
Handbook on Quality and Standardisation in E-Learning
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Quality and standardisation in e-learning have become crucial success factors for organisations in learning, education and training: E-Learning has changed from an 'early adopter' stage to an integrated part of learning scenarios leading to major changes in educational organisations towards quality orientation.
For building a knowledge society, it is critically important to thoroughly understand quality and standards in e-learning. The handbook provides a cross-national perspective on these issues and draws a clear picture of the situation in quality development and standardisation. It covers topics of a rather foundational nature in quality and standardisation research as well as descriptions of quality approaches, instruments, standards, experiences and best practices. The Handbook is directed to learners, professionals, researchers and policy makers - people creating the next generation of learning.
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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.
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