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Developing and Applying an E-Learning Maturity Model

Dr Stephen MarshallStephen.Marshall@vuw.ac.nz

University Teaching Development Centre

Victoria University of Wellington

This research is supported by the New Zealand Ministry of Education

Tertiary E-Learning Research Fund.

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Overview

Goals of the WorkshopConsent to use the Outcomes

Group exercisesIdentifying Practices of Successful E-LearningMapping Practices to the eMMConducting a Capability Assessment

Debrief, questions and evaluation

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Goals of the Workshop

This workshop will provide participants with:A detailed understanding of how the E-Learning Maturity Model works and can be applied in their institutional context;

An opportunity to explore the process and practices included within the model and further develop them for use in both the Australian and International contexts; and

An opportunity to develop skills in the evaluation of organisational e-learning capability so as to enable limited self-evaluation of their own institutional or unit capability.

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Consent to use the Outcomes

“An opportunity to explore the process and practices included within the model and further develop them for use in both the Australian and International contexts”

Not consenting does not prevent your participation, nor will it affect your own or anyone else’s experience in this workshop

YES NO

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How to improve the institutional context…

Are there common practices that lead to effective adoption and support ofe-learning?

For example:Institutional vision and e-learning strategy?

Standards based technical environment?

Centralised/decentralised support?

Catalogue of successful solutions?Formal project standards?

Formal evaluation of resources…

How are these affected by the institutional context?

What aspects of that context drivee-Learning success and failure?

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The Seven Principles

Good Practice:Encourages student-faculty contact

Encourages cooperation among students

Encourages active learning

Gives prompt feedback

Emphasizes time on task

Communicates high expectations

Respects diverse talents and ways of learning

Chickering and Ehrmann, 1996

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Quality on the Line

Institutional Support Benchmarks

Course Development Benchmarks

Course Structure Benchmarks

Student Support Benchmarks

Faculty Support Benchmarks

Evaluation and Assessment Benchmarks

IHEP 2000

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Your own context and experience…

‘In its teaching Victoria University will seek to meet the interests of students and the needs of the community and to foster generally the exploration and discovery of ideas and knowledge. Its undergraduate courses and first degrees will provide both a broad education and a strong foundation for further study. Its postgraduate degrees and programmes will build on Victoria’s particular strengths as a University committed to research and on the quality of its research and scholarship.’ VUW also recognises that if students are to participate in the knowledge society then they need the necessary skills in the areas of information management and technology. The following priorities in respect to students’ learning experiences at VUW have been identified:

VUW is committed to a. providing advice, assistance, and support for students at every stage of

their learningb. encouraging students to take responsibility for their learning c. enhancing postgraduate learning experiences d. ensuring that all students receive appropriate information literacy training e. rewarding, encouraging and supporting excellence

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Group Concept Mapping Exercise

Individually start writing practices, one idea per post-it note

As a group, taking turns, share ideas and group related/similar ideas

Add new ideas as they are generated

“Are there common [institutional] practicesthat lead to effective adoption and support of e-learning?"

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Students should be given the planned

Learning Outcomes for courses before

they start

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Group Concept Mapping Exercise (cont…)

Organise the ideas by category

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Group Concept Mapping Exercise (cont…)

Organisation by process and by practiceSeparate into process area groupsCombine the ideas from all the groupsMap the ideas to the existing eMM processes where possible

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Organisation processes

O1.A documented set of formal criteria are used to determine access to funding and other

resources which support course and programme (re)development

O2.A documented technology plan is in place and operational to ensure quality of delivery

standards

O3.A documented technology plan is in place and operational to ensure the integrity and

validity of information delivered, collected and stored

O4.

Before starting a programme, students are advised of any particular requirements of that

programme to ensure they possess the personal and technical skills needed for that

programme

O5.Students are provided with supplemental course information that outlines course

objectives, concepts and ideas

O6.Students are provided with supplemental course information that outlines admission

requirements, tuition and fees and other relevant administration information

O7.Students are provided with supplemental course information that outlines requirements for

additional resources such as books or other materials

O8.Students are provided with supplemental course information that outlines student support

services.

O9.

Before starting a programme, students are advised of any particular technological

requirements of that programme to ensure they have access to the minimal technology

required by the course design

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Group Concept Mapping Exercise (cont…)

Map ideas to the ‘levels’ as exemplars

Is it done at all?Was it planned?Are there standards and guidelines?How is it measured and managed?How is it improved?

Fill in any gaps with new ideas

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Conducting a Capability Assessment

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Conducting a Capability Assessment (cont…)

Objective is to rate each process at each of the five levels using the supplied material as evidence to support the assessments

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Example

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Conducting a Capability Assessment (cont…)

Work in pairs to examine each process within your group’s process area

When each pair is done, share with your group and make a consensus decision

For the purposes of this exercise assume that materials referred to but not provided are ‘fully adequate’

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Debrief, questions and evaluation

http://www.utdc.vuw.ac.nz/research/emm/

AcknowledgementsDr Geoff Mitchell

Charlotte Clements

Darren Hoshek

Warren Sellers

Participating institution staff

New Zealand Ministry of Education

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