Guide to StaffordshireUniversity Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Guide to Staffordshire University
Quality Assurance(QA)Procedures for eLearning
This guide is to be used with the formsPro Forma for the Quality Assurance of eLearning that can be obtained by phoningextension3800, emailing or contacting Learning Development and Innovation (LDI)in Information Services (IS). The forms are also available on LDI web site in IS.
To accord with the University Quality Guidelines it has been advised that all eLearning courses are Quality Assured.More in-depth information and advice can be viewed in “The Staffordshire University Handbook for eLearning” available from
or from LDI in Information Services.
If you have any questions about the forms, the declaration, or this guide, please contact Learning Development and Innovation in Information Services. The forms, declaration and guide have been created to enhance the quality of our online courses and information entered may be used to demonstrate good practice.
If you have any suggestions to improve any of the Quality Assurance forms please contact LDI.
Contents
Procedures and Processes…………………………………………………………3
Filling in the QA Forms……………………………………………………………...5
Filling in form QAe1. A New Module……………………………………………….6
Filling in form QAe2. Revised or Repeat Modules………………………………12
Filling in form QAe3. Electronic Components…………………………………....16
Filling in declaration QAe4. Rerun Modules………………………………………20
Procedures and Processes
FREQUENTLY ASKED QUESTIONS
1Where do you get your QA form from?
- The Module Author/tutor rings 3800 or contacts LDI in Information Servicesand asks for a QA form. They may also visit the LDI website
2 Which form do I need?
- This can be one of 3 forms
- New module (QAe1)
Modules that have not been run in a VLE before, or have changed substantially from their previous run
- Repeat/Revised Module (QAe2)
Modules that have been run in a VLE before and have not been changed substantially from their previous run
- Electronic component (QAe3)
Electronic course components whose study is not essential for the successful completion of the module or course
- Or a declaration
Rerun Module (QAe4)
Modules or electronic course components need not be fully quality assured more than once in an academic year. If you are running the same module repeatedly in the same academic year you must sign a declaration assuring the University that there is no change to the module.
3 What happens to the form after I’ve completed it?
- After the tutor has filled in appropriate parts of the form, they should send it to the Quality Assurer*
- The Quality Assurer should then complete the form, working with the Module Author if necessary, and send it to LDI(by post or email) with a copy to the Module Author.
- A member of LDI will then check the QA form, and if everything is satisfactory, set the ‘Module Available’ flagin TheSIS plus.
- When this flag has been set in TheSIS plus then as long as it is not more than 2 weeksuntil the start date of the module, the students registered in TheSIS plus should be enrolled overnight. This is to ensure that students do not gain access to the course too early.
* QAe4 does not need to be signed by as assuror, this is the declaration used for modules that have been run previously in the same academic year. The module author should send the declaration directly to LDI.
4 Who should Quality Assure my module?Who should Quality Assure your module?
The Quality Assurer should be somebody who it is easy for you to get in touch with as you may need to work closely and collaboratively with them to meet any conditions they set.
Historically, each Faculty has evolved their own set of procedures to appoint somebody to do Quality Assuring. For the time being this will need to continue but it is hoped that this can be formalised in the near future and this page will be updated accordingly. You should refer to your Faculty Director for Teaching and Learning for clarification.
5What do you do if your Quality Assurer goes off sick when you need a QA form filling in?
Before sending your form to your Quality Assurer make a copy of it in case your Quality Assurer becomes unavailable and it needs to go to somebody else (refer to your Faculty Director for Teaching and Learning.)Please inform LDI in IS if this is the case as there may be a need to prioritise it.
Filling in the QA Forms
Implementation
The following checklist is designed to cover operational and technical aspects of implementation and delivery. It is not exhaustive and other recommendations and conditions can be made.
Comments
Module Authors and Quality Assurers are invited to comment on all the aspects of quality within the module. Some of the questions in the pro forma require yes or no answers but there is also a space for Module Authors and Quality Assurers to comment. Comments about good practice,e.g. good use of media, mean that they can be disseminated throughout the University.
Status
This refers to the status of the comment. Comments can be made to highlight good practice or to point out conditions (C) or recommendations (R).
Conditions MUSTbe implemented before delivery
RecommendationsSHOULD made in the spirit of establishing a culture of refinement and improvement
Conditions and Recommendations
Whilst completing the form consider what is being implemented against the module/course descriptor.
- Does it address stated learning outcomes?
- Is the pedagogic rationale of the VLE component(s) of the module/course consistent with the outcomes and learning strategies stated in the descriptor?
- Will the descriptor require revision?
- Are there other recommendations or conditions you wish to make?
Where an electronic component is being used to merely support a module (and not an essential requirement), a “lighter touch” should be given to the initial QA of theeLearning aspect.What is important is that what is being done is in the spirit of what is stated in the course/module descriptor, and that there are not problems of presentation or construction that would seriously compromise its use by learners.In this case particular attention should be paid to subsequent feedback and evaluation.If, subsequently, theelectronic component is to become a permanent feature of delivery or is to be expanded, then necessary modifications to the descriptor should be implemented.
Filling in form QAe1. ANew Module
The “QAe1. Quality Assurance of eLearning” is for modules that have not been run in a VLE before or that have been changed substantially from their previous run
The section and question headingsin this part of the guide map directly onto the questions asked in the pro forma. Some of the questions have resources and examples in them. Please feel free to email the authors of the guide or you have any resources or examples that you may feel of use to your colleagues as we aim to maintain and revise this document to reflect current practices.
Section 1. Teaching, Learning and Assessment
This section will be completed by the Quality Assurer
Aug 2005
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Guide to StaffordshireUniversity Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
1.1Are the teaching, learning and assessment strategies for the eLearning components of the module made explicit?
This concernswhether the Module Author has addressed possible assumptions and expectations that students may have for University modules delivered in a face-to-face setting and how they may differ from what happens in an eLearning environment.
Comments: The extra information needed should already have been set out in the program specification document for the module
Example:Students may find it difficult to appreciate tasks that have been designed to create an on-line community if they are unused to eLearning.
1.2Are the arrangements for collaborative learning clear,and are there clear guidelines for students to follow?
The emphasis here is upon collaboration. Students may need to be prepared in advance if there are elements of collaboration on this module.
- Extra coordination may be necessary to set up group working.
- Students may not be expecting group work, they might suppose that by electing to study in a flexible eLearning module that there will not be the sort of constraints that group working may place upon them.
- Collaborative work may need the students to be very confident with their technical abilities.
- Induction may need more emphasis on some of the specific collaborative tools within the VLE.
Comments: It is generally agreed that designing and writing eLearning modules shifts the emphasis of work to preparation. This may be reflected in the way students need to prepare themselves.
1.3Is appropriate and timely training planned for all staff who will deliver this module?
Aug 2005
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Guide to StaffordshireUniversity Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
At certain times of the year there are likely to be staff in other Faculties who need training to use particular VLEs, it may be worth contacting IS as early as possible to take advantage of any training available.LDI may be able to tailor training to be very specific to a group of tutors. The staff need to be aware that they are delivering their course using a DIFFERENT medium and the appropriate methods used e.g.electronic communication skills, may need to be understood
Comments: Make sure that there are contingency plans for staff that may join the team delivering your module half way through the semester.
Resources: Contact the LDI in Information Services
For a list of IS training courses contact or ring 3800
“E-moderating: the key to teaching and learning online” Salmon, Gilly
Kogan Page 2000. ISBN: 0749431105
Section 2. Information and Guidance
This section will be completed by the Quality Assurer
2.1Is clear guidance given in relation to where students can access the eLearning elements?
Have the students been told exactly how to get to their course?
- The University web site address
- Their username and password is
- Who to go to if they cannot access their course
Comments: If the VLE the student is using COSE and they are accessing it from home they may need the java plug-in. If you are presenting your learning content as Microsoft Worddocuments, or other proprietary software, rather than HTML, you may need to include free readers (or make the students aware of them.)
Resources
Acrobat reader -
Word or Excelviewer -
2.2Is clear guidance given in relation to where, when and in what ways students can access help with IT for this module?
The emphasis of this question is on general IT advice. The Module Author should include information about the location of student help desks for example. The students will need to know who to contact should they be unable to access their course from home. Information Services have produced documents about how to use standard (and some not so standard) software and hardware. There are also documents available on what sort of extra help students and staff can get.
Resources: Contact 3800 to find out which documents are available or look on the Information Services web site
2.3Is clear guidance given in relation to student induction and training in using the eLearning elements?
- Students shouldhave the information on how to communicate through eLearning
- They should be told what rules apply, e.g. no flaming, rules of netiquette.
- There should be induction information for the students
Resources:Contact 3800 for documents on the equipment and software that the University use.
2.4Is there clear guidance for students in relation to what they can expect from tutors and what is expected of them?
Students can have unreasonable expectations of eLearning. They sometimes expect immediate response to their emails and get upset and feel isolated if this does not happen. It is useful to specify a response time, i.e. a reasonable period of time that students can expect to receive a reply to an email.
Let the students know if you will be intervening in group work or discussions. Who will be responding to their queries, what sort of response it will be, it may be that the tutor will respond by arranging a face-to-face meeting, or everything will be dealt with totally on-line.
Students need to know what to expect or they will quickly become de-motivated.
Comments: Some tutors specify a time and day that their students know they will be on-line.
2.5In the event of a VLE system failure that lasts for a significant period, do you have contingency plans for any vital course activity or work?
This is especially important if you are running assessments on-line.
Comments: The Module Author may have alreadyprepared paper-based versions for disabled students, make sure that this can be scaled up to accommodate larger numbers.
Section 3. Quality Assurance
This section will be completed by the Module Author then checked by the Quality Assurer.
3.1What is the process for evaluatingthis module?
Apart from specific processes run within your Faculty, LDI may be able to advise on methods of evaluation.
Resources:LDI Contact
3.2How will lessons learned from evaluation be fed back to the Academic Development Institute (ADI) and IS LDI?
Verbal feedback may be enough.
Section 4. Content
This section will also be completed by the Module Authorthen checked by the Quality Assurer
4.1Have the guidelines in relation to text been followed?
On the web, users want to find key information quickly, and without scrolling.In this context, the inverted pyramid style, commonly used by journalists, is considered appropriate.This style starts with a short conclusion, then key information.These are then followed by background information and more detail.This style allows users to find out quickly whether the article is of relevance, and interested readers to continue to read on, by scrolling or following links.
Comments: Be concise and to the point.Reduce the amount of text as much as you can - ideally to less than half that you might have used if the document were to be printed.Write clearly.Leave nothing implied or ambiguous.
Use plain, straightforward language.Be wary of using jargon.The use of jargon can lead to frustration and a feeling of exclusion in those learners unfamiliar with it.Stick to words that your target audience will know.
Resources:
“Accessibility and Usability Guide” available from LDI in Information services.
Chapter 3 of “The Staffordshire University Handbook for eLearning”
4.2Have the guidelines in relation to colour been followed?
Do not rely on colour alone to convey information as it is may not be discernable to all (for example those with colour-blindness.)Also, some 'assistive' software such as sound readers does not interpret colour.
Comments: Correspondingly, refrain from using instructions that refer to colour such as "click on the red button".Instead, give the button a relevant title and refer to it by that. Contrast is noticed before colour.Choose text and background colours that maximize contrast.
Resources:
“Accessibility and Usability Guide” available from LDI in Information services.
Chapter 3 of “The Staffordshire University Handbook for eLearning”
4.3Has there been a spell check – by whom?
Sometimes it may be worth checking that your spell checker isn’t set to US English, for staff using machines loaded with the University staff image this should not be a problem.
Comments: If you are adding parts of your module during the term it may be worth asking the students to email you with any spelling mistakes they find, because if there are any mistakes they will find them.
4.4Have the guidelines in relation to media use been followed?
Can have particular implications with regard to SENDA (the Special Education Needs Disability Act.)
Resources:
“Accessibility and Usability Guide” available from LDI in Information services.
Chapter 3 of “The Staffordshire University Handbook for eLearning”
4.5Have the links to other applications and web sites been tested - by whom?
Be aware that there may be copyright issues. Emailing somebody with “….. if I don’t hear from you I’ll assume that you do not mind” is still breaking copyright
Resources:
For copyright information contact Information Services
For data protection information contact
4.6Is there a clear distinction between activities and learning resources?
“Learning Resources” are the tools that help the students complete the “Activities” the tutors set for them. Because VLEs are largely text based the verbal and visual clues given out in a lecture situation by the tutor to herald an activity are lost and sometimes activities can be missed. An effort should be made to highlight activities so students have time to plan for them in advance.
Other Recommendations and Conditions
Are there any other recommendations or conditions that the Quality Assurer feels that the Module Author should make above and beyond any made already? If so, include them here.
Filling in a form QAe2.Revised or Repeat Modules
A guide to filling in the “QAe2. Quality assurance of eLearning” for modules that have been run in a VLE before and have not been changed substantially from their previous run
Section 1 Continual Improvement
This section is to be completed by the Module Author
Comments made in this section are invited to enhance the quality of eLearning throughout the university and so comment spaces should be left blank rather than information about removing out of date/obsolete media.
Previous Recommendations
1.1Have all the recommendations recorded on the pro forma for the previous ‘deliver’ of this module been addressed?
Response to Evaluation
1.2 What were the lessons learned from the evaluation of the previous delivery?
1.3How have these been addressed?
Other Changes
1.4Please give a short summary of why the changes have been made to this module
1.5Why have some materials been removed or changed?
1.6Why have some materials been added – in what ways do they enhance the student learning?