A Paper on Practices of Quality Assurance in Open and Distance Learning: A Case of the Centre for Open and Distance Learning (CODL)
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The paper discusses the quality assurance system of the Centre for Open and Distance Learning (CODL), focusing on courseware development that meets educational standards. It details the integration of quality assurance throughout the process, highlighting the roles of various stakeholders such as instructional designers, writers, and reviewers in ensuring effective self-instructional materials. The outcomes demonstrate that the produced modules are effective in teaching, preferred by students, and have been adopted as best practices by other institutions.
A Paper on Practices of Quality Assurance in Open and Distance Learning: A Case of the Centre for Open and Distance Learning (CODL)
- 1. A Paper on Practices of Quality Assurance in Open and Distance Learning: A Case of the Centre for Open and Distance Learning (CODL) Presented at the 3rd International Conference of AVU By Mr.J.O.Odumbe Director CODL & Dr. Charles Wafula Coordinator CODL
- 2. Outline of the presentation 1. Introduction 2. Design and Implementation of the practice of Quality Assurance 3. Outcomes of the practice 4. Lessons learnt 5. Conclusion
- 3. Introduction This paper examines the Quality Assurance System at the Centre for Open and Distance Learning for courseware development Its purpose is to ensure production of courseware that meet the set standards of effective self instructional materials for learners Quality assurance system at the Centre is practiced throughout the process of courseware development
- 4. Design and Implementation of the practice of Quality Assurance CODL has mandatory provision for QA for the courseware development Centre’s Quality Assurance is integrated in the University Quality Management System (QMS) Key players in quality assurance practice at the Centre involve instructional designers, writers, reviewers, editors, word processors and learners There is financial provision for all players involved in QA It involves benchmarking with best practices
- 5. Instructional Designer’s role in QA Facilitates analysis of the learners characteristics and their implication to courseware development Analyses the learning environment Gives orientation and application of communication and learning theories Provides the design for developing courseware Monitors application of the design by courseware developers Facilitates Evaluation, Pretesting or piloting and
- 6. Writers’ role as QA players Has to be a subject expert nominated by Head of Department Preference to persons with teaching experience in the course Given orientation on pedagogical techniques for developing self instructional materials Application of the characteristics of effective self instructional materials from best practices There is provision to serve as peer reviewer
- 7. Reviewer as a player in QA Use of subject experts to review the draft Reviewers orientation on key content concerns in relation to expected learning outcomes Treatment of the content in relation to the syllabus Checking content in relation to the discipline demands Centre has a guide for reviewer’s concerns/guide
- 8. Editorial work as QA player Grammatical use of language contributes to quality of courseware therefore editor checks: On language presentation for ease of communication Content load/density Punctuations Adequacy on explanation of concepts Clarity of expression of ideas and concepts Logical sequence and grammar On formatting
- 9. Pretesting or Piloting as QA Mechanism Piloting is testing for suitability of the courseware for target group-fitness for purpose Visual elements : General format and layout. Illustrations, Heading schemes. Use of symbols. Bullets and boxes. Length of lectures and module.
- 10. Pretesting or Piloting as QA Mechanism contd… For verbal elements the following are included Readability. Explanation of concepts. Sequence of content from known to unknown. Understanding of objectives and outcomes. Matching text to objectives and outcomes. Activities provided in terms of meaning and level. Examples and other relevant ideas. Adequacy and clarity of feed back
- 11. Outcomes of QA practices Modules produced by the Centre in collaboration with internal Faculties are capable of teaching . Courseware produced are effective as evidenced by comparative pass rate and level with conventional teaching Students prefer modules to text books as academic resources The demand of the modules by internal students is an indication of their quality The module structures and presentation have been adopted by lecturers in their lectures presentations
- 12. Lessons learnt Supporting training with examples of self instructional material helps writers in adopting strategies Unpacking the syllabus improves lecturers’ understanding of their course description Learners in internal Faculties appreciate self instructional materials
- 13. Conclusions Quality assurance is an important integral part of courseware development Quality assurance practices at the Centre work Many sister institutions we collaborate with have adopted our strategies as best practice Performance of odel students compare well with internal students due to quality instructional materials
- 14. Further Reading 1. Breunan J. & Shah, T. (Eds) 2000: Managing Quality in Higher Education. Milton Keynes OECD SRHE & Open University Press. 2. Commonwealth of Learning: Creating Learning Materials for open and distance learning: A Handbook for Authors and Instructional Designers 3. Lockwood (eds 1994): Materials Production in Open and Distance Learning. London:Paul Chapman Publishing Limited. 4. Tait.A (1997) Quality Assurance in Higher Education: Selected Case Studies. Commonwealth of Learning. Vancouver B.C.
- 15. End of my presentation THANK YOU FOR LISTENING AND VIEWING