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E-learning quality assurance standards, organizations and research

I am surprised how often academic colleagues argue that there are no quality standards for e-learning. Well, hello, I’m sorry, but there are and some of them are damned good. However, I was surprised to find while doing some research for a client that there is no single source where one can go to compare different quality standards for e-learning. So I’m starting a list here, and would appreciate it if readers could direct me to ones that I may have missed. (For more detailed information on some of these, see comments below). Canada Barker, K. (2002) Canadian Recommended E-learning Guidelines (CanREGs) Vancouver BC: FuturEd/CACE (also available in French) Barker, K. (2001) Creating quality guidelines for online education and training: consultation workbook Vancouver BC: Canadian Association for Community Education BC Ministry of Education (2010) Standards for K-12 Distributed Learning in British Columbia v3.0 Victoria BC: BC Ministry of Education Europe Sweden New Zealand Marshall, S. (2006). Related:  Instructional DesignLearning & teaching for academic librarians

10 Tips to Help You Get Started I get lots of questions from those who are just getting started with rapid elearning. They want to know what they can do to build good elearning. In today’s post I’d like to offer a few tips to those of you who have the same question with links to some books and previous posts. 1. You are where you are. When I first pick up a video camera, I don’t expect to create Hollywood movies. Good books to get started: 2. It never fails that when I show people a few tricks in PowerPoint that they’ll say they never knew that was possible. The more you know about the tools you have the better you’ll be at building courses. Learn more: If you’re an Articulate user, there are two good books and the user community with hundreds of tutorials and thousands of active members. 3. I hear so many complaints about boring click-and-read elearning. What they complain about isn’t that the course is linear or click-and-read. The 3 Essential Questions Every Learner Wants Answered 4. Learning is a complex process. 5.

The Core Rules of Netiquette -- Excerpted from Netiquette by Virginia Shea -- The Core Rules of Netiquette are excerpted from the book Netiquette by Virginia Shea. Click on each rule for elaboration. Introduction Rule 1: Remember the Human Rule 2: Adhere to the same standards of behavior online that you follow in real life Rule 3: Know where you are in cyberspace Rule 4: Respect other people's time and bandwidth Rule 5: Make yourself look good online Rule 6: Share expert knowledge Rule 7: Help keep flame wars under control Rule 8: Respect other people's privacy Rule 9: Don't abuse your power Rule 10: Be forgiving of other people's mistakes Next page ...Previous page ...Core Rules ...Netiquette Contents

VLE evolving – DLE, ILE, VILE, IDLE, FIDDLE and PIDDLE The concept of the VLE is evolving or being replaced. It makes sense to some to rename the VLE to demonstrate how the VLE is evolving and how it is been used. The Devolved Learning Environment DLE is a way of taking a VLE and devolving it to the learners who then have more control over the environment, how they use the environment and what they use the environment for. Devolving the learning environment empowers the learner and allows them to take more control over their learning within an institutionally provided learning environment. This is of course different to a PLE, a Personal Learning Environment would not be provided by the institution, whereas the DLE would be. In a VLE such as Moodle devolving the LE to a DLE can be done easily with roles. The Virtualised Individualised Learning Environment VILE is a variation of the ILE. So is your VLE evolving into a PIDDLE?

How To Increase Learning Transfer SumoMe When you are about to get surgery or your airplane is preparing for take off, don’t you desperately hope the surgeon or pilot had training that transfers to the real world? With that same passion, we should try to ensure the training we design and develop is transferable to the workplace or to authentic life situations. Learning transfer refers to acquiring knowledge or skills in one context that enhances a person’s performance in another context. According to educational researchers, a person must be sufficiently engaged in a learning experience in order to correct, modify and refine his or her existing knowledge structures to promote transfer of learning. 1. Reflection strategies encourage people to expand on what they are learning and to identify where they have deficiencies in order to correct them. To implement this approach, instruct learners to study in a meaningful way so they monitor their comprehension of the content. 2. 3. 4. 5. Conclusion References: Colin, Kaija.

The following website provides a summary of How To Brain Sync With A Subject Matter Expert: The Learning Coach SumoMe Short of performing a science fiction mind-meld, how can you efficiently transfer content from the brain of a subject matter expert (SME) into a form you can use? In case you’re new at this, instructional designers often interview subject matter experts to access their stream of knowledge. The Brain of a SME Working with a SME is unique, because by definition, this individual is an expert and most likely, you are a novice. You can think of working with a SME in three phases: Preparation, Interview and Follow-up. Phase 1: The Prep Work At all costs, don’t walk into a meeting with a SME knowing nothing about the subject. Request documentation and resources prior to the interview. Phase 2: The Interview Phase 3: Follow-up If your head is not exploding by the end of the interview, something probably went wrong. Download: SME Content Collection Form

Continuing Education - Lifelong Learning Market Predictions for 2012 To wrap up 2011 and tee things up for 2012, I reached out to a number of colleagues at associations, learning technology firms, and other consulting firms across the sector to get their predictions (things they think will happen) and wishes (things they think ought to happen) in association education in 2012. In the first part of what follows, I have tried to weave all of the input into a cohesive narrative that spans five major themes: Following this narrative, I provide the full input from each person who participated. There is a great deal of good insight here – all of which merits careful consideration if not action. I encourage you to share this and discuss it with colleagues at your organization. Many thanks to everyone who took the time to provide input. Jeff Competition Keeps Driving Change I’ll start with one that I think most associations will have no trouble buying into: competition will continue to increase. Social Learning Goes Mainstream… …and Mobile Finds Its Mojo (Maybe)

Alamo A La Mode Alamo A La Mode March 14th, 2011 at 05:03 I always liked twitter as a social network, mostly because unlike facebook or myspace, it seemed ad-free, and never seemed to want to eat all of your data like an over stimulated census taker. Being ad free – and apparently sans business model – it also felt a little bit like a public service. Twitter was a system designed to facilitate random communications and free international messaging without asking anything from you at all. On Friday however, Twitter decided to change. These silos, often the University repository or some such institutional system, are railed against for their fixed nature, difficulty of use and lack of services for building around. Twitter is “commercialising”, it isn’t lifting up a drawbridge, merely giving itself border controls whereas before it was happy with user freedoms. As no real alternative exists to twitter, it seems unlikely that this change will affect it’s user base. Or do they? cczpl

Assessments Marcia Conner Assessments I developed the following assessments for various books and organizations. Many were originally published in Learn More Now (Wiley, 2004), which also contains assessments on observation and collaboration styles. Learning Styles Assessment This easy to use inventory can help you assess your own approach to learning and how you take in information. Motivation Styles Assessment This straightforward assessment can help you determine what drives you to action and what’s the reason behind why you want to learn. Direction Style Assessment This short checklist can help you identify if you prefer to learn from the big-picture or in a more detailed way. Engagement Style Assessment This simple quiz can help you determine how you prefer to engage with others when you learn. From Creating a Learning Culture: Strategy, Technology, and Practice (Cambridge University Press, 2004) I developed this assessment for the Online University Consortium photo credit: Joan M.Mas, Communication

Global Online Universities Consortium Instructional Design Models Instructional Design Models Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. -Martin Ryder Some Basics What is design? See also... The Models: Comparitive Summaries