eBenchmarking for Quality Enhancement November 2007 Prepared by Dr Maree Gosper Assisted by Ms Karen Woo Table of Content Executive Summary ................................................................................................................................... i Recommendations...................................................................................................................................iii 1. Introduction ...........................................................................................................................................1 eBenchmarking for Quality Enhancement .......................................................................................1 Phase 1: Identification of policy, procedures and guidelines........................................................2 Phase 2: Identification of good practice in the sector ...................................................................2 Phase 3: Griffith University review........................................................................................................3 2. A statement of context - vision and rationale for the use of technologies in learning and teaching.....................................................................................................................................................4 Sector activity ........................................................................................................................................4 The way forward – recommendations...............................................................................................6 3. Governance and management .......................................................................................................7 Sector activity ........................................................................................................................................8 The way forward – recommendations.............................................................................................10 4. Policy Framework – to guide practice and ensure quality and sustainability ..........................12 4.1 Infrastructure: Policy and guidelines around ICTs for teaching and learning to support mainstream use and innovative practice.......................................................................................13 4.2 Academic Practice – policies and guidelines that make reference to the implications for the use of ICTs ......................................................................................................................................17 4.3 Academic/Professional Development ......................................................................................20 4.4 Student induction..........................................................................................................................21 4.5 Quality Assurance / Enhancement ............................................................................................22 5. Managing decisions about new technologies for learning and teaching...............................25 References...............................................................................................................................................27 Appendix 1: Report on the IRUA eBenchmarking Exercise (attached) Appendix 2: Focus Group Report (attached) eBenchmarking for Quality Enhancement Executive Summary In May 2007, Macquarie University participated in an eLearning benchmarking exercise sponsored by Innovative Research Universities Australia. The universities involved were Macquarie, Griffith, La Trobe, Murdoch, Newcastle and Flinders. As a result of this exercise, Macquarie identified three benchmarks for further action: 1. Specific plans relating to the use of technologies for teaching and learning are aligned with the institution’s strategic and operational plans. 2. Decisions regarding the adoption of new technology are made within current policy frameworks. 3. Planning for technologies in teaching and learning is aligned with the budget process, i.e. funds are allocated to progress priorities. Advancing the work in these three areas entailed two interrelated aspects. The first was the identification of policies, procedures and guidelines to form the nucleus of a policy framework to guide practice. The second was the identification of mechanisms for ensuring that institutional strategy, policy frameworks, planning and resourcing decisions are all aligned. A three-phase approach was adopted. The first phase was a series of focus groups to identify areas for policy development. For this exercise policy was defined in its broadest sense as encompassing policy, procedures and guidelines. The second phase was a web-based search of relevant policy frameworks, governance and management structures in place at a range of Australian and international universities. The third phase was a further meeting of the benchmarking participants to explore the systems and practices in place at Griffith University in relation to the three benchmarking criteria. Griffith University was chosen because it was clearly the most advanced in this area – as identified in the initial benchmarking exercise. The information gathered from each of these sources has been synthesised to form seventeen recommendations covering: a statement of context, vision and rationale for the use of technologies for learning and teaching governance and management of the use of technologies for learning and teaching i eBenchmarking for Quality Enhancement policy to guide practice and ensure quality and sustainability managing decisions about new technologies for learning and teaching Together, the recommendations provide the beginnings of a framework for governing and managing the adoption and use of technologies for learning and teaching at Macquarie in line with the three benchmarking principles outlined above. Underpinning the recommendations is the principle that eLearning is not different or separate from learning. eLearning is simply the use of digital information and communication technologies to enhance the process of teaching and learning (eLearning Policy Committee, 2003). Currently, special consideration is being given to eLearning because of the pervasive and disruptive influence of web technologies on all aspects of learning and teaching and its implications for physical, technical and human infrastructure. However, with better understanding, technologies for learning should become ubiquitous and integrated into the broader umbrella of learning and teaching. ii eBenchmarking for Quality Enhancement Recommendations 1. A statement of context, vision and rationale for the use of technologies in learning and teaching Recommendation 1 Reframe ‘eLearning’ as the use of technologies in learning and teaching in order to avoid any misconception that ‘eLearning’ and ‘learning’ are discrete entities. Recommendation 2 Develop a vision, rationale and context for the use of technologies in learning and teaching at Macquarie University which articulates relationships with Macquarie’s vision, strategic directions and learning and teaching in general. 2. Governance and management Recommendation 3 3.1 Reinforce the University’s Learning and Teaching Committee as the governing body for the use of technologies in learning and teaching in order to: maximise integration into the University’s educational imperatives, strategic directions and operational plans facilitate dissemination of policy, plans and procedures through the Associate Deans (Learning and Teaching) to the academic community 3.2 Recognise the Committee for IT Planning around Academic Priorities as the principle advisory committee to the Deputy Vice-Chancellor (Provost) and the Learning and Teaching Committee on all matters relating to the use of technologies in Learning and Teaching. This arrangement will maximise alignment with and interoperability with the University’s academic mission, its IT infrastructure and related enterprise systems. Recommendation 4 Develop a Framework for Technologies in Learning and Teaching to complement the University’s Learning and Teaching Plan. The Framework will guide the development and use of technology for learning and teaching at Macquarie. It should include a vision for the use of technologies in learning and teaching, a portfolio of policies to guide practice, a strategic plan and an operational plan. iii eBenchmarking for Quality Enhancement Recommendation 5 Review, and develop where necessary, mechanisms to ensure that technologies for learning and teaching are adequately resourced and represented in the University’s budget procedures. In doing so, separate budget arrangements should be available for: the maintenance and ongoing development of the University’s platform of mainstream technologies for learning and teaching support for Innovation - the identification, test-bedding and integration of new technologies into mainstream systems. All requests relating to the use of technologies in learning and teaching should be advanced through the governance and management arrangements arising from Recommendation 3. This will ensure alignment with strategic directions, plans and policy frameworks. 3. Policy– to guide practice and ensure quality and sustainability 3.1 Technical infrastructure Recommendation 6 Develop policies, procedures or guidelines around the development and use of technologies and systems for learning and teaching purposes outside the platform supported by the Online Teaching