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Quality Assurance Strategies for High Quality Learning Objects

Quality Assurance Strategies for High Quality Learning Objects. Karin Lundgren-Cayrol Suzanne Lapointe Gilbert Paquette LICEF, TÉLUQ - UQAM MERLOT CONFERENCE 9 August 2006. Overview. Goal and Objectives Learning Ressources (LR) LR Repository Types Evaluation Criteria

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Quality Assurance Strategies for High Quality Learning Objects

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  1. Quality Assurance Strategies for High Quality Learning Objects Karin Lundgren-Cayrol Suzanne Lapointe Gilbert Paquette LICEF, TÉLUQ - UQAM MERLOT CONFERENCE 9 August 2006

  2. Overview • Goal and Objectives • Learning Ressources (LR) • LR Repository Types • Evaluation Criteria • LR Life-Cycle and Quality Assurance Strategies • Conclusion

  3. Goals and objectives Provide a set of Quality Assurance Strategies based on the Learning Resource Life-Cycle • Objectives • Establish viable quality assurance strategies • Provide some pertinent evaluation criteria • Help plan methodological help for repository designers and learning resource authors and users

  4. Learning Design Electronic book SCORM Object CD-ROM Video Software Image A Learning Resource Definition Any entity, digital or non-digital, which is intended to be, or may be used for the purpose of learning, education or training.

  5. Learning Resource Repository Types • Private repositories: author bibliography and productions, students personal portfolio, course student production showcase A few metadata, quality is in the usefulness of the repository to the participants • Community repository: a university department, a group of professor in the same domain, a research repository Need a larger effort and a high degree of quality insurance, use a domain ontology (specific classification and relation between resources) • Public repository: totally open (Creative commons), limited access or repository • Protect the consumer • Protect the IP through CC or a DRM system.

  6. Evaluation Criteria Dimensions • Pedagogical Quality Content clarity and conciseness, instructional strategies aligned to the learning objectives, appropriate media according to target audience, etc… • Ergonomy User-friendliness, motivating, visually attractive, built-in accessibility features, etc.. • Interoperability, reusability Technical independence and robustness, metadata schema and tagging procedures, conformance to standards

  7. The LORI Evaluation Criteria • Content Quality Veracity, accuracy, balanced presentation of ideas, and appropriate level of detail • Goal Alignment Alignment among learning goals, activities, assessments, and learner characteristics • Feedback and Adaptability Adaptive content or feedback driven by differential learner input or learner modeling • Motivation Ability to motivate, and stimulate the interest or curiosity of, an identified population of learners • Visual Design Design of visual and auditory information for enhanced learning and efficient mental processing • Usability Ease of navigation, predictability of the user interface, and the quality of UI help features • Accessibility Support for learners with disabilities • Reusability Ability to port between different courses or learning contexts without modification • Standard conformance Adherence to international standards and specifications

  8. Quality of the process Quality of the object Quality of Metadata LR Life-Cycle and Quality Strategies Life-cycle of a LR After inclusion Before inclusion During contribution Adaptation/ Reuse/Assignment Design/ Production Deposit and metadata referencing

  9. Before Inclusion • Design and Production Strategies • Use a solid and adapted ID method • Identify clearly knowledge and user competencies • Favor pedagogical strategies putting the learner in the center. • Apply evaluation criteria during development and implement at least one learner evaluation cycle • Be informed about Access4All production principles • Let (content, pedagogy, media, delivery) specialists use their expertise

  10. Authoring Actors • Content Expert • Instructional Designer • Media Specialist • Delivery Specialist • Project Leader Interactive Objets Are Software Build or integrate objects that you can quality certify

  11. Instuctional Engineering Method MISA Problem definition 100 Training system 102 Training objectives 104 Target Learners 106 Actual situation 108 Reference documents Instructional Modeling Knowledge Modeling 210 Knowledge modeling principles 212 Knowledge model 214 Target competencies 310 Learning units content 410 Learning instruments content 610 Knowledge and competency management 220 Instructional principles 222 Learning events network 224 Learning units properties 320 Instructional scenarios 322 Learning activities properties 420 Learning instruments properties 620 Actors and group management Delivery Modeling Materials Modeling 240 Delivery principles 242 Cost-benefit analysis 340 Delivery planning 440 Delivery models 442 Actors and user’s materials 444 Tools and telecommunication 446 Services and delivery locations 540 Assessment planning 640 Maintenance / quality management 230 Media principles 330 Development infrastructure 430 Learning materials list 432 Learning materials models 434 Media elements 436 Source documents 630 Learning system / resource management

  12. Media Elements Units of Learning Tools Documents Actors Learning Design as Composed Objects Basic Resources Operations Scenarios Processes

  13. During Contribution • Multi-actor expertise for metadata • Content Expert / Author • Title, LR language, key words, description, type, version, contributors, intended end user, learning context • Text mining algorithms can help • Library technician • Version, classification, rights, relations metadata • Overall respect of the standard used • Computer Technicians • Format, size, required conditions, Installation Remarks, meta-metadata, record language • Can be automated • In general, reduce form-filling: use wizards, smart automatic or semi-automatic computer agents

  14. During Contribution • Demand Membership for contributors: responsability and motivation; make contributors visible • Make sure that the author provides the following infos: • Degree of Pedagogical Reusability • Content quality • Interface quality • How it might be an efficient learning or teaching tool

  15. Completeness or Usability

  16. After Inclusion in the Repository • Retrieval quality, maintenance should be planned at inclusion • Provide peer reviews and evaluations from actual users/reusers. • Advertise innovative and high quality resources • Provide recommendations to authors for improvements • Propose search options: metadata, classification, free text etc.

  17. Give me a chance! Too Much OverkillsToo Little Just Kills Karin Lundgren-Cayrol Suzanne Lapointe Gilbert Paquette LICEF, TÉLUQ - UQAM MERLOT CONFERENCE 9 August 2006

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