A Paper on Practices of Quality Assurance in Open and Distance Learning: A Case of the

Centre for Open and Distance Learning (CODL)

Presented at the 3rd International Conference of AVU

ByMr.J.O.OdumbeDirector CODL&Dr. Charles WafulaCoordinator CODL

Outline of the presentation

1. Introduction2. Design and Implementation of the practice

of Quality Assurance3. Outcomes of the practice4. Lessons learnt5. Conclusion

Introduction

This paper examines the Quality Assurance System at the Centre for Open and Distance Learning for courseware development

Its purpose is to ensure production of courseware that meet the set standards of effective self instructional materials for learners

Quality assurance system at the Centre is practiced throughout the process of courseware development

Design and Implementation of the practice of Quality Assurance CODL has mandatory provision for QA for the

courseware development Centre’s Quality Assurance is integrated in the

University Quality Management System (QMS) Key players in quality assurance practice at the Centre

involve instructional designers, writers, reviewers, editors, word processors and learners

There is financial provision for all players involved in QA It involves benchmarking with best practices

Instructional Designer’s role in QA

Facilitates analysis of the learners characteristics and their implication to courseware development

Analyses the learning environment Gives orientation and application of

communication and learning theories Provides the design for developing

courseware Monitors application of the design by

courseware developers Facilitates Evaluation, Pretesting or piloting

and use of feedback

Writers’ role as QA players

Has to be a subject expert nominated by Head of Department

Preference to persons with teaching experience in the course

Given orientation on pedagogical techniques for developing self instructional materials

Application of the characteristics of effective self instructional materials from best practices

There is provision to serve as peer reviewer

Reviewer as a player in QA

Use of subject experts to review the draft Reviewers orientation on key content

concerns in relation to expected learning outcomes

Treatment of the content in relation to the syllabus

Checking content in relation to the discipline demands

Centre has a guide for reviewer’s concerns/guide

Editorial work as QA playerGrammatical use of language contributes to quality of courseware therefore editor checks: On language presentation for ease of communication Content load/density Punctuations Adequacy on explanation of concepts Clarity of expression of ideas and concepts Logical sequence and grammar On formatting

Pretesting or Piloting as QA Mechanism

Piloting is testing for suitability of the courseware for target group-fitness for purpose

Visual elements : General format and layout. Illustrations, Heading schemes. Use of symbols. Bullets and boxes. Length of lectures and module.

Pretesting or Piloting as QA Mechanism contd… For verbal elements the following are

includedReadability.Explanation of concepts.Sequence of content from known to

unknown.Understanding of objectives and

outcomes.Matching text to objectives and outcomes.Activities provided in terms of meaning

and level.Examples and other relevant ideas.Adequacy and clarity of feed back

Outcomes of QA practices

Modules produced by the Centre in collaboration with internal Faculties are capable of teaching .

Courseware produced are effective as evidenced by comparative pass rate and level with conventional teaching

Students prefer modules to text books as academic resources

The demand of the modules by internal students is an indication of their quality

The module structures and presentation have been adopted by lecturers in their lectures presentations

Lessons learnt

Supporting training with examples of self instructional material helps writers in adopting strategies

Unpacking the syllabus improves lecturers’ understanding of their course description

Learners in internal Faculties appreciate self instructional materials

Conclusions

Quality assurance is an important integral part of courseware development

Quality assurance practices at the Centre work

Many sister institutions we collaborate with have adopted our strategies as best practice

Performance of odel students compare well with internal students due to quality instructional materials

Further Reading

1. Breunan J. & Shah, T. (Eds) 2000: Managing Quality in Higher Education. Milton Keynes OECD SRHE & Open University Press.

2. Commonwealth of Learning: Creating Learning Materials for open and distance learning: A Handbook for Authors and Instructional Designers

3. Lockwood (eds 1994): Materials Production in Open and Distance Learning. London:Paul Chapman Publishing Limited.

4. Tait.A (1997) Quality Assurance in Higher Education: Selected Case Studies. Commonwealth of Learning. Vancouver B.C.

End of my presentation

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