Quality Frameworks and Learning Design for Open Education

This article discusses the need to innovate education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. A systematic literature review confirms the hypothesis that a holistic quality framework for Open E...

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Autor principal:	Christian M. Stracke
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	learning quality learning innovations learning design history policies ISO/IEC 40180 Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c8ebaed303f44d21b1096acdf3c62967
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spelling	oai:doaj.org-article:c8ebaed303f44d21b1096acdf3c629672021-12-02T19:20:53ZQuality Frameworks and Learning Design for Open Education10.19173/irrodl.v20i2.42131492-3831https://doaj.org/article/c8ebaed303f44d21b1096acdf3c629672019-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4213https://doaj.org/toc/1492-3831 This article discusses the need to innovate education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. A systematic literature review confirms the hypothesis that a holistic quality framework for Open Education does not exist. For its development, a brief history and definition of Open Education are provided first. It is argued that Open Education improves learning quality through the facilitation of innovative learning designs and processes. Therefore, sources of learning quality and dimensions of quality development are discussed. To support the improvement of the learning quality and design of Open Education, the Reference Process Model of ISO/IEC 40180 (former ISO/IEC 19796-1) is introduced and modified for Open Education. Adapting the three quality dimensions and applying the macro, meso, and micro levels, the OpenEd Quality Framework is developed. This framework combines and integrates the different quality perspectives in a holistic approach that is mapping them to the learning design, processes, and results. Finally, this article illustrates potential adaptations and benefits of the OpenEd Quality Framework. The OpenEd Quality Framework can be used in combination with other tools to address the complexity of and to increase the quality and impact of Open Education. To summarize, the OpenEd Quality Framework serves to facilitate and foster future improvement of the learning design and quality of Open Education. Christian M. StrackeAthabasca University Pressarticlelearning qualitylearning innovationslearning designhistorypoliciesISO/IEC 40180Special aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 2 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning quality learning innovations learning design history policies ISO/IEC 40180 Special aspects of education LC8-6691
spellingShingle	learning quality learning innovations learning design history policies ISO/IEC 40180 Special aspects of education LC8-6691 Christian M. Stracke Quality Frameworks and Learning Design for Open Education
description	This article discusses the need to innovate education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. A systematic literature review confirms the hypothesis that a holistic quality framework for Open Education does not exist. For its development, a brief history and definition of Open Education are provided first. It is argued that Open Education improves learning quality through the facilitation of innovative learning designs and processes. Therefore, sources of learning quality and dimensions of quality development are discussed. To support the improvement of the learning quality and design of Open Education, the Reference Process Model of ISO/IEC 40180 (former ISO/IEC 19796-1) is introduced and modified for Open Education. Adapting the three quality dimensions and applying the macro, meso, and micro levels, the OpenEd Quality Framework is developed. This framework combines and integrates the different quality perspectives in a holistic approach that is mapping them to the learning design, processes, and results. Finally, this article illustrates potential adaptations and benefits of the OpenEd Quality Framework. The OpenEd Quality Framework can be used in combination with other tools to address the complexity of and to increase the quality and impact of Open Education. To summarize, the OpenEd Quality Framework serves to facilitate and foster future improvement of the learning design and quality of Open Education.
format	article
author	Christian M. Stracke
author_facet	Christian M. Stracke
author_sort	Christian M. Stracke
title	Quality Frameworks and Learning Design for Open Education
title_short	Quality Frameworks and Learning Design for Open Education
title_full	Quality Frameworks and Learning Design for Open Education
title_fullStr	Quality Frameworks and Learning Design for Open Education
title_full_unstemmed	Quality Frameworks and Learning Design for Open Education
title_sort	quality frameworks and learning design for open education
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/c8ebaed303f44d21b1096acdf3c62967
work_keys_str_mv	AT christianmstracke qualityframeworksandlearningdesignforopeneducation
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Quality Frameworks and Learning Design for Open Education

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