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QA schemes Marjan Miloshevic prof. d-r Suzana Loshkovska

QA schemes Marjan Miloshevic prof. d-r Suzana Loshkovska. Ohrid , 14.09.2013. OUTLINE. E-Learning – omnipresent paradigm. The issue of quality. The standard quality assurance (QA) procedures are not sufficient QA in e-learning is generally not a priority issue, even for QA agencies

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QA schemes Marjan Miloshevic prof. d-r Suzana Loshkovska

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  1. QA schemes Marjan Miloshevicprof. d-r Suzana Loshkovska Ohrid, 14.09.2013

  2. OUTLINE

  3. E-Learning – omnipresent paradigm http://www.badennet.org

  4. The issue of quality Thestandard quality assurance (QA) proceduresarenot sufficient QAin e-learning is generally not a priority issue, even for QA agencies Numerous international projects were conducted to form a comprehensive, yet usable framework for quality assurance of learning. Specialized organizations have developed their own benchmarking procedures and tools and established labels as brands http://www.badennet.org

  5. Quality of E-Learning – The Terms • There are several definitions of quality of e-learning, and each depends on its scope, objectives, focus and the methodology of the quality approach. • In this context, quality of e-learning is related to all: processes, products and services for learning, education and training supported by the use of information and communication technologies http://www.badennet.org

  6. QUALITY ASSURANCE IN HIGHER EDUCATION

  7. International Quality Schemas http://www.badennet.org

  8. eMM

  9. WB model – requirements

  10. Issues…

  11. Main question…

  12. The choice of the model for WB • The following models/frameworks are explored

  13. Selection of eMM

  14. Processes and their categoriesof eMM

  15. Learning: processes that directly impact on pedagogical aspects of DL

  16. Development: processes surrounding the creation and maintenance of DL resources

  17. Support: processes surrounding the support and operational management of DL

  18. Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle

  19. Organisation: processes associated with institutional planning and management

  20. Dimensions of processes

  21. The questionnaire

  22. The questionnaire

  23. The questionnaire (example) • Learning: • L1. Learning objectives guide the design and implementation of courses • L1.P1. Does course documentation include a clear statement of learning objectives? Are course workload expectations and assessment tasks consistent with course learning objectives?(not assessed / not adequate / partially adequate / largely adequate / fully adequate) • L1.P2. ....

  24. Practice http://www.educationcounts.govt.nz/publications/ict/58139

  25. Practice Petch, J et al (2007) “Piloting a Process Maturity Model as an e-Learning Benchmarking Method” The Electronic Journal of e-Learning Volume 5 Issue 1, pp 49 - 58, available online at www.ejel.org

  26. Thank you for your attention!

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