Content Evaluation Framework

The Goal

To ensure that the content on the iGOT Karmayogi platform is not only engaging but is also of very high quality so as to increase competency levels of learners. Content is the most important component of any online learning platform and needs to factor in diverse learning needs and preferences. In doing so, it gives government officials the 21st Century skills they require to build the necessary attitudes, skills and knowledge.

The Challenge

Creating and maintaining a repository of learning programmes, aimed to change the behavior, and improve the performance of government officials, is a challenge for ministries, departments or organisations (MDOs) in governments. Thus, a marketplace approach to content procurement and onboarding needs to be adopted, to enable the creation of a self-sustaining ecosystem and drive the digital revolution of learning.

Our Strategy

The Content Evaluation Framework is a set of tools and recommendations that provides guidance and standards for the development of online learning products for iGOT Karmayogi.

This framework can be used to: 

  1. Guide the development and implementation of competency-based products (CBPs).
  2. Review online CBPs being developed/onboarded on the platform.
  3. Integrate cultural diversity and a gender perspective in all areas of online learning programmes.
  4. Produce accessible digital content that all learners, regardless of disabilities, can navigate, understand and interact with.

Based on instructional design methods for developing and delivering learning programmes it seeks to change behaviour and improve performance. C-LOP has been part of the inter-organisational working group that created the Content Evaluation Framework. 

After a rigorous analysis of transformative practices in the industry, the following points were identified to keep in mind when analysing or creating content:

  • The competencies that the content seeks to service should be called out at the very beginning of the content creation process.
  • Learning outcomes should be established at the outset of each course and module. There is a strong correlation between learning outcomes and competency requirements.
  • Content that will be available on the platform will be consumed by a diverse audience. Hence any content that is made available on platform should be inclusive, gender transformative, and free of bias.
  • All content being created, used and maintained on the platform should be accessible to people with disabilities and should adhere to accessibility standards.

Benefits of the proposed framework:

  • It Inspires higher-order thinking, motivates the learner to ensure effective retention.
  • Prioritises experiential learning to drive positive change in the learner.
  • Supports self-paced and on-the-go learning, respects the learners’ time.
  • Includes inclusive design philosophy, effectively tackles the various needs of diverse learners.
  • Inculcates human-centred problem- solving skills, focusing on understanding a problem from the perspective of the person experiencing it.

In addition to prescribing a standardised model for content creation, it is important to prescribe a Quality Assurance framework to maintain high courseware standards.

Three of these programs include: 

  • Quality Matters Rubric Standards.
  • Rubric for Online Instruction from California State University Chico.
  • Online Learning Consortium’s Five Pillars of Quality Framework.

To provide content creators with the right support on the platform to help them curate content as per the framework mechanisms were proposed to be put in place. This included mandatory online learning for all content curators on human centred design approaches, resource on the use of iGOT Karmayogi which explains the various features and detailed feedback from the reviewer in case a course is rejected. Following this framework, will help create learning modules that are a ever evolving and where content is enriched, deepened and widened.

Highlights