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BENCHMARKING INSTITUTIONAL READINESS FOR TECHNOLOGY
ENHANCED LEARNING
Helen Carter (@HCatME )President, ACode
leading technology enhanced learning and teaching
INTRODUCTION
How can we ‘prove the quality’ or ‘improve the quality’ of technology enhanced learning (TEL)?
How do we support institutional readiness for change?
One approach that has helped many institutions do this is through the regular use of benchmarking.
More particularly using the Australasian Council on Open, Distance and E-Learning (ACODE) Benchmarks.
WHAT IS BENCHMARKING?
“A structured, collaborative, learning process for comparing practices, processes or performance outcomes. Benchmarking can be used to prove quality or improve quality and is evidence-based.” TEQSA Benchmarking Guide
WHAT IS QUALITY?
“Quality of education is inherently a political construct; when considering e-learning quality, institutional leaders need to balance the various externalities with technical and organisational realities to see how the nature of the e-learning experience systematically supports the outcomes desired by the organisation.” Stephen Marshall, Victoria University of Wellington
TENSIONS BETWEEN QA AND QE
Quality Assurance • Inhibits frank
reporting
• Promotes incremental improvement
• Discourages risk taking
Quality Enhancement• Encourages and
requires frank reporting• Facilitates
transformational change
• Supports and manages risk taking
(Raban 2009)
QUALITY FRAMEWORKS
Framework/Tool Theory of Change6EOLE Quality Management Framework
None
ACODE Benchmarks for Technology Enhanced Learning
Collaborative Benchmarking
EADTU E-xcellence Next Collaborative Benchmarking
EFMD Certification of E-learning (CEL)
None
EFQUEL UNIQUe Certification Nonee-Learning Guidelines (eLG) Nonee-Learning Maturity Model (eMM) Maturity ModelQuality Matters (QM) NoneTaking the Lead None
WHERE DO BENCHMARKS FIT?
Gove
rnm
ent
regu
lator
y ag
encie
s req
uiring
evide
nce
Instit
ution
al Re
porti
ng
ACOD
E Be
nchm
arks
Instit
ution
al pr
oces
ses
E-Le
arnin
g gu
idelin
es/st
anda
r
ds Cour
se le
vel
proc
esse
s
Areas of overlap
WHAT IS ACODE?
ACODE is the peak body for Australasian universities engaged or interested in technology enhanced learning (TEL)Originally established by the Australian government, its mission is to enhance policy and practice around TEL at institutional, national and international levels
www.ACODE.edu.au
Developed 2004Revised 2007Updated 2014Used by many
since …
DEVELOPMENT OF THE BENCHMARKS
UPDATED BENCHMARKS
Focus shifted from: eLearning to Technology Enhanced Learning (TEL)
Stronger alignment with L&T standards and assuming a way to measure the quality of an individual course/unit/subject.
Greater emphasis on emerging technologies & innovation, particularly in planning and budgeting.
A new measure around open education practices and the sustainable use of resources.
A measure on how institutions are assuring a level of quality in their externally hosted services.
THE 8 BENCHMARKS FOR TEL
1. Institution-wide policy and governance for technology enhanced learning;2. Planning for institution-wide quality improvement of technology
enhanced learning;3. Information technology systems, services and support for technology
enhanced learning;4. The application of technology enhanced learning services;5. Staff professional development for the effective use of technology
enhanced learning;6. Staff support for the use of technology enhanced learning;7. Student training for the effective use of technology enhanced learning;8. Student support for the use of technology enhanced learning.
BENCHMARKING TOOLKIT
Methodology developed to provide institutions with:• a platform to self-assess their standing
against some/all of the 8 benchmarks, and to stimulate meaningful conversations, at a local level, around how they are using technology to support their L&T.
• an opportunity to share & learn from each other, based on their individual institution’s responses (via an inter-institutional event).
New Self-Assessment templateNew Guidelines developed
EXAMPLE - BENCHMARK 5Staff professional development for the effective use of technology
enhanced learning Scoping Statement The key focus is on developing teaching staff to make effective use of a range of approaches to technology
enhanced learning (TEL). Staff development activities encompass individual and group delivery, face-to-face, as well as online.
Self-directed learning activities and resources are also included. Some professional development will be designed and delivered to meet the strategic needs of the organisation, whilst other activities will be provided to meet the demands of teaching staff as they arise.
Good Practice Statement Quality learning and teaching is brought about where people are confident, enthusiastic, skilled and well
supported, and learning experiences are designed to engage the learner and employ a variety of approaches.
Engagement in professional development should not be limited by factors of physical location, equity or technological skills. This means that staff development is offered flexibly, accommodates a range of entry points, is evaluated and is informed by the work of related units.
A good practice approach to the use of technology enhanced learning reflects an understanding of learners’ characteristics and needs as required by different discipline contexts.
EXAMPLE - BENCHMARK 5Staff professional development for the effective use of technology enhanced learning Performance indicators1. A framework for staff development in technology enhanced learning is part of the
institution's learning and teaching strategy. 2. Processes are in place and in use to identify staff development needs in support of the
institution’s strategy for technology enhanced learning. 3. Educational and technical expertise is used to develop quality programs and resources
addressing staff development needs. 4. Coordination occurs between those areas providing staff development for technology
enhanced learning across the institution. 5. Staff development for technology enhanced learning is resourced. 6. Staff development programs are delivered flexibly and address differing skill levels. 7. Evaluation data is used to inform the planning for continuous improvement of staff
development processes.
BENCHMARKING ACROSS THE SECTOR
teams institutions
Consolidate
Self-asses
s Compare
individuals
Each institution completes a self assessment:• People come together from different areas• Agree on where they stand• Provide a rationale and evidence as to why
24 institutions from 5 countries compared their TEL capacity using the ACODE benchmarking process.
Institution BM 1
BM 2
BM 3
BM 4
BM 5
BM 6
BM 7
BM 8
Asia Pacific International College X X Auckland University X Auckland University of Technology X XAustralian Catholic University X X X Christchurch Polytechnic X X Curtin University X X Federation University X X X XFlinders University X X Lincoln University X X Macquarie University X X Open University, UK X X X X Queensland University of Technology X X University of Canberra X X University of Otago X X X X X University of New England X X X XUniversity of Southern Queensland X X X XUniversity of South Africa X X X University of the South Pacific X X University of Technology Sydney X X University of Western Australia X X University of Western Sydney X X X University of Wollongong X X X XVictoria University (Melbourne) X X Victoria University Wellington X X X X X X X XTotal 11 8 8 10 12 9 5 6
HAVING THE CONVERSATION
Assoc. Prof. Michael Sankey
convening the inaugural
Benchmarking Summitat Macquarie
University
VALUE OF BENCHMARKING
The ACODE Benchmarks allows institutions to: Self-assess their capacity in TELShare this with other like-minded institutions Incorporate this into their ongoing QA/QE processes
Develop an enterprise-level perspective
VALUE OF BENCHMARKING
The beauty of benchmarking is not around which tool or set of standards you are using, it's more about the dialogue that emerges and the sharing of practice that is the real winner for all concerned.
It opens the door for further collaboration.It serves as a mechanism to facilitate
discussion at senior leadership level.
BENCHMARKING SUMMIT
“Great opportunity to meet and share where everyone is at. The benchmarking exercise is a great self reflective practice that is reinforced
through the feedback and deliberation from other institutions”
“I really enjoyed this Benchmarking Summit, I have learned a lot from the inter-institutional activity
and will definitely be sharing and pushing for these benchmarks to be accepted at our institution”
CONCLUSION
Many of the issues we face can be remediated by simply taking the time to self-assess against the performance indicators.We can then extend that by sharing our current practice with those in similar circumstances. This build relationships and stronger ties - preparing our institutions to meet the unique challenges of building a strong digital future.The ACODE Benchmarks provide a catalyst to help make this happen.
FURTHER INFORMATION
ACODE Benchmarking Summit – June 2016University of CanberraEmail [email protected] to register your interest
To download the ACODE Benchmarks:Go to http://www.acode.edu.auand look under Publications