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E-Learning Maturity Model

E-Learning Maturity Model. Mike Barker. Reference. Marshall, S. & Mitchell, G. (2004). Applying SPICE to e-learning: An e-learning maturity model? Sixth Australasion Computing Education Conference (ACE2004). Conferences in Research and Practice in Information Technology, 30, 185-191. Summary.

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E-Learning Maturity Model

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  1. E-Learning Maturity Model Mike Barker

  2. Reference Marshall, S. & Mitchell, G. (2004). Applying SPICE to e-learning: An e-learning maturity model? Sixth Australasion Computing Education Conference (ACE2004). Conferences in Research and Practice in Information Technology, 30, 185-191.

  3. Summary • Proposes an e-learning process improvement model • based on benchmarks proposed by the Institute for Higher Education Policy 2000 • tests the model by applying it to an e-learning module at a New Zealand university. • focuses more on improvement of existing e-learning than on initial implementation. • the set of processes can be considered as guidelines for best practices.

  4. Process Categories • Learning: pedagogical aspects • Development: creation and maintenance of e-Learning resources • Coordination: oversight and management • Evaluation: evaluation and quality control through lifecycle • Organization: institutional planning and management

  5. Levels 0: Not Performed: Not done at all 1: Initial: ad-hoc processes 2: Planned: clear, measurable objectives for projects 3: Defined: defined process for development and support 4: Managed: ensures quality of resources and student learning outcomes 5: Optimizing: continual improvement of all aspects

  6. Learning Examples • Courses designed to require students to engage in analysis, synthesis, and evaluation • Student interaction with faculty and other students is an essential characteristic • Learning outcomes for each course are summarized in clearly written, straightforward statement

  7. Development Examples • Reliability of technology delivery system is as failsafe as possible • Learning outcomes, not availability of technology, determine the technology used • Technical assistance in course development is available to faculty

  8. Coordination Examples • A centralized system provides support for building and maintaining the e-learning infrastructure • Students are able to practice with any technologies prior to commencing a course • Questions directed to student service personnel are answered accurately and quickly

  9. Evaluation Examples • The programme’s educational effectiveness is formatively and summatively assessed with multiple, standards based, and independent evaluations • Success of technology/innovation used as a measure of effectiveness within course/programmes • Intended learning outcomes are reviewed periodically to ensure clarity, utility, and appropriateness

  10. Organization Examples • A documented technology plan is in place and operational to ensure quality of delivery standards • Students are provided with supplemental course information that outlines course objectives, concepts, and ideas • Students are provided with supplemental course information that outlines student support services

  11. Some Questions • How do you measure these points? 5 point scale, objectively, etc? • Do these cover the process well? Are there other areas? Do any of these need to be broken up? • How does this apply to initial implementation?

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