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29/11/2012- Quality Assurance of e-content- Indian Perspective, a presentation by Dr. Sanjaya Mishra in Workshop on Instructional Design for e content Development during the session on Benchmarking, standards and quality assurance of e-content: UK and Indian perspective and the workshop is organised by IGNOU and British Council.
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Commonwealth Educational Media Centre for Asia
Quality Assurance of e-ContentIndian Perspective
by Sanjaya Mishra
The Context
Enabling EnvironmenteLearning ScenarioQuality Assurance MechanismsEducation and Training
Opportunities
Enabling Environment
National IT Task-Force Recommendation (1998)
National Mission on Education through ICT (2009)
eLearning Scenario
NetVarsity, 1996 IGNOU, 1999 Tamil Virtual
University, 2000 IIM, Bangalore
2002/3 NPTEL, 2007 NMEICT, 2009NO specific data available on overall eLearning scenario, including nature of courses, students enrolment, gender profile of students, access issues, etc.
R & D for Online Learning
Instructional design model for Web environment
A generic model of ID – ERIC that can be applied to online learning
IGNOU as a Capacity Builder Online programme on
eLearning Intensive with F2F
component for skill training
Covers instructional design theory and practice
Total online course development experience, with mentoring
OER-based content reviewed by experts
QA Agencies: Need for NCHER
ODL – DEC? Teacher Education –
NCTE? Engineering Education
– AICTE Medical Education –
IMC Agriculture Education
– ICAR-NAB Higher Education –
NAAC
eLearning Quality Who is responsible to monitor quality? Should quality measure be different for
different modes of learning? Can learning quality be same irrespective
of the mode? Should we prescribe presentation formats
for eLearning?
Content Vs Engagement
Content is King Content is only
part of the ID process
We can have guidelines for good content design
Engagement is Key Designing
engagement within and outside the content is important
Learning outcomes and process quality need focus
Guidelines for Content Quality
Quality as fitness for purpose and quality as continuous improvement
Follows the ADDIE process to identify criteria and descriptors to assess quality
QA of Online Programmes
Follow standards: technical standards, quality standards
Set Benchmarks, indicators and descriptors: for content, instructional design, student assessment, technology, learner support
Assure Quality processes: Internal quality assurance through self-regulation and capacity building
THANK YOU