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Deliverable 2.2 : A conceptual model for ODL Quality processes
- Links to Elaborated Outputs and Working Documents -
- Full text of the Deliverable (1.3 MB PDF file) -
Abstract
This deliverable aimed to:
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Design a common model for an ODL Quality process, centred on the "life cycle" of the student within the training institution;
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Create an in-depth description of one sub-process on the production and delivery of pedagogical resources, and of one sub-process on student support
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Identify Quality criteria and indicators for each stage in the process (input, output, resources).
The first step was to identify the different sub-processes that are linked with quality from a global or institutional point of view. Eleven sub-processes were identified. As it was not possible to cover all eleven within the framework of the project, the partnership needed to choose a specific aspect upon which to focus. Following some discussion, we reached an agreement to analyze quality from a process perspective rather than from an organization perspective. In our work, we mainly considered the 'teaching - learning sequence'.
Our decision to focus on the 2 sub-processes as put forward in the proposal was supported by the partners. The main reasons for our choice were the following:
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When taking a student centred perspective, the student support dimension becomes essential.
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The perceived quality for the user is linked directly to these processes.
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The two chosen processes exist in any ODL learning and teaching activity.
A short description of the 2 selected sub-processes is given below:
a) Production and delivery of pedagogical resources
This sub-process is composed of:
Material design
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To adapt a program, course or any learning object to the potential target of the training action and furthermore, to each specific class or cohort that year after year will be trained. Taking as a starting point the stated policies, models, minimum curricula, guidelines and so on belonging to the individual provider.
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To develop the two levels of program adaptation and instructional design. The first level of adaptation represents the objectives, contents and even methodologies and learning activities that will be integrated in the learning materials (design, edition and production of learning materials). The second level implies that the subject or course is adapted by taking into account the characteristics of a certain group. As such, the transfer and application order is positioned on a timeline.
Material development
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To coordinate tutors and other individuals involved.
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To identify resources required from the library.
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To define the evaluation process.
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To address managerial aspects. There are several managerial aspects that are of considerable importance. These include ensuring that students have access to training resources, or have been assigned to an appropriate tutor, that all participants have received the learning material etc.
b) Student support
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To resolve any ambiguities or unclear procedures
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To personalise the learning process
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To develop an efficient tutoring support mechanism
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To offer administrative support (certification, student payments, customer service…)
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To offer technical support to guarantee that all students can work appropriately with the e-learning applications provided.
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