This tool creates several checklists for the courses to assis the teacher / course creator. The tool provides the tools on one page, to have a better overview an index is created at the beginning of the page.

Competence-based Learning Outcomes

Competency-based learning is an approach to education that focuses on the student’s demonstration of desired learning outcomes as central to the learning process. Learning outcomes or competences are described in terms of knowledge, skills, and attitudes. A key characteristic of competency-based learning is its focus on mastery.

Evaluation CB Outcomes

Competences can be defined by using a certain wording: Students are able to … (here follows the competence). Competency description always use action verbs to describe the competence.

Here are three considerations that should be done from the beginning (of the planning of a course):

• The taught competence is defined properly
• The competence is defined in terms of knowledge, skills and attitudes
• The necessary Mandalas have been prepared.

The following questionnaire is a help for teachers after the course has been finished.

Self-Evaluation of competency-based learning outcomes

Name of the course^*

Statement	Strongly Agree	Agree	Disagree	Strongly Disagree	Not applicable
The taught competence is defined properly.
The competence is defined in terms of knowledge, skills and attitudes.
The students reached the expected knowledge.
The students gained the expected skills.
The students show the attitude defined for the competence.
There are significant differences between the mandala before the course started and after the course.

Quality Enhancement

Quality of the course is measured following the E-xcellence manual of the European Association of Distance Teaching Universities (EADTU).

The online version can be found at the web page of the EADTU https://e-xcellencelabel.eadtu.eu/tools/input-roadmap.

You can download the complete manual as well using this link https://e-xcellencelabel.eadtu.eu/images/Ecellence_manual_2016_third_edition.pdf

You will find the description of the quality framework in the Toolbox as well. Here the revision of the framework is available (completed by the original descriptions).

Self-Evaluation for Quality in Course Design

Name of the course^*

Statement	Strongly Agree	Agree	Disagree	Strongly Disagree	Not applicable
Each course includes a clear statement of learning outcomes (defined as competences using the self-evaluation mandala) in respect of both knowledge and skills. .
Learning outcomes determine the means used to deliver course content.
Course design, development and evaluation involve individuals or teams with expertise in both academic and technical aspects.
OER and other third-party material is selected with regard to learning outcome, tailored if necessary, for fit to the learning context, and integrated with other learning materials. These materials are subject to the same review processes as other course materials.>.
E-learning materials have sufficient interactivity (student-to-content or student-to-student) to encourage active engagement and enable students to test their knowledge, understanding and skills.>.
Independent learning materials provide learners with regular feedback through self-assessment activities or tests. Courses conform to explicit guidelines concerning layout and presentation and are as consistent as possible across a programme >.
Courses provide both formative and summative assessment. Assessment is explicit, fair, valid and reliable. Appropriate measures are in place to prevent impersonation and/or plagiarism, especially where assessments are conducted online.
Course materials, including the intended learning outcomes, are regularly reviewed, up-dated and improved using feedback from stakeholders as appropriate>.

Self-Evaluation for Quality in Course Delivery

Name of the course^*

Statement	Strongly Agree	Agree	Disagree	Strongly Disagree	Not applicable
The technical infrastructure maintaining the distance learning is fit for purpose and supports both academic and administrative functions.
The systems for communication and provision of information are secure, reliable and assure appropriate levels of privacy. Measures are in place for system recovery in the event of failure or breakdown.
Appropriate provision is made for system maintenance, monitoring and review of performance against the standards set. These standards are updated when necessary.
The distance learning platform provides a choice of online tools which are appropriate for the educational models adopted and for the requirements of students and educators. Information about how to use the institution’s e-learning systems and services is provided to all users in a logical, consistent and reliable way.
Institutional materials and information accessible through the distance learning platform are regularly monitored, reviewed and updated. The responsibility for this is clearly defined and those responsible are provided with appropriate and secure access to the system to enable revision and updating.

Self-Evaluation for Quality in Course Delivery

Name of the course^*

Statement	Strongly Agree	Agree	Disagree	Strongly Disagree	Not applicable
Students are provided with clear and up-to-date information about their courses including learning and assessment methods.
Students are provided with guidelines stating their rights, roles and responsibilities and those of their institution. Guidelines of specific relevance to e-learning include provision of hardware, information on accessibility and expected participation in collaborative activities.
Online social networking opportunities are provided in order to build and support student communities. This may be achieved using the institution’s distance learning platform .
Students have access to support services including technical help desk, administrative support and course choice advice.
Students have access to learning resources including online library access, study skills development and a study advisor.

Active Learning

Does the course provide active learning?

Active learning means to engage all learners in the learning process. Active learning uses interactions. There exist four kinds of interactions:

• Interaction of the learner with the content
• Interaction of the learner with other learners (peer activities)
• Interaction of the learner with the teacher
• Cross-activities (interaction with externals)

Activities must be initiated during the course using the Moodle server (finally the teacher initiates the activity by his considerations in the course planning and the creation of the course).

Interaction with content

Learner-content interaction results from students examining/studying the course content. In modern technology enhanced courses, this can be done easily by using multimedia-based content and interactions. Here is a list of proven (multimedia-based) activities. To learn more about multimedia and interaction check the teachers’ course.

Self-Evaluation: Interaction with the content

Name of the course^*

Statement	Strongly Agree	Agree	Disagree	Strongly Disagree	Not applicable
All subjects
My course contains interactive video(s)
My course contains interactive images
My course contains interactive maps
My course contains drag and drop activities.
My course contains insert/drag word activities.
My course offers graphics with hotspots.
My course contains image sequencing.
My course contains word marking activities.
My course contains question sets (quiz).
My course contains fill in the blanks activities.
My course contains word marking activities
Science teaching
My course contains arithmetic quizzes.
Arts education
My course contains timelines.

Interaction with peers

These activities are cooperative learning activities based on collaboration. They should be done openly using the learning platform and should be supervised (controlled and moderated) by the teacher. You should always keep in mind, that students will approach learning tasks according to their preferences, abilities, and prior knowledge (which is valid for student interactions as well). Learner-learner interaction among members of a class or learning group can be an extremely valuable resource for learning,

Self-Evaluation for interactions with peers

Name of the course^*

Statement	Strongly Agree	Agree	Disagree	Strongly Disagree	Not applicable
There exist interactions between students.
There is some kind of peer review of the student’s work foreseen in the course.
There exist online discussions done using the learning platform.
There exists some joint content creation of several students [1].
There exist collaborative group projects in the course [2].

¹ Co-creation of authentic learning products can involve participatory learning
activities requiring students to contribute together to produce a shared artefact
or body of work through collaboration via synchronous or asynchronous communication
tools and/or collaborative authoring tools.
² Collaborative learning tasks require students to work together towards the creation
of learning products and authentic professional artefacts.

Interaction with teachers

Teachers should design online courses that enable them to interact with and to teach students in meaningful ways to move them toward learning goals and the competences the students should learn within the distance learning course.

Self-Evaluation of Learner-Teacher Interaction

Name of the course^*

Statement	Strongly Agree	Agree	Disagree	Strongly Disagree	Not applicable
The teacher participates in discussions.
The teacher provides (constructive) feedback.
The teacher receives feedback from the students.
The teacher is available (at clearly defined time gaps) for all learners’ questions.

Cross activities

By using social media, learners and academics can collaborate with peers, colleagues, and networks outside the traditionally defined group or class.

In cross-action spaces, professional expertise can be brought into the classroom.

Hint: Cross-action spaces should be differed from collaborative learning as they use external unknown resources.

Some considerations

• Examples are not yet available
• Without doubt situations exist where learners use their networks to get information, gain knowledge or get help from others outside the learning space of the school class.