Developing and Applying an E-Learning Maturity Model Dr Stephen Marshall Stephen.Marshall@vuw.ac.nz 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.

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 eMM Workshop

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. eMM Workshop

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 eMM Workshop

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? eMM Workshop

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 eMM Workshop

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 eMM Workshop

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 eMM Workshop

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 eMM Workshop

Students should be given the planned Learning Outcomes for courses before they start eMM Workshop

Group Concept Mapping Exercise (cont…) Organise the ideas by category eMM Workshop

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 eMM Workshop

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 eMM Workshop

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 eMM Workshop

Conducting a Capability Assessment eMM Workshop

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 eMM Workshop

Example eMM Workshop

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’ eMM Workshop

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 eMM Workshop