Home › Forums › Benchmarking e-learning with the e-Learning Maturity Model (eMM) › Please introduce yourself!
I’m Tony Carr and I work at the Centre for Innovation in Learning and Teaching at University of Cape Town as an educational technologist. One of many enjoyable parts of my job is convening the e/merge Africa network.
I’m deeply interested in the topic of the seminar because its so important to have frameworks and processes for thinking rigorously and systematically about the current state of our e-learning initiatives and how to improve them. When I heard Antoinette presenting at eLearning Africa in Addis Ababa in late May I immediately knew that I had to invite her to lead an e/merge Africa seminar partly because of the topic and partly because of her very clear and passionate presentation of a quite complex approach.
Thanx for inviting Antoinette – I’m really interested to learn from her about the work they have been doing. I agree about the importance of formalised structures & processes for monitoring the improvement of our online efforts.
Would be nice to think about how we could be rigorous & systematic, but without losing the fun & experimentation which so often gets ‘process-ed’ out of the equation. I think we have to have fun!
I attach my article with the referencing detail also on the first page. I developed a six dimensional framework since I found in the framework that I studied that there is not a holistic view and that the perspective of management is not always addressed. My framework define the dimensions that should be addressed.
In my PhD I now take this model further and specially look into the management perspective.
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- Do you propose your questionnaire as a ‘short-form’ of something like the eMM (which seems like quite a hefty assessment to complete)?
- Have you ever done a comparision of the results from your questionnaire with say an eMM assessment? Would you get a similar assessment of the state of assessment using your shorter questionnaire, do you think?
- Did you develop the questionnaire specifically for use at UoTs, or would it be useful at comprehensive and traditional universities too?
Thanks to Johan for sharing his research. Its exciting that the very specific contribution by Antoinette about using eMM for benchmarking is also stimulating engagement with the underlying issues of how we benchmark. Johan, its really useful to see your comparison of the different approaches to benchmarking and your summary of results for the Universities of Technology.
Thanks for your response.
No I do not propose my questionnaire as a shorten version of a benchmarking test. That questionnaire was set with the specific purpose to determine the state of implementation in UoT’s and to pilot the dimensions of my SILSTI framework. I am currently developing for my PhD the “questions” that can inform a university’s management of the status (or value) of the e-learning implementation. I hope to complete that early next year.
No, I did not compare my results with that of e.g. EMM for obvious reasons if you look at the purpose of my questionnaire.
The questionnaire will be usable for other universities also. My final product aims at any type of university.
I guess I’m trying to find a lazy way out…
These models and your questionnaire are seemingly aimed mainly at benchmarking. I do however think that they could be valuable for self-assessment of growth in adoption within the same institution. The eMM will certainly work well for such an internal measurement – your questionnaire too, probably.
What I am trying to find out, though, is if the Pareto principle is perhaps applicable here. Your two page questionnaire will probably take 20% of the time required to complete a complete eMM assessment. If it would provide an answer that provides 80% of the value of a full eMM assessment, one might feel the questionnaire more useful in the early stages of e-learning adoption – if that makes sense..?
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