Learners generated content and openness of educational practices: quality of eLearning as joint venture

The quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In the most recent perspectives, participatory and reflective approaches to the evaluation of quality are gaining terrain. Above all, the importance is given to a multivoiced, complex understanding of quality (Ghislandi & Raffaghelli, 2012a) We introduce in this poster a design-based research experience in the context of Higher Education, where the authors attempt to show how two elements introduced in the educational process became crucial to enact teachers and students’ reflection and collaboration on quality. The first element was the opportunity to opening (partially) the eLearning course, particularly regarding learners’ generated content, in order to achieve quality through the transparency and visibility of educational practices; the second element was a participatory/constructivist evaluation supporting the quality of an eLearning experience from the point of view of the learner. The poster introduces the pedagogical approach as well as the methodology to analyse results, being collected. Finally, we briefly reflect about the importance of the students’ voice, both in the process as well as in the products of educational processes, to boost the quality of eLearning in Higher Education.