Home › Forums › Benchmarking e-learning with the e-Learning Maturity Model (eMM) › eLearning activities' maturity
- This topic has 21 replies, 6 voices, and was last updated 7 years, 9 months ago by Oni.
I saw in your presentation on your study that the managerial aspects could be improved.
Do you have senior management buy-in and support for embarking on a maturing process? It would be really difficult, I think, to address those areas without it.
I’m missing some voices from that level. It would have been great to hear from senior leadership about lessons learnt while fostering adoption rates. Maybe you have some lessons for us about how to negotiate around the politics of an exercise like this?
You actually say exactly what I ask in my PhD study. I identified that senior management is not adequately represented in most of the benchmarks. Therefore I am working on expanding my framework to include the perspective/voice from management’s level. The result will be a shortened questionnaire that will address management’s voice and concerns. It will not be a comprehensive questionnaire like EMM’s workbook, but will make it possible for e-learning managers to provide a report/information to management. I do not think it will be a “shortcut” as you suggested in another posting, but will certainly give a good indication and contribute to a full maturity benchmark like EMM.
I really would appreciate more comments and perspectives on this issue!
I think there are a number of enabling decisions that need to be made on a strategic level. Without those enabling decisions, eL unit leadership and practitioners are dead in the water.
The kind of decisions necessary would have to address device provisioning, internet access provisioning, a decision in principle that online learning activities could be presented as an alternative to classroom activities (If online materials are merely redundant, most students don’t access them, which then impacts on assessment, etc. etc).
If online learning, available to facilitate learning of contact students when they are not in class, is to be adopted, then one would also need to grow facilitators into development of online materials and facilitation of online learning.
I’m sure there are more decisions, and in some institutions, some of these decisions might already have been made – then one can go ahead with working out how to functionalise the decisions.
I’m also hoping to learn a lot from the experiences of others.
The “latest” school of thought in South Africa is now starting to realise the impact of a Blended Learning approach. The implication of Blended Learning is that the lecturers should take charge of the online component of their courses and use the LMS to guide the learning experience of the students/learners. My personal view is that the LMS or e-learning should be used as a management tool to manage the learning process.
Good morning all, i really appreciate the topic of eMM. i think elearning maturity is about stages. i can give examples about my institution where am schooling presently. When it was started, it was Distance learning where you collect form and register with biro and pencil and submitted in person and you even pay in cash but as time goes on, we started paying into the bank, later we started registrying online. But all this have its own problem(s). Sometime the bank we tell us that the server is down and all sort of things like that. Then you will have to appear in class for lecture about 3months. but now, it has changed to ODL, where you dont have to appear in person in class or have anything to do with the institution except if it requires you to come to the institution. First, it started with us having online lecturers where a particular lecturer will be assigned to you and you meet him online to ask any question on the downloaded materials, and the lecturer would respond to all your questions. It later graduated to where we attempt continuous assessment online CA, where about 30 or 50 questions would be sent to you and you will be timed, so you will have to attempt the question within the stipulated time and submit online. Recently, it graduated to giving i-pad to students, though the money would have been added to school fee, all course materials would be on the ipad so you dont have to worry yourself of downloading or printing the material, or going to cyber cafe to attempt your CA or examination everything has already been downloaded to the ipad. So the level of elearning is improving so much that the institution just built an auditorium that can contained about 1,500 student for online learning and examination purposes. thanks all, i will be back with more infor.
I would really like to learn more about your model. Why is your institution building a face-to-face 1500 seater auditorium when they have already invested in i-pads for each student? Can you elaborate on this a bit? Is for the examinations?
- This reply was modified 7 years, 9 months ago by Rita.
Thanks for the question Rita, the i-pad is basically for CAs (continous assessment), course materials and browsing to do other things. All the new entry student are provided with the i-pad. On the i-pad, all there course materials has already been installed on the ipad, the students personal email, and everything that has to do with ODL had already been installed on it. The 1,500 computer auditorium is basically for CBTs exams. A student will have to come to the Centre for there exams not the CAs. U can do your CA on you i-pad and read your course materials, you dont need to come to the class for face to face lecture. There are some of the department that are not doing written exams, so those department would have submitted their questions to the DLC office, the questions will be uploaded on the computer in those auditoriums. The 1,500 computer auditorium is not for lectures but specifically for CBTs exams. thanks
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