E-learning maturity model

Hilde Van Laer

E-learning maturity model (eMM)

Self-assessment van online en blended leren met e-learning maturity model (eMM)

A driver for change?

http://www.utdc.vuw.ac.nz/research/emm/

eMM in een notendop•methode/instrument om de kwaliteit van OBL te monitoren op het niveau van de instelling

•5 procesgebieden:• Learning = processen met impact op didactisch proces van OBL• Development = processen m.b.t. de ontwikkeling van aanbod OBL• Support = processen m.b.t. de ondersteuning van cursisten &

medewerkers• Evaluation = processen m.b.t. de evaluatie door betrokken actoren• Organisation = processen op het beleidsniveau van de instelling

•5 dimensies en inschaling van 0 - 4

Waarom een self-assessment?

• stimuleren van zelfreflectie• detecteren van sterktes en zwaktes• verbeteracties plannen• betrokkenheid verhogen • kwaliteitscultuur versterken

“The proposal here is to start with an assessment phase, since tackling specific problems and finding solutions for them is more likely to attract people’s attention and stimulate their engagement” (CEDEFOP, 2015)

EUA. (2006). Quality Culture in European universities: a bottom-up approach.

De processen van eMM

Processen

Learning: Processes that directly impact on pedagogical aspects of e-learning

L1 Learning objectives guide the design and implementation of coursesL2 Students are provided with mechanisms for interaction with teaching staff and other studentsL3 Students are provided with e-learning skill developmentL4 Students are provided with expected staff response times to student communicationsL5 Students receive feedback on their performance within coursesL6 Students are provided with support in developing research and information literacy skillsL7 Learning designs and activities actively engage studentsL8 Assessment is designed to progressively build student competenceL9 Student work is subject to specified timetables and deadlinesL10 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-learningD2 Course development, design and delivery are guided by e-learning procedures and standardsD3 An explicit plan links e-learning technology, pedagogy and content used in coursesD4 Courses are designed to support disabled studentsD5 All elements of the physical e-learning infrastructure are reliable, robust and sufficientD6 All elements of the physical e-learning infrastructure are integrated using defined standardsD7 E-learning resources are designed and managed to maximise reuse

De processen van eMM

Support: Processes surrounding the support and operational management of e-learning

S1 Students are provided with technical assistance when engaging in e-learningS2 Students are provided with library facilities when engaging in e-learningS3 Student enquiries, questions and complaints are collected and managed formallyS4 Students are provided with personal and learning support services when engaging in e-learningS5 Teaching staff are provided with e-learning pedagogical support and professional developmentS6 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 experienceE2 Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experienceE3 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 deliveryO2 Institutional learning and teaching policy and strategy explicitly address e-learningO3 E-learning technology decisions are guided by an explicit planO4 Digital information use is guided by an institutional information integrity planO5 E-learning initiatives are guided by explicit development plansO6 Students are provided with information on e-learning technologies prior to starting coursesO7 Students are provided with information on e-learning pedagogies prior to starting coursesO8 Students are provided with administration information prior to starting coursesO9 E-learning initiatives are guided by institutional strategies and operational plans

“Digitaal leren vraagt andere werk- en toetsvormen dan

contactonderwijs.”

http://www.kvab.be/downloads/stp/tw_blended-learning_nl.pdf

Van der Perre, G., Van Campenhout, J., Willems, J., & and, others. (2015). Hoger onderwijs voor de digitale eeuw. Reeks Standpunten (Vol. 34). Brussel: KVAB Press., p. 9

Van der Perre, G., Van Campenhout, J., Willems, J., & and, others. (2015). Hoger onderwijs voor de digitale eeuw. Reeks Standpunten (Vol. 34). Brussel: KVAB Press., p. 11

“De nieuwe studenten zijn digital natives, zij vinden snel

hun weg in digitaal leren.”

https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/horizon-report-europe-2014-schools-edition

http://link.springer.com/book/10.1007%2F978-3-319-14222-7

https://youtu.be/BtAFgBiTb5g

http://www.ecdl.nl/fileadmin/ECDL/NL/Documenten/White_paper_de_Mythe_van__Digital_Native__Position_Paper_NL.pdf

“We mogen de digitale vaardigheden van onze cursisten niet overschatten”docent CVO Antwerpen