Quality Assurance in OER      based Courseware:A Tripartite Review Mechanism                Dr. Prdaeep Kumar Misra,    As...
BackgroundThe number of OER based courseware isincreasing rapidly ( OECD , 2007).More OER repositories are built, and meta...
OER based Courseware:     QA Issues & InitiativesQuality is more or less associated with processand purpose of developing ...
Quality in Context of      OER based CoursewareQuality is not an objective measure but inparticular a perceived value for ...
Quality Assurance in OER based       courseware [1/2] Quality assurance techniques that are applicable in behaviorist lear...
Quality Assurance in OER based       Courseware [2/2]It is not the role of any one organization toperform quality assuranc...
Present ScenarioEfforts are taking place at different levels toensure quality in OER based courseware.Ongoing initiatives ...
QA in OER based courseware: Tripartite Review MechanismThere are mainly three parties involved withquality assurance in OE...
Review Guidelines for Developers    Review Criteria                                       Fully   Partially Not           ...
Review Guidelines for Peers  Review Criteria                                  Fully Partially Not Specific                ...
Review Guidelines for Users  Review Criteria                           Fully Partially Not Specific                       ...
ConclusionProposed review mechanism takes care of:  Content issues  Pedagogy issues  Presentation issues  Publication issu...
ThanksYour suggestions and comments      are most welcome   E-mail: pradeepmsr@yahoo.co.in
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Quality Assurance in OER based Courseware: A Tripartite Review Mechanism

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Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad

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Quality Assurance in OER based Courseware: A Tripartite Review Mechanism

  1. 1. Quality Assurance in OER based Courseware:A Tripartite Review Mechanism Dr. Prdaeep Kumar Misra, Associate Professor (Educational Technology), Department of B.Ed./M.Ed. , M.J.P. Rohilkhand University, Bareilly (U.P.)-243006 E-mail: pradeepmsr@yahoo.co.in
  2. 2. BackgroundThe number of OER based courseware isincreasing rapidly ( OECD , 2007).More OER repositories are built, and metadata ofexisting repositories are harvested by federatedrepositories to improve access to high numbers ofOER (Tzikopoulos, Manouselis and Vuorikari, 2007).There are literally millions of open educationresources currently available on the Internet.How can educators determine whether theresources are high quality? (Achieve, 2012).These observations raise an increasing need forquality assurance in OER based courseware.
  3. 3. OER based Courseware: QA Issues & InitiativesQuality is more or less associated with processand purpose of developing OER basedcourseware.Much is not known about who is actuallyproducing and developing OER ( Hylén , 2009).A number of people from different walks of life aredesigning and developing OER basedcourseware.People across the countries having differenteducational backgrounds are using OER basedcourseware to fulfill different educational needs.Only quality rich courseware will fulfill theeducational needs of varied group off learners.
  4. 4. Quality in Context of OER based CoursewareQuality is not an objective measure but inparticular a perceived value for stakeholders andtheir context.Quality can be applied in both a technical andpedagogical sense - and both are relevant.The quality of learning resources is usuallydetermined by using the lenses of (McGill, 2011): Accuracy Reputation of author/institution Standard of technical production Accessibility Fitness for purpose
  5. 5. Quality Assurance in OER based courseware [1/2] Quality assurance techniques that are applicable in behaviorist learning environments are not compatible in socio-constructivist one (Santally , 2011). Quality assurance needs to be an ongoing and iterative activity (Santally, 2011) . Most open developments start as a first draft -- the expression of an idea. Through repeated iterations and refinements, and collaboration from the [community] the quality of individual projects improve over time (WikiEducator, 2009.)
  6. 6. Quality Assurance in OER based Courseware [2/2]It is not the role of any one organization toperform quality assurance (QA) on OERs (OERAfrica, 2013).QA will occur as a result of: Self-assessment (individuals and institutions release resources of highest quality possible) Internal QA processes (institutions to QA their own resources before release) Rating systems (community-driven QA through ratings and comments within OER release platform Individual review (comments and suggestions made by individuals and institution)
  7. 7. Present ScenarioEfforts are taking place at different levels toensure quality in OER based courseware.Ongoing initiatives are mainly context andsituation specific.QA needed for vast majority of OER basedcourseware developed by different people fromdifferent institutions for different purposes. We have to evolve a simple mechanism forquality assurance in OER based courseware.
  8. 8. QA in OER based courseware: Tripartite Review MechanismThere are mainly three parties involved withquality assurance in OER based courseware: Developers Peers UsersA tripartite review mechanism is proposed.Proposed mechanism details about: Review criteria for all the three parties How to conduct the review How to publish review results
  9. 9. Review Guidelines for Developers Review Criteria Fully Partially Not met met met Target users visualized and specified Learning needs of targeted users customized Appropriate media chosen Interesting exercises included Instructional interactivity ensured Engaging learning environment created Courseware supports users to practice and learn new things Courseware provides good learning experiences The name of developer/developing agency is clearly visible
  10. 10. Review Guidelines for Peers Review Criteria Fully Partially Not Specific met met met Comments Courseware thoroughly designed Courseware is simple and interesting Courseware title clearly indicates about the content Easy to repurpose Proper licensing done Licensing is clearly visible Available format is easy to use Rating of Courseware: Very good courseware Good courseware Average courseware Needs modification Unacceptable for release
  11. 11. Review Guidelines for Users Review Criteria Fully Partially Not Specific met met met Comments Content is easily understandable Content is accurate and error free Content is sufficient Content is up to the level of learners Content is as per the needs of learners Courseware is easily downloadable Easy to work on Rating of Courseware: Very good resource for learning Good resource for learning Average resource for learning Difficult for learning purposes Very difficult for learning purposes
  12. 12. ConclusionProposed review mechanism takes care of: Content issues Pedagogy issues Presentation issues Publication issuesProposed mechanism is a suggestive one, onecan add dimensions to it as per the need andnature of QA.Takes care of the cost and sustainability aspects.This mechanism works on the communitysupported QA initiatives.
  13. 13. ThanksYour suggestions and comments are most welcome E-mail: pradeepmsr@yahoo.co.in

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