Quality criteria for online pedagogy

Jamk's digital pedagogical quality criteria define the principles and quality of online teaching.

Learners are offered opportunities for interaction, communal activities, learning from each other and sharing experiences.
The goals and requirements for interaction are explained clearly.
The development of professional identity is supported through interaction.
Interaction is designed to promote critical thinking, argumentation skills and the presentation of ideas in a constructive way.
Interaction is used to build a safe working atmosphere and a positive and encouraging learning environment.

The learner receives guidance during the learning process.
The methods of guidance are described on the learning platform.
The guidance is multi-channel.
The guidance utilizes the functions offered by the learning platform, such as learning analytics, transitions and timings.

The assignments form a coherent entity that supports the achievement of the learning outcomes.
The assignment instructions include the purpose and the objective of the assignment, the instructions for the learner's actions, and the assessment criteria and methods.
The assignments have been divided into phases and the estimated time to be used for learning has been indicated in connection with the phases.
The learner can use the opportunities offered by technology in completing the assignments.
The assignments are linked to real working life situations.

The assessment criteria are aligned with the learning outcomes.
Assessment is continuous and various assessment methods are used.
The learner has the opportunity for self-assessment and/or peer assessment during the learning process.

In accordance with a jointly agreed structure or template, the following are presented on the learning platform:
- Timing and timetable
- Learning outcomes, workload and assessment
- Teacher contact information and guidance practices
The learning process and its progress have been made visible on the learning platform.
Completion progress tools are in use if the learning platform allows it.

The technology used to support the learning process, such as applications, devices and learning platform tools, supports the achievement of learning outcomes.
The learning process has been created in a learner-oriented manner and the content is cognitively accessible, i.e. the amount of information is reasonable, the language and terminology are understandable.
The contents are named consistently, and the navigation is straightforward.
The contents are visually accessible, e.g. fonts, colour contrasts, layout and alternative texts.
The functionality of the content has been ensured.
The content is available on different devices, tools and connections.
Guidance and technical support are available for selected online tools.

Artificial intelligence services recommended by Jamk are used to support learning.
The learner is guided in the safe and ethical use of generative AI to support learning, e.g. data protection, source criticism and copyright.
The assignment instructions explain how artificial intelligence can be used in the assignment.

The services and applications recommended by Jamk are used to support learning.
The learner is not required to log in to services and applications other than those recommended by Jamk.
The use of external services must be justified, and the deployment has been carried out in accordance with Jamk's instructions.

The learning process is developed based on the feedback received.
The learner has the opportunity to participate in the development by giving continuous feedback.
During the learning process, mid-course feedback and final feedback are collected.
The teacher analyses the feedback received from the learners and responds to the feedback.
Quality is improved based on feedback and annual feedback surveys.