Janet May's Assessing Online Learning Process Maturity: the e-Learning Maturity Model


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SLN SOLsummit 2009 presentation - by Janet May
"The E-Learning Maturity Model" (eMM) provides a means by which institutions can assess and compare their capability to sustainably develop, deploy and support e-learning" (Marshall, 2007). The model focuses on inputs and processes, and has its underpinnings in a software development nd deplyment framework that emphasizes capacity building and creating scalable processes. This presentation will describe the model and how Penn State World Campus has implemented it to assist in strategic planning and quality improvement. Audience members will gain an understanding of eMM, how it has been used internationally as a quality assurance process and benchmarking tool, and its benefits. The results of the first iteration of eMM at PSU World Campus will be introduced giving audience members concrete advice on how to begin the process.

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Janet May's Assessing Online Learning Process Maturity: the e-Learning Maturity Model

  1. 1. Assessing Online Learning Process Maturity: the e-Learning Maturity Model Janet May Associate Director Penn State World Campus
  2. 2. The e-Learning Maturity Model (eMM) focus… “…changing organisational conditions so that e-learning is delivered in a sustainable and high quality fashion to as many students as possible” (2006) Stephen Marshall Victoria University of Wellington 2
  3. 3. The eMM focus… “The key concept is that the ability of an organisation to be effective in a particular area of work is dependent on their capability to engage in high quality, reproducible, processes that can be sustained and built upon” Stephen Marshall Victoria University of Wellington (2006) 3
  4. 4. How can the eMM benefit Penn State World Campus? • Help us better understand our own organizational capacity for sustained success with online learning • Implement change based on that understanding • Benchmark with other Institutions 4
  5. 5. The e-Learning Maturity Model (eMM) is… • A quality improvement tool that measures an institution’s ability to sustain online learning • Provides a set of key practices that can inform improvement activities 5
  6. 6. Process categories Each process category includes multiple processes, for a total of 35 processes 6
  7. 7. Process categories • Each Process assessed on 5 dimensions 7
  8. 8. eMM dimensions 1 Delivery ~ creation and delivery of process outcomes • Assess the extent to which the process is seen to operate within the institution. • Without capability in other dimensions, at risk of failure or unsustainable delivery and wasting resources through needless duplication. 8
  9. 9. eMM dimensions 2 Planning ~ assesses the use of predefined objectives and plans in conducting the work of the process. • The use of predefined plans potentially makes process outcomes more able to be managed effectively and reproduced if successful. 9
  10. 10. eMM dimensions 3 Definition ~ use of institutionally defined and documented standards, templates and policies during implementation of process. • The institution has clearly defined how a given process should be performed. • This does not mean that the staff of the institution follows this guidance. 10
  11. 11. eMM dimensions 4 Management ~ how the institution manages implementation of process and ensures the quality of the outcomes. • Capability reflects measurement of the outcomes and the way in which the practices of the process are performed by the staff of the institution. 11
  12. 12. eMM dimensions 5 Optimization ~ the extent to which an institution is using formal approaches to improve capability measured within the other dimensions of this process. • Capability reflects a culture of continuous improvement. 12
  13. 13. eMM dimensions • Not an hierarchical model; does not measure progressive levels • The dimension concept is holistic capability • Capability at the higher dimension without capability at the lower dimensions does not deliver desired outcomes • Capability at the lower dimensions that is unsupported in the higher dimensions will be unsustainable and unresponsive to change and learner needs 13
  14. 14. Institutional “capability” Rating Meaning Not practiced/Not adequate Partially adequate Largely adequate Fully adequate Not assessed 14
  15. 15. Example eMM Capability Assessment Rating Meaning Not practiced/Not adequate Partially adequate Largely adequate Fully adequate Not assessed 15
  16. 16. As a Benchmarking Tool Processes that directly impact on pedagogical aspects of e-learning Optimization Delivery 16
  17. 17. At Penn State World Campus… • Beginning an eMM project… – Wanted a mature program, fully developed – Wanted a program that the World Campus had developed, rather than another unit at the University 17
  18. 18. At Penn State World Campus… Selected BS in Turfgrass Science • Worked with lead faculty, instructional designer, administrators, and others to assess the program. • Required evidence collection. • Iterative process. • Assessment just completed….. 18
  19. 19. Penn State World Campus 19
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  22. 22. For more information on eMM… Please contact – Janet May at jam11@psu.edu – Stephen Marshall at stephen.marshall@vuw.ac.nz Please visit the eMM web site: – http://www.utdc.vuw.ac.nz/research/emm/ 22