Introduction and objectives
|Change with digital technologies in education (#OERuCDTE)|
|E-Learning Maturity Model||Introduction and objectives | Video signpost | Overview of eMM | e-Activity - e-Learning processes | Dimensions | e-Activity - Mindmap and mini-evaluation | e-Activity - eMM evaluation|
|“||Knowledge comes, but wisdom lingers. It may not be difficult to store up in the mind a vast quantity of facts within a comparatively short time, but the ability to form judgements requires the severe discipline of hard work and the tempering heat of experience and maturity.||”|
In schools, training institutions, colleges, polytechnics and universities there will be individuals who are very successful with the adoption and integration of new digital technologies and e-learning approaches to support teaching and learning. However, consider for example, the impact on the organisation if these champions were to move to another institution. Will the organisation be able to continue with improved adoption of e-learning approaches into the future?
It follows that a cable e-learning organisation is one which can sustain e-learning as the demand, processes, technologies and staff change over time.
In this section we shift our focus on change with digital technology from the personal context to the organisational context. We will study the e-Learning Maturity Model (eMM) as a framework for assessing organisational capability to sustainably develop, deploy and support e-learning. The idea underpinning eMM is that the ability of an institution to be effective in e-learning is determined by their capability to engage in high quality processes which can be replicated, extended and sustained as the adoption of new e-learning technologies and approaches increases or changes over time.