260 likes | 371 Views
QA schemes Marjan Miloshevic prof. d-r Suzana Loshkovska. Ohrid , 14.09.2013. OUTLINE. E-Learning – omnipresent paradigm. The issue of quality. The standard quality assurance (QA) procedures are not sufficient QA in e-learning is generally not a priority issue, even for QA agencies
E N D
QA schemes Marjan Miloshevicprof. d-r Suzana Loshkovska Ohrid, 14.09.2013
E-Learning – omnipresent paradigm http://www.badennet.org
The issue of quality Thestandard quality assurance (QA) proceduresarenot sufficient QAin e-learning is generally not a priority issue, even for QA agencies Numerous international projects were conducted to form a comprehensive, yet usable framework for quality assurance of learning. Specialized organizations have developed their own benchmarking procedures and tools and established labels as brands http://www.badennet.org
Quality of E-Learning – The Terms • There are several definitions of quality of e-learning, and each depends on its scope, objectives, focus and the methodology of the quality approach. • In this context, quality of e-learning is related to all: processes, products and services for learning, education and training supported by the use of information and communication technologies http://www.badennet.org
International Quality Schemas http://www.badennet.org
The choice of the model for WB • The following models/frameworks are explored
Learning: processes that directly impact on pedagogical aspects of DL
Development: processes surrounding the creation and maintenance of DL resources
Support: processes surrounding the support and operational management of DL
Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle
Organisation: processes associated with institutional planning and management
The questionnaire (example) • Learning: • L1. Learning objectives guide the design and implementation of courses • L1.P1. Does course documentation include a clear statement of learning objectives? Are course workload expectations and assessment tasks consistent with course learning objectives?(not assessed / not adequate / partially adequate / largely adequate / fully adequate) • L1.P2. ....
Practice http://www.educationcounts.govt.nz/publications/ict/58139
Practice Petch, J et al (2007) “Piloting a Process Maturity Model as an e-Learning Benchmarking Method” The Electronic Journal of e-Learning Volume 5 Issue 1, pp 49 - 58, available online at www.ejel.org