IOpdebeeck at 07:35, 3 August 2012

2012-08-03T07:35:47Z

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	The eMM is widely used in the [[New Zealand]] context and has largely been funded by government agencies. The ACODE benchmarks have had greater use in [[Australia]] and have been focused on institutional self-assessment.		The eMM is widely used in the [[New Zealand]] context and has largely been funded by government agencies. The ACODE benchmarks have had greater use in [[Australia]] and have been focused on institutional self-assessment.

	Both these methodologies were early developments and have been used to considerable effect across the higher education sectors in both [[New Zealand]] and [[Australia]] (Keppell, M. e.a., p.21).		Both these methodologies were early developments and have been used to considerable effect across the higher education sectors in both [[New Zealand]] and [[Australia]] (Keppell, M. e.a., 2011, p.21).

	An analysis of the similarities and differences in topic coverage between the ACODE Benchmarks and version 2.3 of the eMM was made by [[Stephen Marshall]].		An analysis of the similarities and differences in topic coverage between the ACODE Benchmarks and version 2.3 of the eMM was made by [[Stephen Marshall]] (2009).

	==References==		==References==

IOpdebeeck: Created page with "ACODE, the Australasian Council on Open, Distance and E-Learning, has funded the development of benchmarks for the use of technology in learning and teaching. The benchmarks..."

2012-08-03T07:23:35Z

Created page with "ACODE, the Australasian Council on Open, Distance and E-Learning, has funded the development of benchmarks for the use of technology in learning and teaching. The benchmarks..."

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[[ACODE]], the Australasian Council on Open, Distance and E-Learning, has funded the development of benchmarks for the use of technology in learning and teaching.

The benchmarks were developed as part of an ACODE funded project, initiated in 2004. They were developed collaboratively by representatives of a number of universities (Monash University; [[RMIT University]]; University of Melbourne; University of Queensland; [[University of Southern Queensland]]; University of Tasmania; Victoria University of Technology), they have been piloted in universities and have been independently reviewed (by [[Paul Bacsich]]).

The purpose of the benchmarks is to support continuous quality improvement in e-learning. The approach reflects an enterprise perspective, integrating the key issue of pedagogy with institutional dimensions such as planning, staff development and infrastructure provision. The benchmarks have been developed for use at the enterprise level or by the organisational areas responsible for the provision of leadership and services in this area.
Each benchmark area is discrete and can be used alone or in combination with others. Benchmarks can be used for self assessment purposes (in one or several areas), or as part of a collaborative benchmarking exercise.

The benchmarks cover the following eight separate topic areas which have been internationally reviewed:

# Institution policy and governance for technology supported learning and teaching
# Planning for, and quality improvement of the integration of technologies for learning and teaching
# Information technology infrastructure to support learning and teaching
# Pedagogical application of information and communication technology
# Professional/staff development for the effective use of technologies for learning and teaching
# Staff support for the use of technologies for learning and teaching
# Student training for the effective use of technologies for learning
# Student support for the use of technologies for learning

Each includes a Scoping Statement, a Good Practice Statement and a summary list of general
Performance Indicators (PIs). Institutions can customise the benchmarks by replacing or adding to
these Local Performance Indicators (LPIs).

Each Performance Indicator then comprises Performance Measures. Each measure is rated on a 5
point scale (where level 5 indicates good practice). There are five statements that represent
progress toward good practice (as represented by an indicator), with some represented as a
matrix. Service areas or units within universities can complete a self-assessment of current practice using these indicators, noting that it is not necessary to aspire to best practice on all.

For more details see http://www.acode.edu.au/benchmarks.php. On this website the [http://www.acode.edu.au/resources/ACODE_benchmarks.pdf benchmarks] can be downloaded as well as [http://www.acode.edu.au/resources/acodebmguideline0607.pdf guidelines] for use.

'''Status'''

A [http://www.acode.edu.au/resources/case%20study%20of%20the%20irua%20universities.doc case study] on how the ACODE benchmarks were used (in 2007) by the Innovative Research Universities of Australia (IRUA) can be found on the ACODE website.

A more recent example of the use of ACODE benchmarks can be found [http://blog.une.edu.au/tlcnews/category/policy/ here] at the [[University of New England]], [[Australia]] who used them to conduct a self-assessment of technology use at the university (2010).

''eMM and ACODE''

Within [[Australasia]] there are two major, different, but complementary benchmarking tools in use: the ACODE benchmarks for e-learning in universities and the [[E-Learning Maturity Model]] (eMM).

The eMM is widely used in the [[New Zealand]] context and has largely been funded by government agencies. The ACODE benchmarks have had greater use in [[Australia]] and have been focused on institutional self-assessment.

Both these methodologies were early developments and have been used to considerable effect across the higher education sectors in both [[New Zealand]] and [[Australia]] (Keppell, M. e.a., p.21).

An analysis of the similarities and differences in topic coverage between the ACODE Benchmarks and version 2.3 of the eMM was made by [[Stephen Marshall]].

==References==

Marshall, S. (2009) [http://www.utdc.vuw.ac.nz/research/emm/acode/20090423ACODEConcordance.pdf ACODE Benchmarks - eMM version 2.3 Concordance. Report to the Australasian Council of Open and Distance Education]. Wellington, NZ, Victoria University of Wellington.

Keppell, M., Suddaby, G., Hard, N. (2011) [http://www.slideshare.net/mkeppell/final-report-10-good-practice-report Good practice report: technology-enhanced learning and teaching]. Australian Learning & Teaching Council.

[[Category:Australasia]]
[[Category:Methodologies]]
[[Category:VISCED]]

ACODE benchmarks for e-learning in universities - Revision history

IOpdebeeck at 07:35, 3 August 2012

IOpdebeeck: Created page with "ACODE, the Australasian Council on Open, Distance and E-Learning, has funded the development of benchmarks for the use of technology in learning and teaching. The benchmarks..."