Elearning Quality for Learning Repositories in Secondary Education Elearning Quality for Learning...

Elearning Quality Elearning Quality forfor

Learning RepositoriesLearning Repositoriesin Secondary Educationin Secondary Education

e-Learning Quality:e-Learning Quality:

Challenges and Perspectives in Greece and Challenges and Perspectives in Greece and EuropeEurope

Nov 26 2004Riina Vuorikari@eun.org

European Schoolent

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European SchoolnetEuropean Schoolnet

• 25 European Ministries of Education and/or National Agencies

• Developing learning for schools, teachers and pupils across Europe

• Facilitate eLearning Decision making by providing information on policy, strategy and school practice

What is a learning What is a learning repository?repository?

• A (web-based) distribution mechanism for learning resources

• A place to store learning resources and/or metadata about them

• Two types: – state/ministry/commercially owned– Organic networks based on voluntary

“exchange-based economy” and open content

““Provocative Statement”Provocative Statement”

• European-wide learning repositories where commercial and content “by-teachers-to teachers” co-exists are rare – one does not trust the quality of the other?

• Quality of e-learning resources must be guaranteed – students are not test cases!

• Re-usability is the key to success!

Image by Frans Van Assche, modified

Quality aspects in the Quality aspects in the lifecycle of learning lifecycle of learning

resourcesresources• Creation and aggregation of LOs • Factors to enhance the quality of

searching • Influencing the choice: how to choose

the right one?• Usability of resources based on users'

evaluation• Re-use and aggregation

Image by Frans Van Assche

Life Cycle of a LO

Image by Frans Van Assche, modified

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Creation and aggregation Creation and aggregation of learning resourcesof learning resources

Guidelines to enhance re-usability, interoperability and transferability

• Technical: creation, technical choices, localisation possibilities

• Semantical: metadata to describe and help to match the need with supply

• Pedagogical: Is it inside or outside of the resource?

• Cultural: Curriculum compliant (national requirements, neutral?)

What do users need?What do users need?

• How to match the content to the context?• Templates for the creation of content

– Platform independent aggregation– allow easy translation, i.e. separation of

content and presentation

• Authoring tools to generate/insert metadata as automatically as possible

• Information about licensing (modification, commercial use, attribution, translation)– Creative Commons Licence, others...

Image by Frans Van Assche

Life Cycle of a LO

Image by Frans Van Assche, modified

Enhancing searchingEnhancing searching

• Usability of the interface– A variety of search methods– Better targeted searches (metadata)

• Recommendation based on a user profile• Models based on previous behaviour • Ratings by board of evaluators / users• Quality labels, trusted sources• Most downloaded item

Image by Frans Van Assche

Life Cycle of a LO

Image by Frans Van Assche, modified

Can I trust this item?Can I trust this item?

• Can one trust the content of the learning resource?; where is it originally from? is there any guarantee of the quality?

• Quality assessment procedures and selection policy for resources should be made available to all on the Internet - transparency

• Metadata could refer to that document.

Metadata about QualityMetadata about Quality

• Quality Statement, its origin and URL• Internet Safety Statement and its URL• Responsible body for creating the quality

policy• Responsible body for the actual selection

and inclusion of resources• Review of hyperlink• Human review on the content

Image by Frans Van Assche

Life Cycle of a LO

Image by Frans Van Assche, modified

But do they learn? But do they learn?

• How learning resource can support metacognitive processes in learning?

• Do learning resources help learners to become aware of their cognitive skills such as problem solving skills and to become a critical and reflective learner?

• Do they support knowledge construction skills and sharing knowledge?

...and what do we know ...and what do we know about that?about that?

• Collecting feedback from users:– general/structured

• Focus on pedagogical ideas:– Attach individual lesson plans to resources

• Evaluations of transferability to – Different educational culture– Language– Pedagogical situation

Image by Frans Van Assche

Life Cycle of a LO

Image by Frans Van Assche, modified

Modify and dis/re-Modify and dis/re-aggregateaggregate

• Licences allowing re-use and modification–Possibility to “construct” one's own

knowledge–Small pieces more useful

• Ease of localisation and translations–Separation of content and images

We need new instruments! We need new instruments!

• Recommendation and guidelines to create re-usable learning resources

• Pedagogical guidelines, re-use, innovation, transfer

• Recommendation system based on weighting different aspects of the lifecycle analysis