Benchmarking Quality Open Distance eLearning Systems ... · It is expected that any benchmarking exercise would take place over a period of years. For example, in any given year two

Benchmarking Quality OpenDistance eLearning SystemsTechnology Help EnhancedLearning Policy PlanningDevelopment DelegationCommunications TeachingLearning New ImprovementIntegration IT InfrastructureSupport Training PedagogyICT Standards DevelopmentStaff Students BenchmarkingQuality Systems DistanceeLearning Help TechnologySystems Enhanced LearningPolicy ICT Planning CoursesDevelopment TEL OpenDelegation CommunicationsTeachingACODEQuality

LeadinginTechnologyEnhancedLearningandTeaching

BenchmarksforTechnologyEnhancedLearning

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TheAustralasianCouncilonOpen,Distanceande-learning,hereafterreferredtoasACODE

Acknowledgement

TheACODEExecutivewouldliketothanktheworkinggroupfortheirexcellentworkinreviewingandrefreshingthenowwellestablishedACODEBenchmarks.

TheworkofrefreshingtheACODEBenchmarksforTechnologyEnhancedLearningwasundertakenby:MichaelSankey(UniversityofSouthernQueensland),HelenCarter(MacquarieUniversity),StephenMarshall(VictoriaUniversityofWellington),ReginaObexer(QueenslandUniversityofTechnology),CarolRussell(UniversityofWesternSydney)andRomyLawson(UniversityofWollongong)

Coordinatedby:MichaelSankey

Correspondence

ACODESecretariatC/OTeachingandLearningCentre,UniversityofCanberra,ACT2601AustraliaEmail:[email protected]:+61(02)62015176Website:www.acode.edu.au

Version3.1

©2014ACODE

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TableofContentsAcknowledgement.........................................................................................................................1Correspondence.............................................................................................................................1

Introduction...........................................................................................................................................4

AbouttheBenchmarks...........................................................................................................................4

Section1–HowtousetheBenchmarks................................................................................................6

StructureoftheBenchmarks.............................................................................................................6

TheScopingStatement..................................................................................................................6TheGoodPracticeStatement........................................................................................................7ThePerformanceIndicators...........................................................................................................7ThePerformanceMeasures...........................................................................................................7ProvidingaRationaleandEvidence...............................................................................................8Theinitialrecommendationsforimprovementsection.................................................................8

Step-by-stepguide.............................................................................................................................8

Stepsinself-assessment.....................................................................................................................9

Glossaryofterms.............................................................................................................................11

Section2–TheCompleteSetofBenchmarks......................................................................................12

Benchmark1........................................................................................................................................12

Institution-widepolicyandgovernancefortechnologyenhancedlearning....................................12

ScopingStatement.......................................................................................................................12GoodPracticeStatement.............................................................................................................12PerformanceIndicators................................................................................................................12PerformanceMeasures................................................................................................................13Initialrecommendationsforimprovement..................................................................................15

Benchmark2........................................................................................................................................16

Planningforinstitution-widequalityimprovementoftechnologyenhancedlearning...................16


Benchmark3........................................................................................................................................19

Informationtechnologysystems,servicesandsupportfortechnologyenhancedlearning............19


Benchmark4........................................................................................................................................23

Theapplicationoftechnologyenhancedlearningservices.............................................................23

ScopingStatement.......................................................................................................................23GoodPracticeStatement.............................................................................................................23PerformanceIndicators................................................................................................................23PerformanceMeasures................................................................................................................24

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Initialrecommendationsforimprovement..................................................................................27Benchmark5........................................................................................................................................28

Staffprofessionaldevelopmentfortheeffectiveuseoftechnologyenhancedlearning................28


Benchmark6........................................................................................................................................32

Staffsupportfortheuseoftechnologyenhancedlearning.............................................................32


Benchmark7........................................................................................................................................37

Studenttrainingfortheeffectiveuseoftechnologyenhancedlearning.........................................37


Benchmark8........................................................................................................................................41

Studentsupportfortheuseoftechnologyenhancedlearning.......................................................41


Section3–Teamconsolidationofself-assessment(ifrequired).........................................................46

Whatnext?...................................................................................................................................53Conclusion............................................................................................................................................54

References............................................................................................................................................54

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Introduction

TheACODEbenchmarkshavebeendevelopedtoassistinstitutionsintheirpracticeofdeliveringaqualitytechnologyenhancedlearningexperiencefortheirstudentsandstaff(recognisingthatsomeinstitutionsrefertotheirpracticewithtermssuchase-learning,onlineorflexiblelearning,blended,etc.).Thereareeightbenchmarks,eachofwhichcanbeusedasastandaloneindicator,orusedcollectivelytoprovideawholeofinstitutionperspective.However,wherethesebenchmarksbecomeevenmorepowerfuliswhentheyareusedinassociationwithotherinstitutions,aspartofacollaborativebenchmarkingexercise.Thisiswhereoneormoreinstitutionsarewillingtosharetheirpracticeandjourneyintechnologyenhancedlearningwithothers,basedontheoutcomesoftheirowninternalbenchmarkingactivity.

ThebenchmarkswereoriginallydevelopedaspartofanACODEfundedproject,initiatedbyChristineGoodacreandAngelaBridglandin2007.TheyweredevelopedcollaborativelybyrepresentativesofanumberofACODEmemberuniversitiesandatthetimewereindependentlyreviewedbyProfessorPaulBacsich,aUKconsultantspecialisinginbenchmarkingandhistoricalaspectsofe-learning.

Morerecently(2014)theBenchmarkshaveundergoneamajorreviewtoensuretheyarenowbothcurrentandforwardlooking.AteamofsixACODErepresentativesworkedonthisprojectandhavedevelopedthefollowingsuiteofBenchmarkstoassistanyinstitution,notjustACODEmemberinstitutions,inmonitoringtheircapacitytoprovidethebestpossibletechnologyenhancedlearningexperiencefortheirstudentsandstaff.

AbouttheBenchmarks

Thepurposeofbenchmarking,andthesebenchmarksparticularly,istosupportcontinuousqualityimprovementintechnologyenhancedlearning.Theapproachreflectsanenterpriseperspective,integratingthekeyissueofpedagogy,withinstitutionaldimensionssuchasplanning,staffandstudentdevelopmentandinfrastructureprovision.Thebenchmarkshavebeendevelopedforuseattheenterpriselevel,orbytheorganisationalareasresponsiblefortheprovisionofleadershipintechnologyenhancedlearningandtheirassociatedservices.

Eachbenchmarkareaisdiscrete;forexample,staffsupportfortheuseoftechnologyenhancedlearningcanbeusedaloneorincombinationwithothersbenchmarks.Thebenchmarkscanbeusedforself-assessmentpurposes(inoneorseveralareas),oraspartofacollaborative,comparativeexercise,onethatmayincludeotherinstitutions.

Becausethesebenchmarksmaybeusedindividuallythereissomeduplicationacrossthebenchmarkingtopics.However,inthisiterationofthebenchmarkstheauthorshavetriedtominimisethisoverlap,suggestingrather,thataninstitutionmaychoosetoselectindicatorsfromarangeofrelatedbenchmarksratherthanjustchoosingoneortwowholebenchmarks.SomethingmoreakintothePick&Mix(Bacsich2009)methodologyofbenchmarking,whereoneselectstheindicatorstheywanttousefromamuchbroadergroupofindicators.Importantly,ifthismethodologyisadopteditbecomesmoredifficulttocompareyourresultswithotherinstitutionswhomaynotnecessarilyhaveusedthissamemethodology.

Itisexpectedthatanybenchmarkingexercisewouldtakeplaceoveraperiodofyears.Forexample,inanygivenyeartwotothreeBenchmarksmaybeaddressed,weretheareasselectedreflectinstitutionalprioritiesforqualityimprovementatthattime.Alternatively,ifaninstitutionwantedtogainafullunderstandingofwheretheywereplacedatagivenpointintime,theycouldundertakeafullreview.BothapproacheshavebeenusedsuccessfullybyinstitutionssincetheBenchmarkswerefirstdeveloped.

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TheBenchmarkscoverthefollowingeighttopicareas:

1. Institution-widepolicyandgovernancefortechnologyenhancedlearning;2. Planningforinstitution-widequalityimprovementoftechnologyenhancedlearning;3. Informationtechnologysystems,servicesandsupportfortechnologyenhancedlearning;4. Theapplicationoftechnologyenhancedlearningservices;5. Staffprofessionaldevelopmentfortheeffectiveuseoftechnologyenhancedlearning;6. Staffsupportfortheuseoftechnologyenhancedlearning;7. Studenttrainingfortheeffectiveuseoftechnologyenhancedlearning;8. Studentsupportfortheuseoftechnologyenhancedlearning.

EachoftheabovebenchmarksincludesaScopingStatement,aGoodPracticeStatement,asetofPerformanceIndicators(PIs)andanareatomakeinitialrecommendationsonthatmayneedimprovementhavingemergedfromundertakingtheassessment.

InstitutionsmayalsocustomisethebenchmarksbyreplacingoraddingtheirownLocalPerformanceIndicators(LPIs).EachPerformanceIndicatorthencomprisesPerformanceMeasures.Eachmeasureisratedona5-pointscale(wherelevel5indicatesgoodpractice).Therearefivestatementsthatrepresentprogresstowardgoodpractice(asrepresentedbyanindicator),withsomerepresentedasamatrix.Serviceareas,orunitswithintheinstitutioncancompleteaself-assessmentofcurrentpracticeusingtheseindicators,notingthatitisnotnecessarytoaspiretobestpracticeonall.Rather,itisonewaytoestablishinga‘real’pictureofwhereyourinstitutionmaysitinrelationtothese,andbyextension,withininthesector.

TherestofthisdocumentisdesignedtoassistyouintheuseoftheseBenchmarksandcomprisesof:

• Astep-by-stepguideonhowtousetheBenchmarks(Section1)

• AcompletesetoftheBenchmarksandPerformanceIndicators(Section2).

• ATeamConsolidationtemplate(Section3).Thistemplatemaybeuseatthevariousstagesofthereportingprocess.ItisalsofoundontheACODEwebsiteunderBenchmarkingasaWorddocument.

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Section1–HowtousetheBenchmarks

TheACODEbenchmarksaredesignedtobeusedforcontinuousimprovementandqualityassurancepurposes.Theirfocusistechnologyenhancedlearning,anareathatisnowmissioncriticalwithinhighereducationinstitutionsforthequalitydeliveryofcoursesandprograms.

Useofthebenchmarkscanprovideabasisforresearchforimprovingpractice,resultinginabetterunderstandingofoperationalsystemsandprocessesandcontributingtoaccountabilityrequirements.Useofthebenchmarkscanalsoprovideatoolforlearningandmaybehelpfulinbreakingdownbeliefsthat“wearedifferent”,instead“weareallinthistogether”.

Someofthebenefitsthathavebeenfoundfromprioruseofthebenchmarksinclude:

• Identificationofstrengthsandweaknesses-forplanningandprioritysetting;

• Animprovedunderstandingofstrategicandoperationalrequirements;

• Aframeworkforqualityassurancepurposes;

• Recognitionofareasofachievement;

• Generationofideasandareinvigorationofpractice,forexample,thedevelopmentofstrategiesforimprovementinareasofneed;

• Collaborationisfacilitated–developbetterunderstandingacrossareaswithintheinstitutionandwithpartners;and

• Communitiesofpracticecandevelopwhichprovideopportunitiesforstaffprofessionaldevelopment,projectwork,staffexchangesandsecondments.

StructureoftheBenchmarks

Eachbenchmarkcontainsthefollowingelements:

• ScopingStatement;

• GoodPracticeStatement;

• PerformanceIndicators(PIs);

• PerformanceMeasures-ona5-pointscale(orLPIs);

• Aplacetoprovidearationaleandevidencetosupportyourassessment;and

• Anareatonoteaninitialrecommendationwhichmaybeusefulforfutureimprovement.

TheScopingStatement

Thisdescribeswhatisconsideredinthebenchmarkandsometimeswhatisoutofscope.ThefollowingexamplefromBenchmark1illustratesthepurposeofthescopingstatement,providingadetailedexplanationofwhatisaddressedinthebenchmarkandwhatisnot.Thisreducesthepotentialforambiguityandconfusionwhenprogressingthroughtheperformanceindicators.

Example1–ScopingStatementfromBenchmark1:Institution-widepolicyandgovernancefortechnologyenhancedlearning

Thisappliestoinstitutionlevelplanning,policydevelopmentandimplementationinrelationtotheapplicationoftechnologyenhancedlearning.Itincludesthedelegationofauthorityandresponsibilityfordevelopingandimplementingpolicy,andstrategicandoperationalplans.

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TheGoodPracticeStatement

Thisstatementindicateswhatgoodpracticewouldlooklikeifitwerebeingdonewell,notingthatthislevelofpracticeisachievable.ThefollowingexampleisprovidedfromBenchmark1.

Example2–GoodPracticeStatementfromBenchmark1:Institution-widepolicyandgovernancefortechnologyenhancedlearning

Theinstitutionhasestablished,wellunderstoodstrategy,governancemechanismsandpoliciesthatguidetheselection,deployment,evaluationandimprovementofthetechnologiesusedtosupportlearningandteaching.

ThePerformanceIndicators

Theseidentifythekeyperformanceareasthatwouldindicatetherealisationofthegoodpracticestatement.Thereissomeduplicationofperformanceindicatorsacrossthebenchmarksbutwehavetriedtolimitthistowhereisitisabsolutelynecessary.ThefollowingexampleprovidesthefirsttwooftheeightperformanceindicatorsusedinBenchmark1.

Example3–Thefirst2of8PerformanceIndicatorsfromBenchmark1:Institution-widepolicyandgovernancefortechnologyenhancedlearning

1. Institutionstrategicandoperationalplanssupportandpromotetheuseoftechnologyenhancedlearning.

2. Specificplansrelatingtotheuseoftechnologyenhancedlearningarealignedwiththeinstitution’sstrategicdirectionsandoperationalplans.

ThePerformanceMeasures

PerformanceMeasuresarestatementscontainedwithinamatrix,representinglevelsofprogresstowardsgoodpractice(asrepresentedbytheperformanceindicator).Afivepointscaleisused,andthisisusedforself-assessmentandcomparisonpurposes.Level5representsbestpractice.

Thefollowingexampledemonstratesthetwotypesofmeasuresthatareprovidedinthebenchmarks.Thisiswherethereisarequirementtodemonstrateone,two,ormoreelementswithinaparticularperformanceindicator.Whereasinglemeasureisprovidedasinglescoreisselected,asperthefirstexamplebelow.Wheretwoormoremeasuresareprovided,eachshouldbescoredthenasummaryscaleshouldbecompletedasperthesecondexamplebelow.Inthiscasethereisalsoan‘OverallRating’required.Howeverthisdoesnotnecessarilyhavetobeanaverageofthetwosub-measuresnecessarily.

Example4–ThefirsttwoofeightPerformanceIndicatorsfromBenchmark1:Institution-widepolicyandgovernancefortechnologyenhancedlearning.

PI1.Institutionstrategicandoperationalplanssupportandpromotetheuseoftechnologyenhancedlearning.1 Nocurrentstrategicoroperationalplans

2 Strategicoroperationalplanbutnorecognitionoftechnologyenhancedlearning

3 Strategicoroperationalplanincludessomerecognitionoftechnologyenhancedlearning

4 X Strategicandoperationalplansbothhavesomerecognitionoftechnologyenhancedlearning

5 Strategicandoperationalplansbothhaveclearrecognitionoftechnologyenhancedlearning

Indicatewhereyoubelieveyourateabove.

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PI2.Specificplansrelatingtotheuseoftechnologyenhancedlearningarealignedwiththeinstitution’sstrategicdirectionsandoperationalplans. Specificplansexist Plansarealigned

1 Nospecificplans Notalignedtoinstitutionstrategicandoperationalplans

2 Immatureplans X Alignedwitheitherinstitutionstrategicoroperationalplans

3 Somespecificplans Alignedwithbothinstitutionstrategicandoperationalplans

4 X Numerousspecificplans Alignedwitheitherinstitutionstrategicoroperationalplans

5 Comprehensivesuiteofplans Alignedwithbothinstitutionstrategicandoperationalplans

Overallrating 1 2 3 X 4 5


ProvidingaRationaleandEvidence

Oncearatingisgiventherationaleforthatratingonthescaleof1-5shouldbeprovided,alongwithevidencesupportingthatplacement.

Therationalewillusuallybeaseriesofdotpointsindicatingkeyreasonsthatsupporttherating,thisisthensupportedbyyourevidence.

EvidencemightcompriseofaURLleadingtoaplanningdocument,report,guidelines,supportwebsite,etc.,orawrittenstatementcontainingexcerpts,orexplainingthewhereaboutsoftheevidence,orartefact.Thisevidencewillthenbeuseddefend,orsupportyourrating,ifrequired.

Theinitialrecommendationsforimprovementsection

Whenconductingaself-assessmentactivityitwilloftenbecomeclearthattherearethingsthatcanbedonetoimproveinacertainarea.Thereisaspaceprovidedattheendofeachbenchmarkwherenotesmaybemadeforfuturereference.Itisadvisabletomakethesenoteswhenyouthinkofthem,ratherthanleavingthemforlater.Thesepointsmaybepersonal,ortheymaybeusefulinteamdiscussionswithteammemberslateron.

Step-by-stepguide

Benchmarkingtechnologyenhancedlearningisnotatrivialundertakingandwouldnormallybeconsideredaspartofanenterprisecommitmenttousingbenchmarkingforqualityimprovementpurposes.Itrequiresplanningandresourcesifoutcomesaretobefullyrealisedandthecommitmentofstaffinvolvedistobeassured.

One,severalorallbenchmarkscouldbeusedinabenchmarkingexercise.Inrecognitionofthisthereissomelimitedduplicationofperformanceindicatorsacrossthebenchmarks.Thebenchmarkscanalsobeusedwithinaninstitution,forself-assessmentpurposesonly,ortheymightbeusedwithotherstodevelopcomparativedataforthepurposeofidentifyingimprovementstrategiesbasedonthepracticeofcolleagues.Thefocusofthebenchmarkingexercisemightbetheinstitutionallevelorthatofanorganisationalunit,suchasafacultyorteachingandlearningunit.

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Inthisbenchmarkingcontext,self-assessmentisthecriticalcomparisonofexistingperformanceofaselectedareaortopicagainstasetofpredeterminedexpectations.Goodacre,Bridgland,&Blanchard,(2005),determinedthatwhenusingabenchmarkingframework,oneofthekeysuccessfactorsinachievingcomparabilitywasthatallcollaboratinginstitutionsusedthetemplatesandself-assessmentprocessesinfull.

InthecontextofthisACODEbenchmarkingactivity,thisisabout:

• Gatheringasmuchinformationaspossibleontheperformancearea(i.e.PerformanceIndicator)–andimportantlyusingexamplestoprovideevidence.

• Makingacomparisonbetweenwhatwasgathered(examplesandevidence)againsttheexpectedPerformanceMeasures.

• Weighing-upormakinginformedjudgementaboutwheretheperformanceareastandsinthecontinuumofprogresstowardsachieving‘goodpractice’(asseeninthePerformanceMeasures).

Theself-assessmentactivitywillultimatelyfacilitateaninstitutionknowingitselfjustthatlittlebitbetter,thatis,againstwhathasbeenproposedas‘goodpractice’bythePerformanceMeasuresintheBenchmarks.Thedesiredoutcomeisforeachinstitutiontoidentifytheirstrengthsandweaknessesandwaystheycanfacilitatetheactionsrequiredtomakeenhancementsintheseareaswhereappropriate.

Therearetwostepsinaninstitutionassessingitselfagainstthebenchmarks(institutionalself-assessment).Itstartswithindividualsmakinganassessment(individualself-assessment)andthenthoseindividuals,asateam,makinganassessment(teamself-assessment).Thefollowingprovidesasetofguidelinesthatis‘anapproach’toundertakingthisactivity.

Stepsinself-assessment

Part 1:Individual self-assessments

TypicallythisactivitywillincludestaffrepresentingdifferentareasoftheinstitutionthathaveastakeinhowaparticularBenchmarkisperformed.ItmayincludestaffmembersfromtheLearningandTeaching(L&T)area,fromICT,facultyrepresentatives,staffand/orstudentsupport,training,library,etc.Typically,theremaybethree,uptofourpeopleinvolvedinthisself-assessment,dependingontheBenchmark.Eachteammemberwillperformaself-assessmentasbesttheycan.

Althoughthismayinvolvestafffromdifferentareastakingresponsibilityforthedifferentbenchmarks,wedosuggestthatonepersontakeoverallresponsibilityforthewholeactivity.It’simportanttotheintegrityofthefinaloutcomethatyougetthislevelofcross-institutionalengagement.

Importantly,theindividualself-assessmentsarebeingmadebythosewhocansourcetheappropriateevidence,astheyknowandarefamiliarwithhowtheinstitutionisworkingtofulfilitsmandateinthegivenarea.Inotherwords,theyareseenasprofessionalsinthisspace.

Itisstronglyrecommendedthataninstitution,orthebenchmarkingteam,avoidthetemptationofconductingasurveyoftheirstafftoseewhat‘they’think.Thishasbeenshowninthepasttobeproblematicandcanleadtoalevelofconfusionintheteam.Thisactivitymaywellbeusedforotherreasonsbutisnotnecessaryforthisactivity.Theevidenceandtheagreementreachedbetweentheteammembersshouldbesufficienttospeakforitself,astheyhaveastakeintheseactivitiesbeingconductedinthebestpossibleway.

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Thefollowingstepsaresuggested:

1. Bringtheteammemberstogether,thosewhowillbedoingtheself-assessment,andgothroughthegroundruleswiththem.It’sImportanttheyarefamiliarwiththeareacoveredbythebenchmark.

2. Attheoutset, confirmthebenchmarkingareayouwillallbeassessing.3. Asateam,reviewwhatwouldbeconsidered‘good practice’forthechosenBenchmarkand

associatedPerformanceIndicators.Discussthissoastocometoacommonunderstanding.4. Wesuggestconsideringthe‘significant’criterion/criteriaforthat performancearea(as

IdentifiedinthePerformanceMeasuresareaandrankingbox). 5. Theteamshouldthengoandgathertheir‘evidence’andmaketheirindividualassessments

basedonwhattheyfind(acomparisonwillbemadebetweenanexistingsituationandexpectedperformancemeasureswhenyoucomebacktogether).

a. Wesuggestconsideringthefollowingformsof‘evidence’:i. quantifiable/directmeasurabledata(ifavailable)ii. documentse.g.policies,businessprotocol,proceduralwrite-upiii. practices,methods,programs

b. Provideexcerptsandorlinkstothesequantifiabledata, documents,etc.6. Oncetheteammembershavetheirevidencetheyshouldmakeajudgmentoftheindicator

byproviding a‘ranking’onthe5-pointscale,usingonlythe5-points,nothalfpoints.a. Trynottooveremphasisethemeasures–the5-pointscaleisaguideforsummary

purposes.b. Trynottousethemeasureswithoutreferenceto‘evidence’.

7. Writeabrief‘justification’fortheranking. Thisdoesn’thavetobeextensivebutsufficienttoremindyouofthekeypointsastohowyouarrivedatthisranking.Thisisimportantforwhenyoucomebacktogether.

Part 2:Teamself-assessment

Onceyouhavecompletedtheindividualassessmentstheteamassessingthebenchmarkwillcomebacktogethertosharetheirself-assessmentsandmakeafinalassessment.TheultimategoalistoreachalevelofagreementamongsttheteamanddecideonONEfinalscore.Thisscorewillbeusedtorepresentyourinstitutionsposition.Noteverybodywillagreebutpleaseavoidthetemptationtogivehalfmarks(i.e.3.5),asthetoolisdesignedtoworkbestwithwholenumbers.

8. Consult/discussindividualself-assessmentswiththebenchmarkingteam.a. Walkthroughtheindividualself-assessment-discusstherankingandthe‘whys’for

thatranking,usingtheexamplesofevidence.b. Haveadialogue/debate/discussion.c. Makeagroupdecisionontheindividualassessment.d. Providea‘final’groupranking–thisistherankingthatwillbesubmitted.

Iftheinstitutionisusingthisself-assessmentinpreparationforabroaderbenchmarkingactivitywithotherinstitution,oncetheinstitution(viatheteam)hasdecidedonitsrankingforaparticularbenchmarkitshouldcollateitsevidencereadytoshare.Aspacewillbeprovidedlaterinthisdocumentfortheinstitutiontoprovideitsteamassessment(ranking)foreachBenchmarktheyhavechosentoassessbutitisnotexpectedthattheevidencebesuppliedatthistime.Theevidencewillbesharedlaterduringthebenchmarkingactivity(orsummit)bytheinstitutionsnominatedrepresentative.

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Glossaryofterms

Benchmarking Itistheprocessofmeasuringone’sperformance,inagivenarea,againstaspecificsetofestablishedperformanceindicators.

Theextensionofthisistobenchmark,orcompare,theresultsofthisactivityagainstotherswhohavedonethesamething.

Cloud-basedtoolsorservices Thisisessentiallyametaphorforsoftware,platformsandinfrastructurethatarefoundandusedontheInternet.

Courses MayalsobeknownasUnits,Subjects,Papers,etc.ManyCourseswillmakeupaProgram.

Evaluation Theprocessofmakingofajudgementaboutthevalue,orsuccessofsomething,usingasetofcriteriaorstandards.

IT InformationTechnology

Pedagogical Pedagogyisthemethodandpracticeofteaching.Pedagogicalreferstotheteacher’sdesign,developmentanddeliveryofanacademicsubject.

PerformanceIndicators(PIs) Atypeofmeasurementthatmaybeusedtoevaluatethesuccessofaparticularactivityinwhichtheinstitutionisinvolved.

Programs AlsoknownasCourse,Degree,etc.CompletionofaProgramwillusuallyresultinaformalawardofacademicachievement.

Socialmedia Internet-basedapplicationsthatallowthecreationandexchangeofuser-generatedcontentinvirtualcommunitiesandnetworks.

Stakeholders Anentity(person,groupororganisation)withakeyinterestintheoutcomesofagivenactivityorproject

StaffDevelopment AlsoknownasProfessionalDevelopment,wherethestaffofaninstitutionisprovidedinstructionandtraining.

Technologyenhancedlearning(TEL)

Mayalsobereferredtoastechnologyenhancedlearningandteaching.Itiswheretechnologyisusedtoenablenewtypesoflearningpracticesandtoenhanceexistinglearningsettings.

TELServices TheICT-basedsystemsusedbyaninstitutionthatmaybeeitherinternallyorexternallyhosted.

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Section2–TheCompleteSetofBenchmarks

Benchmark1

Institution-widepolicyandgovernancefortechnologyenhancedlearning

ScopingStatement

Thisappliestoinstitutionlevelplanning,policydevelopmentandimplementationinrelationtotheapplicationoftechnologyenhancedlearning.Itincludesthedelegationofauthorityandresponsibilityfordevelopingandimplementingpolicy,andstrategicandoperationalplans.

GoodPracticeStatement

Theinstitutionhasestablished,wellunderstoodstrategy,governancemechanismsandpoliciesthatguidetheselection,deployment,evaluationandimprovementofthetechnologiesusedtosupportlearningandteaching.

PerformanceIndicators


2. Specificplansrelatingtotheuseoftechnologyenhancedlearningarealignedwiththeinstitution’sstrategicdirectionsandoperationalplans.

3. Planningfortheongoinguseoftechnologyenhancedlearningisalignedwiththeinstitution’sbudgetprocess.

4. Institutionpolicies,proceduresandguidelinesprovideaframeworkforhowtechnologyenhancedlearningshouldbeusedatbothacourseandprogramlevel.

5. Policies,proceduresandguidelinesontheuseoftechnologyenhancedlearningarewellcommunicatedandintegratedintoprocessesandsystems.

6. Theinstitutionhasestablishedmechanismsforthegovernanceoftechnologyenhancedlearningthatincluderepresentationfromkeystakeholders.

7. Authorityandresponsibilityfortheoperationalmanagementofthetechnologiesusedtoenhancelearningandteachingareclearlyarticulated.

8. Theinstitutionusesaclearlyarticulatedpolicyframeworkandgovernancestructurewhendecidingontheadoptionofnewtechnologies.

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PerformanceMeasures

PI1.Institutionstrategicandoperationalplanssupportandpromotetheuseoftechnologyenhancedlearning.1 Nocurrentstrategicoroperationalplans

2 Strategicoroperationalplanbutnorecognitionoftechnologyenhancedlearning

3 Strategicoroperationalplanincludessomerecognitionoftechnologyenhancedlearning

4 Strategicandoperationalplansbothhavesomerecognitionoftechnologyenhancedlearning

5 Strategicandoperationalplansbothhaveclearrecognitionoftechnologyenhancedlearning


RationaleandEvidence:

PI2.Specificplansrelatingtotheuseoftechnologyenhancedlearningarealignedwiththeinstitution’sstrategicdirectionsandoperationalplans. Specificplansexist Plansarealigned

1 Nospecificplans Notalignedtoinstitutionstrategicandoperationalplans

2 Immatureplans Alignedwitheitherinstitutionstrategicoroperationalplans

3 Somespecificplans Alignedwithbothinstitutionstrategicandoperationalplans

4 Numerousspecificplans Alignedwitheitherinstitutionstrategicoroperationalplans

5 Comprehensivesuiteofplans Alignedwithbothinstitutionstrategicandoperationalplans

Overallrating 1 2 3 4 5



PI3.Planningfortheongoinguseoftechnologyenhancedlearningisalignedwiththeinstitutionsbudgetprocess.1 Noalignment

2 Limitedalignment

3 Moderatealignment

4 Considerablealignment

5 CompletealignmentIndicatewhereyoubelieveyourateabove.


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PI4.Institutionpolicies,proceduresandguidelinesprovideaframeworkforhowtechnologyenhancedlearningshouldbeusedatbothacourseandprogramlevel. Courselevel Programlevel

1 Nopolicies,proceduresandguidelinesappliedatthecourselevel

Nopolicies,proceduresandguidelinesappliedattheprogramlevel

2 Littlealignmentwithpolicies,proceduresandguidelines

Littlealignmentwithpolicies,proceduresandguidelines

3 Somealignmentwithpolicies,proceduresandguidelines

Somealignmentwithpolicies,proceduresandguidelines

4 Goodalignmentwithpolicies,proceduresandguidelines

Goodalignmentwithpolicies,proceduresandguidelines

5 Comprehensivealignmentwithpolicies,proceduresandguidelines

Comprehensivealignmentwithpolicies,proceduresandguidelines




PI5.Policies,proceduresandguidelinesontheuseoftechnologyenhancedlearningarewellcommunicatedandintegratedintoprocessesandsystems. Communicated Integrated1 Notcommunicated Notintegrated2 Poorlycommunicated Poorlyintegrated3 Moderatelycommunicated Moderatelyintegrated4 Substantiallycommunicated Substantiallyintegrated5 Widelycommunicated Fullyintegrated




PI6.Theinstitutionhasestablishedmechanismsforthegovernanceoftechnologyenhancedlearningthatincluderepresentationfromkeystakeholders. Governance Stakeholderrepresentation1 Nogovernance None2 Planningforgovernance Limited3 Immature Moderate4 Establishedbutmaturing Substantial5 Wellestablishedandmature Comprehensive




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PI7.Authorityandresponsibilityfortheoperationalmanagementofthetechnologiesusedtoenhancelearningandteachingareclearlyarticulated. Authorityandresponsibility Clearlyarticulated1 Non-existent Notarticulated2 Notwellestablishedordefined Verylimitedarticulation3 Establishedbutonlypartiallydefined Moderatelyarticulated4 Welldefinedbutmaturing Substantialarticulation5 Wellestablishedandmature Comprehensivelyarticulated




PI8.Theinstitutionusesaclearlyarticulatedpolicyframeworkandgovernancestructurewhendecidingontheadoptionofnewtechnologies. Policyframeworkfornewtechnologies Clearlyarticulated1 Non-existent Notarticulated2 Notwellestablishedordefined Verylimitedarticulation3 Establishedbutonlypartiallydefined Moderatelyarticulated4 Welldefinedbutmaturing Substantialarticulation5 Wellestablishedandmature Comprehensivelyarticulated




Initialrecommendationsforimprovement

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Benchmark2

Planningforinstitution-widequalityimprovementoftechnologyenhancedlearning

ScopingStatement

Institution-wideprocessesareinplace,including,planning,implementation,evaluationandfeedbackloops,toensuretheeffectiveuseoftechnologyenhancedlearninganditsalignmentwithexternalrequirements.


Institutionssupportandencouragethesustainable,effectiveandefficientuseoftechnologyenhancedlearningthroughstrategicplanningprocessesatalllevelsoftheinstitution.Thefocusiscontinuousimprovementthroughsystematicandregularevaluationofimplementationstrategiesandoutcomes.Suchevaluationwillinturninformfutureplanningandalignwiththeinstitutionsstrategicdirection.


1. Institution-wideprocessesforqualityassuranceareinplaceandinusetointegratetechnologyenhancedlearningatbothaprogramandcourselevel.

2. Comprehensiveevaluationprocessesareinplacetosupportdecisionsrelatingtotheimplementingoftechnologyenhancedlearningservices.

3. Planningforqualityimprovementoftheinstitution’stechnologyenhancedlearningsystemsandproceduresisresourced.

4. Evaluationcyclesareinplacetomeasurekeyperformanceindicatorsidentifiedbyandforallstakeholders,andareintegratedinplanningforcontinuousimprovementpurposes.

5. Outcomesarereportedtoalllevelsoftheinstitution.

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PerformanceMeasures

P21.Institution-wideprocessesforqualityassuranceareinplaceandinusetointegratetechnologyenhancedlearningatbothaprogramandcourselevel. Processesinplace AtbothaCourseandProgramlevel1 None Nointegration2 Limited Acrosssomecourseandorprograms3 Moderate Acrossmanycoursesandorprograms4 Extensive AcrossmostCoursesandPrograms5 Comprehensive AcrossallCoursesandPrograms




P22.Comprehensiveevaluationprocessesareinplacetosupportdecisionsrelatingtotheimplementingoftechnologyenhancedlearningservices.1 None

2 Limited

3 Moderate

4 Substantial

5 ComprehensiveIndicatewhereyoubelieveyourateabove.


P23.Planningforqualityimprovementoftheinstitution’stechnologyenhancedlearningsystemsandproceduresisresourced.1 Noresources

2 Inadequateresources

3 Moderateresources

4 Substantialresources

5 ComprehensiveresourcesIndicatewhereyoubelieveyourateabove.


18

P24.Evaluationcyclesareinplacetomeasurekeyperformanceindicators(KPIs)identifiedbyandforallstakeholders,andareintegratedinplanningforcontinuousimprovementpurposes. KPI’sevaluationprocessesinplace Integratedintoplanningforimprovement1 Noevaluationcycles Nointegration2 Limitedevaluationcyclesofsomestakeholders Limitedintegration3 Evaluationcyclesforsomestakeholders Moderateintegration4 Evaluationcyclesformoststakeholders Extensiveintegration5 Evaluationcyclesofallstakeholders Comprehensiveintegration




P25.Outcomesarereportedtoalllevelsoftheinstitution.

1 Nooutcomesarereported

2 Someoutcomesarereportedtosomelevels

3 Outcomesarereportedtothemajorityoflevels

4 Outcomesarereportedtoalllevels

5 ComprehensiveoutcomesarereportedtoalllevelsIndicatewhereyoubelieveyourateabove.



19

Benchmark3

Informationtechnologysystems,servicesandsupportfortechnologyenhancedlearning

ScopingStatement

Informationtechnology(IT)servicesdescribetherangeofsystemsandsupportrequiredtomaintainandupdatetheinstitution’sapproachtotechnologyenhancedlearning.Thiscanincludetheuseof:learningmanagementsystemsandtheirassociatedsystems;librarysystems;cloud-basedtoolsandservices;mobiletechnologies.Italsoincludeshardware(computers,telecommunicationsandancillaryequipment)andnetworks,bothinternalandexternalwhichareusedforthepurposesoftechnologyenhancedlearning,forbothonandoff-campusenvironments.

Outofscope.ThepedagogicalissuesrelatingtotheuseofITservicesisthedomainofotherbenchmarks.


Technicalinfrastructure,bothphysicalandvirtual,isalignedwithinstitutionallearninggoalsandthetechnologiesareresourced,supportstaffaretrainedandtheinfrastructureisimplemented,maintained,administeredandsupportedefficientlyandeffectively.


1. Systemsandprocessesareinplacetogeneratelearningandeducationalanalyticdatatosupportdecisionmaking.

2. Thereareclearlyarticulatedprocesses,andresponsibilitiesfortheimplementationandmaintenanceofthetechnologyenhancedlearningsystems.

3. Responsibilitiesandprocessesforsupportandtrainingofstaffandstudentsintheuseofthetechnologyenhancedlearningsystemsareclearlydefined.

4. ResourcesareallocatedfortheimplementationandmaintenanceofITservicesthatsupporttechnologyenhancedlearning.

5. Experimentationwithnewandemergingtechnologiesisencouragedandresourcedbytheinstitutionandsupportedbyprocedure.

6. Professionaldevelopmentoccursforstaffmanagingtheservicesusedtosupporttechnologyenhancedlearning(includingnewandemergingtechnologies).

7. Theinstitutionhasrobustproceduresandprocessesinplacetoidentifyandmanageriskassociatedwithallthetechnologyenhancedlearningservices.

8. Supportlevelsandpathwaysforassistanceforalllearningtechnologiesareclearlycommunicatedtostaff.

20

PerformanceMeasures

P3.1.Systemsandprocessesareinplacetogeneratelearningandeducationalanalyticdatatosupportdecisionmaking. Systems Processes1 Nosystemsandnodata Noprocessesinplace2 Somesystemsandlimiteddata Adhocprocessesinplace3 Somesystemsandgooddata Limitedprocessesinplace4 Substantialsystemsanddata Definedprocessesinplace5 Comprehensivesystemsanddata Comprehensiveprocessesinplace




P3.2.Thereareclearlyarticulatedresponsibilities,andprocessesfortheimplementationandmaintenanceofthetechnologyenhancedlearningsystems. Processes Responsibilities1 Notarticulated Notarticulated2 Poorlyarticulated Poorlyarticulated3 Generallyarticulated Generallyarticulated4 Substantiallyarticulated Substantiallyarticulated5 Comprehensivelyarticulated Comprehensivelyarticulated




P3.3.Responsibilitiesandprocessesforsupportandtrainingofstaffandstudentsintheuseofthetechnologyenhancedlearningsystemsareclearlydefined. Responsibilities Processes1 Notdefined Notdefined2 Poorlydefined Poorlydefined3 Generallydefined Generallydefined4 Substantiallydefined Substantiallydefined5 Comprehensivelydefined Comprehensivelydefined




21

P3.4.ResourcesareallocatedfortheimplementationandmaintenanceofITservicesthatsupporttechnologyenhancedlearning. Implementation Maintenance1 Noresourcesallocated Noresourcesallocated2 Inadequateresourcesallocated Inadequateresourcesallocated3 Moderateresourcesallocated Moderateresourcesallocated4 Substantialresourcesallocated Substantialresourcesallocated5 Comprehensiveresourcesallocated Comprehensiveresourcesallocated




P3.5.Experimentationwithnewandemergingtechnologiesisencouragedandresourcedbytheinstitutionandsupportedbyprocedure. Encouraged Resourced Supportedbyprocedure1 Notencouraged Noresources Noprocedure

2 Limitedencouragement Inadequateresources Adhocprocedures

3 Moderateencouragement Moderateresources Partiallydefinedprocedures

4 Substantialencouragement Substantialresources Definedprocedures

5 Fullyencouraged Comprehensiveresources Comprehensiveprocedures




P3.6.Professionaldevelopmentoccursforstaffmanagingtheservicesusedtosupporttechnologyenhancedlearning(includingnewandemergingtechnologies). Forcoreservices Fornewandemergingtechnologies1 NoPDoccurs NoPDoccurs2 AdhocPDoccurs,butonlywhenrequested AdhocPDoccurs,butonlywhenrequested3 SemiregularPDoccursforsomeservices Semiregular(reactive)PDoccurs4 RegularPDoccursformostservices RegularPDoccurs(afterimplementation)5 ComprehensivePDoccursforallservices Comprehensive(pro-active)PDoccurs




22

P3.7.Theinstitutionhasrobustproceduresandprocessesinplacetoidentifyandmanageriskassociatedwithallthetechnologyenhancedlearningservices.1 None

2 Limited

3 Moderate

4 Substantial

5 ComprehensiveIndicatewhereyoubelieveyourateabove.


P3.8.Supportlevelsandpathwaysforassistanceforalllearningtechnologiesareclearlycommunicatedtostaff. Pathwaysforsupport Communicated1 Notidentified Nocommunication2 Ill-definedpathways Adhoccommunication3 Somepathwaysidentified Partiallycommunicated4 Pathwaysmostlyidentified Mostlycommunicated5 Comprehensivelyidentified Comprehensivelycommunicated





23

Benchmark4

Theapplicationoftechnologyenhancedlearningservices

ScopingStatement

Thistopicaddressestheeffectiveapplicationoftechnologyenhancedlearning(TEL)servicesintocoursesandprograms.Itencompassestheunderlyingrationaleandstrategicintent,howitisembeddedintoteaching,howitisresourced,evaluatedandadvanced.Theeffectivepedagogicalapplicationoftheseservicesisfundamentaltothelearningandteachingmissionoftheinstitution.FailuretoapplyTELservicesinapedagogicallysoundwayswillreducethevalueoftheinvestmentplacedintheseservicesandhasthepotentialtoimpactoneverystudentandstaffmember.

Outofscope.Technological,policyandadministrativeissuesrelatingtotheapplicationofTELservicesarethedomainofotherbenchmarks.


TheapplicationofTELservicesis:

• groundedintheinstitution’sLearningandTeachingstrategy;• informedbygoodpedagogicalpracticeandresearch;• supportedadequately;• deployedandpromotedeffectively;• evaluatedfromanumberofperspectives;and• advancedappropriately.

ThePerformanceIndicatorsareorganisedtoreflecttheseaspectsofpedagogicalapplication.


1. Theapplicationoftechnologyenhancedlearningservicesaregroundedinthecontextoftheinstitution’slearningandteachingstrategy.

2. Thepedagogicalintentoftheapplicationoftechnologyenhancedlearningserviceswithinindividualcoursesandprogramsisreadilyapparenttoteachingandsupportstaff

3. Thepedagogicalapplicationoftechnologyenhancedlearningisbasedonsoundeducationalresearchandguidelines(includingcompliancewithlegalrequirements,accessibility,andlearningdesigns)arereadilyavailabletoallteachingandsupportstaff

4. Collegialcommunitiesexisttopromoteandsupporttheuseoftechnologyenhancedlearningforcommunicatingandpromotingtheinnovativeuseanditspedagogicalapplicationinlearningandteaching.

5. Resourcesareallocatedfortheongoingdevelopmentoftechnologyenhancedlearningpedagogies.

6. Thepedagogicalapplicationoftechnologyenhancedlearningservicesissustainable.7. Thepedagogicalimpactoftechnologyenhancedlearningservicesisregularlyevaluatedin

detailatacourseandprogramlevel.8. Evidenceoftheimpactoftechnologyenhancedlearningisintegratedintocontinuous

improvementplanningforcoursesandprogrammes.9. GoodpracticeexamplesadvancethepedagogicallysounduseofTELservicesincoursesand

programs.

24

PerformanceMeasures

P4.1.Theapplicationoftechnologyenhancedlearningservicesaregroundedinthecontextoftheinstitution’slearningandteachingstrategy.1 Notgrounded

2 Verylimitedgrounding

3 Modestgrounding

4 Substantiallygrounded

5 Comprehensivelygrounded




P4.2.Thepedagogicalintentoftheapplicationoftechnologyenhancedlearningserviceswithinindividualcoursesandprogramsisreadilyapparenttoteachingandsupportstaff. Atacourselevel Ataprogramlevel1 Notapparent Notapparent2 Apparentinonlylimitedcases Apparentinonlylimitedcases3 Apparent,butnotconsistently Apparent,butnotconsistently4 Mostlyapparent Mostlyapparent5 Fullyapparent Fullyapparent




P4.3.Thepedagogicalapplicationoftechnologyenhancedlearningisbasedonsoundeducationalresearchandguidelines(includingcompliancewithlegalrequirements,accessibility,andlearningdesigns)arereadilyavailabletoallteachingandsupportstaff. Applicationbasedonsoundresearch Guidelinesreadilyavailable1 Notapplied Noneavailable2 Applied,butonlyinlimitedcases Limitedavailability3 Applied,butnotconsistently Available,butdoesnotcoverallareas4 Mostlyapplied Mostlyavailable5 Comprehensivelyapplied Readilyavailabletoall




25

P4.4.Collegialcommunitiesexisttopromoteandsupporttheuseoftechnologyenhancedlearning,forcommunicatingitsinnovativeuseandpedagogicalapplicationinlearningandteaching.1 Noneinexistence

2 Veryfewcommunitiesexistofthisnatureandareadhocatbest

3 Somecommunitiesexist,buthavelimitedexposureandreach

4 Communitiesexistandhaveareasonableexposeandreach

5 Thesecommunitiesarewidespreadandhaveverygoodexposureandreach




P4.5.Resourcesareallocatedfortheongoingdevelopmentoftechnologyenhancedlearningpedagogies.1 Noallocation

2 Verylimitedresourcesallocated

3 Partiallyfunded

4 Wellfunded

5 Fullyfunded




P4.6.Thepedagogicalapplicationoftechnologyenhancedlearningservicesissustainable.

1 Thisisnotconsidered

2 Usuallyimplementedasone-off’swithlittlethoughtforsustainability

3 Sustainabilityissometimesconsideredduringimplementation,withadhocfollowthrough

4 Sustainabilityisusuallyconsideredduringimplementation,withsomefollowthrough

5 Implementationiswellfundedwiththeviewtosustaininggoodpracticelongerterm




26

P4.7.Thepedagogicalimpactoftechnologyenhancedlearningservicesisregularlyevaluatedindetailatacourseandprogramlevel. Atacourselevel Ataprogramlevel1 Notevaluated Notevaluated2 Limitedevaluationoccurs Limitedevaluationoccurs3 Evaluatedbutnotingreatdetail Evaluatedbutnotingreatdetail4 Evaluatedinreasonabledetail Evaluatedinreasonabledetail5 Fullyevaluated Fullyevaluated




P4.8.Evidenceoftheimpactoftechnologyenhancedlearningisintegratedintocontinuousimprovementplanningforcoursesandprograms. Atacourselevel Ataprogramlevel1 Notapparent Notapparent2 Apparentonlyinlimitedcases Apparentonlyinlimitedcases3 Apparent,butnotconsistently Apparent,butnotconsistently4 Mostlyapparent Mostlyapparent5 Fullyapparent Fullyapparent




P4.9.Goodpracticeexamplesadvancethepedagogicallysounduseoftechnologyenhancedlearningservicesincoursesandprograms. Atacourselevel Ataprogramlevel1 Notapparent Notapparent2 Apparentonlyinlimitedcases Apparentonlyinlimitedcases3 Apparent,butnotconsistently Apparent,butnotconsistently4 Mostlyapparent Mostlyapparent5 Fullyapparent Fullyapparent




27


28

Benchmark5

Staffprofessionaldevelopmentfortheeffectiveuseoftechnologyenhancedlearning

ScopingStatement

Thekeyfocusisondevelopingteachingstafftomakeeffectiveuseofarangeofapproachestotechnologyenhancedlearning(TEL).Staffdevelopmentactivitiesencompassindividualandgroupdelivery,face-to-face,aswellasonline.

Self-directedlearningactivitiesandresourcesarealsoincluded.Someprofessionaldevelopmentwillbedesignedanddeliveredtomeetthestrategicneedsoftheorganisation,whilstotheractivitieswillbeprovidedtomeetthedemandsofteachingstaffastheyarise.


Qualitylearningandteachingisbroughtaboutwherepeopleareconfident,enthusiastic,skilledandwellsupported,andlearningexperiencesaredesignedtoengagethelearnerandemployavarietyofapproaches.

Engagementinprofessionaldevelopmentshouldnotbelimitedbyfactorsofphysicallocation,equityortechnologicalskills.Thismeansthatstaffdevelopmentisofferedflexibly,accommodatesarangeofentrypoints,isevaluatedandisinformedbytheworkofrelatedunits.

Agoodpracticeapproachtotheuseoftechnologyenhancedlearningreflectsanunderstandingoflearners’characteristicsandneedsasrequiredbydifferentdisciplinecontexts.


1. Aframeworkforstaffdevelopmentintechnologyenhancedlearningispartoftheinstitution'slearningandteachingstrategy.

2. Processesareinplaceandinusetoidentifystaffdevelopmentneedsinsupportoftheinstitution’sstrategyfortechnologyenhancedlearning.

3. Educationalandtechnicalexpertiseisusedtodevelopqualityprogramsandresourcesaddressingstaffdevelopmentneeds.

4. Coordinationoccursbetweenthoseareasprovidingstaffdevelopmentfortechnologyenhancedlearningacrosstheinstitution.

5. Staffdevelopmentfortechnologyenhancedlearningisresourced.

6. Staffdevelopmentprogramsaredeliveredflexiblyandaddressdifferingskilllevels.

7. EvaluationdataisusedtoinformtheplanningforcontinuousimprovementofStaffdevelopmentprocesses.

29

PerformanceMeasures

P5.1.Aframeworkforstaffdevelopmentintechnologyenhancedlearningispartoftheinstitution'slearningandteachingstrategy.1 Nostaffdevelopmentandnoalignmentwithstrategy

2 Somestaffdevelopment,butnotalignedwithstrategy

3 Somestaffdevelopment,partlyalignedwithstrategy

4 Staffdevelopmentmostlyalignedwithstrategy

5 Extensivestaffdevelopment,fullyalignedwithstrategy




P5.2.Processesareinplaceandinusetoidentifystaffdevelopmentneedsinsupportoftheinstitution’sstrategyfortechnologyenhancedlearning.1 Noprocessesinplace

2 Someprocessesexist,butnoevidenceofuse

3 Someprocessesexistandtheyarepartlyused

4 Processesareinplaceandtheyarepartlyused

5 Processesareinplaceandtheyarewellused




P5.3.Educationalandtechnicalexpertiseisusedtodevelopqualityprogramsandresourcesaddressingstaffdevelopmentneeds. Educationalexpertiseisused Technicalexpertiseisused1 Noeducationalprogramorresources Notechnicalprogramorresources2 Limitededucationalprogram/resources Limitedtechnicalprogram/resources3 Educationalprogram,limitedresources Technicalprogram,limitedresources4 Educationalprogram,goodresources Technicalprogram,goodresources5 Extensiveeducationalprogram/resources Extensivetechnicalprogram/resources




30

P5.4.Coordinationoccursbetweenthoseareasprovidingstaffdevelopmentfortechnologyenhancedlearningacrosstheinstitution.1 Nocoordination

2 Adhoccoordinationoccurs

3 Semiregularcoordinationoccurs

4 Regularcoordinationoccurs

5 Comprehensivecoordinationoccurs




P5.5.Staffdevelopmentfortechnologyenhancedlearningisresourced.

1 Notresourced

2 Inadequatelyresourced

3 Moderatelyresourced

4 Substantiallyresourced

5 Comprehensivelyresourced




P5.6.Staffdevelopmentprogramsaredeliveredflexiblyandaddressdifferingskilllevels. Deliveredflexibly Addressdifferingskilllevels1 Notatall Notatall2 Limited Limited3 Moderate Moderate4 Substantial Substantial5 Fully Fully




31

P5.7.Evaluationdataisusedtoinformtheplanningforcontinuousimprovementofstaffdevelopmentprocesses.1 Nointegration

2 Onlylimitedoradhocintegrationexists

3 Somegoodexamplesofintegrationexist,butnotacrosstheboard

4 Regularintegrationexistsacrossmostprocesses

5 Systematicintegrationexistsacrossallprograms





32

Benchmark6

Staffsupportfortheuseoftechnologyenhancedlearning

ScopingStatement

Staffsupportfortheuseoftechnologyenhancedlearningencompassesbothtechnicalandeducationalsupport.

Technicalsupportisrequiredtodealwithproblemsorneedsrelatedtothetechnologicalenvironment,includinghardwareandsoftware,communicationsandconnections,andperformance.

Educationalsupportaddressestheneedsofstaffwhowanttousetechnologiesand/orencounterdifficultieswhileusingthem,andwhoneedtobeabletogetreadyaccesstoandwhowanttomaximisestudentlearningoutcomes

Outofscope.Thisbenchmarkdoesnotincludestaffdevelopmentwhichformspartofthemoreformalprofessionaldevelopmentframework–seeBenchmark5


Staffaremadeawareofandhaveaccesstocomprehensivetechnicalandeducationalsupportfortheuseoftechnologyenhancedlearningtoolsandservices:priortoandduringtheimplementationofthetechnology,informaltrainingsessions,onajust-in-timebasis,andfortroubleshootingpurposes.


1. Technicalandeducationalsupportisalignedwiththecurrentandemerginglearningtechnologiesbeingdeployedbytheinstitution.

2. Proceduresareinplacetoidentifythesupportrequirementsofstaff,atindividual,teamandinstitutionallevels.

3. Proceduresareinplacetoregularlyevaluatethesupportservicesandresourcesprovidedforstaff.

4. Coordinationoccursbetweenthoseareasprovidingsupportservicesforstaffacrosstheinstitution.

5. Technologyenhancedlearningsupportservicesareaccessibleandusedbystaff.

6. Technologyenhancedlearningsupportservicesareadequatelyresourced.

7. Technologyenhancedlearningsupportservicesarepromotedtostaff.

8. Newtechnologyenhancedlearningservicesarefullyanalysedforstaffsupportrequirements,priortoandduringtheadoptionprocess.

9. Thereareproceduresinplacethatensurethatevaluationdataontechnologyenhancedlearningsupportservicesforstaffcontributestotheircontinuousimprovement.

33

PerformanceMeasures

P6.1.Technicalandeducationalsupportisalignedwiththecurrentandemerginglearningtechnologiesbeingdeployedbytheinstitution. Forcurrenttechnologies Foremergingtechnologies1 Noalignment Noalignment2 Limitedalignment Limitedalignment3 Moderatealignment Moderatealignment4 Considerablealignment Considerablealignment5 Fullalignment Fullalignment




P6.2.Proceduresareinplacetoidentifythesupportrequirementsofstaff,atindividual,teamandinstitutionallevels. Forindividuals Atateamlevel Ataninstitutionallevel1 Notidentified Notidentified Notidentified2 Limitedidentification Limitedidentification Limitedidentification3 Someidentification Someidentification Someidentification4 Regularidentification Regularidentification Regularidentification5 Systematicidentification Systematicidentification Systematicidentification




P6.3.Proceduresareinplacetoregularlyevaluatethesupportservicesandresourcesprovidedforstaff. Evaluationofsupportservices Evaluationofresources1 Noevaluationoccurs Noevaluationoccurs2 Limitedoradhocevaluationoccurs Limitedoradhocevaluationoccurs3 Semiregularevaluationoccurs Semiregularevaluationoccurs4 Mostlyregularevaluationoccurs Mostlyregularevaluationoccurs5 Fullyandregularlyevaluated Fullyandregularlyevaluated




34

P6.4.Coordinationoccursbetweenthoseareasprovidingsupportservicesforstaffacrosstheinstitution.1 Nocoordination








P6.5.Technologyenhancedlearningsupportservicesareaccessibleandusedbystaff. Servicesareaccessibletostaff Servicesareusedbystaff1 Notatall Notatall2 Restricted Limiteduse3 Workinghours Moderateusage4 Extendedhours Goodusage5 24X7 Extensivelyused




P6.6.Technologyenhancedlearningsupportservicesareadequatelyresourced.

1 Notresourced








35

P6.7.Technologyenhancedlearningsupportservicesarepromotedtostaff.

1 Notpromoted

2 Limitedpromotion

3 Moderatepromotion

4 Substantialpromotion

5 Systematicallyandcomprehensivelypromoted




P6.8.Newtechnologyenhancedlearningservicesarefullyanalysedforstaffsupportrequirements,priortoandduringtheadoptionprocess. Priortoadoption Duringadoption1 Noanalysisoccurs Noanalysisoccurs2 Limitedoradhocanalysisoccurs Limitedoradhocanalysisoccurs3 Partialanalysisoccurs Partialanalysisoccurs4 Reasonableanalysisoccurs Reasonableanalysisoccurs5 Comprehensiveanalysisoccurs Comprehensiveanalysisoccurs




P6.9.Thereareproceduresinplacethatensurethatevaluationdataontechnologyenhancedlearningsupportservicesforstaffcontributestotheircontinuousimprovement.1 Nointegration



4 Regularintegrationexistsacrossmostservices

5 Systematicintegrationexistsacrossallservices




36


37

Benchmark7

Studenttrainingfortheeffectiveuseoftechnologyenhancedlearning

ScopingStatement

Technologyenhancedlearningservicesarethesystemsandtoolsusedbytheinstitutiontosupportlearningandteaching.Thesecanincludetheuseof:requiredcomputingequipmentandsoftware;learningmanagementsystemsandassociatedapplications;librarysystems;cloud-basedenvironments;mobiletechnologies.Aspectsofanethicalapproachtotechnologyenhancedlearningarealsoincluded.

Studenttrainingreferstotheapplieduseofsuchtechnologiesinalearningcontext.Itcantakemanyformsandbeprovidedbymanypeople,forexamplethrough:specifictrainingclasses;self-helpresources;oraspartofaunitofstudy.Staffprovidingthetrainingneedappropriateskillswhichrequirealignmenttotheprofessional/staffdevelopmentbenchmark.

OutofScope.Studenttrainingdoesnotencompasstraininginotheraspectsoflearningdevelopment(i.e.generalstudyskills).


Theprovisionofstudenttrainingfortheeffectiveuseoftheinstitution’stechnologyenhancedlearningservicesisalignedwiththeteachingapproachesinuse;isadequatelyresourced;iscoordinatedwithotherstudentsupportservices;isflexible;isfocusedontheneedsofstudents;coversarangeofcurrenttechnologiesandreflectsgoodpracticeintheuseoftechnology.


1. Studenttrainingisalignedwiththetechnologiesandteachingapproachesinuseattheinstitution.

2. Studenttrainingfortechnologyenhancedlearningisadequatelyresourced.

3. Thereareproceduresinplacetoregularlyevaluatethetrainingandtrainingresourcesprovidedforstudents.

4. Coordinationoccursbetweenthoseareasprovidingtrainingforstudents.

5. Studenttrainingprogramsaredeliveredflexiblyandaddressdifferingskilllevels.

6. Studenttrainingpromotesanethicalapproachtotheuseofsocialmediaandthetechnologyenhancedlearningservicesprovidedbytheinstitution.

7. Evaluationdataisusedtoinformtheplanningforcontinuousimprovementofstudentdevelopmentprocesses.

8. Thereareclearlydefinedpathwaysforstudentstoaccessthetrainingtheyrequire.

38

PerformanceMeasures

P7.1.Studenttrainingisalignedwiththetechnologiesandteachingapproachesinuseattheinstitution. Alignedwiththetechnologiesused Alignedwiththeteachingapproachesused1 Noalignment Noalignment2 Limitedalignment Limitedalignment3 Moderatealignment Moderatealignment4 Considerablealignment Considerablealignment5 Fullalignment Fullalignment




P7.2.Studenttrainingfortechnologyenhancedlearningisadequatelyresourced.

1 Notresourced








P7.3.Thereareproceduresinplacetoregularlyevaluatethetrainingandtrainingresourcesprovidedforstudents. Evaluationofsupportservices Evaluationofresources1 Noevaluationoccurs Noevaluationoccurs2 Limitedoradhocevaluationoccurs Limitedoradhocevaluationoccurs3 Semiregularevaluationoccurs Semiregularevaluationoccurs4 Mostlyregularevaluationoccurs Mostlyregularevaluationoccurs5 Fullyandregularlyevaluated Fullyandregularlyevaluated




39

P7.4.Coordinationoccursbetweenthoseareasprovidingtrainingforstudentsacrosstheinstitution.1 Nocoordination








P7.5.Studenttrainingprogramsaredeliveredflexiblyandaddressdifferingskilllevels. Trainingisdeliveredflexibly Trainingaddressesdifferentskilllevels1 Notatall Notatall2 Limited Limited3 Moderate Moderate4 Substantial Substantial5 Fully Fully




P7.6.Studenttrainingpromotesanethicalapproachtotheuseofsocialmediaandthetechnologyenhancedlearningservicesprovidedbytheinstitution. Forsocialmedia ForTELservices1 Notapparent Notapparent2 Apparentinonlylimitedcases Apparentinonlylimitedcases3 Apparent,butnotconsistentlyapplied Apparent,butnotconsistentlyapplied4 Mostlyapparent Mostlyapparent5 Fullyapparent Fullyapparent




40

P7.7.Evaluationdataisusedtoinformtheplanningforcontinuousimprovementofstudentdevelopmentprocesses.1 Nointegration



4 Regularintegrationexistsacrossmostprocesses

5 Systematicintegrationexistsacrossallprograms




P7.8.Thereareclearlydefinedpathwaysforstudentstoaccessthetrainingtheyrequire.

1 Nopathwaysdefined

2 Limiteddefinitionandnotexplicit

3 Definedbutnotexplicit

4 Definedandmostlyexplicit

5 Comprehensivelydefinedandexplicit





41

Benchmark8

Studentsupportfortheuseoftechnologyenhancedlearning

ScopingStatement

Supportforstudentsintheuseoftechnologyenhancedlearningservicesisdefinedasprimarilytechnicalbutthelearningcontextshouldalsobeacknowledged.Supportshouldbeconsideredintermsoftheuseofcomputersandmobiletechnologies;learningmanagementsystemsandtheirassociatedapplications;librarysystems,and;thosecloudbasedsystemsandtoolsadoptedbytheinstitution.Therequirementsofon-campusandoff-campusstudyshouldbeconsidered.


Studentsareawareofandhaveaccesstoeffectiveandwell-resourcedsupportforthetechnologyenhancedlearningservicesusedbytheinstitution.Studentsupportisresponsivetostudentneeds;iscoordinatedwithstudenttraining;andisconstantlydevelopinginresponsetochangingtechnology.


1. Theprovisionofsupportforstudentsisalignedwiththetechnologyenhancedlearningservicesusedbytheinstitution.

2. Studenttechnologyenhancedlearningsupportservicesareresourced.

3. Thereareclearlydefinedpathwaysforstudentstoaccesssupportservicesandthesearepromotedtothestudentbody.

4. Supportsitesandresourcesareaccessiblefromcommonlyuseddevicesandtheanalyticsofstudentusagearemonitored.

5. Thereareproceduresinplacetoensurethatstudentsupportservicesandresourcesareregularlyevaluated.

6. Thereareproceduresinplacethatensurethatevaluationdataontechnologyenhancedlearningsupportservicesforstudentscontributestotheircontinuousimprovement.

7. Coordinationoccursbetweenthoseareasprovidingsupportforstudents.

8. Thereareproceduresinplacetoensurethereisanalignmentbetweenstudenttrainingandstudentsupport.

9. Processesareinplacetodeterminetheongoingsupportrequirementsofstudents.

10. Newtechnologyenhancedlearningservicesarefullyanalysedforstudentsupportrequirements,priortoandduringtheadoptionprocess.

42

PerformanceMeasures

P8.1.Theprovisionofsupportforstudentsisalignedwiththetechnologyenhancedlearningservicesusedbytheinstitution.1 Noalignment

2 Limitedalignment

3 Moderatealignment


5 Fullalignment




P8.2.Studenttechnologyenhancedlearningsupportservicesareresourced.

1 Notresourced








P8.3.Thereareclearlydefinedpathwaysforstudentstoaccesssupportservicesandthesearepromotedtothestudentbody. Clearpathwaystosupportservices Supportservicesarepromoted1 Nopathwaysdefined Notpromoted2 Limiteddefinitionandnotexplicit Limitedpromotion3 Definedbutnotexplicit Moderatepromotion4 Definedandmostlyexplicit Substantialpromotion5 Comprehensivelydefinedandexplicit Systematicallyandcomprehensivelypromoted




43

P8.4.Supportsitesandresourcesareaccessiblefromcommonlyuseddevicesandtheanalyticsofstudentusagearemonitored. Accessiblefromcommonlyuseddevices Studentusageismonitored1 Notaccessible Notmonitored2 Limitedaccessibility Limitedoradhocmonitoring3 Moderatelyaccessible Moderatelevelsofmonitoringoccur4 Mostlyaccessible Mostlymonitored5 Fullyaccessible Comprehensivemonitoring




P8.5.Thereareproceduresinplacetoensurethatstudentsupportservicesandresourcesareregularlyevaluated. Supportservicesareregularlyevaluated Supportresourcesareregularlyevaluated1 Noevaluationoccurs Noevaluationoccurs2 Limitedoradhocevaluationoccurs Limitedoradhocevaluationoccurs3 Semiregularevaluationoccurs Semiregularevaluationoccurs4 Mostlyregularevaluationoccurs Mostlyregularevaluationoccurs5 Fullyandregularlyevaluated Fullyandregularlyevaluated




P8.6.Thereareproceduresinplacethatensurethatevaluationdataontechnologyenhancedlearningsupportservicesforstudentscontributestotheircontinuousimprovement.1 Nointegration



4 Regularintegrationexistsacrossmostservices

5 Systematicintegrationexistsacrossallservices




44

P8.7.Coordinationoccursbetweenthoseareasprovidingsupportforstudentsacrosstheinstitution.1 Nocoordination








P8.8.Thereareproceduresinplacetoensurethereisanalignmentbetweenstudenttrainingandstudentsupport.1 Noalignment

2 Limitedalignment

3 Moderatealignment


5 Fullalignment




P8.9.Processesareinplacetodeterminetheongoingsupportrequirementsofstudents.

1 Noprocesses

2 Inadequateprocesses

3 Someprocesses

4 Regularprocesses

5 Comprehensiveprocesses




45

P8.10.Newtechnologyenhancedlearningservicesarefullyanalysedforstudentsupportrequirements,priortoandduringtheadoptionprocess. Priortoadoption Duringadoption1 Noanalysisoccurs Noanalysisoccurs2 Limitedoradhocanalysisoccurs Limitedoradhocanalysisoccurs3 Partialanalysisoccurs Partialanalysisoccurs4 Reasonableanalysisoccurs Reasonableanalysisoccurs5 Comprehensiveanalysisoccurs Comprehensiveanalysisoccurs





46

Section3–Teamconsolidationofself-assessment(ifrequired)

Pleaseusethetablebelowtorecordyourconsolidatedscore,ortheconsolidatedteamscoresforeachperformanceindicatorused.

Thisdocumentmaybeusedinpreparationofyourinstitutionalreportorinter-institutionalactivity.

Benchmark1:Institution-widepolicyandgovernancefortechnologyenhancedlearning

1 2 3 4 5


RationaleEvidence2. Specificplansrelatingtotheuseoftechnologyenhancedlearningarealigned

withtheinstitution’sstrategicdirectionsandoperationalplans.

RationaleEvidence3. Planningfortheongoinguseoftechnologyenhancedlearningisalignedwith

theinstitution’sbudgetprocess.

RationaleEvidence4. Institutionpolicies,proceduresandguidelinesprovideaframeworkforhow

technologyenhancedlearningshouldbeusedatbothacourseandprogramlevel.

RationaleEvidence5. Policies,proceduresandguidelinesontheuseoftechnologyenhanced

learningarewellcommunicatedandintegratedintoprocessesandsystems.

RationaleEvidence6. Theinstitutionhasestablishedmechanismsforthegovernanceoftechnology

enhancedlearningthatincluderepresentationfromkeystakeholders.

RationaleEvidence7. Authorityandresponsibilityfortheoperationalmanagementofthe

technologiesusedtoenhancelearningandteachingareclearlyarticulated.

RationaleEvidence8. Theinstitutionusesaclearlyarticulatedpolicyframeworkandgovernance

structurewhendecidingontheadoptionofnewtechnologies.

Rationale

47

EvidenceBenchmark2:Planningforinstitution-widequalityimprovementoftechnologyenhancedlearning

1 2 3 4 5

1. Institution-wideprocessesforqualityassuranceareinplaceandinusetointegratetechnologyenhancedlearningatbothaprogramandcourselevel.

RationaleEvidence2. Comprehensiveevaluationprocessesareinplacetosupportdecisionsrelating

totheimplementingoftechnologyenhancedlearningservices.

RationaleEvidence3. Planningforqualityimprovementoftheinstitution’stechnologyenhanced

learningsystemsandproceduresisresourced.

RationaleEvidence4. Evaluationcyclesareinplacetomeasurekeyperformanceindicators

identifiedbyandforallstakeholders,andareintegratedinplanningforcontinuousimprovementpurposes.

RationaleEvidence5. Outcomesarereportedtoalllevelsoftheinstitution. RationaleEvidenceBenchmark3:Informationtechnologysystems,servicesandsupportfortechnologyenhancedlearning

1 2 3 4 5

1. Systemsandprocessesareinplacetogeneratelearningandeducationalanalyticdatatosupportdecisionmaking.

RationaleEvidence2. Thereareclearlyarticulatedprocesses,andresponsibilitiesforthe

implementationandmaintenanceofthetechnologyenhancedlearningsystems.

RationaleEvidence3. Responsibilitiesandprocessesforsupportandtrainingofstaffandstudentsin

theuseofthetechnologyenhancedlearningsystemsareclearlydefined.

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RationaleEvidence4. ResourcesareallocatedfortheimplementationandmaintenanceofIT

servicesthatsupporttechnologyenhancedlearning.

RationaleEvidence5. Experimentationwithnewandemergingtechnologiesisencouragedand

resourcedbytheinstitutionandsupportedbyprocedure.

RationaleEvidence6. Professionaldevelopmentoccursforstaffmanagingtheservicesusedto

supporttechnologyenhancedlearning(includingnewandemergingtechnologies).

RationaleEvidence7. Theinstitutionhasrobustproceduresandprocessesinplacetoidentifyand

manageriskassociatedwithallthetechnologyenhancedlearningservices.

RationaleEvidence8. Supportlevelsandpathwaysforassistanceforalllearningtechnologiesare

clearlycommunicatedtostaff.

RationaleEvidenceBenchmark4:Theapplicationoftechnologyenhancedlearningservices 1 2 3 4 51. Theapplicationoftechnologyenhancedlearningservicesaregroundedinthe

contextoftheinstitution’slearningandteachingstrategy.

RationaleEvidence2. Thepedagogicalintentoftheapplicationoftechnologyenhancedlearning

serviceswithinindividualcoursesandprogramsisreadilyapparenttoteachingandsupportstaff

RationaleEvidence3. Thepedagogicalapplicationoftechnologyenhancedlearningisbasedon

soundeducationalresearchandguidelines(includingcompliancewithlegalrequirements,accessibility,andlearningdesigns)arereadilyavailabletoallteachingandsupportstaff

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RationaleEvidence4. Collegialcommunitiesexisttopromoteandsupporttheuseoftechnology

enhancedlearningforcommunicatingandpromotingtheinnovativeuseanditspedagogicalapplicationinlearningandteaching.

RationaleEvidence5. Resourcesareallocatedfortheongoingdevelopmentoftechnologyenhanced

learningpedagogies.

RationaleEvidence6. Thepedagogicalapplicationoftechnologyenhancedlearningservicesis

sustainable.

RationaleEvidence7. Thepedagogicalimpactoftechnologyenhancedlearningservicesisregularly

evaluatedindetailatacourseandprogramlevel.

RationaleEvidence8. Evidenceoftheimpactoftechnologyenhancedlearningisintegratedinto

continuousimprovementplanningforcoursesandprogrammes.

RationaleEvidence9. GoodpracticeexamplesadvancethepedagogicallysounduseofTELservices

incoursesandprograms.

RationaleEvidenceBenchmark5:Staffprofessionaldevelopmentfortheeffectiveuseoftechnologyenhancedlearning

1 2 3 4 5

1. Aframeworkforstaffdevelopmentintechnologyenhancedlearningispartoftheinstitution'slearningandteachingstrategy.

RationaleEvidence2. Processesareinplaceandinusetoidentifystaffdevelopmentneedsin

supportoftheinstitution’sstrategyfortechnologyenhancedlearning.

Rationale

50

Evidence3. Educationalandtechnicalexpertiseisusedtodevelopqualityprogramsand

resourcesaddressingstaffdevelopmentneeds.

RationaleEvidence4. Coordinationoccursbetweenthoseareasprovidingstaffdevelopmentfor

technologyenhancedlearningacrosstheinstitution.

RationaleEvidence5. Staffdevelopmentfortechnologyenhancedlearningisresourced. RationaleEvidence6. Staffdevelopmentprogramsaredeliveredflexiblyandaddressdifferingskill

levels.

RationaleEvidence7. Evaluationdataisusedtoinformtheplanningforcontinuousimprovementof

staffdevelopmentprocesses.

RationaleEvidenceBenchmark6:Staffsupportfortheuseoftechnologyenhancedlearning 1 2 3 4 51. Technicalandeducationalsupportisalignedwiththecurrentandemerging

learningtechnologiesbeingdeployedbytheinstitution.

RationaleEvidence2. Proceduresareinplacetoidentifythesupportrequirementsofstaff,at

individual,teamandinstitutionallevels.

RationaleEvidence3. Proceduresareinplacetoregularlyevaluatethesupportservicesand

resourcesprovidedforstaff.

RationaleEvidence4. Coordinationoccursbetweenthoseareasprovidingsupportservicesforstaff

acrosstheinstitution.

Rationale

51

Evidence5. Technologyenhancedlearningsupportservicesareaccessibleandusedby

staff.

RationaleEvidence6. Technologyenhancedlearningsupportservicesareadequatelyresourced. RationaleEvidence7. Technologyenhancedlearningsupportservicesarepromotedtostaff. RationaleEvidence8. Newtechnologyenhancedlearningservicesarefullyanalysedforstaffsupport

requirements,priortoandduringtheadoptionprocess.

RationaleEvidence9. Thereareproceduresinplacethatensurethatevaluationdataontechnology

enhancedlearningsupportservicesforstaffcontributestotheircontinuousimprovement.

RationaleEvidenceBenchmark7:Studenttrainingfortheeffectiveuseoftechnologyenhancedlearning

1 2 3 4 5

1. Studenttrainingisalignedwiththetechnologiesandteachingapproachesinuseattheinstitution.

RationaleEvidence2. Studenttrainingfortechnologyenhancedlearningisadequatelyresourced. RationaleEvidence3. Thereareproceduresinplacetoregularlyevaluatethetrainingandtraining

resourcesprovidedforstudents.

RationaleEvidence4. Coordinationoccursbetweenthoseareasprovidingtrainingforstudents. Rationale

52

Evidence5. Studenttrainingprogramsaredeliveredflexiblyandaddressdifferingskill

levels.

RationaleEvidence6. Studenttrainingpromotesanethicalapproachtotheuseofsocialmediaand

thetechnologyenhancedlearningservicesprovidedbytheinstitution.

RationaleEvidence7. Evaluationdataisusedtoinformtheplanningforcontinuousimprovementof

studentdevelopmentprocesses.

RationaleEvidence8. Thereareclearlydefinedpathwaysforstudentstoaccessthetrainingthey

require.

RationaleEvidenceBenchmark8:Studentsupportfortheuseoftechnologyenhancedlearning 1 2 3 4 51. Theprovisionofsupportforstudentsisalignedwiththetechnologyenhanced

learningservicesusedbytheinstitution.

RationaleEvidence2. Studenttechnologyenhancedlearningsupportservicesareresourced. RationaleEvidence3. Thereareclearlydefinedpathwaysforstudentstoaccesssupportservicesand

thesearepromotedtothestudentbody.

RationaleEvidence4. Supportsitesandresourcesareaccessiblefromcommonlyuseddevicesand

theanalyticsofstudentusagearemonitored.

RationaleEvidence5. Thereareproceduresinplacetoensurethatstudentsupportservicesand

resourcesareregularlyevaluated.

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RationaleEvidence6. Thereareproceduresinplacethatensurethatevaluationdataontechnology

enhancedlearningsupportservicesforstudentscontributestotheircontinuousimprovement.

RationaleEvidence7. Coordinationoccursbetweenthoseareasprovidingsupportforstudents. RationaleEvidence8. Thereareproceduresinplacetoensurethereisanalignmentbetween

studenttrainingandstudentsupport.

RationaleEvidence9. Processesareinplacetodeterminetheongoingsupportrequirementsof

students.

RationaleEvidence10. Newtechnologyenhancedlearningservicesarefullyanalysedforstudent

supportrequirements,priortoandduringtheadoptionprocess.

RationaleEvidence

Whatnext?

InpreparationforanInter-institutionalactivity

Ifyouhaveundertakenthisbenchmarkingaspartofaninter-institutionalactivityitisimportantthatyouprepareapresentationofyourkeyRationaleandEvidenceyouwouldliketosharewithyourcolleagues.TohelpyoudothisyoumayliketousetheTeamConsolidation,inWord.docxform,andthismayfoundontheBenchmarkingpagewithintheACODEwebsiteat:www.acode.edu.au.Thisdocumentwillbethesameasyouseeabove,buteditable.

Itisimportanttonotethatthesharingofyourfindingsshouldonlybedoneifallpartieshavesignedtheappropriateconfidentialityagreement.ThisdocumentmayalsobefoundontheACODEwebsite.

Inpreparingforaninternalreport

Ifyouhaveundertakenthisactivitysolelyforinternalreview,itissuggestedthatyoucouldalsousetheTeamConsolidationReport,inWord.docxform,andthismayfoundontheBenchmarkingpagewithintheACODEwebsiteat:www.acode.edu.au.Thisdocumentmaybeusedasanappendixtoanyformalreportbeingprovidedtoyourseniormanagement.

54

Conclusion

Wetrustyouhavefoundthisdocumentusefulandthatithashelpedyouandyourinstitutioninthequesttopromotequalitytechnologyenhancedlearningopportunitiesforthestaffandstudentsatyourinstitution.

Wearekeentofurtherimprovethesebenchmarks,sowelcomeanyfeedbackyoumayhaveonusingthem.PleaseprovidethisfeedbacktotheACODESecretariat,viaemailto:[email protected]

References

Bacsich,P.(2009)Benchmarkinge-learninginUKuniversities:lessonsfromandfortheinternationalcontext.23rdICDEWorldConferenceonOpenLearningandDistanceEducation7–10June2009,Maastricht.

Goodacre,C.,Bridgland,A.andBlanchard,P.(2005).BenchmarkingProject:EvaluationReportonWorkabilityoftheFramework.AustralasianCouncilonOpen,Distanceande-Learning.Availablefrom:http://www.acode.edu.au/mod/page/view.php?id=23

Documents

Benchmarking Quality Open Distance eLearning Systems ... · It is expected that any benchmarking exercise would take place over a period of years. For example, in any given year two