<thead>
|
No.
|
Criterion name
|
Code
|
Best practice statement
|
MIT90s category
|
OBHE category
|
CSF grade
(1-3)
|
</thead>
|
1
|
Adoption
|
ADO
|
All taken it up
except some laggards.
|
Individuals (Staff)
|
Delivery
|
|
|
2
|
VLE stage
|
VLE
|
One VLE.
|
Technology
|
Delivery
|
|
|
3
|
Tools
|
TLS
|
Institution-wide
use of several tools.
|
Technology
|
Delivery
|
|
|
4
|
Usability
|
USA
|
All services
usable, with internal evidence to back this up.
|
Technology
|
Delivery
|
1
|
|
5
|
Accessibility
|
ACC
|
All e-learning
material and services are accessible, and key components validated by
external agencies.
|
Technology
|
Delivery
|
|
|
6
|
e-Learning
Strategy
|
ELS
|
Regularly
updated e-Learning Strategy, integrated with Learning and Teaching Strategy
and all related strategies (e.g. Distance Learning, if relevant).
|
Strategy
|
Strategy development
|
1
|
|
7
|
Decisions on
Projects
|
DPR
|
Effective
decision-making for e-learning across the whole institution, including
variations when justified.
|
Processes
|
Management and leadership
|
1
|
|
8
|
Pedagogy
|
PED
|
Pedagogic
guidelines for the whole institution and acted on.
|
Individuals (Staff)
|
Staff
|
|
|
9
|
Learning
Material
|
LMA
|
Institution-wide
standards for learning material, which are adhered to and embedded at an
early stage, e.g. by style sheets.
|
Processes
|
Delivery
|
|
|
10
|
Training
|
TRG
|
All staff
trained in VLE use, appropriate to job type - and retrained when needed.
|
Individuals (Staff)
|
Staff
|
1
|
|
11
|
Academic
Workload
|
AWK
|
Work planning
system which recognises the main differences that e-learning courses have
from traditional.
|
Processes
|
Resources and value for money
|
1
|
|
12
|
Costs
|
CNL
|
Activity-Based
Costing or a system with equivalent functionality being used to some extent
in all departments.
|
Processes
|
Resources and value for money
|
1
|
|
13
|
Planning
Annually
|
PLA
|
Integrated
annual planning process for e-learning integrated with overall course planning.
|
Processes
|
Management and leadership
|
|
|
14
|
Evaluation
|
EVA
|
Regular
evaluation of all courses using a variety of measurement techniques and
involving outside agencies where appropriate.
|
Processes
|
Communication, evaluation and review
|
|
|
15
|
Organisation
|
ORG
|
Central unit has
Director-level institution manager in charge and links to support teams in
departments.
|
Organisation
|
Management and leadership
|
1
|
|
16
|
Technical
Support to Staff
|
TSS
|
All staff
engaged in the e-learning process have "nearby" fast-response tech
support.
|
Individuals
|
Delivery
|
|
|
17
|
Quality
Assurance
|
QAS
|
Conformance to
external quality agency precepts and local guidelines for e-learning within
an overarching methodology (EFQM, etc).
|
Processes
|
Communication, evaluation and review
|
1
|
|
18
|
Staff
Recognition and Reward
|
SRR
|
All informally
recognised e-learning experts have been explicitly recognised in a financial
way.
|
Individuals (Staff) (NOT Technology)
|
Staff
|
1
|
|
19
|
Decisions on
Programmes
|
DPG
|
Effective
decision-making for e-learning across the whole institution, including
variations when justified.
|
Processes
|
Management and leadership
|
1
|
|
20
|
Quality
Enhancement
|
QEN
|
Total
integration of "traditional" quality enhancement work with
e-learning.
|
Processes
|
Communication, evaluation and review
|
|
|
21
|
Adoption
by Staff of Enhanced Learning
|
AEL
|
All
staff except laggards are delivering "enhanced learning" via
appropriate use of e-learning and can evidence their claims.
|
Processes
|
Staff
|
|
|
22
|
Leadership
in e-Learning
|
LEL
|
The
capability of leaders to make decisions regarding e-learning is fully
developed.
|
Individuals (Leaders)
|
Management and leadership
|
1
|
|
23
|
Teaching
2.0
|
T2O
|
The
institution is fully comfortable using web 2.0 tools where appropriate.
|
Technology
|
Staff
|
|
|
24
|
Collaboration
for e-Learning
|
CFE
|
The
institution has a reasoned approach to collaboration at various levels to
gain additional benefit from sharing e-learning material, methodologies and
systems.
|
External environment
|
Partnership and collaboration
|
1
|
|
25
|
Brand
Management
|
BMG
|
The
institution has a reasoned approach to managing its brand
|
External environment
|
Management and leadership
|
1
|
|
26
|
USP
Management
|
USP
|
The
institution has a reasoned approach to managing its Unique Selling
Propositions
|
External environment
|
Management and leadership
|
1
|
|
27
|
Time
to Market
|
TTM
|
Time
to market is low compared with comparators
|
External environment
|
Management and leadership
|
1
|
|
28
|
Cost
of Sales
|
CSL
|
Cost
of sales is low compared with comparators
|
External environment
|
Management and leadership
|
1
|
|
29
|
Management
Style
|
HYB
|
The
management style is a hybrid of academic and corporate, accepted by staff
|
Individuals (Leaders)
|
Management and leadership
|
1
|
|
30
|
Language
Choice
|
LAC
|
The
choice of languages for teaching is evidence-based not e.g. politically
determined
|
External environment
|
Management and leadership
|
1
|
|
50
|
Learning
Outcomes
|
LOU
|
Learning
outcomes across all courses are provably unaffected by the extent to which
e-learning is a component of each course.
|
Individuals (Students)
|
Delivery
|
|
|
51
|
Uniformity
|
UNI
|
Institution
offers the same service level (pedagogic and administrative) to all students
irrespective of mode or location of study (including DL and WBL).
|
Technology
|
Delivery
|
1
|
|
52
|
Ubiquity
|
UBI
|
Institution
offers a pervasive seamless network/service to all its students, on- and off-campus
and via wireless on campus also.
|
Technology
|
Delivery
|
|
|
53
|
Reliability
|
REL
|
0.999 (99.9% availability)
|
Technology
|
Delivery
|
1
|
|
54
|
Performance
|
PER
|
All e-learning
systems operate in all uptime within documented and accepted response
guidelines.
|
Technology
|
Delivery
|
|
|
55
|
Foresight
|
FOR
|
Both look-ahead
and lab, working in concert; at least one of these should be a sector leader.
|
External environment
|
Management and leadership
|
1
|
|
56
|
Selling
|
SEL
|
Widespread skill
in selling e-learning and the theory to support the skills.
|
Processes
|
Management and leadership
|
1
|
|
57
|
IPR
|
IPR
|
IPR embedded and
enforced in staff, consultant and supplier contracts.
|
Processes
|
Management and leadership
|
|
|
58
|
Market Research
|
MRE
|
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.
|
External environment
|
Communication, evaluation and review
|
1
|
|
59
|
Competitor
Research
|
CRE
|
Competitor
research done centrally and in or on behalf of all departments, and fully
aware of e-learning aspects.
|
External environment
|
Communication, evaluation and review
|
1
|
|
60
|
Security
|
SEC
|
A system where
security breaches are known not to occur yet which allows staff and students
to carry out their authorised duties easily and efficiently.
|
Technology
|
Delivery
|
|
|
61
|
Pedagogy
Research
|
PRC
|
The
institution is fully aware of outcomes of research which will enhance the
experience of its students by suitable use of e-learning.
|
|
Communication, evaluation and review
|
|
|
62
|
Integration
|
INT
|
Seamless
integration with total uniformity of data formats, interface and response
time.
|
Technology
|
Delivery
|
|
|
63
|
Leverage
|
LEV
|
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.
|
Individuals (Students)
|
Students
|
|
|
64
|
Plagiarism
Avoidance
|
PAV
|
Sustained
universal campaign to brief students against plagiarism in the e-learning
context and to set more suitable assignments.
|
Individuals (Students)
|
Students
|
|
|
65
|
Plagiarism
Detection
|
PDT
|
All departments
operate an electronic system for the detection of plagiarism and an
associated human process to confirm diagnoses and take corrective action.
|
Individuals (Students)
|
Students
|
|
|
66
|
Physical
|
PHY
|
Integration of
e-learning strategy, plans and decisions with the space management processes.
|
Strategy
|
Strategy development
|
|
|
67
|
Risks
|
RSK
|
Projects and
programmes integrate pro-active risk management at all levels.
|
Processes
|
Management and leadership
|
|
|
68
|
Research Out
|
ROU
|
Essentially RAE
4*.
|
Individuals (Staff)
|
Staff
|
|
|
69
|
Research In
|
RIN
|
Programme
offerings via e-learning as equally as informed by research as offerings of a
more traditional nature.
|
External environment
|
Delivery
|
|
|
70
|
Widening
Participation
|
WPR
|
Integration of
e-learning strategy, plans and decisions with Widening Participation
processes, within a framework of cost- and income-awareness.
|
Strategy
|
Strategy development
|
|
|
71
|
Disadvantaged
|
DSA
|
Full integration
of e-learning strategy, plans and decisions with support for disadvantaged
students (other than disabled - see 05 - and WP - see 70).
|
Strategy
|
Strategy development
|
|
|
72
|
Personalisation
|
PRS
|
An 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.
|
Individuals (Students)
|
Students
|
|
|
73
|
Eco-Sustainability
|
ESU
|
A culture where
sustainability is built into decision-making and operation of large
e-learning projects.
|
Processes
|
Strategy development
|
|
|
79
|
Collaboration
Roles
|
COL
|
The roles and
responsibilities of each collaborative partner are clearly defined and the
procedures always followed.
|
External environment
|
Partnership and collaboration
|
1
|
|
80
|
Computer Based
Assessment
|
CBA
|
A systematic
managed process is in place of using CBA across the institution in ways
appropriate to each programme.
|
Technology
|
Students
|
|
|
81
|
Computer
Managed Assessment
|
CMA
|
A
systematic managed process is in place of using Computer Managed Assessment
and feedback of assignments (including dissertations) across the institution
in ways appropriate to each programme.
|
Technology
|
Delivery
|
|
|
82
|
Dissemination
Internal
|
DIN
|
A
systematic managed process of internal dissemination of good practice is in
place.
|
Processes
|
Communication, evaluation and review
|
1
|
|
83
|
Staff
Experience
|
SEP
|
All
courses using significant e-learning measure the staff experience aspects of
this.
|
Individuals (Staff)
|
Staff
|
|
|
84
|
Staff
Satisfaction
|
SST
|
Annual
Staff Satisfaction survey which explicitly addresses the main e-learning
issues of relevance to staff (e.g. support, workload)
|
Individuals (Staff)
|
Staff
|
|
|
85
|
Employer
Engagement
|
EEN
|
A
managed approach to involvement of employers of students in creating or
updating WBL courses to include appropriate amounts of e-learning.
|
Processes
|
Management and leadership
|
|
|
86
|
Employer
Experience
|
EEP
|
All
WBL courses using significant e-learning measure the employer experience
aspects of this.
|
Processes
|
Management and leadership
|
|
|
87
|
Employer
Satisfaction
|
EST
|
Annual
Employer Satisfaction survey which explicitly addresses the main e-learning
issues of relevance to employers of students on WBL courses.
|
Individuals (Students)
|
Management and leadership
|
|
|
89
|
Employability
|
EMP
|
The
institution takes care to ensure that e-learning is used in a reasoned way to
enhance the employability of students including in their own businesses.
|
Individuals (Students)
|
Delivery
|
|
|
90
|
Student
Engagement in Design
|
SED
|
A managed
approach to involvement of students in updating the design of e-learning
courses across many courses.
|
Individuals (Students)
|
Students
|
|
|
91
|
Student
Understanding of System
|
SUS
|
Students have
good understanding of the rules governing assignment submission, feedback,
plagiarism, costs, attendance, etc and always act on them.
|
Individuals (Students)
|
Students
|
1
|
|
92
|
Student Help
Desk
|
SHD
|
Help Desk is
deemed as best practice.
|
Individuals (Students)
|
Delivery
|
1
|
|
93
|
Student
Experience
|
SXP
|
All courses
using significant e-learning measure the student experience aspects of this.
|
Individuals (Students)
|
Students
|
|
|
94
|
Student
Satisfaction
|
SAT
|
Annual Student
Satisfaction survey which explicitly addresses the main e-learning issues of
relevance to students.
|
Individuals (Students)
|
Students
|
|
|
95
|
e-Portfolios
|
EPO
|
Use of
e-portfolios in all departments.
|
Processes
|
Students
|
|
|
96
|
Learning Objects
|
LOB
|
An approach to
use of learning objects which balances pedagogy and technology within an
agenda of cost-effectiveness, quality assurance and the grounded research
literature.
|
Technology
|
Delivery
|
|
|
97
|
Open
Educational Resources
|
OER
|
The
institution has a reasoned approach to the use of OER and is using them
across the institution.
|
Technology
|
Delivery
|
|
|
98
|
Benchmarking
|
BMK
|
The
institution has recently benchmarked its e-learning and is working through
the implications of the results.
|
Processes
|
Management and leadership
|
|
|
99
|
Organisational
Learning
|
OLG
|
Institution is a
learning organisation on all core aspects of e-learning.
|
Processes
|
Staff
|
|