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International benchmarking.
The first dual mode distance
 learning benchmarking club
Who are we…

                              Ebba Ossiannilsson
                              Lund University, SE




                                           Margareta Hellström
                                           KTH, SE
                             Paul Bacsich
                             Matic Media Ltd. UK




                                        Andreas Hedrén
                                        Gotland University, SE

Ossiannilsson et al. / NGL2012Falun /
Learning environment




Ossiannilsson et al. / NGL2012Falun /
Learning environment




                                        Steve Wheeler, University of Plymouth,
                                        2010
               http://www.flickr.co
               m/photos/luc/
Ossiannilsson et al. / NGL2012Falun /
Ossiannilsson et al. / NGL2012Falun /
“We are currently preparing students for jobs
 that don’t yet exist… Using technologies that
 haven’t been invented… In order to solve
 problems we don’t even know are problems
 yet.”
 (Source: Fish & McLeod, Shift Happens, Wikispaces.com)




                              Foto: Anders Olsson, Lnu
Ossiannilsson et al. / NGL2012Falun /
New and emerging technologies...




                                                                        Steve Wheeler, University of Plymouth, 2011
                                        http://www.weirdthings.org.uk


...are often met with opposition.
Ossiannilsson et al. / NGL2012Falun /
Benchmarking, some definitions
                                         Benchmarking is an exemplar-driven teleological process
                                         operating within an organization [sic] with the objective of
                                         intentionally changing an existing state of affairs into
                                         a superior state of affairs. (Moriarty, 2008, p. 30).

…the ´locus´ of benchmarking lies
between the current and desirable
states of affairs and contributes to the
transformation processes that realise
these improvements. (Moriarty and
Smallman, 2009, p. 484)

...is a technique, method, process, activity,
incentive, or reward which conventional wisdom
regards as more effective at delivering a particular
outcome than any other technique, method,
process, etc. when applied to a particular condition
or circumstance


 Ossiannilsson et al. / NGL2012Falun /
Self evaluation for quality enhancement




                                          benchmark-careers.co


  Ossiannilsson et al. / NGL2012Falun /
The Benhmarking process
                                                       Determine
                                                         what to
                                                       benchmark




                                                                              Form a
                                Take action                                benchmarking
                                                                               team




                                         Collect and
                                                                      Identify
                                           analyse
                                                                   benchmarking
                                        benchmarking
                                                                     partners
                                         information




                      Ossiannilsson, E. (2011). Findings from European
                      benchmarking exercises on e-learning: value and
                      impact. CreativeEducation.2(3):208-219.

Ossiannilsson et al. / NGL2012Falun /
Benefits and values
                   self-assess institution   respond to national performance indicators
                                             and benchmarks

                                                                strengthen institutional identity
better understand the process
                                                                                  enhance reputation
                   measure and compare
                                                                set new standards for the sector

discover new ideas,
                                                                      set targets for improvement



obtain data to support decision-making


                                                   van Vught et al., (2008). A practical guide.
                                                   Benchmarking in European HE. ESMU
    Ossiannilsson et al. / NGL2012Falun /
Limitations
 Time?


      Commitment?


Benchmarks?


     Interpretations?


Language?


     Who is involved?



  Ossiannilsson et al. / NGL2012Falun /
The First dual-mode distance
benchmarking club, partners

 •   UK        University of Leicester (lead),
 •   UK        University of Liverpool,
 •   Australia University of Southern Queensland
 •   New Zeeland Massey University
 •   Canada    Thompson Rivers University
 •   Sweden    Lund University
 •   Sweden    KTH

 • Gotland University was not in the club, but did the
   benchmarking with Pick&Mix
Ossiannilsson et al. / NGL2012Falun /
Pick&Mix
The Pick&Mix; the iterative self-review process with use
of expert moderators
• Encourages a more senior level of participation from
  the institution: the result is “theirs”, not the moderators
• Get comfortable over time with the criteria as they
  apply to their institution
• Helps them move directly to implementation of change
• Selects against complex methodologies – not an
  issue with Pick&Mix as it is simple (compared with
  others)
• Requires more effort from moderators (Bacsich, 2011)


Ossiannilsson et al. / NGL2012Falun /
Critical success factors

                                                               • 22 Leadership in e-Learning
Code         Criterion name
                                                               • 29    Management Style
•   04       Usability
                                                               • 35    Relationship Management
•   06       eLearning strategy
                                                                 Upwards
•   07       Decisions on Projects
                                                               • 53    Reliability
•   10       Training
                                                               • 58    Market Research
•   12       Costs
                                                               • 60    Security
•   13       Planning Annually
                                                               • 91    Student Understanding of
•   16       Technical Support to Staff                          System
•   19       Decisions on Programmes                           • 92    Student Help Desk
                                                               • 94    Student Satisfaction

06d   Distance Learning   Regularly updated Distance Learning Strategy, integrated with
      Strategy            Learning and Teaching Strategy and all related strategies (e.g.
                          e-Learning, if relevant).

Ossiannilsson et al. / NGL2012Falun /
Ossiannilsson et al. / NGL2012Falun /
Meetings and process

Meeting                    Aims of meeting
• Initial meeting           Initial collection of evidence,
                            and selection of supplementary
                            criteria
• Mid-process meeting       Further collection of evidence
• Scoring rehearsal meeting Final tweaks on and chasing of
                             evidence
• Scoring meeting            xxx

• Reflection meeting                    To move to change




Ossiannilsson et al. / NGL2012Falun /
Roadmap…




Ossiannilsson et al. / NGL2012Falun /
The First dual-mode distance
                       benchmarking club
  Tasks for Lund University, SE
• benchmark, in accordance with the detailed
  criteria
• consider the already defined and/or suggest
  any other critical success factors
• based on experience and results from
  EADTU's
   E-xcellence+ and ESMU's ELBE correlate
  Pick&Mix with those

Ossiannilsson et al. / NGL2012Falun /
Benchmarking projects conducted
                   by Lund University, SE

• The Swedish National Agency of Higher Education,
  ELQ


• EADTU, E-xcellence+



• ESMU, Benchmarking eLearning exercise 2009

• The First dual-mode distance learning benchmarking
  club (Concordance)
Ossiannilsson et al. / NGL2012Falun /
The Excellence project by the European Association o
                Distance Teaching Universities, EADTU




Products   Services




   Management
                              http://www.eadtu.nl/e-xcellencelabel



 Ossiannilsson et al. / NGL2012Falun /
Ossiannilsson et al. / NGL2012Falun /
Ossiannilsson et al. / NGL2012Falun /
©Ossiannilsson & Landgren, 2011

Ossiannilsson et al. / NGL2012Falun /
KTH 1…
Ask each of the respondents to value
each criterion not only on level 1- 6 but
also do this for 4 different organizational
levels
• Individual/or course level
• Departmental level
• “School “level
• Institutional /or “KTH” level.

Ossiannilsson et al. / NGL2012Falun /
KTH 2…
• Illuminated “islands” with very advanced and high
  quality distance e-learning existed. Internal
  information about their work was not reaching outside
  their group.
• At the same time “dark corners” that had not even
  thought of the possibility to use new technologies to
  enhance their student’s learning or to try blended
  learning models for more flexibility were found.
• KTH could learn from studying successful e-learning
  initiatives within its organization from departments
  that have worked for years in different online initiatives
  and to develop blended learning models.
• Reports but also as a seminar series, were the
  results could be discussed and good examples
  disseminated locally.
Ossiannilsson et al. / NGL2012Falun /
KTH 3…
            Eighteen (18) new core criteria were
            chosen and grouped in the following
            areas:
            Student involvement

            Educational/Pedagogical anchoring

            Staff recognition and reward

            Open Educational Resources

Ossiannilsson et al. / NGL2012Falun /
Gotland University
         • Find suggestions on how to strengthen the
           institution’s e-learning.
         • The Pick&Mix method was the expected possibility
           to relatively quickly, with a relatively small effort,
           without access to own experts in e-learning get a
           good view and understanding of the current
           state of the institution’s e-learning.
         • Give results that would be straight forward to use
           to find suggestions on what aspects of the
           institutions e-learning to address and what to do in
           order to improve.
         • A key aspect that was found appealing when
           making the decision to use Pick&Mix was the
           easily understood and concrete (critical)
           success factors
Ossiannilsson et al. / NGL2012Falun /
Gotland University 2

            • Gotland University had a few
              specific issues that needed to
              be addressed for locally
              specific reasons.
            • The nature of these issues
              differed from the benchmarking
              success factors so these
              issues were addressed in
              parallel but separately.
Ossiannilsson et al. / NGL2012Falun /
Gotland University 3…

• In a few cases …not straight forward to identify the
  University’s score for the success factors. This was mostly
  from institution internal reasons. The effect of this was that the
  benchmarking exercise made it clear that there was interesting
  information that was not easily accessible at the institution.
• The use of Pick&Mix…relatively straight forward and very useful
  and easy to use the output from the method to suggest
  changes to achieve improvements
• Identify the state of it’s e-learning on a somewhat absolute
  scale and to identify what aspects and areas of it’s e-learning
  that needs most improvement and also what measures is needed
  to achieve the identified improvements


Ossiannilsson et al. / NGL2012Falun /
Three key conclusions from the
benchmarking exercise were that…

1. Only Thompson Rivers University has any strong
expertise in market research for e-learning, not only in
the Club but out of all the institutions benchmarked with
Pick&Mix

2. No institution has strong competence in costing e-
learning

3. Staff reward and recognition for e-learning is not
adequate anywhere.

Ossiannilsson et al. / NGL2012Falun /
Conclusion on methodology and
                benchmarking outcomes 1
• The political message is that such clubs are
  useful and that one could be easily set up in
  the Scando-Baltic region

• Issues raised above could be handled by
  different wording appropriate to the national
  languages and cultures within a common
  conceptual scheme for example as developed
  by Lund University.


Ossiannilsson et al. / NGL2012Falun /
Conclusion on methodology and
                benchmarking outcomes 2
• Co-operations like the distance learning benchmarking club can
  play a role on an inter-institutional level, both nationally and
  internationally, in the absence of any national level governing.

• Through co-operations like the distance learning benchmarking
  club institutions could network, share knowledge, increase
  their competence and strengthen their e-learning.

• The dissemination of Pick&Mix through the work pursued within
  the club has created a knowledge foundation that can be
  taken further to both be used within the institutions of the
  club and also to involve more institutions.


Ossiannilsson et al. / NGL2012Falun /
The door is
                                                              open …

                                                              What next?




   Ossiannilsson et al. / NGL2012Falun /
                                              TIIM2011_ Oulu_Ebba
Bild: Wikimedia Commons, Push the button, CC BY SA
Ebba Ossiannilsson, Paul Bacsish, Margareta Hellström, Andreas
                Hedrén




                                               Footprints
                                               Ebba.Ossiannilsson@ced.lu.se
                                               Ebba.Ossiannilsson@oulu.fi

                                               Paul Bacsich (Matic Media Ltd)
                                               paul@matic-media.co.uk

                                               Margareta Hellström
                                               mhel@kth.se

                                               Andreas Hedrén
                                               andreas.hedren@hgo.se
Ossiannilsson et al. / NGL2012Falun /

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Ngl2012 ossiannlisson etal120219

  • 1. International benchmarking. The first dual mode distance learning benchmarking club
  • 2. Who are we… Ebba Ossiannilsson Lund University, SE Margareta Hellström KTH, SE Paul Bacsich Matic Media Ltd. UK Andreas Hedrén Gotland University, SE Ossiannilsson et al. / NGL2012Falun /
  • 4. Learning environment Steve Wheeler, University of Plymouth, 2010 http://www.flickr.co m/photos/luc/ Ossiannilsson et al. / NGL2012Falun /
  • 5. Ossiannilsson et al. / NGL2012Falun /
  • 6. “We are currently preparing students for jobs that don’t yet exist… Using technologies that haven’t been invented… In order to solve problems we don’t even know are problems yet.” (Source: Fish & McLeod, Shift Happens, Wikispaces.com) Foto: Anders Olsson, Lnu Ossiannilsson et al. / NGL2012Falun /
  • 7. New and emerging technologies... Steve Wheeler, University of Plymouth, 2011 http://www.weirdthings.org.uk ...are often met with opposition. Ossiannilsson et al. / NGL2012Falun /
  • 8. Benchmarking, some definitions Benchmarking is an exemplar-driven teleological process operating within an organization [sic] with the objective of intentionally changing an existing state of affairs into a superior state of affairs. (Moriarty, 2008, p. 30). …the ´locus´ of benchmarking lies between the current and desirable states of affairs and contributes to the transformation processes that realise these improvements. (Moriarty and Smallman, 2009, p. 484) ...is a technique, method, process, activity, incentive, or reward which conventional wisdom regards as more effective at delivering a particular outcome than any other technique, method, process, etc. when applied to a particular condition or circumstance Ossiannilsson et al. / NGL2012Falun /
  • 9. Self evaluation for quality enhancement benchmark-careers.co Ossiannilsson et al. / NGL2012Falun /
  • 10. The Benhmarking process Determine what to benchmark Form a Take action benchmarking team Collect and Identify analyse benchmarking benchmarking partners information Ossiannilsson, E. (2011). Findings from European benchmarking exercises on e-learning: value and impact. CreativeEducation.2(3):208-219. Ossiannilsson et al. / NGL2012Falun /
  • 11. Benefits and values self-assess institution respond to national performance indicators and benchmarks strengthen institutional identity better understand the process enhance reputation measure and compare set new standards for the sector discover new ideas, set targets for improvement obtain data to support decision-making van Vught et al., (2008). A practical guide. Benchmarking in European HE. ESMU Ossiannilsson et al. / NGL2012Falun /
  • 12. Limitations Time? Commitment? Benchmarks? Interpretations? Language? Who is involved? Ossiannilsson et al. / NGL2012Falun /
  • 13. The First dual-mode distance benchmarking club, partners • UK University of Leicester (lead), • UK University of Liverpool, • Australia University of Southern Queensland • New Zeeland Massey University • Canada Thompson Rivers University • Sweden Lund University • Sweden KTH • Gotland University was not in the club, but did the benchmarking with Pick&Mix Ossiannilsson et al. / NGL2012Falun /
  • 14. Pick&Mix The Pick&Mix; the iterative self-review process with use of expert moderators • Encourages a more senior level of participation from the institution: the result is “theirs”, not the moderators • Get comfortable over time with the criteria as they apply to their institution • Helps them move directly to implementation of change • Selects against complex methodologies – not an issue with Pick&Mix as it is simple (compared with others) • Requires more effort from moderators (Bacsich, 2011) Ossiannilsson et al. / NGL2012Falun /
  • 15. Critical success factors • 22 Leadership in e-Learning Code Criterion name • 29 Management Style • 04 Usability • 35 Relationship Management • 06 eLearning strategy Upwards • 07 Decisions on Projects • 53 Reliability • 10 Training • 58 Market Research • 12 Costs • 60 Security • 13 Planning Annually • 91 Student Understanding of • 16 Technical Support to Staff System • 19 Decisions on Programmes • 92 Student Help Desk • 94 Student Satisfaction 06d Distance Learning Regularly updated Distance Learning Strategy, integrated with Strategy Learning and Teaching Strategy and all related strategies (e.g. e-Learning, if relevant). Ossiannilsson et al. / NGL2012Falun /
  • 16. Ossiannilsson et al. / NGL2012Falun /
  • 17. Meetings and process Meeting Aims of meeting • Initial meeting Initial collection of evidence, and selection of supplementary criteria • Mid-process meeting Further collection of evidence • Scoring rehearsal meeting Final tweaks on and chasing of evidence • Scoring meeting xxx • Reflection meeting To move to change Ossiannilsson et al. / NGL2012Falun /
  • 19. The First dual-mode distance benchmarking club Tasks for Lund University, SE • benchmark, in accordance with the detailed criteria • consider the already defined and/or suggest any other critical success factors • based on experience and results from EADTU's E-xcellence+ and ESMU's ELBE correlate Pick&Mix with those Ossiannilsson et al. / NGL2012Falun /
  • 20. Benchmarking projects conducted by Lund University, SE • The Swedish National Agency of Higher Education, ELQ • EADTU, E-xcellence+ • ESMU, Benchmarking eLearning exercise 2009 • The First dual-mode distance learning benchmarking club (Concordance) Ossiannilsson et al. / NGL2012Falun /
  • 21. The Excellence project by the European Association o Distance Teaching Universities, EADTU Products Services Management http://www.eadtu.nl/e-xcellencelabel Ossiannilsson et al. / NGL2012Falun /
  • 22. Ossiannilsson et al. / NGL2012Falun /
  • 23. Ossiannilsson et al. / NGL2012Falun /
  • 24. ©Ossiannilsson & Landgren, 2011 Ossiannilsson et al. / NGL2012Falun /
  • 25. KTH 1… Ask each of the respondents to value each criterion not only on level 1- 6 but also do this for 4 different organizational levels • Individual/or course level • Departmental level • “School “level • Institutional /or “KTH” level. Ossiannilsson et al. / NGL2012Falun /
  • 26. KTH 2… • Illuminated “islands” with very advanced and high quality distance e-learning existed. Internal information about their work was not reaching outside their group. • At the same time “dark corners” that had not even thought of the possibility to use new technologies to enhance their student’s learning or to try blended learning models for more flexibility were found. • KTH could learn from studying successful e-learning initiatives within its organization from departments that have worked for years in different online initiatives and to develop blended learning models. • Reports but also as a seminar series, were the results could be discussed and good examples disseminated locally. Ossiannilsson et al. / NGL2012Falun /
  • 27. KTH 3… Eighteen (18) new core criteria were chosen and grouped in the following areas: Student involvement Educational/Pedagogical anchoring Staff recognition and reward Open Educational Resources Ossiannilsson et al. / NGL2012Falun /
  • 28. Gotland University • Find suggestions on how to strengthen the institution’s e-learning. • The Pick&Mix method was the expected possibility to relatively quickly, with a relatively small effort, without access to own experts in e-learning get a good view and understanding of the current state of the institution’s e-learning. • Give results that would be straight forward to use to find suggestions on what aspects of the institutions e-learning to address and what to do in order to improve. • A key aspect that was found appealing when making the decision to use Pick&Mix was the easily understood and concrete (critical) success factors Ossiannilsson et al. / NGL2012Falun /
  • 29. Gotland University 2 • Gotland University had a few specific issues that needed to be addressed for locally specific reasons. • The nature of these issues differed from the benchmarking success factors so these issues were addressed in parallel but separately. Ossiannilsson et al. / NGL2012Falun /
  • 30. Gotland University 3… • In a few cases …not straight forward to identify the University’s score for the success factors. This was mostly from institution internal reasons. The effect of this was that the benchmarking exercise made it clear that there was interesting information that was not easily accessible at the institution. • The use of Pick&Mix…relatively straight forward and very useful and easy to use the output from the method to suggest changes to achieve improvements • Identify the state of it’s e-learning on a somewhat absolute scale and to identify what aspects and areas of it’s e-learning that needs most improvement and also what measures is needed to achieve the identified improvements Ossiannilsson et al. / NGL2012Falun /
  • 31. Three key conclusions from the benchmarking exercise were that… 1. Only Thompson Rivers University has any strong expertise in market research for e-learning, not only in the Club but out of all the institutions benchmarked with Pick&Mix 2. No institution has strong competence in costing e- learning 3. Staff reward and recognition for e-learning is not adequate anywhere. Ossiannilsson et al. / NGL2012Falun /
  • 32. Conclusion on methodology and benchmarking outcomes 1 • The political message is that such clubs are useful and that one could be easily set up in the Scando-Baltic region • Issues raised above could be handled by different wording appropriate to the national languages and cultures within a common conceptual scheme for example as developed by Lund University. Ossiannilsson et al. / NGL2012Falun /
  • 33. Conclusion on methodology and benchmarking outcomes 2 • Co-operations like the distance learning benchmarking club can play a role on an inter-institutional level, both nationally and internationally, in the absence of any national level governing. • Through co-operations like the distance learning benchmarking club institutions could network, share knowledge, increase their competence and strengthen their e-learning. • The dissemination of Pick&Mix through the work pursued within the club has created a knowledge foundation that can be taken further to both be used within the institutions of the club and also to involve more institutions. Ossiannilsson et al. / NGL2012Falun /
  • 34. The door is open … What next? Ossiannilsson et al. / NGL2012Falun / TIIM2011_ Oulu_Ebba Bild: Wikimedia Commons, Push the button, CC BY SA
  • 35. Ebba Ossiannilsson, Paul Bacsish, Margareta Hellström, Andreas Hedrén Footprints Ebba.Ossiannilsson@ced.lu.se Ebba.Ossiannilsson@oulu.fi Paul Bacsich (Matic Media Ltd) paul@matic-media.co.uk Margareta Hellström mhel@kth.se Andreas Hedrén andreas.hedren@hgo.se Ossiannilsson et al. / NGL2012Falun /