Transcript Document

Developing and Applying an
E-Learning Maturity Model
Dr Stephen Marshall
[email protected]
University Teaching Development Centre
Victoria University of Wellington
This research is supported by the New Zealand Ministry of Education
Tertiary E-Learning Research Fund.
Overview
Goals of the Workshop
Consent to use the Outcomes
Group exercises
Identifying Practices of Successful ELearning
Mapping Practices to the eMM
Conducting 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”
YES
NO
Not consenting does not prevent your
participation, nor will it affect your own or
anyone else’s experience in this workshop
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How to improve the institutional context…
Are there common practices that lead to
effective adoption and support of
e-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 drive
e-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 learning
b. 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
“Are there common [institutional] practices
that lead to effective adoption and support
of e-learning?"
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
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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
practice
Separate into process area groups
Combine the ideas from all the groups
Map the ideas to the existing eMM
processes where possible
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Organisation processes
A documented set of formal criteria are used to determine access to funding
O1.
and other resources which support course and programme (re)development
A documented technology plan is in place and operational to ensure quality of
O2.
delivery standards
A documented technology plan is in place and operational to ensure the
O3.
O4.
integrity and validity of information delivered, collected and stored
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
Students are provided with supplemental course information that outlines
O5.
O6.
course objectives, concepts and ideas
Students are provided with supplemental course information that outlines
admission requirements, tuition and fees and other relevant administration
information
Students are provided with supplemental course information that outlines
O7.
requirements for additional resources such as books or other materials
Students are provided with supplemental course information that outlines
O8.
student support services.
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Before starting a programme, students are advised of any particular
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Group Concept Mapping Exercise (cont…)
Map ideas to the ‘levels’ as
exemplars
1. Is it done at all?
2. Was it planned?
3. Are there standards and guidelines?
4. How is it measured and managed?
5. 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/
Acknowledgements
Dr Geoff Mitchell
Charlotte Clements
Darren Hoshek
Warren Sellers
Participating institution staff
New Zealand Ministry of Education
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