Download - Mind The Gap: optimising impact of CPD
Mind the Gap: Optimising Impact of CPD
Dr. Jo Smedley
Associate Dean (Learning & Teaching)
Newport Business School
Impact of knowledge management using technology
• Organisations often identify aspects of related weakness and address them strategically
• Centrally organised knowledge management initiatives often leave “gaps” in personalised knowledge management – Reduces the impact of overall progress.
• Theoretical quantitative model for impact of organisational
approach in knowledge management using technology – Provides a measure of personalised knowledge management
from organisational initiatives
Evaluating organisational learning through technology
• Bacsich (2005) focused on benchmarking in universities – Oriented to benchmarking administrative processes
• UK national Benchmarking and Pathfinder programme between 2003-2008 provided UK Universities with a structured approach
• Involved five methodologies:- – ELTI (Embedding Learning Technologies Institutionally) – eMM (e-Learning Maturity Model) – MIT90s – OBHE/ACU – Pick and Mix
Using eMM
• Marshall and Mitchell (2005)
– Learning
– Development
– Support
– Evaluation
– Organization
• Organisational and individual perspectives
Modelling impact
• Organisational learning
• Individual learning
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Applying the model: CPD across an HE organisation
• 104 staff and 193 students
• Question categories for staff and students – U: Aspects of usability of a learning management system by staff (4
questions) and student (3 questions) users
– T: Appropriateness of training provided to staff (1 question) and student (1 question) users
– C: Discussion of learning through technology by staff (1 question)
– S: Use of plagiarism software by staff (1 question) and students (1 question)
Developing the impact equations
Impact Equation: Staff
Impact Equation: Students
Analysing Gaps
Impact Equations: Gaps
Usability Software
Training
Impact: Staff and students
Impact: Usability, Software and Training
Impact across areas
Staff impact factors across areas
Student impact factors across areas
Continuing developments
• Definition/categorisation of elements
• Optimisation of elements to maximise impact
• Weighting factors