E-Activity – Intuitive assessment using the eMM e-Learning processes

For this activity I have chosen to assess an online course from a New Zealand University. The course was intuitively assessed against the delivery dimension of L1, L2 and L3 of the e-Learning Maturity Model developed (Marshall, 2007). The institution offers

Process L1: “Learning objectives guide the design and implementation of the course” 

For this process the delivery dimension assesses five criteria, the criteria and my intuitive judgements are listed below:

1. Course Documentation includes a clear statement of learning objectives.

(LA) – Formally stated learning objectives provided to a limited extent, either as narrative descriptions of the course outcomes or only in documentation
provided after enrolment.

2. Learning objectives are linked explicitly throughout learning and assessment activities using consistent language.

(LA) – Most, but not all, assessments and learning activities contain explicit linkages to course learning objectives or restate learning objectives using different
wording.

3. Learning objectives are linked explicitly to wider programme or institutional objectives.

(LA) – Learning objectives are linked to wider programme or institutional objectives in most but not all courses, or only stated subsequent to course design and development.

4. Learning objectives support student outcomes beyond the recall of information.

(FA) – Learning objectives formally and systematically address a range of student outcomes beyond the recall of information.

5. Course workload expectations and assessment tasks are consistent with course learning objectives.

(FA) – earning objectives are formally and systematically linked with course workload and assessment design and development.

Process L2: “Students are provided with mechanisms for interaction with teaching staff and other students” 

For this process the delivery dimension assesses three criteria, the criteria and my intuitive judgements are listed below:

1. Courses provide a variety of mechanisms for interaction between staff and students.

(FA) – Interaction between staff and students provided formally through multiple complementary communication channels.

2. Students are provided with teaching staff email addresses.

(FA) – Course documentation contains clear and consistently presented lists of teaching staff email addresses repeated in suitable places.

3. Students are provided with technical support for all of the communication channels in use.

(LA) – Technical support is provided to students to assist them in making effective use of the available communication channels, but support is not actively promoted or provided to all students.

Process L3: “Student skill development for e-Learning is provided” 

For this process the delivery dimension assesses four criteria, the criteria and my intuitive judgements are listed below:

1. Students are provided with explicit descriptions of the relationships between course components and activities.

(LA) – The relationships between course components and activities are conveyed to students explicitly, but only for some components or courses, on in an unnecessarily different way between courses.

2. Courses include opportunities for students to practice with e-learning technologies and pedagogies.

(PA) – Limited or informal opportunities for students to practice with e-learning technologies and pedagogies are provided after commencement of the course.

3. Students are provided with e-learning skills support through a variety of communication channels.

(LA) – A formal e-learning skills support and training service is provided to students but required face-to-face contact at the institution or in incomplete or offered over reduced or constrained hours of operation.

4.  Course activities provide students with opportunities for substantive feedback on their e-learing skills.

(LA) – Formal opportunities for feedback beyond the marks assigned for assessed work provided by course activities but only for assessment tasks.

Comments: This intuitive assessment is based on the experience of the course, the course documentation and web portal. However, it should be noted that experience of the wider institution is very limited and assumptions based on publicly available resources (e.g. Website) have been made to complete this assessment.

DISCLAIMER: This assessment is based on intuition I have not consulted with any specific evidence for this assessment, and this was conducted only for the purposes of a formal course activity.

Reference:

Marshall, S. (2007). E-Learning Maturity Model: Process descriptions [draft report]. Retrieved from http://www.utdc.vuw.ac.nz/research/emm/documents/versiontwothree/20070620ProcessDescriptions.pdf

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One thought on “E-Activity – Intuitive assessment using the eMM e-Learning processes

  1. Lyndsay

    Hi Tim, I like how you’ve laid this out, and I think it is much more helpful to put the actual criteria in. I just listed the rating. Am tempted to go back and pretty mine up now I’ve seen how attractive yours is. And you provided a correct reference which I failed completely to do. I am filled with admiration 🙂

    Reply

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