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Copy of Eval Workshop
Transcript of Copy of Eval Workshop
concepts of Quality
QS feedback & update
* external body?
* employer / other stakeholders?
Using rubrics to evaluate
quality in learning designs
Quality Matters rubric
Sloan online rubric
evaluation is like investigating
a very large cave with a
very small torch
(Ehrmann, Flashlight Evaluation Handbook, 1999)
* Robinson (1994) defined quality assurance as::
‘a set of activities that an organisation undertakes to ensure that standards are specified and reached consistently for a product or service.'
To evaluate or not to evaluate?
Can provide a once only opportunity to integrate
pedagogy & technology into the teaching & learning process
“... According to Pombo (2012), evaluation is a process:
‘that involves the comparison between a real situation & what is expected guided by theoretical referential...’
Modes of delivery - The combination of traditional learning with web-based online approaches
Technology - The combination of media and tools (technologies) employed
Pedagogy - The combination of a number of pedagogic approaches irrespective of learning technology use
Chronology - Synchronous and asynchronous approaches
Blended learning permutations
Welcome to TANZ Quality standards
BLeR Summary Sheet given to tutors
BLeR Page 2
BleR page 3
BLeR Page 4
Evaluation rubrics aim to...
* continual feedback & modification essential
* difficulty in maintaining integrity of the rubric
* * can encourage team approach to course dev. & enabled wider community of interest in learning & 'quality'
* provides a quality 'target' or baseline for further improvement
What should be evaluated?
Observations from practice 1
* Relatively little effort/time to use well constructed rubric
* Effective way to provide a pedagogical framework
* Operates as a guide for course development
* Provides an overview of good & bad practice
Try out the QS
An evaluation framework for eLearning
But: Rubrics also need to be supported by:-
of for learning
1 an integrated approach to build effective eLearning
2 a comprehensive & cohesive eLearning institutional strategy
The toolkit & Quality standards
BLeR Page 1
Evaluating course design
existing e-Learning rubrics
Observations from practice 2
(Oliver and Trigwell, 2005; Sharpe et al., 2006)
Evaluator Workshhop @ NMIT
June 17-18 | 2013 | Nelson
* To finalise refine the TANZ Quality Standards (QS)
* To agree on QS acceptance criteria
* To agree on an acceptable QA evaluation process, including associated forms / templates
* To develop a QS User Guide
* Participants will contribute to finalising the TANZ QS in addition to gaining experience in applying these standards.
* It is expected that by the end of the workshop participants will be able to evaluate online courses using the updated TANZ quality standards.
* pedagogy ....
Course design rubrics are designed to ask...
What does a quality course look like?
* Place learning design at the centre of instruction
* Allow for a range of established learning theories e.g Biggs
* Reference the local context
* Be supported by empirical-based research literature
* Emphasise learning ahead of technology (?)
* Be adaptable to support a range of individual and institutional needs ie Connect with any existing [flexible] learning strategy
* promote consistency across courses & programmes
* be sustainable (easy to use, efficient)
thank you for listening to....
Flexible Learning Team
QA review process
* QUALITY ASSURANCE can be used to refer to
1 a very specific and clearly defined process
and at other times is used quite loosely to refer to
2 any efforts towards improvement of a course, programme or institution.
Rubrics broadly attempt to cover the following (though not many do)
* These are in effect, the critical domains that can be used to inform quality standards
But not - How does a course work in practice?
* More than 1 evaluator should be involved in review
Discuss the following
* Quality Assurance
1 first in general terms
2 then how they relate to education and learning design :
2 main approaches used in higher ed. to assess quality in eLearning (Barnett, 2007)
* extrinsic or objective characteristic of an activity - measurable
QI Strategy = uses benchmarking & best practice codes
Discuss what you consider 'quality' means personally and then in an educational context
NB QM course review model favours faculty participation over course designers
** developmental or intrinsic concerned with the educ. experience
- uses qualitative data around T & L activities
QI Strategy = Quality stds & rubrics used as part of course review process
In educ. = a process whereby we seek evidence that the learning experiences we have designed is effective
Difficult to define! Subjective & personal
“Quality learning occurs when there is alignment between the
learning activities, and
assessments of a course” GIHE (2010)
"..continuous improvement in the search for excellence" (Fresen, 2005)
Meanings of Quality
Entwhistle’s (2002) conceptual framework of student learning
What needs to be evaluated?