Reflect, review, renew: how the eLearning Maturity Model (eMM), a benchmarking tool, encourages reflection feedback and change
0068 ALTC 2009 John Clayton, Adam McMillan
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24 August 2009
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- Adam McMillan, John Clayton Wintec, Waikato Institute of Technology
- Assessment of e-learning capability across institutions is difficulty. Various benchmarking tools e.g. 2006-2008 in UK.
- In NZ almost all ITPs used eMM
- Benefits of benchmarking: see state/progress, opportunity for reflection & self-review, inform setting goals & strategic planning, comparison with rest of sector
- EMM Model: benchmarking tool to ensure elearning meeting needs of learners, teachers and organisation
- Self-review, 5 major process areas, broken down in 35 individual processes, each process assessed across five dimensions (delivery, planning, definition, management, optimisation) not hierarchical
- Performance rated for each process, once process assessed over rating for each dimension from not adequate to fully adequate. Turned into colours.
- Excel spreadsheet tool
- Given colours and turned into a ‘carpet’ for visual comparison.
- E2 process for particular point on feedback, ad hoc, not systemic
- Capability Development Team - academic develoeprs, e-learning developer, learning technologist and an ICT trainer
- Formal staff evaluation plan, induction programme, suite of workshops to progressively build capability, formalise user testing of new technologies, F2F and online fora via Moodle, Reflective portfolios, continuous 1:1 support, annual staff survey around 3 C’s (context, content, capability), flexible delivery champions for each school to champion use of feedback mechanisms, ‘good practice’ checklists, inclusion of e-learning questions in SETMAPs
13:05 on 9 September 2009