Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

9 – Quality Assurance by Design
Learner-centred design (LCD). An instructional design
process where learning is determined by the learner.
Learning management systems (LMS). Synchronous
and asynchronous learning environments that incorporate
tools for teaching and learning management.
Network-supported collaborative learning. Emphasizes
the role of social interactions in the construction of
knowledge.
Pedagogical heuristics. Guidelines used as checklists
to ensure that usability serves the purposes of learning.
Pedagogical usability (PU). Denotes whether the
tools, content, interface, and tasks support learning
without any physical and cognitive effort to use the system,
which is easy-to-use.
Quality assurance (QA). A planned and systematic
review process of an institution or program to determine
that acceptable standards for learner-centred education,
scholarship, pedagogic culture, and expertise,
infrastructure, organizational strategy, and vision are
being maintained and enhanced. Usually includes expectations
that mechanisms of quality control for
benchmarking are in place and effective.
Quality assessment. A diagnostic review and evaluation
of teaching, learning, and outcomes based on a detailed
examination of curricula, structure, and
effectiveness of the institution or program. It is designed
to determine if the institution or program meets generally
accepted standards of excellence and suggestions for
further quality improvements.
Quality improvement. The expectation that an institution
will have a plan to monitor and improve the
quality of its programs.
Socio-technical design (STD). A process for systems
design that supports the social system which is built for,
and assists, designers to maximize human gains while
achieving business and technical excellence.
Usability. A measure of quality of user’s experience
when interacting with a system, in terms of effectiveness,
efficiency, and satisfaction.
Usability heuristics. Checklists used as rules of thumb
to ensure that systems are easy to use by the users.
User-centred design (UCD). An iterative process
whose goal is the development of a usable system achieved
through involvement of potential users of a system in
system design.
Value-added. The additional value created at a particular
stage of production, referring to the contribution
of selected factors in order to raise the value of a product.
Appendix
Comparison of the roles of ICT in education (Cohen, 2000; adapted and cited in
Nichol & Watson, 2003, p. 4)
Theme Policy Makers Teachers Pupils
(1) Idealism Leap of faith
required—
policy must be
based on ‘a
common-sense
act of faith’
(Stevenson
Report)
(2) Economic
competitiveness
(3) Individualised
learning
Vital role, but
undefined
‘Technology has
revolutionised
the way that we
work’ (DIEE
Connecting the
Learning Society)
Will produce
autonomous
learners, linked
to their needs
and abilities
(4) Enjoyment ICT makes
learning more
attractive
Idealism is
treated with
suspicion and
skepticism,
both as to
motives and
practical
effects
Economic role
seen as peripheral,
some
low-level skills
for low-level
jobs
Concern over
too much nondirected
learning, with
opportunity for
pupils to be off
task. However,
increase in
attention and
motivation
from ICT
identified
Recognition of
pupil enjoyment
of using
computers, but
concern over
computers as a
distraction
from normal
school work,
i.e., computers
as games
playing machines
Enthusiastic
with some
practical reservations
Strong sense of
usefulness for
future employment
prospects,
undefined as to
how ICT can
help, i.e., no link
between use of
ICT in schools
and the world of
work
Mixed response,
benefits of
autonomy
recognized,
while recognizing
that teacher
help and support
is essential
Mixed—it is the
use that is made
of the computer
that matters. In
some instances
it enhances
enjoyment; in
others it has a
negative impact.
Education for a Digital World 123