0. Developing and Applying an E-Learning Maturity Model
Dr Stephen Marshall
University Teaching Development Centre
Victoria University of Wellington
Welcome visitors and extend invitation to attend or present in future
Acknowledge support of Ministry
This research is supported by the New Zealand Ministry of Education Tertiary E-Learning Research Fund.

1. Consent to use the Outcomes Group exercises
Overview
Goals of the Workshop
Consent to use the Outcomes
Group exercises
Identifying Practices of Successful E-Learning
Mapping Practices to the eMM
Conducting a Capability Assessment
Debrief, questions and evaluation
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2. This workshop will provide participants with:
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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3. 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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4. 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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5. Good Practice: The Seven Principles 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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6. Institutional Support Benchmarks Course Development Benchmarks
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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7. 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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8. 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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9. Students should be given the planned Learning Outcomes for courses before they start
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10. Group Concept Mapping Exercise (cont…)
Organise the ideas by category
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11. 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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12. Organisation processes
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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13. 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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14. Conducting a Capability Assessment
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15. 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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16. Example
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17. 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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18. Debrief, questions and evaluation
Acknowledgements
Dr Geoff Mitchell
Charlotte Clements
Darren Hoshek
Warren Sellers
Participating institution staff
New Zealand Ministry of Education
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