Group items tagged

The underlying principle of the University benchmark is that all modules can adopt technology to effectively benefit some aspect of the learning, teaching and assessment experience. The University benchmark for the use of technology in modules, which you can find here, is therefore designed to help academic staff to consider new or further developed uses of technology that are appropriate for the contexts within which they teach

Some benchmarking links at Assoc. Commonwealth Unis.

The wikipedia article on Benchmarking

european site with info and resources on benchmarking.

This review of collaborative benchmarking in higher education is aimed at people who have a responsibility for evaluating institutional policies, practices and performance. It is intended to provide an overview of benchmarking as a tool for self-evaluation and self-improvement. The overview is published with permission of the journal Quality Assurance in Education 2001.

Australian eLearning Framework stuff on benchmarking.

Thread on Moodle.org describing an initiative to progress staff in their elearning development by benchmarking their Moodle papers.

"The Higher Education Academy published the book Transforming Higher Education Through Technology Enhanced Learning in December 2009. Although the book has its genesis in the e-learning Benchmarking & Pathfinder Programme led by the Higher Education Academy from 2005-2008 readers will find that the book contains a thought-provoking edited collection which offers far more than a straightforward account of outcomes of one national programme; you will find that it is both broad in scope and reflective in tone"

Revamp of elearning guidelines - sort of benchmarking I guess (at least that is how it looks to me)

By this autumn, every university in England will have published a new set of information about every undergraduate course on offer. These Key Information Sets will include data on areas such as contact hours, graduate salaries and student satisfaction. But with little fanfare, one institution has already put itself ahead of the game by displaying information about its graduates in a way that could set a benchmark for the sector. The University of Oxford has created an online tool for comparing data about its graduates' careers and salaries. Tucked away on its main careers website and organised into a set of user-friendly tables, it allows immediate comparisons of the salary and employment status of its alumni from 2008-09 and 2009-10 - undergraduate and postgraduate - sorted by subject area, individual course and even constituent college.

A UK FE college brings in graded standards to improve the quality of its courses.  Based in Moodle and uses some automated system. 

One of the activities we are currently all engaged with is mapping our existing curriculum design processes and developing a baseline document of curriculum design which we can use as a benchmark of progress achieved on the projects. A key issue for all of us is how to represent curriculum design - what representations might be useful, for what purposes and for whom?

Another case study of increasing teacher engagement with online teaching through a graded 'awards' system.  Going for positive reinforcement rather than a compliance model while still suggesting that there should be a minimum standard.

New tool from JISC to allow the testing of services and data throughput.

"It's a general overview of the eMM work in universities, and probably a good introduction to the eMM for those who don't want to search through the website." Stephen Marshall