Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

The Dag-Brucken ASRS Case Study

In 1996 an agreement was made between a well-known beverage manufacturer, Super-Cola Taiwan, (SCT) and a small Australian electrical engineering company, Dag-Brücken ASRS Pty Ltd, (DB), to provide an automated storage and retrieval system (ASRS) facility as part of SCT’s production facilities in Asia. Recognising the potential of their innovative and technically advanced design, DB was awarded a State Premiers Export Award and was a finalist in that year’s National Export Awards. The case tracks the development and subsequent implementation of the SCT ASRS project, setting out to highlight how the lack of appropriate IT development processes contributed to the ultimate failure of the project and the subsequent winding up of DB only one year after being honoured with these prestigious awards. The case provides compelling evidence of the types of project management incompetency that, from the literature, appears to contribute to the high failure rate in IT projects. For confidentiality reasons, the names of the principal parties are changed, but the case covers actual events documented by one of the project team members as part of his postgraduate studies, providing an example of the special mode of evidence collection that Yin (1994) calls ‘participant-observation’

Organisational commitment among software developers

If software developers are to be taken as prototypes of the new knowledge worker, we need look no further for working hypotheses about their attachment to their work and their employing organization than those contained in the human resource management agenda. For the diffusion of information and communication technologies (ICTs) as the supposed base of the knowledge economy has been synchronous with the launch and promotion of human resource management (HRM) as the new orthodoxy in employment practice and many of the assumptions and values within each model are shared. Indeed, HRM is often portrayed as if it were in some way a reflection of the shift to non-adversarial work relationships in the new information-based service society (Baldry 2003)

How might learning technology impact on the modern delivery of learning in Scotland?

This document has been prepared following a meeting on 23 June 2010 between Michael Russell, Scottish Cabinet Secretary for Education and Lifelong Learning, and the Association for Learning Technology (ALT), represented by Seb Schmoller, Chief Executive and Dr Linda Creanor, ALT Trustee. The purpose of the document is to highlight areas which are of particular relevance to education in Scotland and to respond to specific questions raised at the meeting in Edinburgh. It has been written by members of the ALT-Scotland group, consisting of institutional ALT representatives from Scottish colleges and universities as well as Scottish-based ALT committee members whose backgrounds encompass all sectors of Scottish education

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

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Europe In the Round CD‐ROM, Guildford, Vocational Technologies, 1994