La mediación del proceso de Learning Design como aporte a la calidad del aprendizaje en red

When you can say that an eLearning academic course is a “good” course?. The question sounds simple but the answer is not. The ongoing discussion in the field criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions, and most of all, a continuing process of reflection on the elaboration of environments and resources. Learning design, referred to the creation of learning environments and resources ad hoc, adapted and centered on the learners need, is hence a key dimension (Conole, 2007). However, this vision is many times in contradiction with academic teaching traditions, centered on teaching. Tools supporting reflection on didactics for higher education could be considered crucial to promote processes of innovation in teaching connected to a vision of quality that takes into account stakeholders interests. In this paper, we will introduce a set of Rúbricas called AdAstra, in an attempt to show how they can be considered a mediating tool for academics’ reflection on the quality ― through ex ante, in itinere, ex post and integrated evaluation― of an academic online/blended course.