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E-Learning Standards: Beyond Technical Standards to Guides for Professional Practice

E-Learning Standards: Beyond Technical Standards to Guides for Professional Practice

Stephen Marshall
Copyright: © 2011 |Pages: 23
ISBN13: 9781616927899|ISBN10: 1616927895|EISBN13: 9781616927905
DOI: 10.4018/978-1-61692-789-9.ch008
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MLA

Marshall, Stephen. "E-Learning Standards: Beyond Technical Standards to Guides for Professional Practice." Handbook of Research on E-Learning Standards and Interoperability: Frameworks and Issues, edited by Fotis Lazarinis, et al., IGI Global, 2011, pp. 170-192. https://doi.org/10.4018/978-1-61692-789-9.ch008

APA

Marshall, S. (2011). E-Learning Standards: Beyond Technical Standards to Guides for Professional Practice. In F. Lazarinis, S. Green, & E. Pearson (Eds.), Handbook of Research on E-Learning Standards and Interoperability: Frameworks and Issues (pp. 170-192). IGI Global. https://doi.org/10.4018/978-1-61692-789-9.ch008

Chicago

Marshall, Stephen. "E-Learning Standards: Beyond Technical Standards to Guides for Professional Practice." In Handbook of Research on E-Learning Standards and Interoperability: Frameworks and Issues, edited by Fotis Lazarinis, Steve Green, and Elaine Pearson, 170-192. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-789-9.ch008

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Abstract

Over the past decade e-learning standards have attracted substantial and growing attention from practitioners, institutions and governments. Millions of dollars are being invested in a process of standardization that, while aimed at supporting e-learning, seems to have neglected pedagogy and the need to engage with practitioners who are not technology specialists. In parallel, a culture of quality assurance has developed internationally within higher education resulting in quality frameworks that are driven by external compliance agendas rather than directly influencing the quality of the student and teacher experience of education. The e-learning Maturity Model provides a standard that guides professionals and organizations in assessing their e-learning capability, but also complements this with quality enhancement and feasibility elements that support reflection, prioritization of resources and guide personal and organizational development of e-learning.

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