Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Guide to Staffordshire University
Quality Assurance (QA) Procedures for eLearning
This guide is to be used with the forms Pro Forma for the Quality Assurance of
eLearning that can be obtained by phoning extension 3800, emailing 3800@staffs.ac.uk
or contacting Learning Development and Innovation (LDI) in Information Services (IS). The
forms are also available on LDI web site in IS.
To accord with the University Quality Guidelines it has been advised that all eLearning
courses are Quality Assured. More in-depth information and advice can be viewed in “The
Staffordshire University Handbook for eLearning” available from
http://www.staffs.ac.uk/uniservices/infoservices/documents/
or from LDI in Information Services.
If you have any questions about the forms, the declaration, or this guide, please contact
Learning Development and Innovation in Information Services. The forms, declaration and
guide have been created to enhance the quality of our online courses and information
entered may be used to demonstrate good practice.
If you have any suggestions to improve any of the Quality Assurance forms please contact
LDI.
Aug 2005
-1-
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Contents
Procedures and Processes…………………………………………………………3
Filling in the QA Forms……………………………………………………………...5
Filling in form QAe1. A New Module……………………………………………….6
Filling in form QAe2. Revised or Repeat Modules………………………………12
Filling in form QAe3. Electronic Components…………………………………....16
Filling in declaration QAe4. Rerun Modules………………………………………20
Aug 2005
-2-
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
PROCEDURES AND PROCESSES
FREQUENTLY ASKED QUESTIONS
1 Where do you get your QA form from?

2
Which form do I need?


3
The Module Author/tutor rings 3800 or contacts LDI in Information Services and
asks for a QA form. They may also visit the LDI website
This can be one of 3 forms
1. New module (QAe1)
Modules that have not been run in a VLE before, or have changed
substantially from their previous run
2. Repeat/Revised Module (QAe2)
Modules that have been run in a VLE before and have not been changed
substantially from their previous run
3. Electronic component (QAe3)
Electronic course components whose study is not essential for the
successful completion of the module or course
Or a declaration
Rerun Module (QAe4)
Modules or electronic course components need not be fully quality
assured more than once in an academic year. If you are running the
same module repeatedly in the same academic year you must sign a
declaration assuring the University that there is no change to the module.
What happens to the form after I’ve completed it?

After the tutor has filled in appropriate parts of the form, they should send it to the
Quality Assurer*

The Quality Assurer should then complete the form, working with the Module Author
if necessary, and send it to LDI (by post or email) with a copy to the Module Author.

A member of LDI will then check the QA form, and if everything is satisfactory, set
the ‘Module Available’ flag in TheSIS plus.

When this flag has been set in TheSIS plus then as long as it is not more than 2
weeks until the start date of the module, the students registered in TheSIS plus
should be enrolled overnight. This is to ensure that students do not gain access to
the course too early.
* QAe4 does not need to be signed by as assuror, this is the declaration used for modules
that have been run previously in the same academic year. The module author should
send the declaration directly to LDI.
Aug 2005
-3-
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
4 Who should Quality Assure my module?
The Quality Assurer should be somebody who it is easy for you to get in touch with as
you may need to work closely and collaboratively with them to meet any conditions
they set.
Historically, each Faculty has evolved their own set of procedures to appoint somebody
to do Quality Assuring. For the time being this will need to continue but it is hoped that
this can be formalised in the near future and this page will be updated accordingly. You
should refer to your Faculty Director for Teaching and Learning for clarification.
5 What do you do if your Quality Assurer goes off sick when you need a QA form
filling in?
Before sending your form to your Quality Assurer make a copy of it in case your Quality
Assurer becomes unavailable and it needs to go to somebody else (refer to your
Faculty Director for Teaching and Learning.) Please inform LDI in IS if this is the case
as there may be a need to prioritise it.
Aug 2005
-4-
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Filling in the QA Forms
Implementation
The following checklist is designed to cover operational and technical aspects of
implementation and delivery. It is not exhaustive and other recommendations and
conditions can be made.
Comments
Module Authors and Quality Assurers are invited to comment on all the aspects of quality
within the module. Some of the questions in the pro forma require yes or no answers but
there is also a space for Module Authors and Quality Assurers to comment. Comments
about good practice, e.g. good use of media, mean that they can be disseminated
throughout the University.
Status
This refers to the status of the comment. Comments can be made to highlight good
practice or to point out conditions (C) or recommendations (R).
Conditions MUST be implemented before delivery
Recommendations SHOULD made in the spirit of establishing a culture of
refinement and improvement
Conditions and Recommendations
Whilst completing the form consider what is being implemented against the module/course
descriptor.
 Does it address stated learning outcomes?
 Is the pedagogic rationale of the VLE component(s) of the module/course
consistent with the outcomes and learning strategies stated in the descriptor?
 Will the descriptor require revision?
 Are there other recommendations or conditions you wish to make?
Where an electronic component is being used to merely support a module (and not an
essential requirement), a “lighter touch” should be given to the initial QA of the eLearning
aspect. What is important is that what is being done is in the spirit of what is stated in the
course/module descriptor, and that there are not problems of presentation or construction
that would seriously compromise its use by learners. In this case particular attention
should be paid to subsequent feedback and evaluation. If, subsequently, the electronic
component is to become a permanent feature of delivery or is to be expanded, then
necessary modifications to the descriptor should be implemented.
Aug 2005
-5-
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Filling in form QAe1. A New Module
The “QAe1. Quality Assurance of eLearning” is for modules that have not been run in a
VLE before or that have been changed substantially from their previous run
The section and question headings in this part of the guide map directly onto the questions
asked in the pro forma. Some of the questions have resources and examples in them.
Please feel free to email the authors of the guide s.c.lee@staffs.ac.uk or
i.watts@staffs.ac.uk if you have any resources or examples that you may feel of use to
your colleagues as we aim to maintain and revise this document to reflect current
practices.
Section 1. Teaching, Learning and Assessment
This section will be completed by the Quality Assurer
1.1 Are the teaching, learning and assessment strategies for the
eLearning components of the module made explicit?
This concerns whether the Module Author has addressed possible
assumptions and expectations that students may have for University modules
delivered in a face-to-face setting and how they may differ from what happens
in an eLearning environment.
Comments: The extra information needed should already have been set out
in the program specification document for the module
Example: Students may find it difficult to appreciate tasks that have been
designed to create an on-line community if they are unused to eLearning.
1.2 Are the arrangements for collaborative learning clear, and are there
clear guidelines for students to follow?
The emphasis here is upon collaboration. Students may need to be prepared
in advance if there are elements of collaboration on this module.
 Extra coordination may be necessary to set up group working.
 Students may not be expecting group work, they might suppose that by
electing to study in a flexible eLearning module that there will not be
the sort of constraints that group working may place upon them.
 Collaborative work may need the students to be very confident with
their technical abilities.
 Induction may need more emphasis on some of the specific
collaborative tools within the VLE.
Comments: It is generally agreed that designing and writing eLearning
modules shifts the emphasis of work to preparation. This may be reflected in
the way students need to prepare themselves.
Aug 2005
-6-
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
1.3 Is appropriate and timely training planned for all staff who will
deliver this module?
At certain times of the year there are likely to be staff in other Faculties who
need training to use particular VLEs, it may be worth contacting IS as early as
possible to take advantage of any training available. LDI may be able to tailor
training to be very specific to a group of tutors. The staff need to be aware
that they are delivering their course using a DIFFERENT medium and the
appropriate methods used e.g. electronic communication skills, may need to
be understood
Comments: Make sure that there are contingency plans for staff that may join
the team delivering your module half way through the semester.
Resources: Contact the LDI in Information Services
For a list of IS training courses contact 3800@staffs.ac.uk or ring 3800
“E-moderating: the key to teaching and learning online” Salmon, Gilly
Kogan Page 2000. ISBN: 0749431105
Section 2. Information and Guidance
This section will be completed by the Quality Assurer
2.1 Is clear guidance given in relation to where students can access the
eLearning elements?
Have the students been told exactly how to get to their course?
 The University web site address
 Their username and password is
 Who to go to if they cannot access their course
Comments: If the VLE the student is using COSE and they are accessing it
from home they may need the java plug-in. If you are presenting your learning
content as Microsoft Word documents, or other proprietary software, rather
than HTML, you may need to include free readers (or make the students
aware of them.)
Resources
www.cose.staffs.ac.uk
Acrobat reader - http://www.adobe.com/products/acrobat/readstep2.html
Word or Excel viewer - http://www.microsoft.com/downloads/
Aug 2005
-7-
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
2.2 Is clear guidance given in relation to where, when and in what ways
students can access help with IT for this module?
The emphasis of this question is on general IT advice. The Module Author
should include information about the location of student help desks for
example. The students will need to know who to contact should they be
unable to access their course from home. Information Services have
produced documents about how to use standard (and some not so standard)
software and hardware. There are also documents available on what sort of
extra help students and staff can get.
Resources: Contact 3800 to find out which documents are available or look
on the Information Services web site
2.3 Is clear guidance given in relation to student induction and training
in using the eLearning elements?



Students should have the information on how to communicate through
eLearning
They should be told what rules apply, e.g. no flaming, rules of
netiquette.
There should be induction information for the students
Resources: Contact 3800 for documents on the equipment and software that
the University use.
2.4 Is there clear guidance for students in relation to what they can
expect from tutors and what is expected of them?
Students can have unreasonable expectations of eLearning. They sometimes
expect immediate response to their emails and get upset and feel isolated if
this does not happen. It is useful to specify a response time, i.e. a reasonable
period of time that students can expect to receive a reply to an email.
Let the students know if you will be intervening in group work or discussions.
Who will be responding to their queries, what sort of response it will be, it may
be that the tutor will respond by arranging a face-to-face meeting, or
everything will be dealt with totally on-line.
Students need to know what to expect or they will quickly become demotivated.
Comments: Some tutors specify a time and day that their students know they
will be on-line.
2.5 In the event of a VLE system failure that lasts for a significant
period, do you have contingency plans for any vital course activity
or work?
Aug 2005
-8-
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
This is especially important if you are running assessments on-line.
Comments: The Module Author may have already prepared paper-based
versions for disabled students, make sure that this can be scaled up to
accommodate larger numbers.
Section 3. Quality Assurance
This section will be completed by the Module Author then checked by the
Quality Assurer.
3.1 What is the process for evaluating this module?
Apart from specific processes run within your Faculty, LDI may be able to
advise on methods of evaluation.
Resources: LDI Contact j.m.e.yorke@staffs.ac.uk
3.2 How will lessons learned from evaluation be fed back to the
Academic Development Institute (ADI) and IS LDI?
Verbal feedback may be enough.
Section 4. Content
This section will also be completed by the Module Author then checked by the
Quality Assurer
4.1 Have the guidelines in relation to text been followed?
On the web, users want to find key information quickly, and without scrolling.
In this context, the inverted pyramid style, commonly used by journalists, is
considered appropriate. This style starts with a short conclusion, then key
information. These are then followed by background information and more
detail. This style allows users to find out quickly whether the article is of
relevance, and interested readers to continue to read on, by scrolling or
following links.
Comments: Be concise and to the point. Reduce the amount of text as much
as you can - ideally to less than half that you might have used if the document
were to be printed. Write clearly. Leave nothing implied or ambiguous.
Use plain, straightforward language. Be wary of using jargon. The use of
jargon can lead to frustration and a feeling of exclusion in those learners
unfamiliar with it. Stick to words that your target audience will know.
Resources:
“Accessibility and Usability Guide” available from LDI in Information services.
Aug 2005
-9-
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Chapter 3 of “The Staffordshire University Handbook for eLearning”
http://www.staffs.ac.uk/uniservices/infoservices/documents/elearning_handbook.pdf
4.2 Have the guidelines in relation to colour been followed?
Do not rely on colour alone to convey information as it is may not be
discernable to all (for example those with colour-blindness.) Also, some
'assistive' software such as sound readers does not interpret colour.
Comments: Correspondingly, refrain from using instructions that refer to
colour such as "click on the red button". Instead, give the button a relevant
title and refer to it by that. Contrast is noticed before colour. Choose text and
background colours that maximize contrast.
Resources:
http://www.w3.org/TR/WAI-WEBCONTENT/#gl-color
“Accessibility and Usability Guide” available from LDI in Information services.
Chapter 3 of “The Staffordshire University Handbook for eLearning”
http://www.staffs.ac.uk/uniservices/infoservices/documents/elearning_handbook.pdf
4.3 Has there been a spell check – by whom?
Sometimes it may be worth checking that your spell checker isn’t set to US
English, for staff using machines loaded with the University staff image this
should not be a problem.
Comments: If you are adding parts of your module during the term it may be
worth asking the students to email you with any spelling mistakes they find,
because if there are any mistakes they will find them.
4.4 Have the guidelines in relation to media use been followed?
Can have particular implications with regard to SENDA (the Special Education
Needs Disability Act.)
Resources:
“Accessibility and Usability Guide” available from LDI in Information services.
Chapter 3 of “The Staffordshire University Handbook for eLearning”
http://www.staffs.ac.uk/uniservices/infoservices/documents/elearning_handbook.pdf
4.5 Have the links to other applications and web sites been tested - by
whom?
Aug 2005
- 10 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Be aware that there may be copyright issues. Emailing somebody with “….. if I
don’t hear from you I’ll assume that you do not mind” is still breaking copyright
Resources:
For copyright information contact Information Services
For data protection information contact s.l.howlett@staffs.ac.uk
4.6 Is there a clear distinction between activities and learning
resources?
“Learning Resources” are the tools that help the students complete the
“Activities” the tutors set for them. Because VLEs are largely text based the
verbal and visual clues given out in a lecture situation by the tutor to herald an
activity are lost and sometimes activities can be missed. An effort should be
made to highlight activities so students have time to plan for them in advance.
Other Recommendations and Conditions
Are there any other recommendations or conditions that the Quality Assurer
feels that the Module Author should make above and beyond any made
already? If so, include them here.
Aug 2005
- 11 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Filling in a form QAe2. Revised or Repeat Modules
A guide to filling in the “QAe2. Quality assurance of eLearning” for modules
that have been run in a VLE before and have not been changed substantially
from their previous run
Section 1 Continual Improvement
This section is to be completed by the Module Author
Comments made in this section are invited to enhance the quality of
eLearning throughout the university and so comment spaces should be left
blank rather than information about removing out of date/obsolete media.
Previous Recommendations
1.1 Have all the recommendations recorded on the pro forma for the
previous ‘deliver’ of this module been addressed?
Response to Evaluation
1.2 What were the lessons learned from the evaluation of the previous
delivery?
1.3 How have these been addressed?
Other Changes
1.4 Please give a short summary of why the changes have been made to
this module
1.5 Why have some materials been removed or changed?
1.6 Why have some materials been added – in what ways do they enhance
the student learning?
Section 2. Teaching, Learning and Assessment
This section will be completed by the Quality Assurer
2.1 Are the teaching, learning and assessment strategies for the
eLearning components of the module made explicit?
This question is about the assumptions and expectations that students may
have University modules delivered in a face-to-face setting and how they may
differ from what happens in an eLearning environment.
Comments: The extra information needed should already have been set out
in the program specification document for this module
Aug 2005
- 12 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Example: Students may find it difficult to appreciate tasks that have been
designed to create an on-line community if they are unused to eLearning.
2.2 Is appropriate and timely training planned for all staff who will
deliver this module?
At certain times of the year there are likely to be staff in other Faculties who
need training to use particular VLEs, it may be worth contacting IS as early as
possible to take advantage of any training available. LDI may be able to tailor
training to be very specific to a group of tutors. The staff need to be aware
that they are delivering their course using a DIFFERENT medium and
methods e.g. communication skills, may need to be understood
Comments: Make sure that there are contingency plans for staff that may join
the team delivering your module half way through the semester.
Resources:
“E-moderating: the key to teaching and learning online” Salmon, Gilly
Kogan Page 2000. ISBN: 0749431105
Section 3 Information and Guidance
This section will be completed by the Quality Assurer
3.1 Is clear guidance given in relation to where students can access the
eLearning elements (where the module has been moved from one
VLE to another)?
Have the students been told exactly how to get to their course?
 The University web site address
 Their username and password is
 Who to go to if they cannot access their course
Comments: If the VLE the student is using COSE and they are accessing it
from home they may need the java plug-in. If you are presenting your learning
content as Microsoft Word documents, or other proprietary software, rather
than HTML, you may need to include free readers (or make the students
aware of them.)
Resources:
www.cose.staffs.ac.uk
Acrobat reader - http://www.adobe.com/products/acrobat/readstep2.html
Word or Excel viewer - http://www.microsoft.com/downloads/
3.2 Have all the dates been revised as appropriate?
Aug 2005
- 13 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
3.3 Is clear guidance given in relation to student induction and training
in using the eLearning elements (where the module has been
moved from one VLE to another)?



Students should have the information on how to communicate through
eLearning
They should be told what rules apply, e.g. no flaming, rules of
netiquette.
There should be induction information for the students
Resources: Contact 3800 for documents on the equipment and software that
the University use.
Section 4 Content
This section is to be filled in by the Module Author before being completed by
the Quality Assurer
4.1 Has there been a spell check on the new materials, and by whom?
Sometimes it may be worth checking that your spell checker isn’t set to US
English, for staff with the University staff image this should not be a problem
Comments: If you are adding parts of your module during the term it may be
worth asking the students to email you with any spelling mistakes they find,
because if there are any mistakes they will find them.
4.2 Have the guidelines in relation to media use been followed in the
new materials?
Can have particular implications with regard to SENDA (the Special Education
Needs Disability Act.)
Resources:
“Accessibility and Usability Guide” available from LDI in Information services.
Chapter 3 of “The Staffordshire University Handbook for eLearning”
http://www.staffs.ac.uk/uniservices/infoservices/documents/elearning_handbook.pdf
4.3 Have the links to other applications and sites been tested –
including both the old links and the new ones and by whom?
4.4 Is there a clear distinction between activities and learning
resources?
“Learning Resources” are the tools that help the students complete the
“Activities” the tutors set for them. Because VLEs are largely text based the
verbal and visual clues given out in a lecture situation by the tutor to herald an
Aug 2005
- 14 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
activity are lost and sometimes activities can be missed. An effort should be
made to highlight activities so students have time to plan for them in advance.
Other Recommendations and Conditions
Are there any other recommendations or conditions that the Quality Assurer
feels that the Module Author should make above and beyond any made
already? If so, include them here.
Aug 2005
- 15 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Filling in form QAe3. Electronic Componants.
This form applies to electronic course components whose study is not
essential for the successful completion of the module or course, (QAe1 or
QAe2 form should be completed if it is). The form consists of 7 questions with
several parts to be filled in by the component author and the confirmation of a
Quality Assurer.
Question 1. Value
1.1 How does the resource add value to the module or course?
Why create the resource in the first place? This may be useful information
to other people in the University.
Question 2. Access
2.1 Are there processes in place to ensure that all students with
permission have access to the resource?
There are procedures that need to be followed to ensure students registered
on a module in thesis plus are automatically placed on a module in a VLE. If
you are not certain that these steps have been taken check with your Faculty
office and LDI as they can help confirm everything is ready.
2.2 Have students got the necessary technical skills to access this
resource?
You may need to include some sort of induction in one of your face-to-face
sessions to help the students get started if they have b not used a similar
electronic resource before. Perhaps switch part of one of your sessions to one
of the computer labs
Question 3. Usability and Accessibility
3.1 Is there an introduction, within the resource, outlining the purpose
and relevance of it?
Learners are always interested in why they are doing something. You need to
relate the resource that you are making available to other resources they are
using as part of their studies and make it clear to what level they will be
relying on the electronic versions. They will also find it useful to know when
Aug 2005
- 16 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
changes are likely to be made so they know how often to re-visit the resource
if that is likely to be an irregular requirement.
3.2 Are all the links up to date?
There is no better way in losing the confidence of the users of a resource than
broken links. Perhaps you could store a complete set of all the web links you
have used in a document outside the VLE to enable you to quickly check they
are still working, without having to work your way through all the material in
the VLE.
3.3 Does the resource take a reasonable time to download or access?
Don’t forget that even though they may be based in the University as full-time
students some of the users of your resource are likely to access the material
away from the University labs. This is a big advantage of using electronic
based resources, but will cause frustration if very large files are supplied only
via the web/VLE. Consider techniques for reducing the size of your files or
offering them in other forms, such as on CD, to cut down load times.
3.4 Have accessibility standards been met?
Can have particular implications with regard to SENDA (the Special Education
Needs Disability Act.)
Resources:
“Accessibility and Usability Guide” available from LDI in Information services.
Chapter 3 of “The Staffordshire University Handbook for eLearning”
http://www.staffs.ac.uk/uniservices/infoservices/documents/elearning_handbook.pdf
3.5 Has proof reading been undertaken and a spell check been done?
Sometimes it may be worth checking that your spell checker isn’t set to US
English, for staff with the University staff image this should not be a problem
Comments: If you are adding parts of your module during the term it may be
worth asking the students to email you with any spelling mistakes they find,
because if there are any mistakes they will find them.
3.6 Do all the folders you have created contain information?
“Learning Resources” are the tools that help the students complete the
“Activities” the tutors set for them. Because VLEs are largely text based the
verbal and visual clues given out in a lecture situation by the tutor to herald an
activity are lost and sometimes activities can be missed. An effort should be
made to highlight activities so students have time to plan for them in advance.
Aug 2005
- 17 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Question 4. Clear route of support
4.1 Are contact details included in the resource for at least one of the
tutor/support staff?
Ideally all staff the students are likely to deal with in relation to the resource or
their course in general should have their contact details included. Failing that
there needs to be at least one contact who is able to keep up with the likely
work load involved (see 4.2 below).
4.2 Is there a time limit within which a student can expect a query to be
answered?
Students can sometimes have unreasonable expectations of tutors and
expect them to reply to an email immediately. It is useful to set out exactly
what the student can expect in terms of support. As this is not an essential
part of the course, students should not expect a rapid response
Question 5. Legal requirements/University Guidelines
5.1 Have you met all University Regulations?
Please refer to the University Web Site for more guidance on this.
5.2 Have you met all copyright requirements?
Be aware that there may be copyright issues. Emailing somebody with “….. if I
don’t hear from you I’ll assume that you do not mind” is still breaking copyright
Resources:
For copyright information contact Information Services
For data protection information contact s.l.howlett@staffs.ac.uk
Question 6. Evaluation
6.1 Is there a method of evaluating this resource?
Its important that you can be confident the resource is a useful addition to the
student set of tools. Without this evaluation you may find you are putting too
much effort into an area that is not appreciated by its users.
6.2 If the module author should leave, is it clear how to manage the
resource?
Aug 2005
- 18 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Continuity is often an area where electronic resources fall down. There are
many web pages on the internet that were once excellent but now they are
not maintained have become source of old out-of-date information. Although
your resource is unlikely to become out-of-date during an Academic Year it is
important, especially where updates are expected, that it is maintained to
keep the confidence of its users.
6.3 Is there a clearly identified process whereby the students can give
formal feedback about this resource?
This can help you judge the real value of the time you have spent developing
the resource and can help you plan further additions and/or amendments to
maintain and improve its usefulness.
7. Further explanation
7.1 If the answer to any of the above questions was NO, please provide
further explanation below
There may be a very good reason why the answer to some of the questions
above is ‘No’ but it would be helpful to the QA’er to make sure this is clear
Aug 2005
- 19 -
Guide to Staffordshire University Quality Assurance (QA) Procedures for eLearning
Learning Development and Innovation, Information Services
Filling in Declaration QAe4. Rerun Modules.
A module need only be Quality Assured once in an academic year. If you are
running the same module more than once in a single academic year then you
should fill in a declaration (QAe4) for each run of the module, declaring that
you have made no changes (other than relevant dates or updating web links)
to the module since it was last Quality Assured.
The module author is asked to affirm that the course or module is the same
one that was Quality Assured previously. In addition you must confirm that all
student contributions from previous cohorts of students have been removed
and any relevant dates or web links have been updated.
Aug 2005
- 20 -