Quadro di qualità: implementazione del corso (consegna)

Imparare in un corso di apprendimento misto TIBL significa micro apprendimento ovunque e in qualsiasi momento. Fonte: Immagine da Pexels su Pixabay, Link

This part of the framework describes the delivery and the implementation of the Blended Learning Course. The framework is based on the E-xcellence Framework of the EADTU published for the use of e-Learning in Higher Education (beides groß oder nichts).

The Benchmarks below are from EADTU Excellence and the use of E-xcellence quality associates label in this context has been done with the agreement and consent of the EADTU (European Association of Distance Teaching Universities). In case of any adaption of the benchmarks suiting the context the original benchmark may be found in the comments below The original framework is available from https://e-xcellence.eadtu.eu/

The numbers in brackets refer to the EADTU Benchmarks, and the comments below are party from E-xcellence and party accommodated to the VET sector.

The adaptation has been done using the existing definitions and descriptions, but altering them and adapting them to the typical environment and use in Vocational Education and Training. The text has been adapted in writing and in terminology to the typical VET environment. Some well-fitting statements have been taken 1:1.

Additional content

Additional content has been taken from the Grundtvig Multilateral Project “Blended Learning Quality-Concepts Optimized for Adult Education” ( with the EU project number 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP) as a transfer of the project results from Adult Education to Vocational Education and Training (EFQBL, Digilab and Fundación SAFA were active partners in that Grundtvig Project).

Technical Infrastructure

The technical infrastructure maintaining the e-learning system is fit for purpose and supports both academic and administrative functions. Technical specification is based on stakeholder requirements and involves realistic estimates of system usage and development.

Effective delivery of e-learning courses requires a computer-based system capable of:

registering students to courses and programmes;
distributing e-learning materials to students;
maintaining and updating records of student performance;
conducting aspects of e-business with respect to student fees etc.;
facilitating communication between the institution, its students, staff and affiliate staff (if any).

The institution itself may acquire, operate and maintain this system; alternatively the facilities may be provided via outsourcing arrangements with a third-party.
It is recommended that there is a survey and analysis of stakeholder expectations of the e-learning system. Major stakeholder groups are academics, administrators, students, and those providing on-line tutorial support.
The technical design must take account of anticipated course use by students, administrative transactions and download requirements. Realistic assumptions of student usage patterns (e.g. prediction of peak periods such as assignment submission) should be used in estimation of server and connectivity requirements.
Arrangements for backup, archiving and recovery should be specified as an integral element of the technical specification.

Technical Infrastructure

The technical infrastructure is maintaining the onsite learning infrastructure as well as the distance learning platform, which fits for purpose and supports training as well as social and administrative functions. Technical specification is based on stakeholder requirements and involves realistic estimates of system usage and development [BM 19]

The technical infrastructure is well defined and supports institutional Blended Learning objectives. The system meets the equipment and connectivity requirements of learners. This covers specifically

Registration of trainees
Distribution of training material
Maintenance of trainees’ performance (adequate user activity tracking system)
Facilitating the communication between involved stakeholders (especially trainees, trainers, and – if applicable – support staff).

There are secure systems for storing and analyzing data on trainees’ learning activity and interactions.

Arrangements for backup, archiving and recovery should be specified as an integral element of the technical specification.

Regularly done surveys and analysis of stakeholder expectations of the (technical) training system should be foreseen. Major stakeholder groups are trainers, administrators, trainees, and those providing online tutorial support.

If applicable: Any necessary contractual relationships with partners or service providers are in place and well-defined.

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Communication

Learning System Quality

Appropriate provision is made for system maintenance, monitoring and review of performance against the standards set. These standards are updated when necessary.

This benchmark expands on the previous statement and applies the principle of effective professional management to the delivery of services. Attention to the following factors is necessary to ensure good performance.

Technical requirements of the system are monitored on a regular basis.
IT professionals operate the system to the standards commonly encountered in the commercial customer service sector.
Comprehensive documentation of operational procedures is evident.
Logbooks and other routine record keeping should demonstrate whether the standards set are being achieved.

The system must allow for data collection on many aspects of its operation and use.

Learning System Quality

Appropriate provision is made for system maintenance, monitoring and review of performance against the standards set. These standards are updated when necessary. [BM 21]

The provided learning platform is appropriate for the Onsite Training as well as for the Distance Learning. The system provides robust privacy, and this applies to personal data and interactions.

The learning platform captures data that can be used for learning analytics approaches (or tracking assignments of trainees) and there are appropriate reporting tools such as dashboards for the users of this data.

The learning platform and resources demonstrate ease of use for all target users, including people with disabilities.

The learning platform provides and enables personalization of the training.

Additionally, specific tasks are implemented:

Technical requirements of the system are monitored on a regular basis.
Comprehensive documentation of operational procedures is evident.
System logs and other routine record keeping should demonstrate whether the standards set are being achieved.
Professional operating of the system is ensured (by either the IT department of the SME or by a contract with an external IT specialist).

The system must allow data collection on many aspects of its operation and use.

The system is regularly updated and brought to the current level of the “state of the art”. This covers innovation as well as security updates.

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Learning Platform & Onsite Training

E-learning systems provide a choice of online tools which are appropriate for the educational models adopted and for the requirements of students and educators.

The design and management of the virtual learning environment (VLE), or other e-learning system, should support the achievement of pedagogic objectives. This should be evident in the processes used to acquire, implement and manage the system.
The systems must allow for management of all processes from course authoring to delivery of the course materials to students and recording their performance.
The system may need to be compatible with many pre-existing systems within an institution, e.g. its student registration system. Some institutions may choose to implement a VLE by an internal systems integration project.
The core of the VLE is the system that undertakes the delivery of e-learning materials to students. Its facilities influence the nature of the teaching process and student interactions that can be offered. The e-learning system should address the needs of users for easy access and high quality interaction with the learning materials.
To achieve this, the VLE needs to offer a range of tools such as quizzes, forums, wikis, text chat and web conferencing.

Learning Platform & Onsite Training

E-learning systems provide a choice of online tools which are appropriate for the educational models adopted and for the requirements of students and educators. The platform should cover the onsite training as well as the distance learning. [BM 22]

The content is presented in a learner-oriented fashion. Policies for delivery of materials are consistent with the technical infrastructure available to students, especially for the use of multiple devices. The training materials (for onsite teaching as well as for the Distance Learning) take opportunities for interactivity and active learning.

The systems must allow the management of all processes from course authoring to delivery of the course materials to students and recording their performance.

Course materials and delivery systems are technically tested under realistic conditions.

There is a system for securing and recording the rights necessary for use of third-party resources in teaching materials.

The learning platform is available (and used) for the Onsite Training as well (if it is foreseen in the course structure). This enables a comprehensive evaluation of trainees’ involvement and training results.

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Pre-information for the Trainees

Quality of learning material

The TIBL method enhances the given benchmarks with three additional items. These benchmarks origin from the Grundtvig Multilateral Project “Blended Learning Quality-Concepts Optimized for Adult Education” (with the EU project number 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP) as a transfer of the project results from Adult Education to Vocational Education and Training (EFQBL, Digilab and Fundación SAFA were active partners in that Grundtvig Project)..

Access to training material

Course culture

Feedback to trainees