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Quality, by design

Quality, by design. Quality – some views. Quality is not a thing-in-itself it is a judgement of the attributes of something Quality =//= QA (Quality Assurance) QA is an part of “professional” work, it is about quality cycle : plan – act – review – learn –plan – act – review ….

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Quality, by design

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  1. Quality, by design

  2. Quality – some views Quality is not a thing-in-itself it is a judgement of the attributes of something Quality =//= QA (Quality Assurance) QA is an part of “professional” work, it is about quality cycle : plan – act – review – learn –plan – act – review …. explicating that we put a ‘floor’ under what we do “evidence-based" work work process, product and impact in terms of work aims (ISO9000) There should be no ‘quality assurance system’ separate from the work itself ACS accreditation: no quality portfolio, very light quality intro with pointers into the quality attributes of the work AUQA ?

  3. QA – ‘Professional’ Context Contrast between: amateur, craft, trade, profession In terms of : Qualifications Process Knowledge Creation Knowledge Transfer Organization Codes of Ethics Market activity

  4. Where the rubber hits the road ? QA - Education Wiggins, G & J. McTighe (2006) Understanding by Design Merrill p.273

  5. QA - Software Engineering Rubber hits the road Where the rubber hits the road http://www.buzzle.com/editorials/4-5-2005-68117.asp

  6. QA – UC T&L CEQ Course DCP CELTS survey Unit outline ? Unit design ? Learning assessment T&L Event Rubber hits the road Where the rubber hits the road http://www.buzzle.com/editorials/4-5-2005-68117.asp

  7. ISE Unit Design Team Unit Development: 3 or 4 academics - to provide a sounding board, backup, a succession path, a quality check (eg. on subject scope), etc. Unit Design: (complements the unit outline) 1. Time: How students will spend 150 hours (3cp) estimate how much time you expect the normal student to spend in order to get a credit grade. Included in your estimate would be class contact, tutorial preparation time, assignment creation, study, self-paced lab time, etc. 2. Scholarship:How your unit is based in either in current research and/or current professional practice. As our unit designs develop we should start to explicitly say what 'warrant' the knowledge being presented has - it may be based in particular research articles or projects, Australian Standards, case studies with external partners (like ABS) or our own experiences, consultancies, etc. 3. Relevance:What industry contact & participation happens in the unit. 4. Use of ICT:What IT is being used, both for content (eg modeling tool in SAM) and for teaching (eg. WebCT) 5. Teaching:What pedagogical techniques are being tried or used. 6. Generic Skills: How the design of the unit satisfies the generic skills specified at http://teaching.ise.canberra.edu.au/acs/ 7. QA: How the learning outcomes are met and specifically assessed.

  8. Project Where the rubber hits the road Information Systems Projects 1 2 3 analysis options design build accept 4 requirements spec. design spec. 4 broad Designs & evaluation system implement Human Activity System input/output feedback

  9. Management: time, scope, cost, milestones, people plan review monitor PROCESS: Resources Development Context: system of which the task is a part organization / power structures responsibility / authority culture & networks staff knowledge - attitudes policy / procedures / standards history (precedents) tools & Techniques Fitness for Use for stakeholder: What do they do with it? Impact on them ? PRODUCT product specification Quality 1 2 3 QA – Information Systems Governance Investment Decision Benefit Realisation Development task (eg. ‘Design’)

  10. Management: time, scope, cost, milestones, people plan review monitor PROCESS: Resources Development Context: system of which the task is a part organization / power structures responsibility / authority culture & networks staff knowledge - attitudes policy / procedures / standards history (precedents) tools & Techniques Fitness for Use for Students: What do they do with it? Impact on them ? PRODUCT product specification Quality 1 2 3 QA – T&L Systems Governance Investment Decision Benefit Realisation Teaching activity

  11. Management: time, scope, cost, milestones, people plan review monitor PROCESS: Resources Development Context: system of which the task is a part organization / power structures responsibility / authority culture & networks staff knowledge - attitudes policy / procedures / standards history (precedents) tools & Techniques Fitness for Use for Students: What do they do with it? Impact on them ? PRODUCT product specification Quality 1 2 3 QA – Influences & improvements Governance Investment Decision Benefit Realisation Teaching activity

  12. Quality, by design Quality Audits: Australian Computer Society Accreditation AUQA audit Quality Ideas from: Software Engineering Information Systems Education Quality =//= Quality assurance subjective quality – organized QA QA must be a part of, not an addition to, action (where the rubber hits the road) The ISE ‘unit design’ a QA measure on the design side potential to demonstrate the actualization of UC policy, good practice, meeting aims, etc…

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