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2000809 eFest eMM Presentation Redacted

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eMM presentation slides from eFest 2008

eMM presentation slides from eFest 2008

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  • 1. E-Learning Maturity Model Version 2.3 Analysis of e-learning capability as measured by an e-learning maturity model Dr Stephen Marshall Stephen.Marshall@vuw.ac.nz University Teaching Development Centre Victoria University of Wellington New Zealand Tuesday, 23 September 2008
  • 2. What are the key things that your institution should be doing to help improve your experience of e-learning, and that of your students? eFest 2008 Tuesday, 23 September 2008
  • 3. Quality Assurance “...a cancer that gnaws at the core of knowledge, value and freedom in education; its carcinogenic growth is now perhaps the greatest pervasive danger to the University” Docherty, 2008 eFest 2008 Tuesday, 23 September 2008
  • 4. Knowing what to measure Knowing how to measure Quality Enhancement Knowing how to improve what has been measured eFest 2008 Tuesday, 23 September 2008
  • 5. Goal of the eMM “The answer to large-scale reform is not to try to emulate the characteristics of the minority who are getting somewhere under present conditions … Rather, we must change existing conditions so that it is normal and possible for a majority of people to move forward” (Fullan, 2001, p268) eFest 2008 Tuesday, 23 September 2008
  • 6. A Quick introduction to the eMM University University University University University University University Polytechnic Polytechnic Polytechnic Polytechnic A B C D E F G Z Y X W Learning: Processes that directly impact on pedagogical aspects of e-learning L1. Learning objectives guide the design and implementation of courses L2. Students are provided with mechanisms for interaction with teaching staff and other students L3. Students are provided with e-learning skill development L4. Students are provided with expected staff response times to student communications L5. Students receive feedback on their performance within courses L6. Students are provided with support in developing research and information literacy skills L7. Learning designs and activities actively engage students L8. Assessment is designed to progressively build student competence L9. Student work is subject to specified timetables and deadlines L10.Courses are designed to support diverse learning styles and learner capabilities Development: Processes surrounding the creation and maintenance of e-learning resources D1. Teaching staff are provided with design and development support when engaging in e-learning 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 D4. Courses are designed to support disabled students D5. All elements of the physical e-learning infrastructure are reliable, robust and sufficient D6. All elements of the physical e-learning infrastructure are integrated using defined standards D7. E-learning resources are designed and managed to maximise reuse Support: Processes surrounding the support and management of e-learning S1. Students are provided with technical assistance when engaging in e-learning S2. Students are provided with library facilities when engaging in e-learning S3. Student enquiries, questions and complaints are collected and managed formally S4. Students are provided with personal and learning support services when engaging in e-learning S5. Teaching staff are provided with e-learning pedagogical support and professional development S6. Teaching staff are provided with technical support in using digital information created by students Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle E1. Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience E2. Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience E3. Regular reviews of the e-learning aspects of courses are conducted Organisation: Processes associated with institutional planning and management O1. Formal criteria guide the allocation of resources for e-learning design, development and delivery O2. Institutional learning and teaching policy and strategy explicitly address e-learning O3. E-learning technology decisions are guided by an explicit plan O4. Digital information use is guided by an institutional information integrity plan O5. E-learning initiatives are guided by explicit development plans O6. Students are provided with information on e-learning technologies prior to starting courses O7. Students are provided with information on e-learning pedagogies prior to starting courses O8. Students are provided with administration information prior to starting courses O9. E-learning initiatives are guided by institutional strategies and operational plans eFest 2008 Tuesday, 23 September 2008
  • 7. Dimensions Capability eFest 2008 Tuesday, 23 September 2008
  • 8. Delivery creation and delivery of process outcomes eFest 2008 Tuesday, 23 September 2008
  • 9. Planning planning and pre-defining process activities eFest 2008 Tuesday, 23 September 2008
  • 10. Definition supporting process activities with standards, templates and guidelines eFest 2008 Tuesday, 23 September 2008
  • 11. Management management and measurement of process outcomes eFest 2008 Tuesday, 23 September 2008
  • 12. Optimisation continuous improvement of process activities eFest 2008 Tuesday, 23 September 2008
  • 13. Assessing Capability eFest 2008 Tuesday, 23 September 2008
  • 14. Learning: Processes that directly impact on pedagogical aspects of e-learning L1. Learning objectives guide the design and implementation of courses L2. Students are provided with mechanisms for interaction with teaching staff and other students L3. Students are provided with e-learning skill development L4. Students are provided with expected staff response times to student communications L5. Students receive feedback on their performance within courses L6. Students are provided with support in developing research and information literacy skills L7. Learning designs and activities actively engage students L8. Assessment is designed to progressively build student competence L9. Student work is subject to specified timetables and deadlines L10. Courses are designed to support diverse learning styles and learner capabilities Development: Processes surrounding the creation and maintenance of e-learning resources D1. Teaching staff are provided with design and development support when engaging in e-learning 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 D4. Courses are designed to support disabled students D5. All elements of the physical e-learning infrastructure are reliable, robust and sufficient D6. All elements of the physical e-learning infrastructure are integrated using defined standards D7. E-learning resources are designed and managed to maximise reuse Support: Processes surrounding the support and operational management of e-learning S1. Students are provided with technical assistance when engaging in e-learning S2. Students are provided with library facilities when engaging in e-learning S3. Student enquiries, questions and complaints are collected and managed formally S4. Students are provided with personal and learning support services when engaging in e-learning S5. Teaching staff are provided with e-learning pedagogical support and professional development S6. Teaching staff are provided with technical support in using digital information created by students Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle E1. Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience E2. Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience E3. Regular reviews of the e-learning aspects of courses are conducted Organisation: Processes associated with institutional planning and management O1. Formal criteria guide the allocation of resources for e-learning design, development and delivery O2. Institutional learning and teaching policy and strategy explicitly address e-learning O3. E-learning technology decisions are guided by an explicit plan O4. Digital information use is guided by an institutional information integrity plan O5. E-learning initiatives are guided by explicit development plans O6. Students are provided with information on e-learning technologies prior to starting courses O7. Students are provided with information on e-learning pedagogies prior to starting courses O8. Students are provided with administration information prior to starting courses eFest 2008 O9. E-learning initiatives are guided by institutional strategies and operational plans Tuesday, 23 September 2008
  • 15. Assessing the e-learning capability of the New Zealand ITPs eFest 2008 Tuesday, 23 September 2008
  • 16. Sector Capability Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group eFest 2008 Tuesday, 23 September 2008
  • 17. Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group eFest 2008 Tuesday, 23 September 2008
  • 18. Team Size Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group eFest 2008 Tuesday, 23 September 2008
  • 19. Team Size + O9 E-learning initiatives are guided by institutional strategies and operational plans. Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group eFest 2008 Tuesday, 23 September 2008
  • 20. Team Size + O9 E-learning initiatives are guided by institutional strategies and operational plans. Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group University University University University University University University Polytechnic Polytechnic Polytechnic Polytechnic A B C D E F G Z Y X W Learning: Processes that directly impact on pedagogical aspects of e-learning L1. Learning objectives guide the design and implementation of courses L2. Students are provided with mechanisms for interaction with teaching staff and other students L3. Students are provided with e-learning skill development L4. Students are provided with expected staff response times to student communications L5. Students receive feedback on their performance within courses L6. Students are provided with support in developing research and information literacy skills L7. Learning designs and activities actively engage students L8. Assessment is designed to progressively build student competence L9. Student work is subject to specified timetables and deadlines L10.Courses are designed to support diverse learning styles and learner capabilities Development: Processes surrounding the creation and maintenance of e-learning resources D1. Teaching staff are provided with design and development support when engaging in e-learning 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 D4. Courses are designed to support disabled students D5. All elements of the physical e-learning infrastructure are reliable, robust and sufficient D6. All elements of the physical e-learning infrastructure are integrated using defined standards D7. E-learning resources are designed and managed to maximise reuse Support: Processes surrounding the support and management of e-learning S1. Students are provided with technical assistance when engaging in e-learning S2. Students are provided with library facilities when engaging in e-learning S3. Student enquiries, questions and complaints are collected and managed formally S4. Students are provided with personal and learning support services when engaging in e-learning S5. Teaching staff are provided with e-learning pedagogical support and professional development S6. Teaching staff are provided with technical support in using digital information created by students Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle E1. Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience E2. Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience E3. Regular reviews of the e-learning aspects of courses are conducted Organisation: Processes associated with institutional planning and management O1. Formal criteria guide the allocation of resources for e-learning design, development and delivery O2. Institutional learning and teaching policy and strategy explicitly address e-learning O3. E-learning technology decisions are guided by an explicit plan O4. Digital information use is guided by an institutional information integrity plan O5. E-learning initiatives are guided by explicit development plans O6. Students are provided with information on e-learning technologies prior to starting courses O7. Students are provided with information on e-learning pedagogies prior to starting courses O8. Students are provided with administration information prior to starting courses O9. E-learning initiatives are guided by institutional strategies and operational plans eFest 2008 Tuesday, 23 September 2008
  • 21. Conclusion... eMM Capability correlates with intent and resources Correlation ≠ Causation! eFest 2008 Tuesday, 23 September 2008
  • 22. International Collaboration Scotland 43 Institutions SFC Benchmarking Project England and Wales 8 Institutions USA Japan http://commons.wikimedia.org/wiki/Image:A_large_blank_world_map_with_oceans_marked_in_blue.PNG HEA Benchmarking 2 Institutions Pilot ?? Institutions Pilot & Gwella Project Australia ACODE Pilot New Zealand 11 Institutions initial Pilot New Zealand 19 Polytechnics TEC/ITPNZ eFest 2008 Tuesday, 23 September 2008
  • 23. Knowing what to measure Knowing how to measure Quality Enhancement Knowing how to improve what has been measured eFest 2008 Tuesday, 23 September 2008
  • 24. Knowing what to measure Knowing how to measure Quality Enhancement Learning how to improve what has been measured eFest 2008 Tuesday, 23 September 2008
  • 25. Questions? http://www.utdc.vuw.ac.nz/research/emm/ Stephen.Marshall@vuw.ac.nz Acknowledgements Terry Neal, John Delany, Paul Left, Maurice Moore & Jenny Newby-Fraser Geoff Mitchell Stephanie Beames Charlotte Clements Darren Hoshek Warren Sellers Bruce Hoult Participating institution staff New Zealand Ministry of Education Dr Jim Petch and the staff of the University of Manchester Professor Paul Bacsich Ken Udas and the staff of the Penn State World Campus eFest 2008 Tuesday, 23 September 2008

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