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Relevant in HEIs, not relevant in FECs.5Integration of e-learning with personalisation agendaHEFCW long-term tag 2008HEFCE tag 2005;Robustness, sophistication and subtlety of decision-making.5Observation and perusal of relevant committee papers.&Interviews, focus groups, staff survey Perusal of material, interviews.TDegree to which staff have competence in VLE and tools use, appropriate to job type.V%ages plus narrative. (Note: this may not involve training courses; but is likely to.)LNo allowance given for the different workload pattern of e-learning courses.bA work planning system which makes some attempt to cope, however crudely, with e-learning courses.8Sophistication of the work planning system for teaching. Level of understanding of costs.Interviews and questionnaires. .Annual plans do not mention e-learning at all.IInterviews with key evaluators. Perusal of conference and journal papers.OCCentral unit or sub-unit set up to support e-learning developments.=Central unit has some autonomy from IT or resources function.VNo specific technical support for the typical (unfunded) person engaged in e-learning.UA few staff engaged in the main e-learning projects are supported by technical staff.ASELELTTOCELPRICMAESTEEXEEGEBLOERSTXILSLSRBMKXKey staff engaged in the main e-learning projects are well supported by technical staff.E1Interviews, questionnaires, quality reviews, etc.NMost informally recognised e-learning experts have been explicitly recognised.mStaff engaged only in e-learning (and not e.g. research) can reach a high level of salary and responsibility.aLevel of staff recognition (not only and not necessarily financial) against the pressure for RAE.2Documentary evidence (needs Deans to be involved).`Decision-making at meso level (school, department, faculty, etc) for most e-learning programmes.SEffective decision-making for e-learning programmes across most of the institution.=Observation and perusal of relevant Courses Committee papers.2Level of provable usability of e-learning systems. pLevel of practical but evidence-based knowledge and application of instructional design and pedagogic principles Evidence areasProcess notes and commentaryCriterion nameSELStudent Help DeskSHDStrategy developmentPartnership and collaborationManagement and leadershipResources and value for moneyDeliveryStudentsStaff$Communication, evaluation and review Individuals TechnologyHA1HB1HD1HC1HH1HC2HH2HE2HE1HA2HF1HE3HG1Strategy ProcessesOBDLOBSDOBMLOBSFOBVLIndividuals (Staff)$Individuals (Staff) (NOT Technology) Coherencen/aWS1WS2WS3WS4WS5WS6WL5BS1.2BS1.3BS1.4BS1.5BS3.4BS4.2BS2.1QualityValueOBHE tagHEFCW tag 2007RADPMOFRLLATPFTFWPENARARQPURFCRLQORERL (RE?)WN01WN04WN05WN06WN09WN08WN07Best practice statementScottish tag (future use)Innovators only.:No use of tools beyond email, Web and the VLE minimum set.ANo e-Learning Strategy. No recent Learning and Teaching Strategy.&No systematic training for e-learning.QIntegrated planning process allowing e.g. trade-offs of courses versus buildings.qInstitution offers all services to off-campus users but at considerably reduced functionality and service levels.oInstititution offers all services to off-campus users but at somewhat reduced functionality and service levels.mInstitution offers all services to off-campus users but at slightly reduced functionality and service levels.Institution offers the same service level (pedagogic and administrative) to all students irrespective of mode or location of study (including DL and WBL).sInstitution offers a better service to e-learning students and conventional offering is under pressure to catch up.^Competitor research up to leading sector standards as e.g. done by British Council, OBHE, etc.fSome systematic efforts made to look at the negative, and positive, implications of e-learning for WP.bSubstantial efforts made to look at the negative, and positive, implications of e-learning for WP.Integration of e-learning strategy, plans and decisions with Widening Participation processes, within a framework of cost- and income-awareness.VHelp Desk is not functional for all students, or is but is widely viewed as unhelpful.fInstitution-wide training programme set up but little monitoring of attendance or encouragement to go.hInstitution-wide training programme set up with monitoring of attendance and strong encouragement to go.ADecision-making at meso level (School, department, faculty, etc).re-Learning Strategy produced from time to time, e.g. under pressure from Funding Council or for particular grants.Review of documents produced by the institution for Funding Council and Quality Agency. Interviews with senior staff responsible.Local tag institution specific)&Institution-wide use of several tools.*Institution-wide use of at least one tool.rDetailed and possibly anonymous interviews and questionnaires. Some union sensitivity likely in some institutions.This is particularly relevant to those institutions with substantial programmes in distance learning and/or work-based learning.QFollow general guidance and other benchmarking initiatives from UCISA and SCONUL.LWidespread use of at least one specific tool, e.g. assignment handling, CBA.4Level of "fitness for purpose" of learning material.Staff increasingly keep themselves up to date, "just in time", except when discontinuous system change occurs, when training is provided.vLevel of thoroughness of evaluation, regarded as a "pyramid" stretching from informal broadly-based to expert studies.KInstitution must decide which systems are in scope as "e-learning systems".gNo understanding of how selling courses is different when they include "visible" amounts of e-learning.< Individuals (Students)External environmentELDAA tag (balanced MIT90s)LLUK tagHEFCW short-term tag 2008BNo analysis of how learning outcomes differ across modes of study.mSome analysis of how learning outcomes differ across modes of study, e.g. in a few distance learning courses.[A general but informal understanding of how learning outcomes differ across modes of study.GBeginnings of a research-led and systematic approach to this challenge.TInstitution does not deliver the same grade of service even to all points on campus.cInstitution delivers the same grade of service across campus and has some wireless networking also.jInstitution delivers the same grade of service across campus and has substantial wireless networking also.Institution delivers the same grade of service across campus, has substantial wireless networking and makes considerable effort to supply good service to off-site users (including WBL locations and homes).UNo documentation of response times required for e-learning systems; poor performance.RKey e-learning systems operate in much uptime within accepted response guidelines.SMany e-learning systems operate in much uptime within accepted response guidelines.SMost e-learning systems operate in most uptime within accepted response guidelines.#No look-ahead function; no R&D lab.Some attempt at look-ahead.VLook-ahead (with subscription to central agencies doing foresight  OBHE, etc) or lab.,Both look-ahead and lab, working in concert.1No IPR in staff contracts (only for consultants).LIPR in staff, consultant and supplier contracts but only partially enforced.^No market research done except centrally for the institution, with no reference to e-learning.bNo competitor research done except centrally for the institution, with no reference to e-learning.\System of user codes and passwords but little monitoring of how or whether they are misused.ZConsiderable integration with some uniformity of data formats, interface and response timefAlmost seamless integration with almost total uniformity of data formats, interface and response time.Annual student surveys and focus groups are used to determine skill levels and this is taken into account for programme proposals and e-learning support.>There is no electronic system for the detection of plagiarism.The institution has a reasoned approach to collaboration at various levels to gain additional benefit from sharing e-learning material, methodologies and systems. BenchmarkingoThe institution has recently benchmarked its e-learning and is working through the implications of the results.oIn addition, the institution is planning the next round of benchmarking at institutional or departmental level.UThe institution is in the reflection phase of its benchmarked its e-learning project.QThe institution is in the active phase of its benchmarked its e-learning project.DThe institution is planning its benchmarked its e-learning project. |The institution has not recently undertaken a benchmarking e-learning project and has no plans to do so in the near future. Open Educational ResourcesdThe institution has a reasoned approach to the use of OER and is using them across the institution. ?The institution makes no use of OER and has no plans to do so. tThe institution has an overall policy for the use of OER and makes use of OER in a reasoned way in many programmes. [The institution makes minimal use of OER - e.g. via some individual academic initiatives. GThe institution makes use of OER in a reasoned way in some programmes. `In addition, the institution is an active generator of OER as part of its approach to using OER.Annual Employer Satisfaction survey which explicitly addresses the main e-learning issues of relevance to employers of students on WBL courses. EmployabilityThe institution has no approach to using e-learning to enhance the employability of students including in their own businesses.The institution is fully aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.KThe institution is fully comfortable using web 2.0 tools where appropriate.[Understanding in general terms of the issues, little attempt made to base decisions on dataZUnderstanding in general terms of the issues, good attempts made to base decisions on dataKNo consideration of risks even in large e-learning projects and programmes.dSome consideration of risks in some large e-learning projects and programmes, e.g. if JISC projects.Consideration of risks in large e-learning projects and programmes, even in projects where external sponsors do not require it._Most e-learning projects and programmes integrate pro-active risk management at various levels.jThe leading researchers in the institution do not teach on courses with substantial e-learning components.iSome of the institution s leading researchers do teach on courses with substantial e-learning components.iMany of the institution s leading researchers do teach on courses with substantial e-learning components.iMost of the institution s leading researchers do teach on courses with substantial e-learning components.Level 1 statementLevel 2 statementLevel 3 statementLevel 4 statementLevel 6 statementWLevel and delicacy of exploitation of students pre-existing IT and information skills.JISCInfonet guidance is usefulfLevel of skill by which the institution manages who can access which system, monitors and enforces it.IT audit report.ZMarket research up to leading sector standards as e.g. done by British Council, OBHE, etc.VIntellectual Property (IPR) aspects of e-learning re staff, consultants and suppliers.MDocumentary review of staff agreements and consultant and supplier contracts.pLevel and breadth of skill in selling e-learning programmes. (Excludes market research and competitor research.)2Sales figures and supporting reports and analyses.KBoth look-ahead and lab, working in concert; both should be sector leaders.5Foresight-informed development agenda for e-learning.8Some e-learning systems exceed stakeholder expectations. UCISA and general IT guidelines.TThe time period is 24x7x365 with scheduled downtime being counted as unavailability.UInstitution actively takes responsibility for ensuring bandwidth to off-campus users.,Overall student satisfaction with e-learning&Use the Student Satisfaction approach Sector leadership.Sector leadership. 3Competence and timeliness of Help Desk for students;In addition, students play a role in setting up procedures BOverall student understanding of e-learning implications for them.MCan include consideration of input measures also, e.g. student briefings, etc)Level of skill in managing collaboration.%Analysis of collaborative agreements.5Integration of e-learning with disadvantaged support.<Integration of e-learning with Widening Participation agenda~Level of skill in ensuring that the e-learning activity contributes as much as is feasible to the (eco) sustainability agenda.!Committee papers, interviews etc.$Research input to e-learning coursesRAE 2008 rehearsals.8Level of management of risks associated with e-learning.]Check central and local Risk Registers and associated documentation (committee papers, etc.).ALevel of integration of e-learning with physical space management=Check records of plagiarism cases and how they were resolved.Level of use of techniques to deter the occurrence of plagiarism including both awareness-raising and adjustment of assessments.BCheck discussions of plagiarism and L&T papers< on how to avoid it.}All staff except laggards are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims. Teaching 2.0Leadership in e-Learning&Adoption by Staff of Enhanced LearningCollaboration for e-LearningComputer Managed AssessmentA systematic managed process of using Computer Managed Assessment and feedback of assignments (including dissertations) across the institution in ways appropriate to each programme.'No use of computer managed assessment. cSome use of computer managed assessment e.g. within some departments or for some types of students.FUse of computer managed assessment in some way across the institution.hUse of computer managed assessment in some way across the institution with pockets of thoroughgoing use.gA systematic managed process of using CMA across the institution in ways appropriate to each programme.Developed from P80Employer ExperienceYAll courses using significant e-learning measure the employer experience aspects of this.^Most WBL courses using significant e-learning measure the employer experience aspects of this.HSome attempt but limited to certain types of courses (e.g. distance WBL)]All WBL courses using significant e-learning measure the employer experience aspects of this.^No attempt to measure the experience of employers of students engaged in WBL using e-learning.Employer EngagementA managed approach to involvement of employers of students in creating or updating WBL courses to include appropriate amounts of e-learning.xNo attempt to gain involvement of employers in creating or updating the design of WBL courses that might use e-learning.Involvement of employers in creating or updating the design of courses that might use e-learning, across a limited range of courses.Involvement of employers in creating or updating the design of courses that might use e-learning, across a wide range of courses.Some attempt to gain involvement of employers in designing or updating the design of WBL courses that might use e-learning, but only in specialist courses.Employer SatisfactionNSurvey done occasionally which contains some questions relevant to e-learning.QSurvey done every few years which contains some questions relevant to e-learning.An institution-wide approach to personalisation in e-learning which makes an attempt to balance pedagogy, access and government desires.An approach to personalisation in e-learning which goes a long way to balance pedagogy, access and government desires within an agenda of cost-effectiveness, quality assurance and the grounded research literature.kNo interest in the sustainability agenda, and/or possible negative effects of e-learning on sustainability.CNo activity beyond those earmarked and funded by external agencies.ESome projects beyond those earmarked and funded by external agencies.HEFCE theme 2009Performance DashBoard themeFramework for ExcellenceHEFCE theme 2005 Amount of useMIT90s+ theme (Re.ViCa) core (24) Release phaseUSeveral large-scale sustainability initiatives where e-learning is a major component. UK QAA tag UK QIA tag UNIQUe tagQoL tag MIT90s codehA culture where sustainability is built into decision-making and operation of large e-learning projects.kThe roles and responsibilities of each collaborative partner are defined and the procedures often followed.mThe roles and responsibilities of each collaborative partner are defined and the procedures usually followed.%No use of computer based assessment. DUse of computer based assessment in some way across the institution.fUse of computer based assessment in some way across the institution with pockets of thoroughgoing use.gA systematic managed process of using CBA across the institution in ways appropriate to each programme.XNo attempt to gain involvement of students in updating the design of e-learning courses.Some attempt to gain involvement of students in updating the design of e-learning courses but only in specialist courses e.g. courses about e-learning.MIT90s categorydInvolvement of students in updating the design of e-learning courses across a wide range of courses.oA managed approach to involvement of students in updating the design of e-learning courses across many courses.HHelp Desk exists for all students, with many lapses from service levels.*Help Desk is adequate but has some lapses.%Help Desk is deemed as good practice.?No attempt to measure the experience of students in e-learning.SSome attempt but limited to certain types of courses (e.g. distance learning, WBL).dAttention is paid to this across courses but only at a basic level e.g. in module/course evaluation.YMost courses using significant e-learning measure the student experience aspects of this.XAll courses using significant e-learning measure the student experience aspects of this. No attempt made to measure this.KSurvey done occasionally which contains some relevant e-learning questions.NSurvey done every few years which contains some relevant e-learning questions.USurvey done every year which contains many of the most relevant e-learning questions.XA work planning system which makes a reasonable attempt to cope with e-learning courses.ZAll staff engaged in the e-learning process have "nearby" fast-response technical support.MThere is some recognition (including financial recognition or "better jobs").UA few departments (e.g. business school) understand the issues of selling e-learning.ZSystem of user codes and passwords and some monitoring of how or whether they are misused.rSystem of user codes and passwords with monitoring of how or whether they are misused and issues resolved in time.A system where security breaches rarely occur and are fixed fast yet which allows staff and students to carry out their authorised duties easily and efficiently.SSome integration with some uniformity of data formats, interface and response time.No real understanding of how to apply knowledge of students and their behaviour, perhaps even no detailed knowledge of which students own PCs and why.mSome understanding of students and their behaviour, some general knowledge of which students own PCs and why.Student surveys or focus groups from time to time address this issue; but not always taken into account for programme proposals and e-learning support.cNo integration; erroneous belief systems or unwise extrapolation from minimal anecdotal situations. OBHE codeOBCROBSTOBPC$(reserved for employer/WBL criteria)rAnnual Student Satisfaction survey which explicitly addresses the main e-learning issues of relevance to students.No use of e-portfolios.Some use of e-portfolios.No use of learning objects.dSome use of learning objects but no recognition of the problems they cause and how to overcome them.fSome use of learning objects and some recognition of the problems they cause and how to overcome them.mConsiderable use of learning objects when appropriate but not a good understanding of the literature on them.>No evidence of organisational learning in the e-learning area.@Organisational learning in the e-learning area on a few aspects.BOrganisational learning in the e-learning area on several aspects.?Organisational learning in the e-learning area on most aspects.Balanced Scorecard tagNo.Adoption%All taken it up except some laggards. VLE stageOne VLE.Tools Usability AccessibilitygAll e-learning material and services are accessible, and key components validated by external agencies.e-Learning StrategyRegularly updated e-Learning Strategy, integrated with Learning and Teaching Strategy and all related strategies (e.g. Distance Learning, if relevant).PedagogyTrainingAcademic WorkloadiWork planning system which recognises the main differences that e-learning courses have from traditional.CostsZIntegrated annual planning process for e-learning integrated with overall course planning. Evaluation Organisation`All informally recognised e-learning experts have been explicitly recognised in a f< inancial way.UbiquityInstitution offers a pervasive seamless network/service to all its students, on- and off-campus and via wireless on campus also. Reliability Performance`All e-learning systems operate in all uptime within documented and accepted response guidelines. Foresight]Both look-ahead and lab, working in concert; at least one of these should be a sector leader.SellingLWidespread skill in selling e-learning and the theory to support the skills.IPRFIPR embedded and enforced in staff, consultant and supplier contracts.Competitor ResearchSecurityA system where security breaches are known not to occur yet which allows staff and students to carry out their authorised duties easily and efficiently. (unallocated) IntegrationLeveragePlagiarism AvoidancePlagiarism DetectionPhysicalRisksKProjects and programmes integrate pro-active risk management at all levels. Research Out Information Literacy of StudentsLibrary Services e-ResourcesUNo students have electronic resources appropriately embedded within their curriculum.WSome students have electronic resources appropriately embedded within their curriculum.WMany students have electronic resources appropriately embedded within their curriculum.WMost students have electronic resources appropriately embedded within their curriculum.VAll students have electronic resources appropriately embedded within their curriculum.All students have electronic resources appropriately embedded within their curriculum and also in informal learning support beyond the curriculum.UNo students have information literacy appropriately embedded within their curriculum.WSome students have information literacy appropriately embedded within their curriculum.WMany students have information literacy appropriately embedded within their curriculum.WMost students have information literacy appropriately embedded within their curriculum.VAll students have information literacy appropriately embedded within their curriculum.All students have information literacy appropriately embedded within their curriculum and also in informal learning beyond the curriculum.;All systems usable, with internal evidence to back this up.9No usability testing of systems, no grasp of the concept.HSome IT staff understand the concept of usability and test some systems.AMost systems usable, with some internal evidence to back this up.NAll systems usable with evidence of usability involving external verification.fAll e-learning material and systems are accessible, and key components validated by external agencies.]Some e-learning material and/or systems do not conform to minimum standards of accessibility.XMost e-learning material and most systems conform to minimum standards of accessibility.]Almost all e-learning material and all systems conform to minimum standards of accessibility.lAll e-learning material and systems conform to minimum standards of accessibility, much to higher standards.tEffective decision-making for e-learning projects across the whole institution, including variations when justified.]No uniformity in decision making regarding e-learning projects  "each project is different".QEffective decision-making for e-learning projects across most of the institution.cDecisions on e-learning projects taken in an organic way and efficient way, e.g. via a Round Table.zDecisions on e-learning projects get taken but some take a long time or may be contested even after the decision is taken._Terms well understood within the learning and teaching core team and among some academic staff._Terms well understood within the learning and teaching core team and among most academic staff.PA culture where techno-pedagogic decisions are made naturally within guidelines.qPedagogic guidelines for the whole institution with permitted variants, and understood and acted on by all staff.RTerms to do with pedagogy related to e-learning not understood in the institution.hTerms understood within the learning and teaching core team and among a few academic staff outside that.CIn addition, much learning material exceeds expectations on layout.7Most learning material conforms to explicit guidelines.All learning material conforms to explicit guidelines - but little embedding of guidelines in the process of materials creation.Institution-wide guidelines for learning material, which are adhered to and embedded from early in the materials creation process.ULittle conformance of learning material to guidelines (if any) for editing or layout.ISome allowance given, but distortions in the system, of concern to staff.;No understanding of costs of e-learning in any departments.9Understanding of costs of e-learning in some departments.9Understanding of costs of e-learning in most departments.>Good understanding of costs of e-learning in most departments.Activity-Based Costing or a system with equivalent functionality being used to some extent in all departments for costs of e-learning.Regular evaluation of all e-learning courses using a variety of measurement techniques and involving outside agencies where appropriate.SNo evaluation of e-learning courses take place that focusses on e-learning aspects.dSome evaluation of e-learning courses takes place, by staff with expertise in e-learning evaluation.qEvaluation of key e-learning courses is done from time to time, by staff with expertise in e-learning evaluation.Regular evaluation of all e-learning courses by experts, using a variety of measurement techniques and involving outside agencies where appropriate.rEvaluation of most e-learning courses is done from time to time, by staff with expertise in e-learning evaluation.RIn addition, a holistic view is taken of e-learnng support across the institution.,No appointments of e-learning support staff.pAppointments of e-learning support staff in at least some departments but no specialist managers of these staff.TConformance to external quality agency with no specific focus on e-learning courses.PConformance to external quality agency at a minimal level as regards e-learning.KConformance to external quality agency precepts that impinge on e-learning.vConformance to external quality agency precepts and local guidelines for e-learning within an overarching methodology.qFormal structure for recognition (e.g. Teaching Fellows), no real progress on recognition of staff in e-learning.vEffective decision-making for e-learning programmes across the whole institution, including variations when justified.Effective decision-making for e-learning programmes, with decisions taken in an organic, efficient and appropriately devolved way.Decisions on e-learning programmes get taken but some take a long time or may be contested or ignored after the decision is taken.aNo uniformity in decision making regarding e-learning programmes  "each programme is different".>Total integration of quality enhancement work with e-learning.;No integration of quality enhancement work with e-learning.@Partial integration of quality enhancement work with e-learning.AModerate integration of quality enhancement work with e-learning.DSubstantial integration of quality enhancement work with e-learning.In addition, integration of any teaching enhancement self-audit and quality enhancement processes with benchmarking e-learning.Learning outcomes across all courses are provably positively affected by the extent to which e-learning is a component of each course.The institution has an approach in a few departments to using e-learning to enhance the employability of students including in their own businesses.The institution has an approach in many departments to using e-learning to enhance the employability of students including in their own businesses.The institution has an approach in most departments to using e-learning to enhance the employability of s< tudents including in their own businesses.The institution takes care to ensure in all departments that e-learning is used in a reasoned way to enhance the employability of students including in their own businesses.UResearch outcomes are world-leading in terms of originality, significance and rigour.cResearch outcomes are below the national standard in terms of originality, significance and rigour.]Research outcomes are recognised nationally in terms of originality, significance and rigour.bResearch outcomes are recognised internationally in terms of originality, significance and rigour.aResearch outcomes are internationally excellent in terms of originality, significance and rigour.<In addition, the institution is a leader in its own country.Pedagogy Research InResearchers InThe institution is not aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.Some departments are aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.Many departments are aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.Most departments are aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.nIn addition, the institution makes full use in its programmes of its own research into pedagogy of e-learning.3(for national/regional indicators-derived criteria)qIt is important to be crystal clear what subsystems are counted in "the core e-learning system" and what are not.NThe core system is 99.99% reliable (total downtime less than 1 hour per year).NThe core system is 99.9% reliable (total downtime less than 9 hours per year).MThe core system is 99.5% reliable (total downtime less than 2 days per year).LThe core system is 99% reliable (total downtime less than 4 days per year)..LThe core system is 97% reliable (total downtime less than 12 days per year).2Cost of sales is similar compared with comparators3Time to market is similar compared with comparators_Some departments have a reasoned approach to managing each of their Unique Selling PropositionscThe overall institutional management style is a hybrid of academic and corporate, accepted by staffsThe overall institutional management style is a hybrid of academic and corporate, but not overall accepted by staff]The choice of languages for teaching is always evidence-based not e.g. politically determinedNThe choice of languages for teaching in some departments is not evidence-basedSome departments have a reasoned approach to managing their sub-brands but this is not well integrated with the institutional brand issues.No attempt made to measure staff satisfaction.^Staff satisfaction survey done occasionally which contains some relevant e-learning questions.aStaff satisfaction survey done every few years which contains some relevant e-learning questions.hStaff satisfaction survey done every year which contains many of the most relevant e-learning questions.Annual Staff Satisfaction survey which explicitly addresses the main e-learning issues of relevance to staff (e.g. support, workload).Annual Staff Satisfaction survey which explicitly addresses all e-learning issues of relevance to staff and is regarded as an exemplar for the sector.gNo attempt to measure the experience of staff in delivering and managing e-learning aspects of courses.Some attempt made to measure the experience of staff but limited to certain types of courses (e.g. distance learning, employer-based courses).Attention is paid to measuring the experience of staff across courses but only at a basic level e.g. in module/course evaluation.aMost courses using significant e-learning measure the staff experience aspects of this each year.aAll courses using significant e-learning measure the staff experience aspects of this each year..Annual Staff Experience survey which explicitly addresses all e-learning issues of relevance to staff and is regarded as an exemplar for the sector.QIn addition, use of a range of tools (web 2.0 etc) which facilitate this process.A few departments have a managed process of internal (intra-department) disssemination of good practice in e-learning aspects of courses.Most departments have a managed process of internal (intra-department) disssemination of good practice in e-learning aspects of courses.Many departments have a managed process of internal (intra-department) disssemination of good practice in e-learning aspects of courses.There is little sign of a managed process of internal disssemination of good practice in e-learning aspects of courses in any department.uA systematic managed process of internal dissemination of good practice in e-learning aspects of courses is in place. The present StructureDesign and deliveryginvolvement of students in updating the design of e-learning courses across a limited range of courses. Development7Evaluation and quality (see also: External environment)Evaluation and qualityCommunicationsValue for moneyStaff - generalFuturesDesign and development+Students (see also: Evaluation and quality)"Development (see also: Technology)LThe core system is 95% reliable (total downtime less than 19 days per year).7Leaders play no role in decisions affecting e-learning.The capability of leaders to make decisions regarding e-learning is moderately developed at department level but not institutionally.The capability of leaders to make decisions regarding e-learning is moderately developed at departmental and institutional level.The capability of leaders to make decisions regarding e-learning is adequately developed at departmental and institutional level.|The capability of leaders to make decisions regarding e-learning is fully developed at departmental and institutional level.sInnovators only are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.rEarly adopters are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.rEarly majority are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.qLate majority are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.mAll staff are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.ZIn addition, leaders are able to mentor other leaders in their own and other institutions.GMany staff are fully comfortable using web 2.0 tools where appropriate.ASome staff are comfortable using web 2.0 tools where appropriate.GMost staff are fully comfortable using web 2.0 tools where appropriate.[Only a few staff are comfortable using web 2.0 tools and most cannot judge appropriateness.A few departments or projects have a reasoned approach to collaboration to gain additional benefit from sharing e-learning material, methodologies and systems.Many departments and projects have a reasoned approach to collaboration to gain additional benefit from sharing e-learning material, methodologies and systems.Most departments and projects have a reasoned approach to collaboration to gain additional benefit from sharing e-learning material, methodologies and systems.The institution does not have collaborations to gain additional benefit from sharing e-learning material, methodologies and systems.Individuals (Leaders)E-xcellence tagCSF priority (Re.ViCa)Brand ManagementBMG=The institution has a reasoned approach to managing its brandUSP ManagementUSPSThe institution has a reasoned approach to managing its Unique Selling PropositionsTime to MarketTTM/Time to market is low compared with comparators Cost of SalesCSL.Cost of sales is low compared with comparatorsManagement StyleHYBMThe management style is a hybrid of academic and corporate, accepted by staffLanguage ChoiceLACVThe choice of languages for teaching is evidence-based not e.g. politically< determinedDissemination InternalDINTA systematic managed process of internal dissemination of good practice is in place.Staff ExperienceVAll courses using significant e-learning measure the staff experience aspects of this.Staff SatisfactionSSTAnnual Staff Satisfaction survey which explicitly addresses the main e-learning issues of relevance to staff (e.g. support, workload)Collaboration and PartnershipsCollaboration RolespProgramme offerings via e-learning as equally as informed by research as offerings of a more traditional nature.PersonalisationAn approach to personalisation in e-learning which balances pedagogy, access and government desires within an agenda of cost-effectiveness, quality assurance and the grounded research literature.Eco-SustainabilitytThe roles and responsibilities of each collaborative partner are clearly defined and the procedures always followed.%Help Desk is deemed as best practice.CDLocal view of central or notHEFCW category 2008OInterviews, cross-checking with JISC and CETIS, HE Academy, Becta, as relevant.7Interviews with senior staff in centre and departments.!Interview with senior management.NInterviews with seniorl staff and selective interviews with grass-roots staff.XPerusal of institution Quality Enhancement Programme reports (e.g. TQEF for English HE).Student Satisfaction e-PortfoliosAn approach to use of learning objects which balances pedagogy and technology within an agenda of cost-effectiveness, quality assurance and the grounded research literature.Organisational LearningIInstitution is a learning organisation on all core aspects of e-learning.level 5 statementLearning MaterialTechnical Support to StaffQuality AssuranceQuality EnhancementLearning Outcomes UniformityMarket ResearchWidening ParticipationComputer Based AssessmentStudent Engagement in DesignStudent Understanding of SystemStudent ExperienceLearning ObjectsDecisions on ProjectsDecisions on ProgrammesPlanning AnnuallyStaff Recognition and Reward DisadvantagedLOUUNIUBIRELPERFORMRECRESECINTLEVRSKROURINDSAPRSESUSEDSUSSATSEPEPOLOBADOVLETLSUSAACCELSDPRPEDLMATRGAWKCNLPLAEVAORGTSSQASSRRDPGQENPAVPDTPHYWPROLGCodeXSeamless integration with total uniformity of data formats, interface and response time.CBACOLIEarly adopters taking it up.Early majority taking it up.Late majority taking it up.8First wave embedded and universal, second wave starting.2How many segments of the Rogers model are engaged?6Interviews, surveys, documentation in IT reports, etc.TNo VLE.&VLEs reducing in number to around two.;One VLE chosen for future but not yet replaced former VLEs.]One VLE but with local variants when strong business case, and activity of a post-VLE nature.'Degree of coherence across institution.Observation, purchase orders.Some use of tools.$Use of locally developed tools also.-Scale, sophistication and depth of tools use..Explicit usability testing of all key systems.+Standard HCI usability testing and reports.qStrong evidence of conformance with letter and spirit of accessibility in all jurisdictions where students study.[Level of conformance to accessibility guidelines. (Split off separately for legal reasons.)#Test reports, user complaints, etc.SESome mention of e-learning within the Learning and Teaching Strategy.oFrequently updated e-Learning Strategy, integrated with Learning and Teaching Strategy and perhaps some others.ZCoherent regularly updated Strategy allowing adaptations to local needs, made public, etc. Degree of strategic engagement..P+Different VLEs across diferent departments.FSome guidelines on house styles, little conformance to any guidelines.BSome systematic training for e-learning, e.g. in some departments.RAll staff trained in VLE use, appropriate to job type - and retrained when needed.[Full Activity-Based Costing or similar system used and adapted to e-learning work planning.4Annual plans in some departments mention e-learning.MAnnual plans correlate with major e-learning initiatives in most departments.LAnnual plans correlated with most e-learning initiative in most departments.NFull Activity-Based Costing or similar system used and adapted to e-learning. oEvaluation built into an Excellence, TQM or other quality enhancement process - including benchmarking aspects.jCentral unit has Director-level instititution manager in charge and links to support teams in departments.MMost staff engaged in the e-learning process have "nearby" technical support.UAll staff engaged in the e-learning process have "nearby" fast-response tech support.^Increasing technical sophistication of staff means that explicit technical support can reduce.TConformance to external quality agency precepts and local guidelines for e-learning.rLeadership re external quality agency and wider quality agencies as to appropriate quality regimes for e-learning.VNo recognition for staff, explicit pressure against (e.g. due to research assessment).cInstitution offers markedly inferior service to off-campus users (e.g. some systems not available).xSome departments have considerable (practical) skill in selling e-learning but without the theory to support the skills.^Most departments have considerable skill in selling e-learning and the theory supporting that.HNo IPR items in contracts for staff or consultants (only for suppliers).PIPR in staff contracts but only partially enforced (e.g. avoiding senior staff).oMarket research done centrally and in or on behalf of a few departments, and aware of a few e-learning aspects.Market research done centrally and in or on behalf of some departments, and aware of some e-learning aspects e.g. on major programmes; updated from time to time.mMarket research done centrally and in or on behalf of most departments, and aware of many e-learning aspects.Market research done centrally and in or on behalf of all departments, and aware of e-learning aspects; updated annually or prior to major programme planning.sCompetitor research done centrally and in or on behalf of a few departments, and aware of a few e-learning aspects.Competitor research done centrally and in or on behalf of several departments, and aware of some e-learning aspects e.g. on major programmes.qCompetitor research done centrally and in or on behalf of most departments, and aware of many e-learning aspects.qCompetitor research done centrally and in or on behalf of all departments, and fully aware of e-learning aspects.iVLE and tools run separately from administrative systems (fees, admissions, etc); manual transfers occur.One but not both of: annual student surveys and focus groups are used to determine skill levels; and this is taken into account for programme proposals and e-learning support.JNo attempt to brief students against plagiarism in the e-learning context.Some attempts in some departments to brief students against plagiarism in the e-learning context and to set more suitable assignments.oMany departments brief students against plagiarism in the e-learning context and set more suitable assignments.oMost departments brief students against plagiarism in the e-learning context and set more suitable assignments.All departments operate an electronic system for the detection of plagiarism and an associated human process to confirm diagnoses and take corrective action.Sustained universal campaign to brief students against plagiarism in the e-learning context and to set more suitable assignments.Some departments operate an electronic system for the detection of plagiarism and an associated human process to confirm diagnoses and take corrective action.Many departments operate an electronic system for the detection of plagiarism and an associated human process to confirm diagnoses and take corrective action.Most departments operate an electronic system for the detec<tion of plagiarism and an associated human process to confirm diagnoses and take corrective action.>No integration of estates decisions with e-learning decisions.XUnderstanding in general terms of the issues, no attempt made to base decisions on data.\Integration of e-learning strategy, plans and decisions with the space management processes.[No integration but at least no negative spill-over into e-learning strategy and operations.No integration of e-learning strategy, plans and decisions with support for disadvantaged students (other than disabled - see 05 - and WP - see 70).Some integration of e-learning strategy, plans and decisions with support for disadvantaged students (other than disabled - see 05 - and WP - see 70).Moderate integration of e-learning strategy, plans and decisions with support for disadvantaged students (other than disabled - see 05 - and WP - see 70).b @sUx" ! !I !y $%b[&&g&-''>'x(J((,)- -l02`4]s7:,=M@ BFJ$6L}N  PQnSpU)QX:[_l n` -a c/Ffh'kUen,pq:rVtu+wbxrz}1v σކ#)nFAb&Gќ 6W0Bc.O ^[)&|yܽ <9 li  &# Xcc^ n  T $CBrrz  dMbP?_*+% Page &P&R&F'$Prepared by Paul Bacsich &D&RPage &P&~?'~?(~?)~?M: Brother HL-1450 series*\ C KXXA4TPRIV '''' ldArial ENGLISHBRSPL01A.EXEBRRBATOM_1450opt_1450.inicop_1450.iniHL145ini.datHL145def.datBRSPL01A.EXEdArialdEOSC" K `? `?U} m} } I} }  }  } $@}  @} }  } $} $}  }  }  }  } $ }  }  @}  1}  }  $ } !&$ } ''?} ((?} )-} 11} :$  Code::9 :::::::: : : : : :::::r@:::  :I:I:I:I :::::  ::  ~ F   R     w  E D > >k H  | m  >> }   l > >} >< 0= 0 ; 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