Thread:Do we need to use inspirational symbols, templates, slogans, which are content related and culture-inclusive to heighten the value awareness and quality conviction? (5)

Wayne,

I agree. I do not think you could find universally held indicators that are also culturally sensitive when defining quality. This is why a maturity model is so effective, it is subscriptive not prescriptive. It is not how we measure (or indicate) the quality, it is that we are measuring (or indicating) quality. This is maturity. I believe this discussion would fall into the Development Process category of the e-Learning Maturity Model. There are two process that I believe relate directly to this discussion of culture and context, they are; Development: Processes surrounding the creation and maintenance of e-learning resources As you can see niether D2 or D3 describe how something should be done they just describe that they should be done. And the extent to which something is done is how maturity is determined. So as the context / culture change so do the procedures, standards, technology, pedagogy and content. From here we would have to get into the dimensions, I believe that is another discussion... I hope my view of maturity models applied to culture / context made sense...
 * D2. Course development, design and delivery are guided by e-learning procedures and standards
 * D3. An explicit plan links e-learning technology, pedagogy and content used in courses