{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-8ea22a72d9b89163","slug":"2012-11-14-quality-controls-for-large-scale-open-online-learning","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2012-11-14","last_modified_date":"2012-11-14","title":"Quality controls for large-scale open online learning","summary":"Describes how improvement in quality controls for large-scale open online learning can be planned, measured and maintained through clear responsibility and follow-up evidence.","category":{"code":"QUALITY_IMPROVEMENT_METHODS","label":"Quality Improvement Methods"},"article_type":"Quality improvement method","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"Rapid expansion of open online courses in 2012","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["The rapid expansion of open online courses in 2012 provides the immediate context for large-scale open online learning. In reviewing the practice, a disciplined improvement process separates immediate containment from corrective action directed at the underlying cause.","Implementation of the corrective programme should be organised around a decision that can be tested. A decision concerning the improvement objective should recognise that a complete improvement record should define the baseline, affected scope, causal hypothesis, responsible owner, resources, milestones and measures of effectiveness. In relation to quality controls for large-scale open online learning, the implementation record should link purpose, authority, resources, operation and reported result."]},{"heading":"Improvement objective and baseline","paragraphs":["The historical reference basis is the rapid expansion of open online courses in 2012. Its relevance to large-scale open online learning should be assessed against the affected jurisdiction, learner population and form of provision.","For the issue under review, the public interest is not confined to institutional compliance. Oversight of quality controls for large-scale open online learning should reflect the principle that a change in delivery mode should not weaken the defined learning outcomes, learner protection, accessibility or reliability of assessment. Learner protection requires intelligible information and a timely means of reviewing consequential mistakes or unfair decisions."],"bullets":["Maintain continuity and supplier exit controls before it informs a consequential decision.","Define the educational purpose of the technology before it is relied on for a decision with material effect.","Support staff and learners.","Test access before requiring use.","Provide alternative routes for material barriers before it informs a consequential decision."]},{"heading":"Controls and accountable action","paragraphs":["The analysis of large-scale open online learning should make its decision rule explicit. Oversight of the practice should reflect the principle that an improvement plan should connect a verified problem with a specific intervention, accountable ownership, resources, milestones and a measure of effect. Broad intentions should be converted into decisions capable of review. This supports consistent review and reduces the risk of redefining the basis of judgement after an adverse result appears.","The principal risks in relation to the corrective programme are technology access determining educational access, assessment methods that do not support valid judgements, supplier dependency without continuity controls, and inaccessible content or interaction. The control environment should be assessed as a connected system rather than as unrelated individual risks.","In relation to quality controls for large-scale open online learning, the evidential record should be limited to material that can answer the question under review. For the practice, the most relevant material is likely to include delivery-mode design and approval records, learner access and participation information, accessibility and usability testing, and teacher capability and workload information. Confidence is strengthened by corroboration, not by the volume of records drawn from the same underlying source."],"bullets":["Does each action address a stated cause?","What measure will establish success?","Are dependencies and resources identified?","Who confirms sustained effectiveness?","Is the problem defined by evidence?"]},{"heading":"Evidence of effect","paragraphs":["A proportionate method is available for large-scale open online learning. Improvement work on the corrective programme should begin with a verified problem, defined baseline and measurable outcome. Completion should depend on evidence of effect rather than completion of planned activity. Amend the plan where evidence does not support the original causal assumption. Averages should be tested against adverse cases that may indicate unequal effect or incomplete operation.","A decision to close improvement work on the practice should be made by a person with authority and sufficient independence from implementation.","Interpretation of the improvement objective should avoid two errors: treating a formal commitment as proof of effect, and treating one adverse case as proof that every part of the system has failed. the practice, digital participation data should not be treated as a direct measure of learning. Log-ins, connection time and activity counts require interpretation alongside assessment and learner experience. A decision concerning the issue under review should recognise that a short-term increase in activity may not represent sustained improvement. Measures should remain in place long enough to detect recurrence and unintended effects.","Governance of the practice requires a clear allocation of authority, information and follow-through. The responsible body should receive matters requiring resources, policy change or formal risk acceptance. Earlier conclusions should remain traceable if they affected a learner, provider or public decision.","Public reporting on the practice should distinguish established fact, analytical judgement and planned action. Revision history should remain available where users have relied on the earlier conclusion. A revised conclusion should distinguish a change in the underlying condition from a change in method, coverage or evidence.","Complete assurance concerning the improvement objective cannot rest on a single indicator or isolated control. The final judgement should connect the applicable expectation to implementation and outcomes while identifying unresolved risk."]}],"word_count":772,"content_hash":"sha256-1504c6fe6a47548ee938fe6a6fed9dd4aea12e4b1fc70b1d27a82ca0962d932a","seo_keywords":["quality controls for large-scale open online learning","education quality improvement","education quality","ICEQC"],"schema_type":"TechArticle"}