The one thing that I have observed is that most articles and papers talk of it from the Pedagogy, Design & Development, Delivery and Technology & Infrastructure point of view. Discussions mostly go around the demystification of storyboards, choice of Authoring tools, LCMS & LMS, SCORM or AICC, etc. This in my view is a micro view of the real e-Learning arena, both in the Corporate and the Education K-12, Higher Education) sectors. But, what about the macro view?
Most commonly as expected issues like Accreditation, Education Policy, Quality Assurance & Control, e-Portfolios, Learning Portals, etc grace the many topics. While these are essential for better and effective e-Learning dissemination; the opinion I hold is to view it all from a point of the real mechanics the Operators need to go through to bring about the real value addition e-Learning should bring to the Learners.
Although some worthy attempts have been made, but the acceptance of these in the mainstream are not quite visible. One such attempt was the e-Leaning Maturity Model (eMM). The Victoria University of Wellignton initiative is now talking of the version2 of eMM. Interestingly the effort itself has matured. Tony Bates in his blog mentions and talks of e-Learning Quality much from a similar perspective. Even Clark Quinn in his article 'Quality is a Subtle Distinction' makes an intriguing point that the folly many Instructional Designers make is to go by what the SME has indicated. With these and many more varied pointers at e-Learning Quality advocates and practitioners of e-Learning must now work at a global Quality Management System that focuses on transforming the turf.
I am not advocating a shift of thinking from the micro aspects to the macro views. In fact, the emphasis is on developing a framework that is concretely inclusive.
I am not advocating a shift of thinking from the micro aspects to the macro views. In fact, the emphasis is on developing a framework that is concretely inclusive.
