Sector and organisational e-Learning capability

Evaluation of the e-Learning Collaborative Development Fund

This was prepared by CORE Education Ltd. for the TEC. The e-Learning Collaborative Development Fund (eCDF) (established by Cabinet mandate in 2003 until 2007) had the specific purpose of building the e-Learning capability of the tertiary education system through a series of contestably funded collaborative projects. This collaboration was intended to achieve ‘economies of scale’ around e-Learning investments and provide "demonstrable benefits" to the collaborating partners and, potentially, to the sector as a whole.

The primary objectives of this evaluation report were to:

• examine whether the eCDF achieved its purpose of building the e-Learning capability of the tertiary education system by investigating the identifiable outcomes of the round 1 eCDF projects including exploring factors that contributed to their success or failure
• scope the state of e-Learning capability in the tertiary sector as a whole; and
• assess, on the basis of the above, the need for further funding to improve e-Learning capability in the tertiary education sector.

The review report is available through the following link Ham, V. and Wenmoth, D. (2007). Evaluation of the e-Learning Collaborative Development Fund: Final Report. Wellington [PDF v1.6, 2.29mb] [Tertiary Education Commission website].

back to top

Determination of New Zealand Tertiary Institution e-Learning Capability: An Application of an e-Learning Maturity Model (eMM)

This research report was commissioned by the Ministry and undertaken by Victoria University of Wellington and e-Learnz Inc. It outlines the key findings from a detailed e-Learning capability determination exercise with a number of New Zealand Tertiary Education Organisations. It assessed their strategic and operational capability for delivering and maintaining e-Learning in an educationally and organisationally effective manner.

The executive summary is available on the Education Counts website. For the full report please visit the Victoria University of Wellington website.

back to top

E-Learning Maturity Model (eMM) Version Two - New Zealand Tertiary Institution e-Learning Capability: Informing and Guiding e-Learning Architectural Change and Development

This research report commissioned by the Ministry and undertaken by Victoria University of Wellington and e-Learnz Inc is a follow up to the one above. It builds on the first report above by taking the ideas of process capability maturity and using them as a foundation for a form of benchmarking. This is explicitly intended to improve the quality of e-Learning for the benefit of students, staff and institutions.

This further iteration of the model is based on software process maturity models that have been found effective in supporting the transfer of good practice between projects (Herbsleb et al. 1994; Lawlis et al. 1995) and in answering the questions (SECAT 1998):

• Is the organisation successful at learning from past mistakes?
• Is it clear that the organisation is spending limited resources effectively?
• Does everyone agree which problems within the organisation are the highest priorities?
• Does the organisation have a clear picture of how it will improve its processes?

The executive summary and detailed descriptions of the underlying processes, practices and methodology of the report are available on the Education Counts website.

back to top

Global picture, local lessons: e-Learning policy and accessibility

This research report was commissioned by the Ministry and undertaken by Massey University. This examined the existing international state and federal/provincial policy in the area of e-Learning, and attempted to determine the outcomes of the policy implementation. It also considered subsequent and proposed amendments and the reasons for those. It determined the nature of government-funded infrastructural arrangements for e-Learning, focusing on the specific barriers and enablers faced by small and remote communities.

Both areas (policy and accessibility) included Australia, Canada, the UK, EU states, federal and state policy in the USA, and the more developed Asian nations. It also considered trans-national organisations as part of the context of policy formation eg the Commonwealth of Learning and UNESCO.

The project report is available on the Education Counts website.