Tecnologia da Informao para ELearning

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II PGL DB Conference
E-Learning Governance How to control and secure
e-learning systems Lúcia Blondet Baruque
Rubens Nascimento Melo
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Topics

• Introduction
• Towards a Reference Model
• Reference Model components
• An example on how to control and secure
  e-Learning systems
• Conclusions

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Introduction

• Would you like to know whether your
  organizations e-learning is
• Likely to achieve its objectives?
• Relisient enough to adapt to changes?
• Managing properly the risks it faces?
• Recognizing learning needs and opportunities and
  acting upon them?

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Introduction
So...What you need is... e-Learning
Governance! A NEW AND FUNDAMENTAL CONCEPT IF
YOU ARE TO SUCCEED IN E-LEARNING... otherwise, F
ORGET IT!
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Introduction

• What is GOVERNANCE?
• All the means devised by an organization to
  direct, restrain, govern and measure its various
  activities
• What is the main goal of e-LEARNING?
• To enable the business by delivering the
  knowledge, skills and attitudes (KSA) that the
  business needs in a cost-effective way
• What is e-LEARNING GOVERNANCE?
• The delivery of KSA with control, security,
  quality, value added, due respect to the
  stakeholders interests...

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Introduction

• Governance is becoming increasingly more
  important worldwide...
• Corporate Governance
• Enterprise Governance
• ......
• e-Learning Governance (proposal)

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Introduction

• Why e-Learning Governance?
• The critical role of e-learning in the Knowledge
  Era calls for a specific focus on e-Learning
  Governance

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Introduction

• If you are to GOVERN the design and development
  of e-learning contents, to mitigate risks, what
  do you need? A METHODOLOGY, at least !!!
• PGL has recognized the need and has spent
  efforts in establishing a sound methodology to
  promote the design and development of
  high-quality e-learning contents
• The methodology ISDMeLO was also developed
  grounded in learning theories and based on the LO
  paradigm

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Introduction

• But how can we GOVERN something complex, that we
  do not know it all completely, which most
  organizations are still experimenting it, using a
  variety of approaches for implementing it, using
  a variety of technologies to deliver it
• We need a REFERENCE MODEL independent of
  technical platforms, organisational structures
  and pedagogical frameworks !!!

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Towards a Reference Model

• In order to develop the Reference Model, the
  following steps were needed
• Defining the characteristics of a reference
  model
• Structuring the e-learning function in processes
  and sub-processes so that governance principles
  could be applied
• Adapting the ISDMeLO methodology for the design
  of e-learning contents in support of the
  e-learning processes
• Defining the main e-learning information flows
  and their attributes

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Towards a Reference Model

• In order to develop the Reference Model, the
  following steps were needed
• Assessing possible risks in the e-learning
  processes
• Proposing control standards to address identified
  risks
• Proposing governance rules and metrics for
  e-learning
• Specifying a tool to support e-learning
  governance.

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Towards a Reference Model

• The Reference Model for e-learning Governance is
  grounded in well established concepts and
  techniques, such as
• e-Learning foundation (Pedagogy, IT, Content)
• COSO Model
• Control and Auditing Standards from the
  Information Systems Area

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Towards a Reference Model

• The Reference Model for e-learning Governance is
  grounded in well established concepts and
  techniques, such as
• Quality Auditing of online Learning A Guide
  for AQTF Auditors from the Australian Flexible
  Learning Framework
• Balanced Scorecards (Kaplan and Norton)
• Maturity Models (SEI)

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A Reference Model for e-Learning Governance
Purpose
Roles and Responsibilities
Reference Model
Applicability and Audience
Conceptual Framework
Terminology
Maturity Models
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An Example on how to control and secure
e-Learning systems
Conceptual Framework
Information Architeture
Processes
Governance rules and metrics
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An Example on how to control and secure
e-Learning systems

• For the process of delivering e-Learning modules
• Risks the probability of an event occur which
  will have a negative impact on achieving the
  business objectives the higher the probability
  and impact of the event, the higher is the risk.
  It can be high, moderate and low.
• e.g. course interruption
• Control Security Standards these are
  mechanisms established by management which aim at
  minimizing risks. They can prevent something to
  happen or they may detect that some negative
  thing happened. It can be mandatory, recommended
  or considered for implementation.
• e.g. development of contingency plans for
  course continuity

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An Example on how to control and secure
e-Learning systems

• For the process of delivering e-Learning modules
• Critical Success Factors the most important
  things or actions for management to achieve
  control over and within a process. It can assume
  high, moderate and low priority values.
• e.g. skills and tools are available to provide
  course continuity
• Key Goal Indicators define measures that tell
  management wether a process has achieved its
  business requirements. It can assume high,
  moderate and low priority values.
• e.g. reduced downtime

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An Example on how to control and secure
e-Learning systems

• For the process of delivering e-Learning modules
• Key Performance Indicators define measures to
  determine how well the process is performing in
  enabling the goal to be reached. It can assume
  high, moderate and low priority values.
• e.g. time invested in preparing contingency
  plans
• Control Assessment the audit opinion on the
  adequacy and effectiveness of controls
  established by management. It can be
  satisfactory, not satisfactory or unnacceptable.
• e.g.Controls are not satisfactory A number of
  cases were identified were courses downtime was
  more than 20 minutes, impacting the learners
  motivation

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An Example on how to control and secure
e-Learning systems

• For the process of delivering e-Learning modules
• Corrective Action the audit recommendation and
  agreed corrective action by management. It can be
  mandatory, recommendable or considered.
• e.g. a contingency plan should be developed and
  regularly tested to help ensure service continuity

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Conclusions

• E-learning is, no doubt, critical to enable one
  organizationss mission
• Governance is needed to help enure the success
  of your endeavours so, it is good business to
  adopt e-learning governance
• We cannot govern what we do not knowSo, we need
  a Reference Model on which we can apply the
  governance principles this model should be solid
  and flexible
• Our work aims at developing a Reference Model
  which is indepenent of technical platforms,
  organizational structures and pedagogical
  frameworks

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Conclusions Contributions

• The proposed reference model includes the
  purpose, applicability and audience, terminology,
  roles and responsibilities, framework and
  maturity models of e-learning governance
• The governance rules and metrics proposed show
  how we can control and secure e-learning systems
• Further research is being carried out in the
  Database Lab at PUC-Rio to specify the Reference
  Model in detail