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E-Learning Maturity Model Version 2.3




             Analysis of e-learning capability
                   as measured by an
               e-learning maturity model

                             Dr Stephen Marshall
                                     Stephen.Marshall@vuw.ac.nz
                                University Teaching Development Centre
                                    Victoria University of Wellington
                                             New Zealand




Tuesday, 23 September 2008
What are the key things that
                  your institution should be doing
                 to help improve your experience
                   of e-learning, and that of your
                              students?



                              eFest 2008



Tuesday, 23 September 2008
Quality Assurance

              “...a cancer that gnaws at the core
              of knowledge, value and freedom
              in education; its carcinogenic
              growth is now perhaps the greatest
              pervasive danger to the University”
                                             Docherty, 2008




                                eFest 2008



Tuesday, 23 September 2008
Knowing what to measure                 Knowing how to measure


                                Quality
                              Enhancement

                             Knowing how to improve
                             what has been measured



                                     eFest 2008



Tuesday, 23 September 2008
Goal of the eMM


               “The answer to large-scale reform is
                not to try to emulate the
                characteristics of the minority who
                are getting somewhere under
                present conditions … Rather, we
                must change existing conditions so
                that it is normal and possible for a
                majority of people to move forward”
                                            (Fullan, 2001, p268)




                              eFest 2008



Tuesday, 23 September 2008
A Quick introduction to the eMM
                                                                                                                       University   University   University   University   University   University   University   Polytechnic   Polytechnic   Polytechnic   Polytechnic
                                                                                                                           A            B            C           D             E            F            G             Z             Y             X             W
 Learning: Processes that directly impact on pedagogical aspects of e-learning
 L1. Learning objectives guide the design and implementation of courses
 L2. Students are provided with mechanisms for interaction with teaching staff and other students
 L3. Students are provided with e-learning skill development
 L4. Students are provided with expected staff response times to student communications
 L5. Students receive feedback on their performance within courses
 L6. Students are provided with support in developing research and information literacy skills
 L7. Learning designs and activities actively engage students
 L8. Assessment is designed to progressively build student competence
 L9. Student work is subject to specified timetables and deadlines
 L10.Courses are designed to support diverse learning styles and learner capabilities
 Development: Processes surrounding the creation and maintenance of e-learning resources
 D1. Teaching staff are provided with design and development support when engaging in e-learning
 D2. Course development, design and delivery are guided by e-learning procedures and standards
 D3. An explicit plan links e-learning technology, pedagogy and content used in courses
 D4. Courses are designed to support disabled students
 D5. All elements of the physical e-learning infrastructure are reliable, robust and sufficient
 D6. All elements of the physical e-learning infrastructure are integrated using defined standards
 D7. E-learning resources are designed and managed to maximise reuse
 Support: Processes surrounding the support and management of e-learning
 S1. Students are provided with technical assistance when engaging in e-learning
 S2. Students are provided with library facilities when engaging in e-learning
 S3. Student enquiries, questions and complaints are collected and managed formally
 S4. Students are provided with personal and learning support services when engaging in e-learning
 S5. Teaching staff are provided with e-learning pedagogical support and professional development
 S6. Teaching staff are provided with technical support in using digital information created by students
 Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle
 E1. Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience
 E2. Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience
 E3. Regular reviews of the e-learning aspects of courses are conducted
 Organisation: Processes associated with institutional planning and management
 O1. Formal criteria guide the allocation of resources for e-learning design, development and delivery
 O2. Institutional learning and teaching policy and strategy explicitly address e-learning
 O3. E-learning technology decisions are guided by an explicit plan
 O4. Digital information use is guided by an institutional information integrity plan
 O5. E-learning initiatives are guided by explicit development plans
 O6. Students are provided with information on e-learning technologies prior to starting courses
 O7. Students are provided with information on e-learning pedagogies prior to starting courses
 O8. Students are provided with administration information prior to starting courses
 O9. E-learning initiatives are guided by institutional strategies and operational plans




                                                                                                                                                         eFest 2008



Tuesday, 23 September 2008
Dimensions




                             Capability




                               eFest 2008



Tuesday, 23 September 2008
Delivery


                             creation and
                              delivery of
                               process
                              outcomes


                                 eFest 2008



Tuesday, 23 September 2008
Planning


                             planning and
                             pre-defining
                                process
                               activities


                                 eFest 2008



Tuesday, 23 September 2008
Definition

                               supporting
                                process
                             activities with
                               standards,
                             templates and
                               guidelines


                                  eFest 2008



Tuesday, 23 September 2008
Management

                             management
                                  and
                             measurement
                              of process
                              outcomes


                                eFest 2008



Tuesday, 23 September 2008
Optimisation


                              continuous
                             improvement
                              of process
                               activities


                                 eFest 2008



Tuesday, 23 September 2008
Assessing
            Capability




                             eFest 2008



Tuesday, 23 September 2008
Learning: Processes that directly impact on pedagogical aspects of e-learning
                             L1.    Learning objectives guide the design and implementation of courses
                             L2.    Students are provided with mechanisms for interaction with teaching staff and other students
                             L3.    Students are provided with e-learning skill development
                             L4.    Students are provided with expected staff response times to student communications
                             L5.    Students receive feedback on their performance within courses
                             L6.    Students are provided with support in developing research and information literacy skills
                             L7.    Learning designs and activities actively engage students
                             L8.    Assessment is designed to progressively build student competence
                             L9.    Student work is subject to specified timetables and deadlines
                             L10.   Courses are designed to support diverse learning styles and learner capabilities
                             Development: Processes surrounding the creation and maintenance of e-learning resources
                             D1.    Teaching staff are provided with design and development support when engaging in e-learning
                             D2.    Course development, design and delivery are guided by e-learning procedures and standards
                             D3.    An explicit plan links e-learning technology, pedagogy and content used in courses
                             D4.    Courses are designed to support disabled students
                             D5.    All elements of the physical e-learning infrastructure are reliable, robust and sufficient
                             D6.    All elements of the physical e-learning infrastructure are integrated using defined standards
                             D7.    E-learning resources are designed and managed to maximise reuse
                             Support: Processes surrounding the support and operational management of e-learning
                             S1.    Students are provided with technical assistance when engaging in e-learning
                             S2.    Students are provided with library facilities when engaging in e-learning
                             S3.    Student enquiries, questions and complaints are collected and managed formally
                             S4.    Students are provided with personal and learning support services when engaging in e-learning
                             S5.    Teaching staff are provided with e-learning pedagogical support and professional development
                             S6.    Teaching staff are provided with technical support in using digital information created by students
                             Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire
                             lifecycle
                             E1.    Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience
                             E2.    Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience
                             E3.    Regular reviews of the e-learning aspects of courses are conducted
                             Organisation: Processes associated with institutional planning and management
                             O1.    Formal criteria guide the allocation of resources for e-learning design, development and delivery
                             O2.    Institutional learning and teaching policy and strategy explicitly address e-learning
                             O3.    E-learning technology decisions are guided by an explicit plan
                             O4.    Digital information use is guided by an institutional information integrity plan
                             O5.    E-learning initiatives are guided by explicit development plans
                             O6.    Students are provided with information on e-learning technologies prior to starting courses
                             O7.    Students are provided with information on e-learning pedagogies prior to starting courses
                             O8.    Students are provided with administration information prior to starting courses
                                                                                 eFest 2008
                             O9.    E-learning initiatives are guided by institutional strategies and operational plans



Tuesday, 23 September 2008
Assessing the e-learning capability of the New
            Zealand ITPs




                                eFest 2008



Tuesday, 23 September 2008
Sector Capability




                                 Image deleted to comply with
                             restrictions imposed on distributing
                             the eMM assessments of NZ ITPs by
                               individual CE members of the ITP
                                           DFE group




                                          eFest 2008



Tuesday, 23 September 2008
Image deleted to comply with
                             restrictions imposed on distributing
                             the eMM assessments of NZ ITPs by
                               individual CE members of the ITP
                                           DFE group




                                          eFest 2008



Tuesday, 23 September 2008
Team Size




                                 Image deleted to comply with
                             restrictions imposed on distributing
                             the eMM assessments of NZ ITPs by
                               individual CE members of the ITP
                                           DFE group




                                          eFest 2008



Tuesday, 23 September 2008
Team Size + O9 E-learning initiatives are guided
            by institutional strategies and operational plans.


                                 Image deleted to comply with
                             restrictions imposed on distributing
                             the eMM assessments of NZ ITPs by
                               individual CE members of the ITP
                                           DFE group




                                          eFest 2008



Tuesday, 23 September 2008
Team Size + O9 E-learning initiatives are guided
            by institutional strategies and operational plans.


                                                                                           Image deleted to comply with
                                                                                       restrictions imposed on distributing
                                                                                       the eMM assessments of NZ ITPs by
                                                                                         individual CE members of the ITP
                                                                                                     DFE group

                                                                                                                                        University   University   University   University   University   University   University   Polytechnic   Polytechnic   Polytechnic   Polytechnic
                                                                                                                                            A            B            C           D             E            F            G             Z             Y             X             W
                  Learning: Processes that directly impact on pedagogical aspects of e-learning
                  L1. Learning objectives guide the design and implementation of courses
                  L2. Students are provided with mechanisms for interaction with teaching staff and other students
                  L3. Students are provided with e-learning skill development
                  L4. Students are provided with expected staff response times to student communications
                  L5. Students receive feedback on their performance within courses
                  L6. Students are provided with support in developing research and information literacy skills
                  L7. Learning designs and activities actively engage students
                  L8. Assessment is designed to progressively build student competence
                  L9. Student work is subject to specified timetables and deadlines
                  L10.Courses are designed to support diverse learning styles and learner capabilities
                  Development: Processes surrounding the creation and maintenance of e-learning resources
                  D1. Teaching staff are provided with design and development support when engaging in e-learning
                  D2. Course development, design and delivery are guided by e-learning procedures and standards
                  D3. An explicit plan links e-learning technology, pedagogy and content used in courses
                  D4. Courses are designed to support disabled students
                  D5. All elements of the physical e-learning infrastructure are reliable, robust and sufficient
                  D6. All elements of the physical e-learning infrastructure are integrated using defined standards
                  D7. E-learning resources are designed and managed to maximise reuse
                  Support: Processes surrounding the support and management of e-learning
                  S1. Students are provided with technical assistance when engaging in e-learning
                  S2. Students are provided with library facilities when engaging in e-learning
                  S3. Student enquiries, questions and complaints are collected and managed formally
                  S4. Students are provided with personal and learning support services when engaging in e-learning
                  S5. Teaching staff are provided with e-learning pedagogical support and professional development
                  S6. Teaching staff are provided with technical support in using digital information created by students
                  Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle
                  E1. Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience
                  E2. Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience
                  E3. Regular reviews of the e-learning aspects of courses are conducted
                  Organisation: Processes associated with institutional planning and management
                  O1. Formal criteria guide the allocation of resources for e-learning design, development and delivery
                  O2. Institutional learning and teaching policy and strategy explicitly address e-learning
                  O3. E-learning technology decisions are guided by an explicit plan
                  O4. Digital information use is guided by an institutional information integrity plan
                  O5. E-learning initiatives are guided by explicit development plans
                  O6. Students are provided with information on e-learning technologies prior to starting courses
                  O7. Students are provided with information on e-learning pedagogies prior to starting courses
                  O8. Students are provided with administration information prior to starting courses
                  O9. E-learning initiatives are guided by institutional strategies and operational plans
                                                                                                                                                                  eFest 2008



Tuesday, 23 September 2008
Conclusion...




                        eMM Capability correlates
                        with intent and resources



         Correlation ≠ Causation!


                                  eFest 2008



Tuesday, 23 September 2008
International Collaboration

                     Scotland
                  43 Institutions
                       SFC
                  Benchmarking
                      Project

     England and Wales
       8 Institutions                                                            USA
                                                         Japan




                                                                                                http://commons.wikimedia.org/wiki/Image:A_large_blank_world_map_with_oceans_marked_in_blue.PNG
     HEA Benchmarking                                                    2 Institutions Pilot
                                                     ?? Institutions
       Pilot & Gwella
           Project




                                                  Australia
                                                 ACODE Pilot
                                                                     New Zealand
                                                                    11 Institutions
                                                                      initial Pilot
                                                          New Zealand
                                                         19 Polytechnics
                                                           TEC/ITPNZ




                                    eFest 2008



Tuesday, 23 September 2008
Knowing what to measure                 Knowing how to measure


                                Quality
                              Enhancement

                             Knowing how to improve
                             what has been measured



                                     eFest 2008



Tuesday, 23 September 2008
Knowing what to measure                 Knowing how to measure


                                Quality
                              Enhancement

                             Learning how to improve
                             what has been measured



                                     eFest 2008



Tuesday, 23 September 2008
Questions?
                 http://www.utdc.vuw.ac.nz/research/emm/
                 Stephen.Marshall@vuw.ac.nz
                 Acknowledgements
                    Terry Neal, John Delany, Paul Left, Maurice Moore &
                    Jenny Newby-Fraser
                    Geoff Mitchell
                    Stephanie Beames
                    Charlotte Clements
                    Darren Hoshek
                    Warren Sellers
                    Bruce Hoult

                    Participating institution staff
                    New Zealand Ministry of Education

                    Dr Jim Petch and the staff of the University of Manchester
                    Professor Paul Bacsich
                    Ken Udas and the staff of the Penn State World Campus
                                             eFest 2008



Tuesday, 23 September 2008

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2000809 eFest eMM Presentation Redacted

  • 1. E-Learning Maturity Model Version 2.3 Analysis of e-learning capability as measured by an e-learning maturity model Dr Stephen Marshall Stephen.Marshall@vuw.ac.nz University Teaching Development Centre Victoria University of Wellington New Zealand Tuesday, 23 September 2008
  • 2. What are the key things that your institution should be doing to help improve your experience of e-learning, and that of your students? eFest 2008 Tuesday, 23 September 2008
  • 3. Quality Assurance “...a cancer that gnaws at the core of knowledge, value and freedom in education; its carcinogenic growth is now perhaps the greatest pervasive danger to the University” Docherty, 2008 eFest 2008 Tuesday, 23 September 2008
  • 4. Knowing what to measure Knowing how to measure Quality Enhancement Knowing how to improve what has been measured eFest 2008 Tuesday, 23 September 2008
  • 5. Goal of the eMM “The answer to large-scale reform is not to try to emulate the characteristics of the minority who are getting somewhere under present conditions … Rather, we must change existing conditions so that it is normal and possible for a majority of people to move forward” (Fullan, 2001, p268) eFest 2008 Tuesday, 23 September 2008
  • 6. A Quick introduction to the eMM University University University University University University University Polytechnic Polytechnic Polytechnic Polytechnic A B C D E F G Z Y X W Learning: Processes that directly impact on pedagogical aspects of e-learning L1. Learning objectives guide the design and implementation of courses L2. Students are provided with mechanisms for interaction with teaching staff and other students L3. Students are provided with e-learning skill development L4. Students are provided with expected staff response times to student communications L5. Students receive feedback on their performance within courses L6. Students are provided with support in developing research and information literacy skills L7. Learning designs and activities actively engage students L8. Assessment is designed to progressively build student competence L9. Student work is subject to specified timetables and deadlines L10.Courses are designed to support diverse learning styles and learner capabilities Development: Processes surrounding the creation and maintenance of e-learning resources D1. Teaching staff are provided with design and development support when engaging in e-learning D2. Course development, design and delivery are guided by e-learning procedures and standards D3. An explicit plan links e-learning technology, pedagogy and content used in courses D4. Courses are designed to support disabled students D5. All elements of the physical e-learning infrastructure are reliable, robust and sufficient D6. All elements of the physical e-learning infrastructure are integrated using defined standards D7. E-learning resources are designed and managed to maximise reuse Support: Processes surrounding the support and management of e-learning S1. Students are provided with technical assistance when engaging in e-learning S2. Students are provided with library facilities when engaging in e-learning S3. Student enquiries, questions and complaints are collected and managed formally S4. Students are provided with personal and learning support services when engaging in e-learning S5. Teaching staff are provided with e-learning pedagogical support and professional development S6. Teaching staff are provided with technical support in using digital information created by students Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle E1. Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience E2. Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience E3. Regular reviews of the e-learning aspects of courses are conducted Organisation: Processes associated with institutional planning and management O1. Formal criteria guide the allocation of resources for e-learning design, development and delivery O2. Institutional learning and teaching policy and strategy explicitly address e-learning O3. E-learning technology decisions are guided by an explicit plan O4. Digital information use is guided by an institutional information integrity plan O5. E-learning initiatives are guided by explicit development plans O6. Students are provided with information on e-learning technologies prior to starting courses O7. Students are provided with information on e-learning pedagogies prior to starting courses O8. Students are provided with administration information prior to starting courses O9. E-learning initiatives are guided by institutional strategies and operational plans eFest 2008 Tuesday, 23 September 2008
  • 7. Dimensions Capability eFest 2008 Tuesday, 23 September 2008
  • 8. Delivery creation and delivery of process outcomes eFest 2008 Tuesday, 23 September 2008
  • 9. Planning planning and pre-defining process activities eFest 2008 Tuesday, 23 September 2008
  • 10. Definition supporting process activities with standards, templates and guidelines eFest 2008 Tuesday, 23 September 2008
  • 11. Management management and measurement of process outcomes eFest 2008 Tuesday, 23 September 2008
  • 12. Optimisation continuous improvement of process activities eFest 2008 Tuesday, 23 September 2008
  • 13. Assessing Capability eFest 2008 Tuesday, 23 September 2008
  • 14. Learning: Processes that directly impact on pedagogical aspects of e-learning L1. Learning objectives guide the design and implementation of courses L2. Students are provided with mechanisms for interaction with teaching staff and other students L3. Students are provided with e-learning skill development L4. Students are provided with expected staff response times to student communications L5. Students receive feedback on their performance within courses L6. Students are provided with support in developing research and information literacy skills L7. Learning designs and activities actively engage students L8. Assessment is designed to progressively build student competence L9. Student work is subject to specified timetables and deadlines L10. Courses are designed to support diverse learning styles and learner capabilities Development: Processes surrounding the creation and maintenance of e-learning resources D1. Teaching staff are provided with design and development support when engaging in e-learning D2. Course development, design and delivery are guided by e-learning procedures and standards D3. An explicit plan links e-learning technology, pedagogy and content used in courses D4. Courses are designed to support disabled students D5. All elements of the physical e-learning infrastructure are reliable, robust and sufficient D6. All elements of the physical e-learning infrastructure are integrated using defined standards D7. E-learning resources are designed and managed to maximise reuse Support: Processes surrounding the support and operational management of e-learning S1. Students are provided with technical assistance when engaging in e-learning S2. Students are provided with library facilities when engaging in e-learning S3. Student enquiries, questions and complaints are collected and managed formally S4. Students are provided with personal and learning support services when engaging in e-learning S5. Teaching staff are provided with e-learning pedagogical support and professional development S6. Teaching staff are provided with technical support in using digital information created by students Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle E1. Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience E2. Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience E3. Regular reviews of the e-learning aspects of courses are conducted Organisation: Processes associated with institutional planning and management O1. Formal criteria guide the allocation of resources for e-learning design, development and delivery O2. Institutional learning and teaching policy and strategy explicitly address e-learning O3. E-learning technology decisions are guided by an explicit plan O4. Digital information use is guided by an institutional information integrity plan O5. E-learning initiatives are guided by explicit development plans O6. Students are provided with information on e-learning technologies prior to starting courses O7. Students are provided with information on e-learning pedagogies prior to starting courses O8. Students are provided with administration information prior to starting courses eFest 2008 O9. E-learning initiatives are guided by institutional strategies and operational plans Tuesday, 23 September 2008
  • 15. Assessing the e-learning capability of the New Zealand ITPs eFest 2008 Tuesday, 23 September 2008
  • 16. Sector Capability Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group eFest 2008 Tuesday, 23 September 2008
  • 17. Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group eFest 2008 Tuesday, 23 September 2008
  • 18. Team Size Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group eFest 2008 Tuesday, 23 September 2008
  • 19. Team Size + O9 E-learning initiatives are guided by institutional strategies and operational plans. Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group eFest 2008 Tuesday, 23 September 2008
  • 20. Team Size + O9 E-learning initiatives are guided by institutional strategies and operational plans. Image deleted to comply with restrictions imposed on distributing the eMM assessments of NZ ITPs by individual CE members of the ITP DFE group University University University University University University University Polytechnic Polytechnic Polytechnic Polytechnic A B C D E F G Z Y X W Learning: Processes that directly impact on pedagogical aspects of e-learning L1. Learning objectives guide the design and implementation of courses L2. Students are provided with mechanisms for interaction with teaching staff and other students L3. Students are provided with e-learning skill development L4. Students are provided with expected staff response times to student communications L5. Students receive feedback on their performance within courses L6. Students are provided with support in developing research and information literacy skills L7. Learning designs and activities actively engage students L8. Assessment is designed to progressively build student competence L9. Student work is subject to specified timetables and deadlines L10.Courses are designed to support diverse learning styles and learner capabilities Development: Processes surrounding the creation and maintenance of e-learning resources D1. Teaching staff are provided with design and development support when engaging in e-learning D2. Course development, design and delivery are guided by e-learning procedures and standards D3. An explicit plan links e-learning technology, pedagogy and content used in courses D4. Courses are designed to support disabled students D5. All elements of the physical e-learning infrastructure are reliable, robust and sufficient D6. All elements of the physical e-learning infrastructure are integrated using defined standards D7. E-learning resources are designed and managed to maximise reuse Support: Processes surrounding the support and management of e-learning S1. Students are provided with technical assistance when engaging in e-learning S2. Students are provided with library facilities when engaging in e-learning S3. Student enquiries, questions and complaints are collected and managed formally S4. Students are provided with personal and learning support services when engaging in e-learning S5. Teaching staff are provided with e-learning pedagogical support and professional development S6. Teaching staff are provided with technical support in using digital information created by students Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle E1. Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience E2. Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience E3. Regular reviews of the e-learning aspects of courses are conducted Organisation: Processes associated with institutional planning and management O1. Formal criteria guide the allocation of resources for e-learning design, development and delivery O2. Institutional learning and teaching policy and strategy explicitly address e-learning O3. E-learning technology decisions are guided by an explicit plan O4. Digital information use is guided by an institutional information integrity plan O5. E-learning initiatives are guided by explicit development plans O6. Students are provided with information on e-learning technologies prior to starting courses O7. Students are provided with information on e-learning pedagogies prior to starting courses O8. Students are provided with administration information prior to starting courses O9. E-learning initiatives are guided by institutional strategies and operational plans eFest 2008 Tuesday, 23 September 2008
  • 21. Conclusion... eMM Capability correlates with intent and resources Correlation ≠ Causation! eFest 2008 Tuesday, 23 September 2008
  • 22. International Collaboration Scotland 43 Institutions SFC Benchmarking Project England and Wales 8 Institutions USA Japan http://commons.wikimedia.org/wiki/Image:A_large_blank_world_map_with_oceans_marked_in_blue.PNG HEA Benchmarking 2 Institutions Pilot ?? Institutions Pilot & Gwella Project Australia ACODE Pilot New Zealand 11 Institutions initial Pilot New Zealand 19 Polytechnics TEC/ITPNZ eFest 2008 Tuesday, 23 September 2008
  • 23. Knowing what to measure Knowing how to measure Quality Enhancement Knowing how to improve what has been measured eFest 2008 Tuesday, 23 September 2008
  • 24. Knowing what to measure Knowing how to measure Quality Enhancement Learning how to improve what has been measured eFest 2008 Tuesday, 23 September 2008
  • 25. Questions? http://www.utdc.vuw.ac.nz/research/emm/ Stephen.Marshall@vuw.ac.nz Acknowledgements Terry Neal, John Delany, Paul Left, Maurice Moore & Jenny Newby-Fraser Geoff Mitchell Stephanie Beames Charlotte Clements Darren Hoshek Warren Sellers Bruce Hoult Participating institution staff New Zealand Ministry of Education Dr Jim Petch and the staff of the University of Manchester Professor Paul Bacsich Ken Udas and the staff of the Penn State World Campus eFest 2008 Tuesday, 23 September 2008