ACODE

The Australasian Council on Open, Distance and E-Learning (ACODE), is the peak Australasian organisation for universities engaged or interested in open, distance, flexible and e-learning.

Per its web site, ACODE currently has 46 institutional members that include most Australian and all New Zealand universities as well as the University of the South Pacific.

ACODE's mission is to enhance policy and practice in open, distance, flexible and e-learning in Australasian higher education.

ACODE seeks to influence policy and practice at institutional, national and international levels through:

1. disseminating and sharing knowledge and expertise
2. supporting professional development and providing networking opportunities
3. investigating, developing and evaluating new approaches
4. advising and influencing key bodies in higher education
5. promoting best practice.

ACODE meets three times a year for two days at meetings hosted by member institutions across Australasia. The two day meetings usually consist of a one day workshop on a topic of policy and/or practice for Directors/Managers of university teaching and learning units or units concerned with open, distance or e-learning. A business meeting is held on the second day and usually incorporates a site visit at the host institution.

ACODE is an Associate Member of the International Council for Open and Distance Education (ICDE).

The main office is at the University of Canberra, ACT, Australia.

Its web site is http://www.acode.edu.au

ACODE benchmarking

ACODE is also the name of a system for benchmarking e-learning, developed by the ACODE organisation.

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. They have been piloted in universities and independently reviewed (by Paul Bacsich).

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.

1. Institution policy and governance for technology supported learning and teaching
2. Planning for, and quality improvement of the integration of technologies for learning and teaching
3. Information technology infrastructure to support learning and teaching
4. Pedagogical application of information and communication technology
5. Professional/staff development for the effective use of technologies for learning and teaching
6. Staff support for the use of technologies for learning and teaching
7. Student training for the effective use of technologies for learning
8. Student support for the use of technologies for learning

For more details see http://www.acode.edu.au/benchmarks.php

For a UK perspective on ACODE see http://elearning.heacademy.ac.uk/wiki/index.php/ACODE

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