Handbook on Quality and Standardisation in E-Learning (eBook)

Note from editors 5
What can you expect? 7
Part A: Quality development: Methods and approaches 7
Part B: E-learning standards 7
Part C: Fields of practice and case studies 8
Contents 9
1 Quality in European e-learning: An introduction 21
1.1 Introduction: Quality in e-learning as emerging leitmotif 21
1.2 E-learning quality: A field of great diversity 22
1.3 Quality & standards for e-learning
1.4 Preview on the book chapters 28
2 Quality in a Europe of diverse systems and shared goals 34
2.1 Europe: A worldwide quality reference 34
2.2 Diverse systems, shared goals 35
2.3 Quality and the impact of ICT 40
2.4 Conclusion 47
Part A: European quality development: Methods and approaches 48
3 Quality of e-learning: Negotiating a strategy, implementing a policy 49
3.1 Is quality in e-learning a “clear” concept? 49
3.2 Why quality in e-learning is not a unified concept? 51
3.3 The components of the learning experience and related quality criteria 56
3.4 Quality policy implementation steps 64
3.5 Conclusions 67
4 The maze of accreditation in European higher education 69
4.1 Introduction 70
4.2 Accreditation bodies 71
4.3 Accreditation processes and evaluation methods 72
4.4 Preparation phase 73
4.5 Application phase 74
4.6 Evaluation phase 74
4.7 Decision phase 76
4.8 Accreditation standards and criteria in the field of education and training 76
4.9 Sketch for the future 80
4.10 How to find a suitable accreditation body, process and criteria? 81
5 Adopting quality standards for education and e-learning 83
5.1 Introduction 83
5.2 Quality standards 84
5.3 The quality standard for learning, education, and training: ISO/ IEC 19796- 1 86
5.4 Summary 95
6 Process-oriented quality management 96
6.1 Introduction 96
6.2 Quality management and quality development 97
6.3 Influential quality management approaches 101
6.4 Quality standards and reference models 105
6.5 Summary 113
7 An analysis of international quality management approaches in e- learning: Different paths, similar pursuits 114
7.1 Introduction: How to differentiate quality management approaches? 114
7.2 Use of quality management approaches in the academic and the corporate sectors 117
7.3 Selection of a representative set of quality management approaches 119
7.4 Breaking down complexity: From niche-qualities to generally agreed on concepts 121
7.5 Conclusion 124
8 The quality mark e-learning: Developing process- and product-oriented quality 126
8.1 Introduction 126
8.2 Quality marks for e-learning 127
8.3 Requirements for a quality mark 127
8.4 Quality mark e-learning 130
8.5 First experiences 140
8.6 Summary and future developments 141
9 Competency-based quality securing of e-learning ( CQ- E) 142
9.1 Introduction 142
9.2 E-learning and the consignment of know-how, abilities, qualifications and competencies 143
9.3 E-learning within the context of job-related operational learning forms 147
9.4 E-learning, competency measurement and competency training 152
9.5 E-learning and quality security of learning based on the concept of competencies ( CQ- E) 157
10 Quality of e-learning products 159
10.1 Introduction 159
10.2 Quality criteria 160
10.3 Different categories of criteria 163
10.4 Using the QCC-eL - An example from category 6 165
10.5 Methods and tools of combining a product and a process oriented approach 167
10.6 Outlook 171
11 Quality evaluation for e-learning in Europe 172
11.1 Introduction: Evaluation for e-learning 172
11.2 Evaluation: What is it about? 173
11.3 Evaluation concepts for e-learning 176
11.4 Evaluation of e-learning 178
11.5 Conclusion: Evaluation of quality on every level 184
12 Towards a model for structuring diversity: Classifying & finding quality approaches with the EQO model
12.1 Introduction 185
12.2 Decision support 187
12.3 How to find a suitable quality approach? 189
12.4 Conclusion 195
Part B: E-learning standards 197
13 The standards jungle: Which standard for which purpose? 198
13.1 Introduction 198
13.2 Standards and standardisation – what are we talking about? 199
13.3 A hot spot on the map – what are the purposes of learning technology standards? 201
13.4 After passing the jungle: What lies ahead? 202
13.5 Good reasons for the use and support of learning technology standards 203
13.6 Lessons learned for future trips through the jungle 204
14 Architectures and frameworks 205
14.1 Introduction 205
14.2 Quality and e-learning architectures or frameworks 206
14.3 Standardisation: Architectures and frameworks 207
14.4 Practical use of e-learning architectures or frameworks 219
15 Content and management standards: LOM, SCORM and Content Packaging 221
15.1 Introduction 221
15.2 IEEE learning object metadata (IEEE LOM) 223
15.3 IMS content packaging (IMS CP) 225
15.4 Shareable Content Object Reference Model (SCORM) 227
15.5 A short note on learning design and other didactic standards 231
15.6 Profiling metadata to enhance reusability 231
15.7 Example of use 233
15.8 Future trends 234
16 Educational interoperability standards: IMS learning design and DIN didactical object model 236
16.1 Introduction on educational interoperability standards 236
16.2 Educational interoperability standards in relation to quality 246
16.3 IMS learning design and DIN didactical object model: Elaboration and comparison 248
16.4 Conclusion 261
17 Developing and handling learner profiles for European learner information systems 262
17.1 Introduction 262
17.2 Requirements for a European Education Area: The europass framework 264
17.3 Implementing European requirements through learning technology standards 265
17.4 Conclusion 272
18 Improving European employability with the e-portfolio 273
18.1 Introduction 273
18.2 Related research and experiences 276
18.3 E-portfolio: The concepts 277
18.4 Related specifications 279
18.5 Practical examples which illustrate the quality approach/ concept in practice 282
18.6 Conclusion 283
19 Interface standards: Integration of learning and business information systems 284
19.1 Introduction 284
19.2 Data standards 287
19.3 Infrastructure standards 292
19.4 Conclusion 297
20 Facilitating learning objects reusability in different accessibility settings 299
20.1 Introduction54 300
20.2 Methodology for defining an accessibility application profile 301
20.3 An accessibility application profile based on IEEE LOM 304
20.4 Case study: The eAccess project 313
20.5 Conclusions 316
21 Out of the past and into the future: Standards for technology enhanced learning 317
21.1 Introduction 317
21.2 Overall assumptions and perspectives 319
21.3 Out of the past 320
21.4 Up to the present 320
21.5 Into the future 321
21.6 Medium term future: 2005 to 2010 324
21.7 The long term future: Into the next decade, 2010 and beyond 332
21.8 Conclusion 334
Part C: Fields of practice and case studies 336
22 Organisational and cultural similarities and differences in implementing quality in e-learning in Europe’s higher education 337
22.1 Introduction: Facing with quality in open and distance practices 338
22.2 Methodology and design of the case studies 339
22.3 Quality in higher education: 5 case studies 340
22.4 Organisational and cultural specificities that influence the implementation of quality in higher education institutions in 5 European countries 344
22.5 Examples of quality strategies in institutions offering ODL courses 347
22.6 Summary: Organisational and cultural factors blocking or helping quality implementation 348
22.7 Conclusions: Main challenges for implementation of quality in higher education 352
23 Rethinking quality for building a learning society 353
23.1 Introduction 353
23.2 The need for a new quality framework 356
23.3 Measuring the quality of learning 359
23.4 Linking learning individuals, communities, organisations and territories for quality 369
23.5 Conclusion for an organic approach to quality 371
24 Myths and realities in learner oriented e-learning-quality 372
24.1 Learner orientation: Myth or reality in an European quality debate 372
24.2 Learner oriented quality development: Impact on the learning process 374
24.3 Learners’ quality concepts on stake 380
24.4 Learner participation in quality development 389
24.5 Conclusions: Towards e-learning quality through learner orientation 391
25 The e-learning path model: A specific quality approach to satisfy the needs of customers in e-learning 393
25.1 Introduction 393
25.2 Methodology 395
25.3 The e-learning’s customers 397
25.4 Design of an e-learning path model 398
25.5 Practical uses of this model 408
25.6 Convergent researches 409
25.7 Conclusion 410
26 Pedagogic quality – supporting the next UK generation of e-learning 411
26.1 Introduction 412
26.2 Methodology of creating a quality reference framework105 413
26.3 Context and rationale 414
26.4 The common framework for e-learning quality 415
26.5 Core pedagogic principles 419
26.6 The 10 principles 420
26.7 Conclusion 424
27 Quality in cross national business models for technology based educational services 426
27.1 Introduction 426
27.2 Quality as a strategic perspective 427
27.3 The learner as the central reference point for divergent requirements 428
27.4 Learner-oriented quality strategy 429
27.5 Conclusion 434
28 E-learning quality and standards from a business perspective 435
28.1 Learning and quality 435
28.2 Process quality of e-learning from a business perspective 438
28.3 Significance of standards 442
28.4 Perspectives in the discussion concerning product quality: Objectives for implementing elearning as a mediating category? 442
29 A framework for quality of learning resources 445
29.1 Introduction 445
29.2 What processes and roles are involved? 446
29.3 Quality aspects of the usage scenario 449
30 LearnRank: Towards a real quality measure for learning 459
30.1 Introduction115 459
30.2 Early Ariadne experiences 460
30.3 The problem with quality 461
30.4 LearnRank 461
30.5 Conclusion 465
31 Quality of e-learning in tertiary education: Managing a balance between divergence and convergence 466
31.1 Introduction 467
31.2 Methodologies 467
31.3 Government-led or national initiatives 469
31.4 Institutional strategies: Managing divergence and convergence 477
31.5 Conclusion and implications 483
32 Best practices for e-learning 485
32.1 Introduction 485
32.2 Design, methodology and summary of results 486
32.3 Best practices in detail 488
32.4 Conclusion 499
List of projects, organisations and initiatives 501
List of references 513
Editors of the handbook 553
List of contributors 555
Index 570

16 Educational interoperability standards: IMS learning design and DIN didactical object model (S. 225-226)

Michael Klebl

University of Eichstätt-Ingolstadt, Germany

In emerging educational markets, fostered by developments in learning technology and educational media, not only resources for learning are subject to exchange and trade. Educational services providers design, operate and evaluate complex learning scenarios as a service. Hence, technical interoperability as well as quality issues focus the teaching-learning-process itself. In order to meet this objective, Educational Interoperability Standards propose a framework for a comprehensive description of the teaching-learning-process. This article gives an overview on two alternative Educational Interoperability Standards: IMS Learning Design (IMSLD) and DIN Didactical Object Model (DIN-DOM). The introduction focuses on the paradigmatic shift from description of content to description of process.

How educational interoperability standards add quality is discussed in the second part of this article. The third part presents common core concepts of IMS-LD and DINDOM and gives a comparison of these standards. A description of examples and issues in practical use concludes this article.

16.1 Introduction on educational interoperability standards

16.1.1 From content to process

The notion of a single learner in self-study activities within a long distance learning scenario in interaction with digital learning content is often related closely to the term "e-learning" – it is related so closely that it might not be reflected any more. Nearly all recent approaches to learning with educational media and infor- mation systems have dismissed this notion: When we create blended learning scenarios, we emphasise the integration of web-based self-study and traditional classroom teaching. When we talk about Computer Supported Collaborative Learning (CSCL), we examine how computer- und web-based tools can be used for learning in groups. On a theoretical level we discuss learner-centred approaches like situated learning and social-constructivist learning.

Roughly speaking, a paradigmatic shift away from a content-based knowledge delivery to a social and learner-centred paradigm can be stated for most parts of the current e-learning discussion. In academic discussion as well as in designing learning scenarios we take care of learner activities, interaction within a group of learners and different supporting roles of teaching staff like tutoring, coaching and informing.

For quite a long time the development of interoperability standards in elearning focussed on learning content. Especially metadata standards and content packaging principles (see part 15) are designed for the management of digital media for education. In these standards only few potential is given to describe how learning (and teaching) in a certain learning scenario may take place. While metadata offer some descriptive information on some educational aspects for a single digital learning resource, content packaging is used to arrange these resources in a certain order. Resources for learning can be various: we consider texts, figures, exercises, lectures, simulations, experiments or problem statements as resources for learning.