SLN SOLsummit 2009 presentation - by Janet May http://slnsolsummit2009.edublogs.org "The E-Learning Maturity Model" (eMM) provides a means by which institutions can assess and compare their capability to sustainably develop, deploy and support e-learning" (Marshall, 2007). The model focuses on inputs and processes, and has its underpinnings in a software development nd deplyment framework that emphasizes capacity building and creating scalable processes. This presentation will describe the model and how Penn State World Campus has implemented it to assist in strategic planning and quality improvement. Audience members will gain an understanding of eMM, how it has been used internationally as a quality assurance process and benchmarking tool, and its benefits. The results of the first iteration of eMM at PSU World Campus will be introduced giving audience members concrete advice on how to begin the process.

1. Assessing Online Learning
Process Maturity: the e-Learning
Maturity Model
Janet May
Associate Director
Penn State World Campus

2. The e-Learning Maturity Model
(eMM) focus…
“…changing
organisational conditions
so that e-learning is
delivered in a sustainable
and high quality fashion
to as many students as
possible” (2006)
Stephen Marshall
Victoria University of Wellington
2

3. 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)
3

4. 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
4

5. 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
5

6. Process categories
Each process category includes multiple
processes, for a total of 35 processes
6

7. Process categories
• Each Process assessed on 5 dimensions
7

8. 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.
8

9. 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.
9

10. 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.
10

11. 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.
11

12. 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.
12

13. 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
13

14. Institutional “capability”
Rating Meaning
Not practiced/Not
adequate
Partially adequate
Largely adequate
Fully adequate
Not assessed
14

15. Example eMM Capability Assessment
Rating Meaning
Not practiced/Not
adequate
Partially adequate
Largely adequate
Fully adequate
Not assessed
15

16. As a Benchmarking Tool
Processes that directly impact on
pedagogical aspects of e-learning
Optimization
Delivery
16

17. 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
17

18. At Penn State World Campus…
Selected BS in Turfgrass Science
• Worked with lead faculty, instructional designer,
administrators, and others to assess the program.
• Required evidence collection.
• Iterative process.
• Assessment just completed…..
18

19. Penn State World Campus
19

20. 20

21. 21

22. For more information on eMM…
Please contact
– Janet May at jam11@psu.edu
– Stephen Marshall at
stephen.marshall@vuw.ac.nz
Please visit the eMM web site:
– http://www.utdc.vuw.ac.nz/research/emm/
22