Quality development of peer Sample Clauses

Quality development of peer production17 1. Learning takes places always and everywhere (ubiquitous) and therefore in many different contexts, not only in the classroom. 2. Learners take on the role of organizers. 3. Learning is a life-long process, has many episodes and is not (only) linked to educational institutions. 4. Learning takes place in communities of learning (so called communities of practice. Learners participate in formal, as well as informal communities. 5. Learning is informal and non-formal, takes place at home, at the work place and during leisure time and is no longer centred on teachers or institutions. In the new environment, learners are highly self-directed, as learning does not only take place in institutions, but everywhere, during the course of one’s whole life in a number of different episodes, in learning communities and social networks, using social software and individually compiled contents. Securing and developing quality in such learning scenarios thus has to focus mainly on the individual learning processes and the shown achievements (performance). The learner’s perspective is more important than the organizational processes and / or the co called input factors. Quality assessment does not take place by using classical methods of expert- and standard based quality management, quality assurance or control, but by making use of more participative methods and responsive designs. The aim of the process is to reach an individualized assessment, which relates to the learning process. Initially it seems paradox to talk about the quality of eLearning 2.0, as quality is often linked with checking by externally imposed standards. However, quality can also be understood in a development-oriented way, which means the enabling of learners to develop themselves in their own learning processes and consequently reach better results as far as quality is concerned. In this view, methods of self-evaluation, reflection and peer- evaluation are seen as more important. This kind of quality methodology does not have anything to do with normative, universally valid, but aims at improving the quality of the learning process. 17 this chapter is based largely on the writings of Xxx-Xxxxxx Xxxxxx and his article “Web 2.0 – eLearning