MASECO: A Multi-agent System for Evaluation and Classification of OERs and OCW Based on Quality Criteria

QORECT – A Case-Based Framework for Quality-Based Recommending Open Courseware and Open Educational Resources

“…For the time being the evaluation of OCW/OERs is subjective, being based on many decades of evaluators' experience in Higher Education. However, this seems to be the tendency in other works in this area [4,[22][23][24][25]. …”

“…Modern search engines generally do an ill job when searching for educational content because they are not tailored with this purpose, focusing mainly on content and metadata, and, moreover, they lack what it takes to locate the proper educational resource that is suited for a specific user's goal, that builds up on her prerequisites (for example, learner's previous knowledge), and that provide for making the next step towards her goal (e. g. mastering of a certain concept). For the time being, there is no quality assurance mechanism that could provide support for (1) learners and instructors in their quest for reaching the most appropriate educational resources for their specific educational needs in any particular context, neither for (2) faculty or institutions that are or want to become involved in this movement, and they may be concerned about the challenges or interested in the gains of this process, nor for (3) developers who need guidelines for designing and building such educational resources, nor for (4) educational resources' evaluators [2,3,4]. In many OCW/OER repositories educational content exists only immersed in context and without a significant effort this content cannot be both sorted out from its initial environment (becoming truly reusable and remixable) and entangled within a new educational context, bridging the last mile.…”

“…We present briefly here the quality criteria for quality assurance of OCW/OERs, which have been introduced and presented in detail in [2], and put to work and refined further elsewhere [3][4]. These criteria can be applied for assessing quality of both small learning units and entire courseware.…”

“…They fall within four categories concerned with the quality of the content, of the instructional design, of the technology-related aspects, and with the assessment of the courseware, as a whole. These criteria correspond to the quality characteristics of quality in use, internal and external product quality according to ISO/IEC 25000 SQuaRE standard, and they cover the next user needs: effectiveness, efficiency, satisfaction, reliability, security, context coverage, learnability, and accessibility [2][3][4]. A very concise presentation of these quality criteria is included in Table 1, which works as a rubric for our quality model (where the scoring meaning is as follows: 0=absence, 1=poor, 2=satisfactory, 3=good, 4=very good and 5=excellent).…”

Towards Assessment of Open Educational Resources and Open Courseware Based on a Socio-constructivist Quality Model

“…In this paper we introduce a rubric for assessing OERs and OCW based on our socio-constructivist quality model, called QORE, which includes 70 criteria grouped in four categories related with content, instructional design, technology and courseware evaluation. QORE had been introduced in [2], put to work in [3][4][5][6][7], and refined further for this work according with what we have learned from those use experiences. The paper is structured follows: the next section presents the related work, the third one introduces a detailed rubric for assessing quality of OERs and OCW that is based on our quality model, and the last one includes a discussion on the challenges of using this rubric, along with some conclusions and future work ideas.…”