TQM in e-Learning: a Self-assessment Model and Questionnaire

Organizations are seeking new, integrated systems that enable rapid changes through early identification of opportunities and problems, tracking of progress against plans, flexible allocation of resources to achieve goals, and consistent operations. Total Quality Management (TQM) is an overall business strategy. It means that all activities of the company will be focused on satisfying all stakeholders of the company. TQM can be realised by using the EFQM model. The EFQM model is a tool that organizations may use as a framework for self-evaluation that enables an organization to identify its strengths and areas for improvement and the extent to which its operations and results are in line with the characteristics of an excellent organization. We focus on a training organisation or to the learning department of an organization. So we are limiting the EFQM model to the training /learning activities. We can apply EFQM perfect on the level of an activity (business line) of a company. We selected the main criteria for which the learner can play the role of assessor. So only three main criteria left: the enabling resources, the enabling processes and the (learning) results for the learner. We limited the last one to “learning results” based on the Kirkpatrick model

ICT Security Management

Security becomes more and more important and companies are aware that it has become a management problem. It’s critical to know what are the critical resources and processes of the company and their weaknesses. A security audit can be a handy solution. We have developed BEVA, a method to critically analyse the company and to uncover the weak spots in the security system. BEVA results in security scores for each security factor and also in a general security score. The goal is to increase the security score Ss to a postulated level by focusing on the critical security factors, those with a low security score

Measuring the quality of an e-learning course

The EU Commission's learning action plan stresses the importance of ICT in education and quality assurance is part of the Bologna Declaration. General approaches to quality and to measuring quality are ISO, TQM and EFQM and Kirkpatrick for education. 2 popular quality measuring models are SEVAQ and SEEQUEL which are both based on EFQM and Kirkpatrick. In the project OLAREX a set of e-learning courses are developed to fulfill the project objectives: to enhance and modernize STEM curricula, foster students' creativity and motivation and develop professional e-didactic and technology competences and skills. The following quality assurance methods and tools are used: external and internal evaluation, comparative assessments, learners evaluation using questionnaires, informal discussions, observations and networking. A  SEEQUEL  revised  model  is  developed  by  the  external  experts  for  the external evaluation. The model is described in the paper. Part of the evaluation report is presented. In this report strong and weak points are formulated and needed improvements of the e-learning  courses are advised

M-learning using PDA's and our supporting LOMS

Abstract: We have extended an existing e-blended learning system with an extra layer, to offer a more flexible and more effective learning process to both mobile and non-mobile students. It is possible to consult learning materials, to share and to put supporting communication applications at their disposal where, when and with each device the student likes. All knowledge objects have been stored in a knowledge warehouse and will be managed by our LOMS (a knowledge object management system). Our LOMS has been extended, having now a portal for PDA access by the students

Mobile e-learning course scenario model on PDA

Web-based services mobile learning can enable collaborative learning and access to different information sources in actual problem-solving situations. The PDA’s are now designed to be smaller and sleeker and are popular due to its portability and facility for wireless connection. Handheld computers can become an integral part of the learning activities. But due to the very small screen, limited memory capacity and a large diversity of mobile devices, a handheld seems to obstruct a good learning experience. Handling of learning materials is a challenge. Experimentation with learning path scenario

SEVAQ: a unique multi-functional tool for assessing and improving the quality of e-courses

It is challenging to enhance quality of e-learning. We based the quality assessment on the EFQM and the Kirkpatrick models. We built our own SEVAQ quality model on which we based our multi-functional self-evaluation questionnaire. We focused and limited ourselves on the valuable learners feedback. Our questionnaire is structured around the 3 main criteria: the enabling learning resources, learning processes and the learning results. Questions are linked with their criteria and subcriteria. The SEVAQ tool addresses the designer of the questionnaire as well as the learner, being the evaluator and so being the user of the questionnaire. The designer selects on a flexible way a set of relevant questions to be answered by the learner. After finishing the questionnaire by the learner, the system analysis the result

Total Quality Management (TQM) framework for e-learning based on EFQM and Kirkpatrick models

The EFQM excellence model is a famous quality management tool. We have translated it to be useful in e-learning quality management. EFQM will be used as a framework for self-evaluation. We developed the e-learning stakeholder model. We identified the main criterion and positioned them in the stakeholder model. We present short the Kirkpatrick evaluation model of e-learning. We developed a Kirkpatrick-EFQM self-assessment framework. We propose the limited learner-centric self-assessment framework. A preliminary set of quality criteria have been identified for self-assessment by the learners

A Shift from Teacher Centered to Learner Centered Approach

In the framework of the project Western Eastern Teachers' Education Network (WETEN) funded by the Tempus program the network of university teachers were established to share expertise on effective teaching and learning in universities. This network for pedagogical innovation in higher education brought together the experts from EU to share good practice and new teaching methods with academic staff from two eastern countries, Moldova and Ukraine. The learner centered concept was analyzed and guidelines for creating learner centered courses were developed and piloted. The concepts and some experiences in course design were also implemented by trained teachers in the developed courses within the WETEN project