La Norma 71362:2020 de “Calidad de los materiales educativos digitales” elaborada por UNE responde a la necesidad de proporcionar un documento de referencia sobre la calidad de los materiales educativos digitales (MED) y una herramienta para su medición.
"As I always say, there is good online and bad online just as there is good face-to-face and bad face-to-face (f2f). As Hodges et al. point out, online and f2f cannot be inherently bad or good.
The effectiveness would be based on how the mode is used (or how interaction within the mode is structured), for what tasks or purpose, with what technologies or media characteristics, within what contexts or systems, and for what audience or agents.
The question you could ask:
How do I take advantage of the online medium and associated technologies to effectively support my students' learning?
This site describes a model of authentic learning, based on 9 key elements that can be used to design authentic learning environments. It has been created to support courses and units using authentic learning and authentic e-learning.
This 3 year project, which is funded through the Higher Education Authority’s Innovation and Transformation Programme, is aimed at enhancing the digital attributes and educational experiences of Irish university students through enabling the mainstreamed and integrated use of digital technologies across the teaching and learning process.
Everyone deserves a remarkable career. A Safari membership gives you unlimited access to more than 200,000 hours of business, tech, and design training, and the tools to help you find just the parts you need today.
To help campuses ensure that their online courses are learner centered and well designed, a team of Open SUNY staff and campus stakeholders has designed the OSCQR rubric, a customizable and flexible tool for online course quality review.
The OSCQR rubric specifically targets online course design. The OSCQR rubric is unique and differs from other online course quality rubrics in several ways. It is not restricted to mature online courses. The rubric can be used formatively with new online faculty to help guide, inform, and influence the design of their new online courses, and, it is non-evaluative.
Conceptually, the rubric and the online course review and refresh process are implemented as a professional development exercise designed to guide online faculty to use research-based effective practices and standards to improve the quality, effectiveness, and efficiency of their online course design, rather than as an online course evaluation, or quality assurance procedure.