Lensing, Slicing and

Focussing eMM
 Different perspectives

• How can eMM be used to provide an

insight into different parts of an
organisation?
 Sampling, slicing lensing
Our own definitions –
• Sampling
– Different levels
– Course, faculty, school, project
• Slicing
– eMM can be employed vertically to assess a discreet
part of the organisation, or horizontally to view one
aspect of the e-learning lifecycle across the
organisation
• Lensing
– eMM can be lensed to focus upon a particular theme
of domain of e-learning
 Institution Assessment
A single assessment
view of
representative
samples of elearning
processes from
across the whole
institution
Vertical Slicing
 Horizontal Slicing

• Focus on one
particular area of e-
learning provision,
e.g. content
development,
student support
within the institution
 Lensing

• eMM can be ‘lensed’

to focus on a set of
processes relating to a
particular theme or
domain of elearning,
e.g. staff
competences, student
learning experience
• Domain maps
 Lensing eMM
• Provides a structured method of considering a
defined situation and the current or required
activities
• Gap analysis can help to identify and prioritise
new practices to support, develop and improve
existing e-learning activities.
• Domain analysis can be used to identify
practices needed to design, implement, support
and develop new e-learning activities.
Developing an existing course
for online delivery
 Outputs
• Identified/lensed practices from eMM
• Articulated these as competencies
• Devised questions and grouped (a question may
cover more than one practice)
• Verified competencies
• Align competencies with current training
provision
• Built Database Learning Needs Analysis tool
 Course Planning Workshop
Before
• eMM used to inform workshop planning
• Drew together relevant experts
After
• Evaluation of our own procedure
• Verification of e-learning lifecycle
completeness
• eMM practices mapped to mindmap
Implementing a Learning
Object Repository
 Changes to course material
handling
• A digital repository proposed as a solution
to address a range of requirements:
– New curriculum
– Quality
– Storage
– Reuse
– Commercialisation of content
 Changes to course material
handling

• Identified practices that relate to content

development and reuse
• Prioritise new practices for adoption
• Use prioritised practices to develop new
workflows
 Student Learning Experience
• Identify those practices that relate to the
determination of student experience

• How do you know you are measuring and

using the SLE effectively?