Welcome to the Virtual Education Wiki ~ Open Education Wiki
E-Learning Maturity Model: Difference between revisions
IOpdebeeck (talk | contribs) (updated description) |
IOpdebeeck (talk | contribs) No edit summary |
||
| Line 11: | Line 11: | ||
Processes define an aspect of the overall ability of institutions to perform well in the given process area, and thus in e-learning overall. The advantage of this approach is that it breaks down a complex area of institutional work into related sections that can be assessed independently and presented in a comparatively simple overview without losing the underlying detail. | Processes define an aspect of the overall ability of institutions to perform well in the given process area, and thus in e-learning overall. The advantage of this approach is that it breaks down a complex area of institutional work into related sections that can be assessed independently and presented in a comparatively simple overview without losing the underlying detail. | ||
The key web site is http://www.utdc.vuw.ac.nz/research/emm/ | The key web site is http://www.utdc.vuw.ac.nz/research/emm/ | ||
Revision as of 15:47, 2 May 2012
The e-learning Maturity Model (eMM) was developed by Stephen Marshall at the Victoria University of Wellington, New Zealand. It provides a means by which institutions can assess and compare their capability to sustainably develop, deploy and support e-learning. The eMM is based on the ideas of the Capability Maturity Model and SPICE (Software Process Improvement and Capability dEtermination) methodologies.
The underlying idea that guides the development of the eMM is that the ability of an institution to be effective in any particular area of work is dependent on their capability to engage in high quality processes that are reproducible and able to be extended and sustained as demand grows. Capability, in the context of this model, refers to the ability of an institution to ensure that e-learning design, development and deployment is meeting the needs of the students, staff and institution. Capability includes the ability of an institution to sustain e-learning support of teaching as demand grows and staff change.
The eMM divides the capability of institutions to sustain and deliver e-learning up into five major categories or process areas:
- Learning - Processes that directly impact on pedagogical aspects of e-learning
- Development - Processes surrounding the creation and maintenance of e-learning resources
- Support - Processes surrounding the oversight and management of e-learning
- Evaluation - Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle
- Organisation - Processes associated with institutional planning and management
Processes define an aspect of the overall ability of institutions to perform well in the given process area, and thus in e-learning overall. The advantage of this approach is that it breaks down a complex area of institutional work into related sections that can be assessed independently and presented in a comparatively simple overview without losing the underlying detail.
The key web site is http://www.utdc.vuw.ac.nz/research/emm/
The methodology has been and is being deployed in Australia, UK and US.
> Benchmarking
>> Main Page