Pedagogical and Quality Framework

This pedagogical and quality framework for course design in VTT has its foundation in current common research in the field. The epistemological base of the framework lies in social constructivism. Knowledge is perceived as constructed and negotiated with the socio-cultural environment; it is also situated and needs to include analyzing, evaluating and creating (Dumont, Instance, & Benavides, 2010; Lombardi, 2007). The pedagogical considerations also draw from work by Conole, Laurillard, and Salmon as well as and current experience and good praxis. Current research and experience show that todays’ big challenge is to make learning in cyberspace as much interactive and communicative as possible, creating “high-level attractions and capacities in the area of recruitment and education for individuals and users in cyberspace” (Sadeghi, 2019, p. 16).

The quality considerations have their foundation on the work by the European Association of Distance Teaching Universities (EADTU) (Kear et al., 2016), and by work of Ossiannilsson, Williams, Camilleri, and Brown (2015). In the EADTU Excellence Quality label there are in total 35 benchmarks covering six domains (strategic management, curricula design, course design, course delivery, student and staff support). Vtt-Box’s pedagogical and quality framework focuses especially on the benchmarks and indicators referring to course design that set the international standards. The indicators for course design are presented in Table 1 below. However, the table features, and indicators should be read and interpreted aligned with the benchmarks of the EADTU Excellence guidelines which can be found in the Excellence Manual. Overall, and ideally the course should include the following components.

Pedagogical and quality framework for courses within the VTT-BOX project

Basic course elements	Pedagogical features, and quality indicators related to EADTU Course design
Present an explicit educational strategy	Decisions about the use of e-learning should be made on the basis of providing the most effective means of achieving the learning outcomes in particular contexts.
Describe the Course identity	The title of the course, and course number/date should be included.
	Details about the creator, and the profile of the creator should be given. The roles of tutors and mentors in e-learning must be defined as set by the EADTU Process management details as set by EADTU
	The course includes details about the language, the date of creation, and the last update of the course.
	Include details about the subject/topic(s)
	The course should contain a course outline Educational approach should be adequately explained. Blended learning models as for example. The rationale for the blend should be clearly communicated to students in course documentation. The course design process should also be defined.
	The course should contain details about the target group (primary or secondary school); theGrade; the Age-range.
	Relationship with curriculum -The course should describe how it links to the curriculum and other subjects

Include details about the subject content & learning outcomes	Content and its main dimensions Concepts should be clearly drawn out the and there should be a full course specification.
	The rationale and the learning outcomes should be comprehensively presented and the relationship with the whole curriculum should be drawn.
Provide well designed activities/e-tivities	Provide resources, describe, where activities will take place. Describe how the following indicators: Independent learning materials. Learning and content design. Materials and production design. Technical design. User interface. E-learning elements and activities. Open educational resources. Massive open online courses.
	Estimated length
	Prerequisites
	Stages (if any)
	Assessment (3.4) Continuous format assessments and nit just summative assessments, (see more below)
	Activities/e-tivities Interactivity (with peers, material and academics) and cross-actions should be secured.
	The course should contain collaborative tasks
	The examination process should be clearly defined. The course should contain assignments/quizzes/other learning products
	Any other complementary information should be utilised.

Assessment/Evaluation	Self-assessment, collaborative assessment (for learners), summative assessment Describe how assessment is used as learning and not just of or for learning
	Course evaluation and approval: Describe how it is conducted, by whom and when

Additional information, as learning resources Due to affordance and learning strategies it is recommended to use a variety of resources:	Multimedia
	Bibliography
	Online resources
	Open educational resource
	Massive open online courses ( MOOC)
	Social media
	Extension activities
	Games

Attachments/miscellaneous resources could be added.	Other complementary material