international higher education and their implications for quality assurance, academic corruption, ‘open badges’ and new ways of validating learning achievement, the open education movement including MOOCs, quality assurance in Central and Eastern Europe, and whether higher education is addressing economic and employment challenges.

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

 

At the American Public University System, creating an online library course guide for every course the university offers (now numbering over 1,800) is just a first step. It's the application of metrics and data analysis for a higher level of quality assurance that will sustain the program into the future.

 

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5th Annual QM Conference 2013 | Quality Matters Program

5th Annual QM Conference 2013 | Quality Matters Program | Quality assurance of eLearning | Scoop.it

Announcing:  The Call for Proposals for the 5th Annual QM Conference on Quality Assurance in Online Learning is now OPEN.  Proposals are being accepted now through March 8, 2013.

 

The theme of this year’s conference is " Celebrating 10 Years of Making Quality Matter - Taking Stock and Looking Ahead. " The conference includes pre-conference workshops, a reception, a keynote panel, an awards luncheon, many concurrent sessions, networking opportunities, exhibits and much more.
Sign up for QM news and updates at info@qualitymatters.org with “subscribe me” in the subject line. Tweet about the conference at #qmconf

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Obama's Accreditation Proposals Surprise Higher-Education Leaders - Government - The Chronicle of Higher Education

Obama's Accreditation Proposals Surprise Higher-Education Leaders - Government - The Chronicle of Higher Education | Quality assurance of eLearning | Scoop.it
The president called for revising accrediting standards, or creating new ones, that would hold colleges more accountable for "cost, value, and quality."

Via Anne-Marie Grandtner
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Student engagement research: informing debate, challenging assumptions

Student engagement research: informing debate, challenging assumptions

 

What do students understand by 'quality' in higher education? And just how much influence do students have in the design and delivery of their education?

The Quality Assurance Agency for Higher Education (QAA) is funding two research projects: one to explore the extent of student engagement in the UK today, and one that will investigate how students perceive the issues that affect the quality of their education.

 

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Key Information Sets (KIS) and Technology Enhanced Learning - survey and consultation meetings

Key Information Sets (KIS) and Technology Enhanced Learning - survey and consultation meetings | Quality assurance of eLearning | Scoop.it

The steering group of the Quality Assurance and Quality Enhancement in E-Learning Special Interest Group (QAQE SIG) is conducting a small piece of research to consider how the Key Information Set (KIS) requirements have been met within Institutions and to identify any challenges that the KIS poses for technology enhanced learning (TEL). We would like to invite members of the QAQE Special Interest Group (SIG) and other key stakeholders to answer a short questionnaire to help us gain insights into how TEL teaching activities and assessments have been categorised and if the KIS is influencing, or will influence, developments within TEL.
The survey is anonymous and should take no longer than 15 minutes to complete.

Please use the following link to access the survey:

http://sdu-surveys.herts.ac.uk/qaqe_kis

The questionnaire has ethical approval from the University of Hertfordshire (protocol number: EDU/SF/UH/00001) and will be open until 6th March.

 

Consultation workshops:

In addition to the survey, the steering group is facilitating two consultation workshops to further explore any benefits or challenges posed by the KIS requirements and to contextualize early findings from the survey. Workshop attendance is free and refreshments will be provided. If you would like to attend please contact the relevant steering group member and they will provide further details.

 

March 14th Open University West Midlands, Birmingham.  

Contact: Jon Rosewell  Jon.Rosewell@open.ac.uk

 

April 24th London Knowledge Lab, Institute of Education.

Contact: Barbara Newland B.A.Newland@brighton.ac.uk

 

On behalf of the steering group, I would like to thank you in advance for helping us with our research

 

Kind regards,

Helen Barefoot (Chair of the steering group)

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