ࡱ> ` hbjbjss >tW2@T0TTTTDDD8DE$T 2JJ:KKKpRpRpR$=hJTpRJR"lRpRpRKK|żRTRTRTpRh3KMKRTpRRTRT  9RҧKJ ѼDdSڤ4ۼ0 RThҧTҧRTpRpRpRRTpRpRpR pRpRpRpRTTT|$OTTT|TTT The BENVIC indicators and measurements correlated with Pick & Mix by Paul Bacsich This paper takes the BENVIC system used under an EU project for benchmarking consortial virtual campus systems across Europe in the era 1999-2001 and produces a concordance of it with Pick & Mix, one of the main systems being currently used for benchmarking e-learning in the UK university system. This shows how the best ideas of BENVIC can be taken forward within a scheme of modern benchmarking e-learning which is fully integrated with benchmarking in traditional universities (which so far in many cases make relatively little use of e-learning). This is the first output from ongoing work to factor in the literature (there are only a few recent papers) on sustainability and critical success factors to produce a targeted version of Pick & Mix suitable for consortium-based organisations (including where appropriate, national programmes) heavily engaged in e-learning. For an example of current thinking deriving purely from the Critical Success Factors literature see the presentation by Bacsich to the Swiss Virtual Campus in March 2006. It should be noted that Pick & Mix is not the only methodology being used in the UK university system; the JISC ELTI methodology and one based on the Observatory for Borderless Higher Education work are also being used and two institutions are piloting more specific schemes of international interest including the .e-Learning Maturity Model scheme first developed in New Zealand. Introduction to BENVIC BENVIC was developed under an EU project, also called BENVIC (in full, Benchmarking of Virtual Campuses) in the era 1999-2001 There is a project web site still at  HYPERLINK "http://www.benvic.odl.org/" http://www.benvic.odl.org/ but it has not been updated since 4 February 2002. The consortium was led by the Open University of Catalonia (UOC) and had a strong set of partners (including UCL in the UK). However, for various reasons including retirement of key staff the work does not seem to have continued Google confirms that follow-up work is not evident. The BENVIC system has eight core meta-indicators. These are: Learner Services Learning Delivery Learning Development Teaching Capability Evaluation Accessibility Technical Capability Institutional Capability In the report below we prefer to call these Indicator Groups. All of them, with the exception of Accessibility, are the kind of groupings that one finds in other methodologies. UK readers should also note that Accessibility covers many aspects of Widening Participation. Each of these eight meta-indicators is associated with a range of assessment measurements (indicators) which enables BENVIC users to carry out an initial benchmarking diagnostic. The assessment measurements are comprised of three types: structural measurements practice measurements performance measurements. For the first two of these, they are scored on a scale of 0-2. Pick & Mix uses a scale of 1-5, so there is a natural mapping of 0 to 1, 1 to 3, and 2 to 5. (There is a point 6 in Pick & Mix but it is used for off the scale values transcendent as they are sometimes called.). To my point of view, the distinction between structural and practice indicators is rather nebulous (both often refer to or imply underlying processes), whereas the performance measurements are of a different nature. There are in total 72 structural and practice indicators which general considerations recommend is too many, 30 to 40 being a more usual approach. The diagnostic template of BENVIC is set out in the next few pages. This is adapted from the BENVIC Report Evaluation Methodology Report: Benchmarking of Virtual Campuses published in February 2002. Adjacent to each diagnostic is its mapping to Pick & Mix (if any) and Notes on its current relevance to benchmarking e-learning Note that in this and related work each benchmarking methodology is given a letter: B BENVIC J JISC ELTI M eMM, e-Learning Maturity Model N MIT90s P Pick & Mix Q Quality on the Line V Swiss Virtual Campus (SCIL measures) This makes for a compact but meaningful representation of criteria. A few letters are left for late-breaking methodologies e.g. H for Hezel. Conclusions Many of the indicators in BENVIC are much broader in learning and teaching terms than just e-learning and thus may be hard to justify in a benchmarking e-learning scheme. Other indicators appear to be features of the thinking of the era that this project came out of, from EU wishes of the time or the wishes of the organisations to find a mission and so again less relevant. However, there are a few indicators which have merit to adding to the Supplementary Criteria of Pick & Mix (see below) for release 2.0. Furthermore, if institutions truly believe that some criteria are important to them, then within the Pick & Mix methodology there is the opportunity to have institution-specific local criteria and if there is interest in these from a group of organisations, they can be promoted to Supplementary Criteria. Proposed new Supplementary Criteria The numbering is tentative. P52 Ubiquity: extent to which the organisation offers a pervasive seamless network/service to all its students, on- and off-campus and via wireless on campus also (if it has a campus) P56 Selling e-learning (and correlate it with the existing HEFCE work on marketing benchmarks) many (including myself) would argue (from the sustainability and critical success factors point of view) that this is crucial P99 Something to capture the transversal aspect that successful organisations must be learning organisations, i.e. learn from their performance data and clients (students) so as to improve themselves but the criterion must be measurable and must go much broader than quality enhancement so needs more discussion. Of course such an indicator could be added as a doppelganger to each existing Pick & Mix indicator (it is in fact the Optimisation dimension of the e-Learning Maturity Model) but this would double the number of indicators; so it is much better if it can be distilled out into just one. Indicator Group B1: LEARNER SUPPORT SERVICES NO.Structural Measurements ChecklistPick & Mix equivalentNotes01Availability of systems and services to support communication among students and staff (inter-intra faculty).nonenot seen as specific to e-learning02Administrative procedures for enrolment of students are operational.nonenot seen as specific to e-learning03Cost-monitoring tools for student services are implemented.not seen as specific to e-learning04Training services and materials for the staff in charge of learners services are availableP10 Trainingpart of P1005Software to collect statistical data on student and staff utilisation of support services is implemented.seen as common sense 06Technological solutions able to provide individual and group support are available.seen as common sense07Technology based measures to monitor and rectify common technical problems are adopted.P93 Help Deskpart of08Support staff regularly briefed on the most frequent questions and problems encountered by students involving services.P93 Help Deskpart ofPractice Measurements Checklist09Measures to avoid dropping out after the guidance phase are adopted.not seen as specific to e-learning11Throughout the course students are provided with technical and pedagogical support for using the services available (by means of written materials face to face sessions and on-line help).P91 student understanding of e-learningsuch processes contribute to P91 scorePerformance Measurements ScoresPick & Mix does not focus primarily on numeric measures12% of total staff trained in delivering the guidance process.13% of applicants who undertook a guidance process14% applicants successfully enrolleddefine success 15student support costs as % student course costsis a low figure good or bad?16student/technical support staff ratiois a high figure bad, or does it just mean that the students are good at sorting out their own problems?17no. of student uses of support services per annumshould be normalised per FTEIndicator Group B2: LEARNING DELIVERY SERVICES NO.Structural Measurements ChecklistPick & Mix equivalentNotes01Availability of systems and services to support pedagogic communication among students and staff (inter-intra faculty).seen as common sense02Learning platforms support a range of pedagogic methods (including home alone and self-paced learning)seen as common sense03Tools to enhance the pedagogic effectiveness of technologies are provided: help on line, map of the environment, tracking of the learners path, structure of the page, usage of icons, colour code, fontsoverlaps with P04 Usabilitypart of04Students have access to different communication resources (on-line databases, news, bulletin) and facilitieswhen appropriate?seen as common sense PRACTICE MEASUREMENT CHECKLIST05The organisation invests in resources and systems to provide effective user-friendly interfaces for studentsP04 Usability06The technological platform used to deliver learning is consistent with the pedagogic approach of the InstitutionP06 StrategyA consequence of P06?07Procedures and tools are implemented for fostering the process of self-evaluation on the value of the learning experience.P14 Evaluationa small but useful component of P1408Students feedback on the services available and on the course is requested and regularly collected.P14 Evaluationa small but useful component of P1409Students are provided with detailed and written information on each course available. The information includes technical requirements, organisational and pedagogical specifications.P91 student understanding of e-learningmuch of this is surely common sense but often mentioned in non-UK benchmarking schemes10Systems for collecting students usage data and feedback are incorporated in operational processes.P07 Decision-making and P13 PlanningPerformance Measurements ScoresPick & Mix does not focus primarily on numeric measures11% students dropping out of course12students assessments of quality of learningassociated with P94 Student Satisfactionfocus on P94 is on process13% examination failures14average time from enrolment to successful examis fast good?15% examinations carried out on-lineis high good?Indicator Group B3: LEARNING DEVELOPMENT NoStructural Measurements ChecklistPick & Mix equivalentNotes01Course Design and Delivery Guidelines available for relevant staffP08 Instructional DesignSee also P09 Learning material02Procedures for testing draft version of the materials are put into practiceSeen as common sense03Procedures for updating materials are put into practiceSeen as common sense04Searchable, on-line library resources are availableSeen as common sense05Monitoring and Content Management System for collecting students feedback and documenting usage of resources is operational.why?06Authoring tools and authoring support systems such as database of images, simulation software, are availablecan one measure variety and is more variety better?07Tools for monitoring the costs related to learning resources are implemented.P12 Costspart of this08Central support for content developers and producers is implementedP15 Organisationpart of thisPractice Measurements Checklist09Standard criteria/procedures for cataloguing materials are operationalseen as common sense10Procedures and criteria for assessing and selecting authors and developers of material are adoptedseen as common sense in most of those few organisations that make a business out of e-learning (or distance learning)11Students feedback on the resources available is regularly collectedP14 Evaluationpart of this12Technology based procedures for giving access to students to the different resources is adoptedseen as common sense after years of JISCPerformance Measurements ScoresPick & Mix does not focus primarily on numeric measures13Statistic data (n of materials which need to be updated/improved and on which aspects) are used for planning the review of the learning resources.P07 Decision-makingpart of14costs of developing materials as % total student costsis a lower cost better, or just an indicator of lower quality?15no. of content items in content databaseare micro-modules better?16% content items reviewed and updated annuallyis higher better, or just foolish?Indicator Group B4: TEACHING CAPABILITY NoStructural Measurements ChecklistPick & Mix equivalentNotes01Guidelines, instructional material, training, support services are provided to teachers in order to support them (if required) in the process of moving from conventional teaching to on-line teaching.P08 Instructional Design and P10 Trainingsplit is between pedagogic and technical training boundary is blurred02Technical support to teachers provided on a permanent basisP16 Technical Supporttwo criteria are identical03Teaching staff trained in use of authoring toolsP10 Training (and maybe P08 Instructional Design?)part of 04Technical services to support staff interaction (e.g. virtual teaching staff room and on-line and off-line help) are implementednot clear that this is always useful, may even be an issue avoidance strategyPractice Measurements Checklistt05Teaching staff needs analysis regularly implemented.P10 Trainingpart of 06Student evaluation of teachers performance implementedthis is probably a good idea but resistance is high in some countries07Selection procedures for staff recruitment includes competence-based criterianot specifically an e-learning issue done in some institutions for some appointments (e.g. UKOU) but not generally acceptedPerformance Measurements ScoresPick & Mix does not focus primarily on numeric measures08% Teaching staff trained in use of authoring toolsnot clear that this is wise, but much depends on what is meant by authoring tool09% staff with requisite technical competencesan associated indicator to P10; high is probably goodIndicator Group B5: EVALUATION NoStructural Measurements ChecklistPick & Mix equivalentNotes01Quality standards are adopted for assessing course and learning servicesP17 Quality and Excellence02Procedures and tools for monitoring and reviewing the systems are implementedP14 EvaluationShould Evaluation cover systems as well as courses?03Tools and procedures for assessing the outcomes of the learning process are implementedthe procedures part is common sense not always clear that tools need to be implemented04Specialist evaluation expertise is available in the institutionP14 Evaluationto attain a high score on P14 there must be specialist evaluation expertisePractice Measurements Checklistt05Both staff and student assessment procedures and methods are represented within the decision making structure of the Institutionwhat does this mean?06A process of reflexive review is promoted and encouraged by different means and toolsP17 Quality and Excellencepart of07Evaluation and monitoring are linked to the governance and management structures of the institutionP14This feedback loop may need to be strengthened or localised to a criterion08Learning assessment procedures and methods are consistent with national and EU accreditation systemsNot an issue in the UK as QAA rules over allPerformance Measurements ScoresPick & Mix does not focus primarily on numeric measures09% relevant standards norms metthis does not seem helpful10No. of student complaints considerednormalised to FTE is this complaints only about e-learning?Indicator Group B6: ACCESSIBILITY Note that in UK terms this covers Widening Participation also. NoStructural Measurements ChecklistPick & Mix equivalentNotes01Support services for hard to access learners implemented (e.g. crches)not relevantWidening participation not e-learning02Tools and services targeted to disadvantaged categories are implemented (refer to FIM document consulting for specialised target groups)not relevantWidening participation not e-learning03Technology based system is implemented in order to track and to collect statistical data on the behaviours of the users population and in particular of the excluded groupsnot relevantWidening participation not e-learning Also in some jurisdictions collection of data of this sort might be discouraged04Learning support functionalities (e.g. interfaces for people with physical disabilities) embedded in delivery and support platformsP05 Accessibility5Staff competences include training and/or experience in working with disadvantaged learnersP08 Instructional Design/Pedagogypart of thisPractice Measurements Checklistt06Institution adopts open access policy in student and staff recruitmentit is not clear what open access means in the UK context for students; for staff recruitment the various anti-discrimination laws should ensure open access 07Specific financial aid measures devoted to disadvantages categories are applied ( e.g. grants, participation fees)this is quite common but again it is not clear what it has to do specifically with e-learning08Flexible pedagogic and learning delivery models adopted to meet different users needsP08 Instructional Design; also perhaps aspects of P06 Strategy09Means and strategies for reaching (promoting/marketing/informing) different categories of potential users are implementedthis is quite common but again it is not clear what it has to do specifically with e-learningPerformance Measurements ScoresPick & Mix does not focus primarily on numeric measures10% student population in excluded group categoriesis high good? what do other students feel?11% of excluded group target successfully recruited12% examination successes by excluded groupsis high good?Indicator Group B7: TECHNICAL CAPABILITY NoStructural Measurements ChecklistPick & Mix equivalentNotes01The bandwidth adopted to support network connectivity and its segments allow full connectivity to the virtual campus from everywhere (e.g. .home workers)Not covered in Pick & Mix suggest add a new supplementary criterion P52 Ubiquity02The bandwidth adopted is able to allow the access of simultaneous users with various type of connectivity (type of modems, protocols)P54 Performancethe network sub-criterion of this03The course authoring and production system is able to cover a variety of actual and future delivery formats (paper based, web based, WAP,..)the futures aspect is covered in P55 Foresightnot clear what is the business value of this (especially with WAP an orphan child of its time)Practice Measurements Checklistt04An overall plan and measures for managing the technical resources within the campus is operationalP06 Strategy and P13 Planningbut note that the BENVIC indicator covers all IT not only that for e-learning05Measures are adopted in order to check and maintain up to date the software, hardware and productivity toolsSee above 06Measures to record and solve technical problems automatically are implementedP53 Reliabilitypart of07In the production system of materials open standards/open sources tools are adopted (HTML, XML, EML)P62 Integrationsome special pleading here (in the case of EML)Performance Measurements ScoresPick & Mix does not focus primarily on numeric measures08% to which bandwidth and capacity is adapted to an evolving number of simultaneous users with various types of connectivity (type of modems, protocols)meaningless09cost of technological infrastructure as % of operating and capital costsis high good?10no. of technical faults recordednormalised per student and per staffIndicator Group B8: INSTITUTIONAL CAPABILITY NoStructural Measurements ChecklistPick & Mix equivalentNotes01Research and monitoring results transferred into teaching/learning/management practicegood idea but not specific to e-learning02Specialist marketing and development staff are employedP58 Market Researchgood idea but not specific to e-learning03Established mechanisms to launch products to the market place are implementedNo one has suggested a new supplementary P criterion on Selling but it could be addedgood idea but not specific to e-learningPractice Measurements Checklistt04Learning Organisation procedures and tools are adoptedP17 Quality and Excellencepossibly a good idea see score 6 on P1705Collaborative working procedures and tools are adopted in order to share knowledge developed with other Institutionswhy?06Institution has established dissemination policy and regularly disseminates resultsSee P57 IPRwhy?07Market analysis and review regularly carried outP58 Market Research08Coherence between the Institutional objectives/mission and the public/market in which the institution operates is periodically checked by governing bodygood idea but not specific to e-learning9Regular staff competence reviews are carried outgood idea but not specific to e-learning; in a UK university, e-learning staff will of course be appraised along with all other staffPerformance Measurements ScoresPick & Mix does not focus primarily on numeric measures10average costs per exam/certificate compared to EU and national averageis low good in an era of top-up fees and increased competition11institutional performance in research assessment exercises (or equivalent)See P68 Researchgood idea but not specific to e-learning and not correlated with success in e-learning (perhaps even the opposite)12labour market value of exam/certificate awardhow is this measured? it is not uncommon for MBAs, less common for other qualifications13volume of staff turnoverhigh is certainly bad; but very low is also bad Provenance note Work first done by Paul Bacsich, 14-16 May 2006; revised 18 May 2006 for limited release; edited for public release 14 June 2006.  See  HYPERLINK "http://www.benvic.odl.org/" http://www.benvic.odl.org/.   HYPERLINK "http://www.matic-media.co.uk/benchmarking.htm" http://www.matic-media.co.uk/benchmarking.htm.  See in particular the paper by Bacsich, Lessons to be learned from the failure of the UK e-University at  HYPERLINK "http://www.unisa.edu.au/odlaaconference/PDFs/32%20odlaa2005%20-%20bacsich.pdf" http://www.unisa.edu.au/odlaaconference/PDFs/32%20odlaa2005%20-%20bacsich.pdf and the presentation of Euler linked from  HYPERLINK "http://www.virtualcampus.ch/display.php?lang=1&pid=264" http://www.virtualcampus.ch/display.php?lang=1&pid=264 (the background paper is not yet public but is available to the author).  Linked from  HYPERLINK "http://www.virtualcampus.ch/display.php?lang=1&pid=264" http://www.virtualcampus.ch/display.php?lang=1&pid=264.  See  HYPERLINK "http://www.jisc.ac.uk/index.cfm?name=project_elti" http://www.jisc.ac.uk/index.cfm?name=project_elti.  See  HYPERLINK "http://www.heacademy.ac.uk/weblogs/benchmarking/wp-content/uploads/2006/03/ACU_OBHE_background_note.doc" http://www.heacademy.ac.uk/weblogs/benchmarking/wp-content/uploads/2006/03/ACU_OBHE_background_note.doc.  See  HYPERLINK "http://www.utdc.vuw.ac.nz/research/emm/" http://www.utdc.vuw.ac.nz/research/emm/.  See  HYPERLINK "http://www.uoc.edu/" http://www.uoc.edu/.  See  HYPERLINK "http://www.utdc.vuw.ac.nz/research/emm/" http://www.utdc.vuw.ac.nz/research/emm/. The PDF document has an internal date of 1 February 2002. The report was back-converted into Word using ScanSoft PDF Convertor.  See  HYPERLINK "http://www.hezel.com/" http://www.hezel.com/.     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