Quality assurance of eLearning
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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
Curated by Harvey Mellar
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معايير جودة التعليم الإلكتروني عبر الإنترنت – الجزء الأول

معايير جودة التعليم الإلكتروني عبر الإنترنت – الجزء الأول | Quality assurance of eLearning | Scoop.it

QUALITY STANDARDS FOR E-LEARNING OVER THE INTERNET - PART I

 

ماذا تعني عبارة "جـودة" عندما يتعلق الموضوع بالتعلم عبر الإنترنت؟ إنها مسألة مثيرة للاهتمام، ومع تزايد الإقبال على هذا النوع من التعليم يتزايد القلق حول القدرة على التحقق من جودته. فعندما نتحدث عن ...
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QUODL - Quality of Online & Distance Education: Building a community (2)

QUODL - Quality of Online & Distance Education: Building a community (2) | Quality assurance of eLearning | Scoop.it

As epprobate, TOLDCo, and other partners around the world, grow as a community, we have found that our focus is changing from assessment of quality in online courseware with some guidance when needed, to guidance, mentoring, enhancing and supporting quality in online learning, with some assessment if required.  We have also found that our course for reviewers has a more general application, helping to provide the basis of a professional approach to Quality in Online learning.

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EUROPA - PRESS RELEASES - Press release - EU high level group: train the professors to teach

EUROPA - PRESS RELEASES - Press release - EU high level group: train the professors to teach | Quality assurance of eLearning | Scoop.it

The EU high-level group on modernisation of higher education publishes its first report today on improving the quality of teaching and learning in universities. The group, chaired by former President of Ireland Mary McAleese, makes 16 recommendations (see Annex 1) which include a call for mandatory certified training for professors and other higher education teaching staff, more focus on helping students to develop entrepreneurial and innovative skills, and the creation of a European Academy of Teaching and Learning.

 

Next steps

The high level group will now begin work on the second part of its mission, focused on how to maximise the impact of new methods of delivering quality higher education, such as massive open online courses ('MOOCs'), which enable people to access higher education from their homes. Partners in 11 countries recently launched the first pan-European MOOCs with the support of the European Commission (IP/13/349). The high-level group's next report is due to be published in June 2014.

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Miloš Bajčetić's curator insight, December 14, 2013 4:30 AM

Recommendation 4

All staff teaching in higher education institutions in 2020 should have received certified pedagogical training. Continuous professional education as teachers should become a requirement for teachers in the higher education sector.

 

Recommendation 5

Academic staff entrance, progression and promotion decisions should take account of an assessment of teaching competence alongside other factors.

 

Recommendation 11

Higher education institutions – facilitated by public administrations and the EU – should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era,, and should exploit the opportunities presented by technology to improve the quality of teaching and learning

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2013 Policy paper on quality of higher education

2013 Policy paper on quality of higher education | Quality assurance of eLearning | Scoop.it

1. Introduction

High quality higher education is of utmost importance for students, institutions and society. An education of high quality provides the right tools for students to meet future challenges. A high quality higher education system is characterized by removing all obstacles to access, and facilitating progress and completion; implementing a student-centred approach to learning and fairly assessing students. This system must also be braced by adequate student support services; ensuring links between learning, teaching and research activities; individual, social and civic training for responsible and active citizens; mobility opportunities; academic freedom; and where students are considered full members of the academic community and competent, constructive partners.

ESU believes that the quality of higher education should be one of the highest priorities in the debates within the European higher education society. High quality and accessibility are two sides of one coin. It is of the highest importance that all higher education is accessible and of high quality in order to give the best possible conditions to enter and complete higher education.

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Accreditors Now Find Themselves Under Critical Review

Accreditors Now Find Themselves Under Critical Review | Quality assurance of eLearning | Scoop.it
Amid higher education's rapid changes, the continuing value of the lengthy, complex accreditation process is raising skeptical questions.
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New EFQUEL Publication Out: “Improving Quality of Vocational Training Tools, Frameworks and Current Practices” | EFQUEL

New EFQUEL Publication Out: “Improving Quality of Vocational Training Tools, Frameworks and Current Practices” | EFQUEL | Quality assurance of eLearning | Scoop.it

In Spring 2013 we invited book chapters with the aim of contributing to the knowledge base on quality in vocational education and training. Given the recent launch of the EQAVET indicators, we were mainly interested in three topics within the VET sector: Methodologies and Use Cases of Quality Indicators; ICT for Evaluation and Self Evaluation; and Investment in training of teachers and trainers. The book presents a selection of insightful chapters received from dedicated researchers and VET practitioners from all around Europe and beyond. You can download the publication here. Enjoy the read. Editors: Anne-Christin Tannhäuser & Sandra Feliciano

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LINQ 2014 | LINQ

LINQ 2014 | LINQ | Quality assurance of eLearning | Scoop.it

 

LINQ 2014 will address innovations and quality in lifelong learning, education and training: potential points of access to this field include new learning methods and design, technology-enhanced learning, quality standards and certification, human resources development, competences and skills, digital resources, learning materials, and online collaboration and communities.

 

We are happy to announce that the 9th EFQUEL Innovation Forum 2014 will take place in conjunction with the LINQ 2014 Conference to shape the 2014 mega event for quality and innovation in education and learning. The 9th EFQUEL Innovation Forum in 2014 will address one of the greatest challenges in today’s quality development for education and training: how to achieve quality for opening up education (http://eif.efquel.org).

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IMS Global Learning Consortium: Interoperability Standards for Education by Bill Brandon : Learning Solutions Magazine

IMS Global Learning Consortium: Interoperability Standards for Education by Bill  Brandon : Learning Solutions Magazine | Quality assurance of eLearning | Scoop.it

Standards for interoperability are increasingly important as platforms, applications, systems, and technologies for learning and education proliferate. Many readers of this magazine are already familiar with SCORM and the Experience API (xAPI), learning management systems (LMSs), and Learning Record Stores (LRSs) because of the attention that government and corporate organizations have given them.

But what about the education field? The challenges for communicating information and for application compatibility become even greater there as educators strive to comply with national and state initiatives, such as (in the United States) Race to the Top and Common Core.

The IMS Global Learning Consortium (IMS GLC) is an international organization that develops open standards to meet these challenges. In this article, I offer a high-level overview of the group: a brief history and statement of its mission, its major standards, and a glimpse of where it is headed. The intent is to follow up in later articles with more in-depth looks at the major initiatives of IMS GLC.

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QUODL - Quality of Online & Distance Education: The History of Quality in Online and Distance learning in less than 100 words?

QUODL - Quality of Online & Distance Education: The History of Quality in Online and Distance learning in less than 100 words? | Quality assurance of eLearning | Scoop.it

Once upon a time education was based in institutions, which were seen as seats of learning.  Every day people would accept the quality of the courses they took, presented by people they trusted to get them through exams.  One day the internet gave people the opportunity to comment publicly on the quality of the products they bought.  Because of that clever companies like Amazon took advantage of these comments to encourage buyers’ confidence and improve sales.  Because of that people started looking for reviews of products in all sorts of selling areas before they made a purchase. Until finallyeducation realised that students are the best judges of course quality and began to prove the quality of their courses by showing student reviews alongside adverts for courses.

 To be fair this is a few more words than 100 (127 if you wish to count) and the ‘Until finally’ bit might look like wishful thinking but it is happening now on the Unistats website (https://unistats.direct.gov.uk/) which is being linked by universities to their prospectus information against particular courses.
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Survey on OER quality and pedagogy in higher education

Educators and researchers working in the field of Open Educational Resources (OER) are invited to participate in a survey aimed at developing and validating a set of quality and pedagogical guidelines for the use of OER in higher education.

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QUODL - Quality of Online & Distance Education: 7 Reasons for not providing good quality e-learning

QUODL - Quality of Online & Distance Education: 7 Reasons for not providing good quality e-learning | Quality assurance of eLearning | Scoop.it

I have been in and involved with e-learning for many years and see the same excuses for poor quality now as I did when I first started, so I thought I would give seven of them an airing:

 
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The xAPI and the LMS: What Does the Future Hold? (Part 4 of 4) by Steve Foreman : Learning Solutions Magazine

The xAPI and the LMS: What Does the Future Hold? (Part 4 of 4) by Steve  Foreman : Learning Solutions Magazine | Quality assurance of eLearning | Scoop.it
Advanced Distributed Learning (ADL) standards: SCORM & xAPI

ADL is a standards body that began as a joint project of the US Department of Defense and the Department of Labor, and with industry participation. You may know ADL as the organization that brought us the SCORM standard.

SCORM, which is an acronym for Sharable Content Object Reference Model, is a standard specification for publishing, launching, and tracking eLearning and it remains a dominant standard in the eLearning industry. Essentially, SCORM-compliant eLearning courses can interoperate with any learning management system that also supports SCORM.

First published in 2000, they updated SCORM several times over the next decade. Many eLearning authoring tools and LMS products support the SCORM standard.

Since 2009, not much has happened with SCORM, which they designed for use with traditional eLearning design. SCORM is ill equipped to handle non-traditional learning that is informal, social, and mobile.

Around 2010, ADL recognized a need to define an updated standard that could overcome many of SCORM’s inherent limitations. SCORM is constrained to tracking specific course-oriented things like lesson pages viewed, test scores, and module completions. SCORM also relies on JavaScript, which makes it difficult to implement in mobile apps.

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e4qualityinnovationandlearning

e4qualityinnovationandlearning | Quality assurance of eLearning | Scoop.it

Ebba Ossiannilsson writes:

 

REFLECTIONS ON THE ANNUAL EFQUEL INNOVATION FORUM 2013, BARCELONA 25-27 SEPTEMER 2013

 The  EFQUEL Innovation Forum 2013  was held this year at the Open University of Catalonia in Barcelona 26-27 September 2013. The conference theme Refocusing Quality of e-learning attracted more participants than ever and from many continents. The conference was a great success and being in the programme committe it was a nice and busy time both in the planning process and during the conference. I was also happy to be elected to the board of EFQUEL and I am  looking forward to be even more involved. I also did some disseminatiion on social media during the conference.
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T`rès utile pour comprendre l´actualité e-learning.

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Quality in Online Learning: What Does that Mean for the Online Learner?

Quality in Online Learning: What Does that Mean for the Online Learner? | Quality assurance of eLearning | Scoop.it

What does “quality” mean in online learning?

It’s an interesting question, one around which there is growing concern. There are so many ways to define quality that the conversation is often at cross-purposes.
When we talk about the quality of a course or a program, are we talking about outputs such as grades, degrees, competencies and jobs? When we say we have a high-quality offering, are we really talking about inputs? Is it about the expertise and national reputation of the faculty and/or the institution? Is it about the money spent and the production value of videos and other content in the course? Is it about the sophistication of the technology platform that can support large numbers of students? Or are we really, specifically, talking about the student experience in a course?

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INNOQUAL Special Call for papers: “Quality in MOOCs” | EFQUEL

INNOQUAL Special Call for papers: “Quality in MOOCs” | EFQUEL | Quality assurance of eLearning | Scoop.it

The International Journal for Innovation and Quality and in Learning (INNOQUAL) is dedicating a special issue on “Quality in MOOCs” which will be published in May 2014.

The call for papers is open now, and can be downloaded here.

The editorial board welcomes submissions on the follow aspects:

Conceptional and theoretical considerations on quality development/management for MOOCsEmpirical studies assessing the quality of MOOCs/ large- and medium-scale evaluations of MOOCsEmpirical studies on learner achievements and success (e.g. by metrics or surveys) with diversified view what success constitutes for this new form of online learningEmerging models for quality assessment in MOOCs

- See more at: http://efquel.org/innoqual-special-call-for-papers/#sthash.gMxwosF8.dpuf

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Good MOOC or bad MOOC? The OpenupEd quality label

During the master class on the role of MOOCs in higher education (23 October 2013), a draft version of the 'OpenupEd label' was launched. The presentation of John Rosewell introducing this label can be viewed here as well as on slideshare. On the 7 November the OpenupEd label was slightly improved and is now under review.


Via Anne-Christin Tannhäuser
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UNESCO working towards global recognition of higher education qualifications

UNESCO working towards global recognition of higher education qualifications | Quality assurance of eLearning | Scoop.it
In recent years, mobility of students and workforce has created increased attention on instruments that would make cross-border recognition of educational qualifications easier. This has frequently...
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QUODL - Quality of Online & Distance Education: Building a community (1)

QUODL - Quality of Online & Distance Education: Building a community (1) | Quality assurance of eLearning | Scoop.it

epprobate is developing into a modern Community of Practice.  It has always had an open culture, giving information and being a part of new thinking about quality in e-learning.  It has always welcomed newcomers (that’s how I joined) and is eager to learn as much as teach.  epprobate acts as a champion for quality in Courseware but it is also open to supporting quality in e-learning generally and the mix of ideas leads to new ways of approaching quality issues.  There are changes happening at epprobate and I for one will be eager to see the results.  Whatever they are it will be good for quality in e-learning!

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Assessments and Learning Objectives Go Hand-in-Hand in E ...

Assessments and Learning Objectives Go Hand-in-Hand in E ... | Quality assurance of eLearning | Scoop.it
Good assessment practice is designed to ensure that, in order to pass the module or programme, students have to demonstrate they have achieved the intended learning outcomes”. – The Quality Assurance Agency for Higher ...
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The failure of Udacity: lessons on quality for future MOOCs

The failure of Udacity: lessons on quality for future MOOCs | Quality assurance of eLearning | Scoop.it
The promise was simple, but the idea couldn’t have been bigger.Massive Open Online Courses (MOOCs) would make courses from Harvard and MIT available free to anyone with an internet connection.
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UAE commission seeks to raise the bar for higher education in the Middle East - The National

UAE commission seeks to raise the bar for higher education in the Middle East - The National | Quality assurance of eLearning | Scoop.it
UAE commission seeks to raise the bar for higher education in the Middle East The National “Benchmarks need to be set in areas such as e-learning so we can increase the trust in Arab higher education, which is a must and something we all need to...
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Completion Rates - A False Trail to Measuring Course Quality? Let's ...

Completion Rates - A False Trail to Measuring Course Quality? Let's ... | Quality assurance of eLearning | Scoop.it
We believe that the time has come to move away from theoretical models of learning where web-based learning/distance learning/e-learning are seen as simply emphasizing the separation of teacher and students.

Via Barry Dahl
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Barry Dahl's curator insight, October 1, 2013 9:31 AM

Based on research - they conclude that lower completion rates are caused not by delivery method, but other factors: "Differences in completion rates revealed themselves to be more substantial between faculties than between distribution forms. The key-factor lies in design. Courses with the highest completion rates had three things in common; active discussion forums, complementing media and collaborative activities. We believe that the time has come to move away from theoretical models of learning where web-based learning/distance learning/e-learning are seen as simply emphasizing the separation of teacher and students. Low completion rates should instead be addressed as a lack of insight and respect for the consequences of online pedagogical practice and its prerequisites."

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MOOCathon in Barcelona

MOOCathon in Barcelona | Quality assurance of eLearning | Scoop.it
During the EFQUEL Innovation Forum 2013 in Barcelona we held a three session long MOOCathon. The aim was to present and reflect on the findings of the MOOC Quality Project and ask participants to i...
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TIC et apprentissage: quand qualité rime avec efficacité

TIC et apprentissage: quand qualité rime avec efficacité | Quality assurance of eLearning | Scoop.it
Qualité des dispositifs d'apprentissage ne rimant pas toujours avec efficacité pédagogique, l'AWT fait le point sur les outils et bonnes pratiques en matière de conception de dispositifs d'apprentissage intégrant les Technologies de l'Information ...
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Quality Assurance in Large Scale Online Course Production

By Cinda Holsombach-Ebner Embry-Riddle Aeronautical University

 

Introduction

The course design and development process (often referred to  here as the “production process”) at ERAU-Worldwide aims to produce turnkey  style courses to be taught by a highly-qualified pool of over 800 instructors.  Given the high number of online courses and tremendous number of live sections  running at any given time, maintaining quality was a significant concern. The  model of faculty instructors each producing and delivering their own online  course would make achieving consistency in design and delivery difficult. While  this production model is common at many schools, it is known to be ineffective  (Bates, 2000, Laird, 2004, Chao, Saj, & Hamilton, 2010), so at  ERAU-Worldwide it was decided to centralize the process using a collaborative  course production team, administered through the Instructional Design and  Development (IDD) department. Over time, a process evolved that ensures healthy  collaboration among production team members and meeting quality standards based  on sound learning, teaching and instructional design theoretical foundations,  both factors cited as key influences on the success of distance learning  efforts (Chao, Saj, & Hamilton, 2010). Several ERAU-Worldwide courses have  won industry awards, including Quality Matters and Blackboard’s Exemplary  Course Program, and the influence of the external course review and awards  process on the establishment of course design and development quality standards  will be addressed below in detail.

This

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