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Quality - Overview
Quality specifications are concerned with the specification of metrics, guidelines, taxonomies, etc. for the development of technology-based learning systems. Allowing end users to specify their specific quality needs and providers to declare their specific quality provisions in corresponding formats will be a highly important instrument for a global market in this field.
Supporting providers with effective procedures for achieving the required high quality of their services, products, and tools in the field of learning, education, and training is closely related to the identification of quality criteria and metrics.
The European Quality Observatory (EQO) is an internet-based repository implemented as a portal which will promote the use of appropriate quality management, quality assurance, and quality assessment concepts for E-Learning in different communities. The continuation of the EQO project is carried out in the European Foundation for Quality in E-Learning. |
Content Quality
As for quality, an important focus is on content quality, expecially in a multicultural and multilanguage context. Some indicators, mentioned in the papers below, are:- Cultural appropriateness: the resource respects the cultural and social norms of teacher and/or pupil.
- Usability: users can find their way through the resource almost intuitively. This may be possible even if the user is unfamiliar with the language of the resource.
- Technical features: easy to access (no login or plug-ins)
- Openness: open license, free to use, open code (like in flash resources)
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These indicators are particularly relevant also in the "travel-well" perspective, that is what is being referred to as "content interoperability".
A European Comenius Multilateral Network - the eQnet project - recently approved by the European Commission, will further investigate on the standards for the achievement of content interopearbility by using both a quantative and a qualitative approach. Action-research methodologies will also be employed. The corpus under investigation will be based on the ASPECT repository.
Bibliography on Content quality:- EUN, A European Schoolnet Framework for Quality of Learning Resources (2005), http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equ ality4.htm
- EUN, Quality criteria (2005), http://insight.eun.org/shared/data/insight/documents/quality_criteria.pdf
- Becta, Quality principles for digital learning resources (2007), http:// feandskills.becta.org.uk/download.cfm?resID=32112
- Leacock, T. L., & Nesbit, J. C. (2007). A Framework for Evaluating the Quality of Multimedia Learning Resources, http://www.ifets.info/journals/10_2/5.pdf
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Terms of use
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These contents have been obtained from the ISO/IEC JTC1 SC36 web site and edited for presentation. Please refer to the ISO/IEC JTC1 SC36 web site for additional information on terms of use.
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Scope
ISO/IEC JTC1 SC36
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The SC36/WG5 work programme addresses describing and characterizing processes, components, and attributes related to the quality and architecture of IT-supported environments in the field of learning, education, and training. |
Purpose
The purpose of this working group is to provide a common framework with a taxonomy(ies) covering concepts/ specifications/ terms/ definitions to describe, specify, and understand critical properties, characteristics, and metrics of quality. |
Terms of use
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These contents have been obtained from the CEN/ISSS WS-LT Web site and edited for presentation. Please refer to the CEN/ISSS WS-LT for additional information on terms of use.
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CEN Workshop on Learning Technologies
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The CEN Workshop on Learning Technologies has worked on quality issues. They are focused on identifying the critical success factors of quality projects and provided hints for practitioners and quality experts.
The workshop is intended to provide a starting point for experience exchange in the field of quality management for learning, education, and training.CEN Workshop on Learning Technologies Web site |
Terms of use
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These contents have been obtained from the IMS web site and edited for presentation. Please refer to the IMS web site for additional information on terms of use.
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IMS Global Learning Consortium
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The Student Induction to E-Learning (SIEL) project group was formed in early 2008 to develop best practices to address the increased rate of student attrition associated with e-learning.
The importance of this work lies within the continued growth in elearning on a regional and global basis, and the impending shift from classroom-based to e-learning as the predominant post-secondary education delivery model by 2015. Increasing access to higher education through e-learning has been a success story over the last 15 years or so: however, the risk of increased student attrition associated with e-learning is significantly greater than that of classroom-based education and is also perceived as one of the greatest weaknesses associated with e-learning, posing significant institutional, societal, and individual consequences.
Starting with a review of the peer reviewed literature, the SIEL project group identified best practices, sorted them into six best practice areas (BPAs), and then sought feedback from their colleagues during international conferences and through an online survey instrument. For the introductory e-learning experience, beginning with advisement and continuing through completion of the first learning assignment, six BPAs were identified as key to reducing student attrition and increasing retention:- Assessment and Communication of Expectations
- Recruitment and Advisement
- Learning Design and Organization
- Functional Technology
- Student Technology Literacy
- Non-Technical Support Services
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Purpose
The purpose of the Learning Technology Advisory Council (LTAC) Student Induction to eLearning (SIEL) project group is to develop a methodology for student introduction (i.e., Setting Expectations, Preparation, and Induction) to the e-learning environment. This methodology will be aimed at adult learners focusing on new and experienced e-learning students and addressing issues of completion, retention and persistence during this most vulnerable phase of the e-learner’s student life cycle. The specific work of the SIEL project group, Best Practices for Prospective and New Student Introduction to E-Learning, is necessary to position e-learning students to succeed as the students’ first set of experiences with their e-learning courses can be either a barrier to retention or contribute to the likelihood of persistence.
The work of the SIEL group also holds strong potential for supporting other IMS GLC activities, including: - Information Analytics (IA) PUFSIG. As the SIEL group develops a methodology for adult student introduction to e-learning, members of the IA PUFSIG and SIEL will work together to develop use cases for end user requirements related to student attrition, retention and persistence analytics. This approach will support the scope of the IA PUFSIG and eventually provide information analytics standards for incorporation into the SIEL-developed Best Practices for Prospective and New Student Introduction to E-Learning.
- Overarching mission of the IMS GLC to enhance Learning Impact. Improving the quality of and access to education is the global challenge that underpins all other global challenges. Harnessing the potential power of new technologies that can enhance the reach and effectiveness of education is a compelling priority for society. The IMS GLC plays a significant role in recognizing advances in and application of technologies that address key educational challenges worldwide. This recognition is accomplished through the annual IMS GLC Learning Impact Awards.
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