DARIAH Reference Curriculum WP5 Quality Assurance D17 Report on Quality Assurance (original) (raw)
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Designers have a limited selection of K-12 online course creation standards to choose from that are not blocked behind proprietary or pay walls. For numerous institutions and states, the use of the iNACOL National Standards for Quality Online Courses is becoming a widely used resource. This article presents the final phase in a three-part study to test the validity and reliability of the iNACOL standards specifically to online course design. Phase three was a field test of the revised rubric based on the iNACOL standards against current K-12 online courses. While the results show a strong exact match percentage, there is more work to be done with the revised rubric. Résumé : Les concepteurs ont une sélection limitée des normes K-12 de création de cours en ligne à choisir qui ne sont pas bloqués derrière des propriétés exclusives ou des péages informatiques. Pour de nombreuses institutions et états, l'utilisation des Normes nationales pour les cours en ligne de qualité iNACOL devient une ressource largement utilisée. Cet article présente la phase finale d'une étude en trois parties pour tester la validité et la fiabilité des normes iNACOL spécifiquement liées à la conception de cours en ligne. La phase trois était une mise à l'essai sur le terrain de la rubrique révisée établie en fonction des normes iNACOL par rapport aux cours en ligne K-12 actuels. Bien que les résultats montrent un fort pourcentage de correspondance exacte, il y a plus de travail à faire avec la rubrique révisée.
Forward-oriented designing for learning as a means to achieve educational quality
British Journal of Educational Technology, 2015
In this paper, we reflect on how Design for Learning can create the basis for a culture of educational quality. We explore the process of Design for Learning within a blended, undergraduate university course through a teacher-led inquiry approach, aiming at showing the connections between the process of Design for Learning and academic staff/student reflections on educational quality. As emerges from the evidence collected, forward-oriented designwhich is Design for Learning as iterative and participatory practice (Dimitriadis & Goodyear, 2013)-supports meta-learning on the practices and values of educational quality. We introduce in depth the two main constructs adopted in our work-Design for Learning and educational quality-in order to understand the ongoing debate in these two separate (but convergent) areas of research. The four phases (design for configuration, design for orchestration, design for reflection, design for redesign) show the impact of design on educational quality reflections and practices. Alongside the process of Design for Learning, the data is collected and analyzed adopting different methods that enable the researchers to better understand the diverse perspectives of staff and students. We conclude that Design for Learning can be deemed a mediational instrument to explore methods of transforming existing educational situations into desired situations, linking the vision of educational quality with concrete practices of the teacher and students' daily activities.