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,

Summary Proposes an e-learning process improvement model Proposes an e-learning process improvement model based on benchmarks proposed by the Institute for Higher Education Policy 2000 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. 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. focuses more on improvement of existing e-learning than on initial implementation. the set of processes can be considered as guidelines for best practices. the set of processes can be considered as guidelines for best practices.

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

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

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

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

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

Evaluation Examples The programme’s educational effectiveness is formatively and summatively assessed with multiple, standards based, and independent evaluations 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 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 Intended learning outcomes are reviewed periodically to ensure clarity, utility, and appropriateness

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

Some Questions How do you measure these points? 5 point scale, objectively, etc? 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? 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? How does this apply to initial implementation?