Assessing Online Learning Process Maturity: the e-Learning

Maturity Model

Stephen Marshall, Victoria University of Wellington

Ken Udas, Penn State World CampusJanet May, Penn State World Campus

2

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

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

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

Sample Carpet

6

Process categories

Each process category includes multiple processes, for a total of 35 processes

7

Process categories• Each Process assessed on 5 dimensions

8

eMM dimensions1 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.

9

eMM dimensions2 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.

10

eMM dimensions3 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.

11

eMM dimensions4 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.

12

eMM dimensions5 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.

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

14

Rating Meaning

Not practiced/Not adequate

Partially adequate

Largely adequate

Fully adequate

Not assessed

Institutional “capability”

15

Example eMM Capability Assessment

Not assessed

Fully adequate

Largely adequate

Partially adequate

Not practiced/Not adequate

MeaningRating

Not assessed

Fully adequate

Largely adequate

Partially adequate

Not practiced/Not adequate

MeaningRating

16

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

At Penn State World Campus…Selected BS in Turfgrass Science

• Working with lead faculty and instructional designer to assess our first course

– Completed “round one”

• One course initially. Goal is to examine up to a dozen courses, crossing programs.

18

19

20

21

For more information on eMM…Please contact – Stephen Marshall at

stephen.marshall@vuw.ac.nz – Ken Udas at keu10@psu.edu – Janet May at jam11@psu.edu

Please visit the eMM web site:– http://www.utdc.vuw.ac.nz/research/emm/