Cafvir2013

IV Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual

(CAFVIR 2013)

EVALUATING THE QUALITY OF LEARNING DESIGN OF AN ONLINE COURSES

Paula Peres, Luis Lima , Vanda Lima

Polytechnic of Porto - eIPP / ISCAPPolytechnic of Porto - eIPP / ESTGF - [email protected], {llima, vlima}@estgf.ipp.ptLisboa - 17 a 19 de Abril de 2013


(CAFVIR 2013)

e-Learning has becomewidely used

Quality???

OD

CQ

C QM

IHEP

E-xc

elle

nce

SEEQUEL

EFQUEL

Quality Evaluation Models

1. ECBCheck - EFQUELInstitutional

Aspects

• B- Target Group OrientationTarget

Audience

• A – General description, Objectives of the programme; Organizational and technical requirements

Quality of Contents

Program and course Design

• C - Quality of the Contents

Media Design

• D – Learning Design and Methodology; Motivation/Participation; Learning Materials; eTutoring; Collaborative Learning; Assignments & Learning Progress; Assessment & Test

Technology

• E - Media Design

Evaluation and Review

• F - Technology

• G - Evaluation & Review

ECBCheck -

EFQUEL


http://efquel.org/

European Foundation for Quality in e-Learning

2. SEEQUELInstitutional

Aspects

• C - Learning ContextsTarget

Audience

• C - Learning Contexts

Quality of Contents


• A – Learning Resources

Media Design

• B – Learning Process

Technology




SEEQUEL


http://www.menon.org/wp-content/uploads/2012/11/SEEQUEL-eLearners-user-guide1.pdf

Sustainable Environment for the Evaluation of Quality in e-learning

3. E-xcellenceInstitutional

Aspects

• E – Staff supportTarget

Audience

• A – Strategic Management

Quality of Contents


Media Design

• B – Curriculum Design; C- Course Design; F – Student Support

Technology



• D – Course Delivery

E-xc

elle

nce


http://e-xcellencelabel.eadtu.eu/

Institutional Aspects

• E – Staff supportTarget

Audience

• A – Institutional Support; F – Faculty Support

Quality of Contents


Media Design

• B – Course Development; C- Teaching/Learning Process; D – Course Structure; E- Student support

Technology


• G – Evaluation and Assessment

IHEP


http://www.ihep.org/assets/files/publications/m-r/QualityOnTheLine.pdf

4. IHEP – Quality on the LineInstitute for Higher Education Policy

5. QM – Quality MattersInstitutional

Aspects

Target Audience

• A – Course Overview and Introduction

Quality of Contents


Media Design

• B – Learning Objectives; C – Assessment and measurements, E – Learners Interactions and engagement; G – Learners Support

Technology


• F – Course Technology; H - Accessibility

QM


• D – Instructional Materials

http://www.qmprogram.org/about

6. ODLQCInstitutional

Aspects

Target Audience

• D – Selling; E- Provider; F – Collaborative provision

Quality of Contents


Media Design

• A – Outcomes; C - Support

Technology


• B - Resources

OD

LQ

C


http://odlqc.org.uk/

Open & Distance Learning Quality Council

Evaluation online courses: FrameworkInstitutional

Aspects

Target Audience

Quality of Contents


Media Design

Technology


Learning Methods

MotivationParticipation

Learning Objectives

Curriculum

Learner Center

Activities

Learning Materials

Learning Process & Tutoring

Assessement & Test

A. Learning MethodsProgram and course Design

Learning Methods


Learning Objectives

Curriculum

Learner Center

Activities

Learning Materials


Assessement & Test

• Blended Methods

• Standards for reuse development, design and delivery

• Faculty teams with peer review process.

• Revisions of learning outcomes

• Provide students with clear picture of what will be involved

EFQUEL


EFQUEL


B. Motivation/ParticipationProgram and course Design

Motivation Participation

Learning Methods

Learning Objetives

Curriculum

Learner Center

Activities

Learning Materials


Assessment & Test

• Self-motivation and commitment to learn at distance

• Learning methodology should motivate learners

C. Learning ObjectivesProgram and course Design

Learning Methods


Learning Objectives

Curriculum

Learner Center

Activities

Learning Materials


Assessment & Test

• Learning outcomes should be clearly defined and aligned with course objectives

• Objectives are measurable and written from the students’ perspective

• Reason for each component in b-learning

EFQUEL


• Objectives should be appropriately designed for the level of the course

• Students should have instruction on how to meet them

• The results of the learning are agreed between the staff and learners

D. CurriculumProgram and course Design

Learning Methods


Learning Objectives

Curriculum

Learner Center

Activities

Learning Materials


Assessment & Test

• Self-contained segments (modules)

• The modules should be aligned with learning objectives

• Logical sequence, progressively on each other module

• Lengths determined by the complexity of the LO

• Clear understanding of all components and structure of the course

• The contribution of e-learning components

EFQUEL


• Well-organized and easy to navigate

• Personalization for individual learning styles and a flexible path for the learner

• All information (e.g written)

EFQUEL


E. Learner Center ActivitiesProgram and course Design

Learning Methods


Learning Objectives

Curriculum

Learner Center

Activities

Learning Materials


Assessment & Test

• Development of competencies

•Multiple activities

• Social and collaborative activities

• Relevant to professional practice

• Active learning and interaction clearly articulated

• Consistent structure and face learning styles

• Time to develop

• Accessibility

F. Learning MaterialsProgram and course Design

Learning Methods


Learning Objectives

Curriculum

Learner Center

Activities

Learning Materials


Assessment & Test

• Elements to guide learners in achieving the learning objectives

• Library resources

• Supplemental course information

• Students should be provided with hands-on training and information

EFQUEL


• Glossary

• Distinction between compulsory and recommended materials

• The bibliography should be commented

• Periodically reviewed

EFQUEL



Learning Methods


Learning Objectives

Curriculum

Learner Center

Activities

Learning Materials


Assessment & Test

• Tutor should provide guidance

• Feedback

• Tutors knowledge

• Predefined tutoring skills

• Learning pace

G. Learning Process & Tutoring

• Timeframe

• Interaction and communication

• Learning Styles

• Different perspectives

•Methods of effective research, including assessment of resource validity

H. Assessment & TestProgram and course Design

Motivation Participatio

n

Learning Methods

Learning Objectives

Curriculum

Learner Center

Activities

Learning Materials


Assessment & Test

• Formative and summative

• Clearly formulated and adequately explained to learners

• Regular analytical feedback

• Timely and appropriate activities to assess

•Mechanism to identify low performance

EFQUEL


• Different approaches (self-evaluation; peer review)

• Aligned with the learning objectives

• To store and organize evidence

• Improve the teaching/learning process

•Measure to what extent informal learning meets the expected objectives and outcomes.


(CAFVIR 2013)

Learning methodsMotivation/ParticipationLearning ObjectivesCurriculumLearner Center Activities and collaborative learningLearning MaterialsLearning process and eTutoringAssessment & Test


Institutional Aspects

Target Audience

Quality of Contents


Media Design

Technology


Learning Methods


Learning Objectives

Curriculum

Learner Center

Activities

Learning Materials


Assessement & Test


(CAFVIR 2013)


(CAFVIR 2013)

EVALUATING THE QUALITY OF LEARNING DESIGN OF AN ONLINE COURSES

Paula Peres, Luis Lima , Vanda Lima

Polytechnic of Porto - eIPP / ISCAPPolytechnic of Porto - eIPP / ESTGF - [email protected], {llima, vlima}@estgf.ipp.ptLisboa - 17 a 19 de Abril de 2013

Cafvir2013

Education

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