Benchmarking eLearning for distance education in the University of London using the eLearning Maturity Model

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Benchmarking eLearning for distance education in
the University of London using the eLearning
Maturity Model

• University of London External System

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Background

• HEFCE initiative managed by JISC and HEA
• A key building block for the HEFCE e-strategy
• Second (and probably last) phase of benchmarking
• A prerequisite for involvement in future projects
• Around 30 Universities involved in Phase 2
• Using various methodologies
• Ten are using the methodology that weve adopted,
  including the Open University

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External System Review Group

• Relevant recommendations
• Commitment to the development of, and leadership
  in, best practice in Distributed Learning.
  (1.11)
• Give priority to the adoption of appropriate
  new technologies and new media in distance
  learning. (3.12)
• Promotion and fostering of innovation. (1.11)

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Concepts

• Benchmarking
• eLearning
• Distance Education
• Maturity

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Benchmarking

• A tool for making comparisons
• Measuring against others or ourselves?
• Measuring against agreed standards or ad-hoc?
• With what purpose in mind?

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eLearning

• Definition Any learning that uses ICT
• If someone is learning in a way that uses
  information and communication technologies they
  are doing e-learning  
• flexible learning as well as distance learning
• ICT as a communications and delivery tool between
  individuals and groups
• to support students and improve the management of
  learning
• fully embedded in a sustainable way by 2015
• From HEFCE eStrategy March 2005/12

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Distance learning

• Definition Distance learning includes
• materials-based learning
• programme components delivered by travelling
  teachers
• learning supported locally
• learning supported from the providing institution
  remotely from the student
• From the Ordinances of the University of London
  (Ordinance 13)

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Maturity

• Initial - processes disorganised success
  depends on individual effort
• Repeatable - successes can be repeated, because
  the processes are established, defined, and
  documented.
• Defined - the institution has developed its own
  standards through attention to documentation,
  standardization, and integration.
• Managed - the institution monitors and controls
  its own processes through data collection and
  analysis.
• Optimised - processes constantly improved
  through feedback and innovation to better meet
  particular needs.
• Capability Maturity Model - a framework for
  continuous process improvement

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Perspectives
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Outcomes

• For programmes Development goals clarified and
  prioritised
• For Colleges and the External SystemA frame of
  reference for evaluating improvements
• For the federal UniversitySystems and services
  for collaborative action
• For allConsistent methodology and vocabulary
• For the HE sector A case study of global,
  distributed learning

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Purpose

• ICT accepted in all aspects of the student
  experience
• Technical solutions give better value for money
• Students anywhere can access information, support
  and communicate
• Tutors have course design tools for better
  communication
• Subject networks can share materials for quality
  courses
• Infrastructure can integrate registration and
  learning
• Learning networks support inter-institutional
  connectivity
• Staff can develop appropriate skills in eLearning

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Method

• eLearning Maturity Model (eMM) (Marshall and
  Mitchell 2005)
• a means to assess and compare capability to
  sustainably develop, deploy and support
  e-learning
• key concepts
• the effectiveness of an institution depends on
  its capability to engage in high quality,
  reproducible, processes that can be sustained and
  built upon
• holistic view of synergies between delivery,
  planning, definition, management and optimisation
• evolutionary as technology and pedagogy change.

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Processes

• Learning - Processes that directly impact on
  pedagogical aspects of eLearning 
• Development - Processes surrounding the creation
  and maintenance of eLearning resources 
• Support - Processes surrounding the support and
  operational management of eLearning
• Evaluation - Processes surrounding evaluation
  and quality control of e-learning through the
  lifecycle  
• Organisation - Processes associated with
  institutional planning and management 

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Dimensions

• Delivery - The creation and delivery of process
  outcomes
• Planning - The use of predefined plans
• Definition - The use of institutionally defined
  and documented protocols
• Management - How the institution ensures the
  quality of the outcomes throughout the lifecycle
• Optimisation - The extent to which an institution
  has evolved to a culture of continuous improvement

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Delivery Planning Definition Management Optimisation
Learning
Development
Support
Evaluation
Organisation
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Maturity
Fully adequate Largely adequate Partly
adequate Not adequate (white) Not assessed
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Support Processes surrounding the support and operational management of eLearning Delivery Planning Definition Management
1 Students are provided with technical assistance when engaging in e-learning
2 Students are provided with library facilities when engaging in e-learning
3 Student enquiries, questions and complaints are collected and managed formally
4 Students are provided with personal and learning support services when engaging in e-learning
5 Teaching staff are provided with e-learning pedagogical support and professional development
6 Teaching staff are provided with technical support in using digital information created by students
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Practices

• Support process Students are provided with
  personal and learning support services when
  engaging in e-learning
• Institutional standards define requirements for
  student technical support that are explicitly
  linked to institutional e-learning strategies and
  technical plans.
• Institutional procedures for acquiring and
  maintaining e-learning technologies include the
  explicit consideration of student support
  implications.
• Technical support staff are provided with support
  resources (including training, guidelines and
  examples) for assisting students

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Discussion points

• 1 Getting the balance right - programme
  self-assessment vs system-wide assessment
• 2 Depth of analysis 
• 3 Presentation of findings
• 4 Dissemination in the public domain
• 5 Scaling up