Mindanao eLearning Space Quality Management System An effective approach to eLearning Gilbert ImportanteDanilo Galarion Gladys Florangel Ortiz Ansylm Condrad Gamalong 6 September 2006
Background • Mindanao eLearning Space (MiSpace) is a consortium of: Philippines Department of Education University of the Southeastern Philippines Basic Education Assistance for Mindanao (BEAM)
What is quality? • There are many definitions of quality • ‘uniformity about a correct target’ Deming 1986 • ‘conformance to requirements’ Crosby 1979 • ‘fitness for use’ Juran 1974
What is quality? • Common to all scholars of quality is an orientation to meet customers’: • requirements (outputs) • expectations (outcomes) • At MiSpace, quality is considered to be compliance with a defined standard to meet clients’ needs and expectations.
The need for quality • Learning is vital to poverty alleviation, social development and economic growth • eLearning offers the potential to enable learners to become productive citizens provided there is quality in instructional design strategies for: • course content • interaction, and • assessment
The need for quality at MiSpace • The need for quality at MiSpace was recognised for: • minimising variation of early MiSpace products • better satisfying our customers • ensuring the technical and financial sustainability of MiSpace beyond the period of financial assistance provided by BEAM
Quality systems development Analysis Design Implementation Evaluation Development • A series of workshops were held to clearly define MiSpace processes and procedures modelled on ADDIE and ISO9001: 2000
QMS features • MiSpace quality policy • Quality procedures for all phases of development with regular checkpoints • Quality documentation to support staff: • templates • forms • checklists • Web interface to make QMS accessible
QMS: Analysis phase • Analysis was a phase given little attention in early MiSpace products • Quality has now been assured by: • clearly defining the required competency in consultation with SMEs & supervisors • assessing the operating context • considering the instructional setting • assessing current work performance against the competency • Quality documentation includes the competency standard and TNA report
The course development process Yes Preliminary needs analysis Preliminary needs report Identify client competency TNA report Competency standard Yes A Start No No Revise report Revise standard Analysis
QMS: Design phase • Quality is assured in the design phase by: • aligning the design with the competency standard • following best practice in design based on research on effective teaching and learning • devising learning strategies to address learners’ backgrounds • determining how technology can be used appropriately • supporting learners with a toolbox of study skills and tips • selecting instructional media based on the analysis of the instructional setting
The course design process Curriculum design document & Assessment plan Develop project plan Project plan Yes Develop course design B A No Revise plan Design
Media selection model Adapted from Bates 2000, pp. 200-201
QMS: Interface design • A brief profile of of consortium members of the Mindanao eLearning Space • DepEd • BEAM • USEP • Familiarizes learners with: • navigating around the CD-ROM • what different icons mean • where learners can get support • technical resources to use the CD-ROM • frequently asked questions • Information designed to help learners with learning skills and strategies to assist their study: • reading • writing • managing time • preparing assignments • sitting exams • networking with fellow students • module overviews, content, summary and quizzes • increased interactivity • - 40+ interactions • - end of module quizzes • richer feedback • random navigation
QMS: design phase • The quality documentation for the design phase includes: • Curriculum design document • Project plan insert photo of the front page of CDDs for SM and SPRM
QMS: development phase • Quality is assured in developing content by: • using storyboard templates for course content • providing contextualised problems to encourage skills development & knowledge acquisition • using an interaction library to provide rich responses to learners’ responses
The course development process Storyboard template Learner materials Yes Web development B Develop course content C No Revise documents Web template Test course interface Text condition checklist Defects worksheet Yes C D Develop training materials Facilitators guide Learners guide Course CD No Revise materials Development
QMS: development phase • Key enhancements that have improved the quality in eLearning product development include: • user acceptance, platform, unit and integration testing • support materials such as learner and trainer guides insert photo Robert doing some testing on an old computer
QMS: Implementation phase • Quality is ensured in implementing/delivering training by: • training and accrediting only competent trainers • creating a safe & inclusive learning environment by contracting training providers to provide: • minimum levels and number of equipment for learners • Minimum & maximum class sizes • follow MiSpace policies
QMS: Implementation phase • Other implementation phase quality assurance measures include: • a learning contract to secure learner commitment and supervisor support • student services & technical support through local DepEd offices/ MiSpace • regular monitoring of implementation and student progress
QMS: evaluation phase • Evaluation occurs throughout product development • Formative evaluation • ManCom approvals • SME evaluation • Reference panel reviews • insert photo of quality records of SM: • competency std • project plan • learner guide • CD-ROM
QMS: evaluation phase • Summative evaluation includes: • Participant evaluation • Assessment results • Training transfer • Organizational impact • Evaluation therefore represents the quality assurance element of MiSpace’s systematic approach to training
Evaluation • Average hours spent by learners browsing the CD-ROM is 8 hours and 27 minutes per week • Assessment results , that is learning of participants ranges from 1.0 (outstanding) – 1.75 (very satisfactory level) • Action planning and its implementation were found to be the most useful module in the program • Impact of the program has yet to be evaluated due to time constraints.
Conclusion • Quality: • plays a critical role in the teaching/ learning process • demands a systematic approach to instructional design, program delivery and evaluation • is the direct result of the quality throughout the process used to create a product • at MiSpace, we claim that ‘the quality of our product is only as good as the weakest link in the chain’.
Conclusion • Quality can also: • be useful in inducting & orienting new staff • help to build staff morale • instill a sense of pride in day-to-day work • deliver quality eLearning products & services insert a photo of the MiSpace team- maybe one with Brett in it too?
MiSpace eLearning products • Social Marketing • Change Management • Constructivism in Teaching and Learning • School Physical Resource Management • Multiple Intelligences • Higher Order Thinking Skills • Research Methods & Statistics • Educational Technology
Social Marketing This course aims to introduce learners to social marketing concepts and given them practical skills to facilitate sustainable behavior change in schools and the community.
Change Management This course deals with the key concepts in managing change, the skills of a change agent, and the process of implementing and evaluating change in school environment.
Constructivism in Teaching and Learning This course introduces the learner to constructivism in teaching and learning. It includes the role of the teacher in creating a constructivist learning experience and implementing constructivism in the classroom.
School Physical Resource Management This course provides learners with practical skills in physical resource planning, acquisition, use, maintenance and disposal. It also focus on the proper allocation of resources to improve education outcomes.
Multiple Intelligences This course introduces the learners to the multiple intelligences theory. It focuses on how to explore multiple intelligences in the classroom. This also exposes the learners to MI Lesson Planning and the different active learning strategies that support each intelligence.
Higher Order Thinking Skills This course introduces the learner to higher order thinking skills (HOTS). It gives an overview of HOTS, its features, skills, categories and its models. It provides, suggestion to educators on how to set up a classroom for thinking as well as samples of learning units using the HOTS models in English, Math & Science.
Research Methods & Statistics This course deals with both scientific methods in understanding and investigating the educational problems. It introduces qualitative and quantitative information gathering technique, tools and analysis to equip learners with competence needed in conducting educational research. This also focuses on the fundamentals of statistics, theories and techniques to educational researches and will include use of statistical software and its application to educational researches.
Management of Educational Technology This course is intended for students in Master of Arts in Education major in Instructional Leadership. It deals on the management concept in design and development of instructional materials using technology. It also discusses the synergy of technology with the basic learning theories, principles and practices.
Further information Mindanao eLearning Space Level 2, Engineering Building University of the Southeastern Philippines 8000 Davao City Ph/ Fax +63 82 225 4331 E-mail: email@example.com URL: www.mispace.org.ph