E-learning Quality Intro

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Slides used for the introduction to eLearning quality by Barry Dahl of Excellence in e-Education.

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E-learning Quality Intro

  1. 1. Ensuring Quality in Online Learning<br />Creating the Framework<br />Barry Dahl<br />Excellence in e-Education<br />
  2. 2. Link to wiki with many <br />additional resources<br />http://innovations-e-education.wetpaint.com<br />
  3. 3. Through the use of rubrics and standards related to the quality of online courses (i.e. Quality Matters™), we are sufficiently addressing the questions about e-learning quality<br />Real ity<br />Myth<br />Clicker question used at e-Learning conferences<br />
  4. 4. Through the use of rubrics and standards related to the quality of online courses (i.e. Quality Matters™), we are sufficiently addressing the questions about e-learning quality<br />Real ity<br />Myth<br />Clicker question used at e-Learning conferences<br />
  5. 5. QualityMatters is Sufficient<br /><ul><li>Um, no, it isn’t!!</li></ul>QualityMatters looks at the quality of course design.<br /><ul><li>That’s good, but it’s only one leg holding up the stool.</li></li></ul><li>Learning<br />Quality<br />Concerns<br />Design<br />Teaching<br />QualityMatters is Sufficient<br /><ul><li>Um, no, it isn’t!!</li></ul>QualityMatters looks at the quality of course design.<br /><ul><li>That’s good, but it’s only one leg holding up the stool.</li></li></ul><li>Ideal case: evidence that all three <br />aspects are occurring at a high level.<br />Learning Level<br />Is High<br /> Learning Assessment<br />Teaching Level<br />Is High<br />Course Design<br />Meets Standards<br />QualityMatters®<br />Performance Eval<br />
  6. 6. Alternate case #1: student learning outcomes <br />are not being achieved. Serious problem.<br />Learning Level<br />Is Low<br /> Learning Assessment<br />Teaching Level<br />Is High<br />Course Design<br />Meets Standards<br />QualityMatters®<br />Performance Eval<br />
  7. 7. Alternate case #2: course design does not <br />“fit the mold.” Why is this a problem?<br />Learning Level<br />Is High<br /> Learning Assessment<br />Teaching Level<br />Is High<br />Course Design<br />Below Standard<br />QualityMatters®<br />Performance Eval<br />
  8. 8. Alternate case #3: no evidence of teaching,<br />but this might not be a problem. (Ind. Study?)<br />Learning Level<br />Is High<br /> Learning Assessment<br />Teaching Level<br />Is Low<br />Course Design<br />Meets Standards<br />QualityMatters®<br />Performance Eval<br />
  9. 9. Alternate case #4: beautifully designed course <br />but there are serious quality problems here.<br />Learning Level<br />Is Low<br /> Learning Assessment<br />Teaching Level<br />Is Low<br />Course Design<br />Meets Standards<br />QualityMatters®<br />Performance Eval<br />
  10. 10. Alternate case #5: the most curious case, <br />which probably needs further investigation.<br />Learning Level<br />Is Low<br /> Learning Assessment<br />Teaching Level<br />Is High<br />Course Design<br />Below Standard<br />QualityMatters®<br />Performance Eval<br />
  11. 11. Alternate case #5: call this the triple ick.<br />Serious quality problems; probably start over.<br />Learning Level<br />Is Low<br /> Learning Assessment<br />Teaching Level<br />Is Low<br />Course Design<br />Below Standard<br />QualityMatters®<br />Performance Eval<br />
  12. 12. Ensuring Quality in Online Learning<br />Let’s get started!<br />Quality Standards of <br />Online Course Design<br />

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