Skip to main content
Have a personal or library account? Click to login
Establishing a MOOC quality assurance framework – a case study Cover

Establishing a MOOC quality assurance framework – a case study

Open Praxis
Volume 11 (2019): Issue 4
By: ,  ,   and    
Open Access
|Dec 2019
Figures & tables

Figures & Tables

Figure 1

Levels of quality in Open Education – Adapted from Camilleri, Ehlers, & Pawlowski (2014).

Figure 2

The OpenVM MOOC structure.

Table 1

OER rubrics adapted from ACHIEVE, 2011

QualityAppropriatenessTechnical aspects

  • Creator knowledgeable (Who is the creator and what kind of expertise and experience do they have?)

  • Creator authenticity (Are you reasonably certain that it is actually the work of the person claiming to be the author?)

  • Creator bias (What is the intended purpose? (Think educate/inform, sell something, entertain, change minds/behavior, even propaganda/hate speech)

  • Organization affiliation (What is the “hosting” organization and what kind of reputation do they have?)

  • Organization quality control (Does the hosting organization conduct any sort of quality control?)

  • Peer reviewed (Has it been through peer review?)

  • Material(s) currency (How recent or up-to-date is its content?)

  • Type of assessment (T/F; multiple choices; filling in the blanks; matching; open ended)

  • Clearness of structure and content

  • 8 badges topics (Intercultural skills, Collaborative learning, Autonomy-driven learning, Networked learning, Media and digital learning, Active Self-regulated learning, Open mindedness, VM knowledge)

  • Difficulty level (from Beginner: resource written with simple language, providing a general definition of the skill OR video that provides a general definition of the skill. Intermediate: resources written with a plain language that connect the skills to possible applications OR video that explain how that skills can be applied in certain situations. Advanced: resource written with complex or academic language that refers to real-undefined issues OR video that describe complexity and interconnection between the skill and other skills, ethical questions and so on.

  • Licensing status (What is its copyright and licensing status and how does that impact what you can do with it?)

  • Human accessibility (Is it accessible to people with disabilities?)

  • Remix or Edit (If you want to remix it, is the source file available, and in a format that you can edit?)

  • Technical accessibility (Is it accessible to people using different devices (multi-channel)?)

  • Technical Quality (in terms of graphis, sound, text layout)

  • Numbers of items in the e-assessment

[i] Overall evaluation: (0 = not usable; 1 = limited; 2 = good; 3= superior).

Table 2

A description of the OERs selected and assessed

Skills to promote in the VM MOOCLevelNumber of OERs for each levelDate of the creation of the resources (in average)Quality overall peer assessment
Autonomy driven learningFoundation42007 (from 2001 to 2018)80% good; 20% superior.
Intermediate4
Advanced3
Mainly for teachers6
Self-regulated learningFoundation32014 (from 2010 to 2017)80% good; 20% superior.
Intermediate3
Advanced3
Collaborative learningFoundation32013 (from 2010 to 2017)20% not usable; 20% limited; 20% good; 20% superior;
Intermediate3
Advanced3
Networked learningFoundation32013 (from 2008 to 2017)40% limited; 40% good; 20 % superior;
Intermediate3
Advanced3
Open-mindednessFoundation22011 (from 2004 to 2018)20% limited; 30% good; 50% superior
Intermediate3
Advanced5
Intercultural skillsFoundation52014 (from 2008 to 2018)20% limited; 30% good; 50% superior
Intermediate5
Advanced5
Figure 3

Screenshot – Google Spreadsheet used to discuss OERs assessment.

DOI: https://doi.org/10.5944/openpraxis.11.4.1019 | Journal eISSN: 2304-070X
Journal RSS Feed
Language: English
Page range: 451 - 460
Submitted on: Jul 25, 2019
Accepted on: Oct 7, 2019
Published on: Dec 31, 2019
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
Virtual mobility,
OER,
MOOCs,
quality assurance framework

© 2019 Antonella Poce, Francesca Amenduni, Maria Rosaria Re, Carlo De Medio, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 11 (2019): Issue 4
Previous article
Next article