Assessing Online Learning Process Maturity: the e-Learning Maturity Model Stephen Marshall, Victoria University of Wellington Ken Udas, Penn State World Campus Janet May, Penn State World Campus

The eMM focus… “The key concept is that the ability of an organisation to be effective in a particular area of work is dependent on their capability to engage in high quality, reproducible, processes that can be sustained and built upon” Stephen Marshall Victoria University of Wellington (2006)

How can the eMM benefit Penn State World Campus? Help us better understand our own organizational capacity for sustained success with online learning Implement change based on that understanding Benchmark with other Institutions

The e-Learning Maturity Model (eMM) is… A quality improvement tool that measures an institution’s ability to sustain online learning Provides a set of key practices that can inform improvement activities

Sample Carpet Handout the list of processes

Process categories Handout the list of processes Each process category includes multiple processes, for a total of 35 processes

Process categories Each Process assessed on 5 dimensions

eMM dimensions 1 Delivery ~ creation and delivery of process outcomes Assess the extent to which the process is seen to operate within the institution. Without capability in other dimensions, at risk of failure or unsustainable delivery and wasting resources through needless duplication.

eMM dimensions 2 Planning ~ assesses the use of predefined objectives and plans in conducting the work of the process. The use of predefined plans potentially makes process outcomes more able to be managed effectively and reproduced if successful.

eMM dimensions 3 Definition ~ use of institutionally defined and documented standards, templates and policies during implementation of process. The institution has clearly defined how a given process should be performed. This does not mean that the staff of the institution follows this guidance.

eMM dimensions 4 Management ~ how the institution manages implementation of process and ensures the quality of the outcomes. Capability reflects measurement of the outcomes and the way in which the practices of the process are performed by the staff of the institution.

eMM dimensions 5 Optimization ~ the extent to which an institution is using formal approaches to improve capability measured within the other dimensions of this process. Capability reflects a culture of continuous improvement.

eMM dimensions Not an hierarchical model; does not measure progressive levels The dimension concept is holistic capability Capability at the higher dimension without capability at the lower dimensions does not deliver desired outcomes Capability at the lower dimensions that is unsupported in the higher dimensions will be unsustainable and unresponsive to change and learner needs

Institutional “capability” Rating Meaning Not practiced/Not adequate Partially adequate Largely adequate Fully adequate Not assessed

Example eMM Capability Assessment handout

At Penn State World Campus… Beginning an eMM project… Wanted a mature program, fully developed Wanted a program that the World Campus had developed, rather than another unit at the University

At Penn State World Campus… Selected BS in Turfgrass Science Working with lead faculty and instructional designer to assess our first course Completed “round one” One course initially. Goal is to examine up to a dozen courses, crossing programs.

Handout the list of processes

For more information on eMM… Please contact Stephen Marshall at stephen.marshall@vuw.ac.nz Ken Udas at keu10@psu.edu Janet May at jam11@psu.edu Please visit the eMM web site: http://www.utdc.vuw.ac.nz/research/emm/