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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 / ISCAP
                                      Polytechnic of Porto - eIPP / ESTGF - CIICESI
                                      pperes@iscap.ipp.pt, {llima, vlima}@estgf.ipp.pt
Lisboa - 17 a 19 de Abril de 2013
IV Congreso Internacional sobre Calidad y
         Accesibilidad de la Formación Virtual
                                (CAFVIR 2013)

e-Learning has
become
widely used




                                       Quality???
Quality Evaluation Models
1. ECBCheck - EFQUEL
                       European Foundation for Quality in e-Learning

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

                                                                               Quality Evaluation Models
   Target
  Audience       • B- Target Group Orientation

  Quality of
                 • C - Quality of the Contents
  Contents

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


Media Design     • E - Media Design


 Technology      • F - Technology

Evaluation and
                 • G - Evaluation & Review
    Review                                                          http://efquel.org/
2. SEEQUEL
                 Sustainable Environment for the Evaluation of Quality in e-learning

 Institutional
   Aspects        • C - Learning Contexts

                                                                                               Quality Evaluation Models
   Target
  Audience        • C - Learning Contexts

  Quality of
                   • A – Learning Resources
  Contents

 Program and
                  • B – Learning Process
course Design


Media Design      • A – Learning Resources


 Technology        • A – Learning Resources

Evaluation and
                                              http://www.menon.org/wp-content/uploads/2012/11/SEEQUEL-eLearners-user-guide1.pdf
    Review
3. E-xcellence
 Institutional
   Aspects       • A – Strategic Management


   Target                                                                         Quality Evaluation Models
  Audience       • E – Staff support

  Quality of
  Contents

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


Media Design     • A – Learning Resources


 Technology      • D – Course Delivery

Evaluation and                                                     http://e-xcellencelabel.eadtu.eu/
    Review
4. IHEP – Quality on the Line
                      Institute for Higher Education Policy

 Institutional
   Aspects       • A – Institutional Support; F – Faculty Support

                                                                                         Quality Evaluation Models
   Target
  Audience       • E – Staff support

  Quality of
  Contents

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

Media Design


 Technology


Evaluation and
                 • G – Evaluation and Assessment
    Review
                                                     http://www.ihep.org/assets/files/publications/m-r/QualityOnTheLine.pdf
5. QM – Quality Matters
 Institutional
   Aspects       • A – Course Overview and Introduction


   Target                                                                      Quality Evaluation Models
  Audience

  Quality of     • D – Instructional Materials
  Contents

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

Media Design


 Technology      • F – Course Technology; H - Accessibility

Evaluation and
    Review                                                      http://www.qmprogram.org/about
6. ODLQC
                              Open & Distance Learning Quality Council

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

                                                                           Quality Evaluation Models
   Target
  Audience

  Quality of     • B - Resources
  Contents

 Program and
                 • A – Outcomes; C - Support
course Design


Media Design


 Technology                                                                     http://odlqc.org.uk/

Evaluation and
    Review
Evaluation online courses: Framework
 Institutional
   Aspects

   Target
  Audience          Learning
                    Methods       Curriculum


  Quality of
  Contents

                   Motivation      Learner     Learning
 Program and                       Center      Process &
course Design     Participation   Activities    Tutoring


Media Design

                    Learning      Learning     Assessement
                   Objectives     Materials       & Test
 Technology


Evaluation and
    Review
Program and
course Design
                              A. Learning Methods

  Learning
  Methods       Curriculum
                                                                                 Quality Evaluation Models


                  Learner       Learning
                                              • Blended Methods
Motivation
                  Center        Process &
Participation    Activities      Tutoring     • Standards for reuse development, design and delivery

                                              • Faculty teams with peer review process.
  Learning       Learning       Assessement
 Objectives      Materials         & Test



  • Revisions of learning outcomes

  • Provide students with clear picture of what will be involved
Program and
course Design
                B. Motivation/Participation

  Learning
  Methods       Curriculum
                                                                             Quality Evaluation Models



 Motivation      Learner      Learning
Participation    Center       Process &     • Self-motivation and commitment to learn at distance
                Activities     Tutoring

                                            • Learning methodology should motivate learners
  Learning      Learning     Assessment &
  Objetives     Materials        Test
Program and
course Design
                         C. Learning Objectives

  Learning
  Methods        Curriculum
                                                                                Quality Evaluation Models


                  Learner       Learning
 Motivation
                  Center        Process &
                                             • Learning outcomes should be clearly defined and aligned
Participation
                 Activities      Tutoring      with course objectives

                                             • Objectives are measurable and written from the students’
   Learning      Learning     Assessment &     perspective
  Objectives     Materials        Test
                                             • Reason for each component in b-learning

• 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
Program and
course Design
                                       D. Curriculum

  Learning
  Methods          Curriculum
                                                                                            Quality Evaluation Models



 Motivation         Learner          Learning      • Self-contained segments (modules)
Participation       Center           Process &
                   Activities         Tutoring
                                                   • The modules should be aligned with learning objectives

                                                   • Logical sequence, progressively on each other module
  Learning          Learning       Assessment &
 Objectives         Materials          Test
                                                   • Lengths determined by the complexity of the LO

                                                   • Clear understanding of all components and structure of the course

                                                   • The contribution of e-learning components
 • Well-organized and easy to navigate

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

 • All information (e.g written)
Program and
 course Design
                    E. Learner Center Activities

    Learning
    Methods         Curriculum
                                                                                        Quality Evaluation Models


                     Learner      Learning        • Development of competencies
   Motivation
  Participation      Center       Process &
                    Activities     Tutoring
                                                  • Multiple activities

                                                  • Social and collaborative activities
    Learning        Learning     Assessment &
   Objectives       Materials        Test
                                                  • Relevant to professional practice


• Active learning and interaction clearly articulated

• Consistent structure and face learning styles

• Time to develop

• Accessibility
Program and
course Design
                             F. Learning Materials

  Learning
  Methods       Curriculum
                                                                                    Quality Evaluation Models

                                              • Elements to guide learners in achieving the learning objectives
 Motivation      Learner        Learning
Participation    Center         Process &
                Activities       Tutoring     • Library resources

                                              • Supplemental course information
  Learning       Learning      Assessment &
 Objectives      Materials         Test       • Students should be provided with hands-on training and
                                                information


• Glossary

• Distinction between compulsory and recommended materials

• The bibliography should be commented

• Periodically reviewed
Program and
course Design
                G. Learning Process & Tutoring

  Learning
  Methods        Curriculum
                                                                               Quality Evaluation Models
                                             • Tutor should provide guidance

 Motivation       Learner
                  Center
                               Learning
                               Process &
                                             • Feedback
Participation
                 Activities     Tutoring
                                             • Tutors knowledge

  Learning       Learning     Assessment &   • Predefined tutoring skills
 Objectives      Materials        Test
                                             • Learning pace
 • Timeframe

 • Interaction and communication

 • Learning Styles

 • Different perspectives

 • Methods of effective research, including assessment of resource validity
Program and
 course Design
                               H. Assessment & Test

   Learning
   Methods        Curriculum
                                                                                      Quality Evaluation Models
                                                • Formative and summative

 Motivation        Learner         Learning     • Clearly formulated and adequately explained to learners
 Participatio      Center          Process &
      n           Activities        Tutoring
                                                • Regular analytical feedback

                                                • Timely and appropriate activities to assess
    Learning      Learning       Assessment &
   Objectives     Materials          Test
                                                • Mechanism to identify low performance

• 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.
IV Congreso Internacional sobre Calidad y
              Accesibilidad de la Formación Virtual
                                     (CAFVIR 2013)

 Program and
course Design



Learning methods
Motivation/Participation
Learning Objectives
Curriculum
Learner Center Activities and collaborative learning
Learning Materials
Learning process and eTutoring
Assessment & Test
IV Congreso Internacional sobre Calidad y
                      Accesibilidad de la Formación Virtual
                                             (CAFVIR 2013)
 Institutional
   Aspects

   Target
  Audience                       Learning
                                 Methods       Curriculum


  Quality of
  Contents

                                Motivation      Learner     Learning
 Program and                                    Center      Process &
course Design                  Participation   Activities    Tutoring


Media Design

                                 Learning      Learning     Assessement
                                Objectives     Materials       & Test
 Technology


Evaluation and
    Review
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 / ISCAP
                                      Polytechnic of Porto - eIPP / ESTGF - CIICESI
                                      pperes@iscap.ipp.pt, {llima, vlima}@estgf.ipp.pt
Lisboa - 17 a 19 de Abril de 2013

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Cafvir2013

  • 1. 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 / ISCAP Polytechnic of Porto - eIPP / ESTGF - CIICESI pperes@iscap.ipp.pt, {llima, vlima}@estgf.ipp.pt Lisboa - 17 a 19 de Abril de 2013
  • 2. IV Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual (CAFVIR 2013) e-Learning has become widely used Quality???
  • 4. 1. ECBCheck - EFQUEL European Foundation for Quality in e-Learning Institutional • A – General description, Objectives of the programme; Aspects Organizational and technical requirements Quality Evaluation Models Target Audience • B- Target Group Orientation Quality of • C - Quality of the Contents Contents Program and • D – Learning Design and Methodology; Motivation/Participation; Learning Materials; course Design eTutoring; Collaborative Learning; Assignments & Learning Progress; Assessment & Test Media Design • E - Media Design Technology • F - Technology Evaluation and • G - Evaluation & Review Review http://efquel.org/
  • 5. 2. SEEQUEL Sustainable Environment for the Evaluation of Quality in e-learning Institutional Aspects • C - Learning Contexts Quality Evaluation Models Target Audience • C - Learning Contexts Quality of • A – Learning Resources Contents Program and • B – Learning Process course Design Media Design • A – Learning Resources Technology • A – Learning Resources Evaluation and http://www.menon.org/wp-content/uploads/2012/11/SEEQUEL-eLearners-user-guide1.pdf Review
  • 6. 3. E-xcellence Institutional Aspects • A – Strategic Management Target Quality Evaluation Models Audience • E – Staff support Quality of Contents Program and • B – Curriculum Design; C- Course Design; F – Student Support course Design Media Design • A – Learning Resources Technology • D – Course Delivery Evaluation and http://e-xcellencelabel.eadtu.eu/ Review
  • 7. 4. IHEP – Quality on the Line Institute for Higher Education Policy Institutional Aspects • A – Institutional Support; F – Faculty Support Quality Evaluation Models Target Audience • E – Staff support Quality of Contents Program and • B – Course Development; C- Teaching/Learning Process; D – Course Structure; E- course Design Student support Media Design Technology Evaluation and • G – Evaluation and Assessment Review http://www.ihep.org/assets/files/publications/m-r/QualityOnTheLine.pdf
  • 8. 5. QM – Quality Matters Institutional Aspects • A – Course Overview and Introduction Target Quality Evaluation Models Audience Quality of • D – Instructional Materials Contents Program and • B – Learning Objectives; C – Assessment and measurements, E – Learners Interactions course Design and engagement; G – Learners Support Media Design Technology • F – Course Technology; H - Accessibility Evaluation and Review http://www.qmprogram.org/about
  • 9. 6. ODLQC Open & Distance Learning Quality Council Institutional Aspects • D – Selling; E- Provider; F – Collaborative provision Quality Evaluation Models Target Audience Quality of • B - Resources Contents Program and • A – Outcomes; C - Support course Design Media Design Technology http://odlqc.org.uk/ Evaluation and Review
  • 10. Evaluation online courses: Framework Institutional Aspects Target Audience Learning Methods Curriculum Quality of Contents Motivation Learner Learning Program and Center Process & course Design Participation Activities Tutoring Media Design Learning Learning Assessement Objectives Materials & Test Technology Evaluation and Review
  • 11. Program and course Design A. Learning Methods Learning Methods Curriculum Quality Evaluation Models Learner Learning • Blended Methods Motivation Center Process & Participation Activities Tutoring • Standards for reuse development, design and delivery • Faculty teams with peer review process. Learning Learning Assessement Objectives Materials & Test • Revisions of learning outcomes • Provide students with clear picture of what will be involved
  • 12. Program and course Design B. Motivation/Participation Learning Methods Curriculum Quality Evaluation Models Motivation Learner Learning Participation Center Process & • Self-motivation and commitment to learn at distance Activities Tutoring • Learning methodology should motivate learners Learning Learning Assessment & Objetives Materials Test
  • 13. Program and course Design C. Learning Objectives Learning Methods Curriculum Quality Evaluation Models Learner Learning Motivation Center Process & • Learning outcomes should be clearly defined and aligned Participation Activities Tutoring with course objectives • Objectives are measurable and written from the students’ Learning Learning Assessment & perspective Objectives Materials Test • Reason for each component in b-learning • 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
  • 14. Program and course Design D. Curriculum Learning Methods Curriculum Quality Evaluation Models Motivation Learner Learning • Self-contained segments (modules) Participation Center Process & Activities Tutoring • The modules should be aligned with learning objectives • Logical sequence, progressively on each other module Learning Learning Assessment & Objectives Materials Test • Lengths determined by the complexity of the LO • Clear understanding of all components and structure of the course • The contribution of e-learning components • Well-organized and easy to navigate • Personalization for individual learning styles and a flexible path for the learner • All information (e.g written)
  • 15. Program and course Design E. Learner Center Activities Learning Methods Curriculum Quality Evaluation Models Learner Learning • Development of competencies Motivation Participation Center Process & Activities Tutoring • Multiple activities • Social and collaborative activities Learning Learning Assessment & Objectives Materials Test • Relevant to professional practice • Active learning and interaction clearly articulated • Consistent structure and face learning styles • Time to develop • Accessibility
  • 16. Program and course Design F. Learning Materials Learning Methods Curriculum Quality Evaluation Models • Elements to guide learners in achieving the learning objectives Motivation Learner Learning Participation Center Process & Activities Tutoring • Library resources • Supplemental course information Learning Learning Assessment & Objectives Materials Test • Students should be provided with hands-on training and information • Glossary • Distinction between compulsory and recommended materials • The bibliography should be commented • Periodically reviewed
  • 17. Program and course Design G. Learning Process & Tutoring Learning Methods Curriculum Quality Evaluation Models • Tutor should provide guidance Motivation Learner Center Learning Process & • Feedback Participation Activities Tutoring • Tutors knowledge Learning Learning Assessment & • Predefined tutoring skills Objectives Materials Test • Learning pace • Timeframe • Interaction and communication • Learning Styles • Different perspectives • Methods of effective research, including assessment of resource validity
  • 18. Program and course Design H. Assessment & Test Learning Methods Curriculum Quality Evaluation Models • Formative and summative Motivation Learner Learning • Clearly formulated and adequately explained to learners Participatio Center Process & n Activities Tutoring • Regular analytical feedback • Timely and appropriate activities to assess Learning Learning Assessment & Objectives Materials Test • Mechanism to identify low performance • 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.
  • 19. IV Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual (CAFVIR 2013) Program and course Design Learning methods Motivation/Participation Learning Objectives Curriculum Learner Center Activities and collaborative learning Learning Materials Learning process and eTutoring Assessment & Test
  • 20. IV Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual (CAFVIR 2013) Institutional Aspects Target Audience Learning Methods Curriculum Quality of Contents Motivation Learner Learning Program and Center Process & course Design Participation Activities Tutoring Media Design Learning Learning Assessement Objectives Materials & Test Technology Evaluation and Review
  • 21. 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 / ISCAP Polytechnic of Porto - eIPP / ESTGF - CIICESI pperes@iscap.ipp.pt, {llima, vlima}@estgf.ipp.pt Lisboa - 17 a 19 de Abril de 2013