Work from general to specific – from generic approaches to quality control, to specific ones that fit the context and from general tools to the best ones for a particular case in a particular context.
The authors (Clements et al. p. 1098, 2015) first and foremost base their framework on a systematic analysis of TEL literature regarding quality approaches and specific collaborative instrument used in LORs. From this they are able to extract all the main elements needed to produce a comprehensive quality assurance framework for LORs. The ‘available solutions are categorised as defining a general approach, individual approaches and tools. Their application is based solely on specific needs in a specific context selected by a ‘defined’ user.
The huge number of possible contexts and needs makes this principle difficult to evaluate. The solution is to tailor each LOR in each case (see Vázquez-Cano et al, 2016).
In the end, the framework is a general to specific approach on which all scientific research and research writings are based – gather all the available information; present a context and finally apply the available solutions to that specific contexts.
Template used: Center for Innovative Learning Technologies (2020)
Center for Innovative Learning Technologies (2020) ‘Design Principles Database’ [Online]. Available at: http://www.edu-design-principles.org (Accessed 03 June 2020).
Clements, K., Pawlowski, J. and Manouselis, N. (2015) 'Open educational resources repositories literature review–Towards a comprehensive quality approaches framework.' Computers in human behavior, 51, pp.1098-1106 [Online]. Available at https://reader.elsevier.com/reader/sd/pii/S0747563215002162?token=5B32DA88FFF9C26D5C6E94BDC1F3F034ED748C8061EF68DC0F36C6580CFA93DD51BF77639D64E533F05A2AE4FFF8A286 (Accessed 01 June 2020).
Vázquez-Cano, E., Martín-Monje, E. and Castrillo de Larreta-Azelain, M.D. (2016) ‘Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia’ Digital Education Review, 29, pp.62-85. [Online]. Available at: https://eric.ed.gov/?id=EJ1106187 (Accessed 03 June 2020).
Sahu (2020) recommends that universities which had to rapidly move teaching online response to Covid-19 ensure adequate training in online teaching and learning is made available to staff and students early on. Additionally, mental health services should be made available to all members of staff, and international students should be supported in relation to travel restrictions, visa problems, and accommodation. Sahu advises to implement a no detriment policy in relation to physical and mental health problems, as well as in the context of problems encountered because of 'lockdowns' or travel restrictions.
Moving teaching online in response to Covid-19 is different to developing an online course in normal times. Materials and teaching techniques cannot always be translated to online teaching. Staff and students who may not have chosen online teaching in normal circumstances are forced to adapt to it, while also experiencing dramatic societal, economical, and personal changes. Countries have introduced travel restrictions and most entered a 'lockdown' stage, with only some gradually removing restrictions. In relation to travel restrictions and international students stranded in the country of their studies, Sahu (2020) recommended that universities apply a no detriment policy and support students in student accommodation financially. Considering the uncertain circumstances, he also advised that higher education institutions should try and make access to counselling services accessible to students and staff, in order to mitigate the impact of poor mental health on teaching and learning. As staff and students will, in many cases, have no experience with online teaching or learing, Sahu also emphasised the importance of introducing workshops training staff and students in appropriate teaching and learning methods to support the transition. He suggests that staff and students will benefit from regular interactions online, e.g. through forums, to stay in touch and remain connected.
There is little consideration of students and staff who may struggle to access the internet and/or appropriate equipment. Additionally, Sahu (2020) ignores aspects of data protection and the potential impact of this on pastoral care.
Sahu (2020) based his recommendations on existing pedagogical research and related them specifically to the rapid responses many universities had to implement in response to Covid-19.
Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus, 12(4). https://doi.org/10.7759/cureus.7541