- TD5 (currently): Has a representative sample of students tested the eLearning materials and any necessary modifications been made?
Add the following to TD5:
- how easy to use to students find the online materials?
- how effective is the design of the online course (paper) for learning - TD13 (currently): Does the teacher evaluate the eLearning during their course to identify its effectiveness and how to improve it?
Bronwyn suggests rewriting TT13 to:
"What criteria can be used during the (design and) development of an eLearning course to guide best practice?
- do different personnel involved in the development phase have different perspectives?" Evaluators may include: SME, eLearning Advisor, Instructional Designer, Technical Expert, Curriculum & Academic Services (CAS).
A couple of thoughts where I would appreciate some feedback:
- What are the minimum acceptable standards for best practice! Who sets them? How?
- Would authority need to be given before the release of an eLearning course at our institution?
My draft Evaluation Plan will be available to view on Google documents once I learn how to do it!
Looking good Kay. I really like the sub-questions and re-written guideline. Now: What criteria can be used during the (design and) development of an eLearning course to guide best practice?
ReplyDeleteThis will give you the scope you need for the guide you are introducing to promote quality and best practice in eLearning. I will attempt to answer your questions below:
1. What are the minimum acceptable standards for best practice! Who sets them? How?
The eLearning Guidelines were brought in for this reason - however they are a work in action - you could pick some more of these to head each section of your criteria and/or use another type of rubric. You can merge several criteria as each organisation has their own priorities.
2. Would authority need to be given before the release of an eLearning course at our institution?
Generally academic Boards at each institution have to approve a change of delivery mode. In some cases it requires a curriculum overhaul and redesign of a course or programme - in other cases it may be quite minor. It is best to ask your Academic manager or whatever they are called at your organisation.
In my opinion, it is a great chance for working with an educational designer to get an optimal approach to learning introduced.
At otago Polytechnic, when we introduce more flexibility into courses and programmes, there is an academic process which academic staff are ssked to follow. They work with an educational designer to examine how content, assessment, communication and technologies can all be integrated to improve flexibility based on the learners' needs and the learning outcomes.