The University of Manchester

1
The University of Manchester

• E-Learning Maturity Model
• (eMM)

2
E-Learning Capability Maturity Model (eMM)
Categories or Process Areas
Stephen Marshall, Victoria University of
Wellington (2006) 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
3

• Total of 35 processes in 5 process areas
• Learning
• Development
• Support
• Evaluation
• Organisation

Based on E-Learning Maturity Model Processes
(Marshall and Mitchell, 2004), Capability
Determination Workbook March 2006 Note that v2.1
of processes is significantly revised from v1.0
available in publications.
4
Capability Maturity Model- eMM Process Examples

• Learning Processes that directly impact on
  pedagogical aspects of e-learning
• L1. Learning Objectives are apparent in the
  design and implementation of courses
• L2. Student are provided with mechanisms for
  interaction with teaching staff and other
  students.
• L3. Student skill development for learning is
  provided.
• L4. Information provided on the type and
  timeliness of staff responses to communications
  students can expect
• L5. Students receive feedback on their
  performance within courses
• L6. Research and information literacy skills
  development by students is directly supported.
• L7. Learning designs and activities result in
  active engagement by students.
• L8. Assessment of students is designed to
  progressively build their competence.
• L9. Student work is subject to specified
  timetables and deadlines
• L10. Courses are designed to support a diverse
  learning styles and learner capabilities

Table L2 E-learning Maturity Model Processes
for the Learning Process Category
Based on E-Learning Maturity Model Processes
(Marshall and Mitchell, 2004), Capability
Determination Workbook March 2006 Note that v2.1
of processes is significantly revised from v1.0
available in publications.
5

• Capability measured in five dimensions for each
  process
• Dimensions use colour to reference descriptors
• Capability determined by assessment of practice
• Practice determined through analysis of evidence

6
Capability Maturity Model- eMM Practice Examples

• Some Examples of Dimension Practices against
  process L1
• Learning Objectives are apparent in the design
  and implementation of courses
• 5 Optimisation Information on success of courses
  as measured by the stated learning outcomes is
  used to inform and support the design and
  (re-)development of courses, programmes
  degrees.
• 4 Management Courses are regularly reviewed to
  ensure that staff are incorporating learning
  objectives in course design and delivery
  consistent with the expectations of the
  institutional policies, guidelines and standards.
• 3 Definition Teaching staff are provided with
  training guidelines and examples in assessing
  student outcomes and the extend to which learning
  objectives are being met.
• 2 Planning Programme or degree planning and
  review processes consider the relationship of
  learning objectives of individual courses to
  those of the programme or degree as a whole.
• 1 Delivery Learning objectives are aimed at
  supporting student outcomes that go beyond recall
  and acquisition of knowledge.

Table L1-1 Descriptions of practices by process
capability dimension. There are likely to be
several practices against each dimension. Only
one example of each in relation to L1 is given
here.
Based on E-Learning Maturity Model Processes
(Marshall and Mitchell, 2004), Capability
Determination Workbook March 2006 Note that as
with process list updates, the practice lists are
being significantly revised from the literature
for use in the current versions.
7
Benchmarking Assessment Example
8
(No Transcript)
9
University of Manchester- pilot results