ACODE benchmarking : plotting a bright future

The Australasian Council on Open Distance and E-learning (ACODE) benchmarks were the first major attempt, in an Australasian context, to bring a consistent framework to the use of e-Learning in and for higher education institutions (HEIs). The aim of the benchmarks were and continues to be to provide measurable indicators toward quality technology enhanced learning (TEL) programs, rather than simply making value judgments on each key area covered by the benchmarks. Evaluation is a central characteristic of each of the eight ACODE benchmarks and it is there to ensure a quality cycle is in place within an institution and that this is present across all the elements of that quality cycle. Importantly, this is not limited to work within the institution, as evaluation also plays an important role in mediating the many external factors at play around the effective deployment of quality institutional TEL environments. Few international or national bodies have paid sufficient heed to setting benchmarks/performance indicators for such e-learning applications and environments, despite their widespread and ever-increasing adoption of these technologies in learning and teaching. The Quality Assurance Quality Enhancement special interest group (QAQE, 2010) observes that while technology-enhanced learning is increasingly embedded within standard practice in higher education, current approaches to quality assurance contribute to the neglect of the ways in which technology can enhance rather than simply augment teaching and learning. Although the ACODE Benchmarks have been used very effectively by many institutions, they are now over six years old. Given the massive changes that have occurred over this time frame, such as advances in Web 2.0, the greater use of cloud services, advances in analytics and BYODs, just to mention a few, it is time to review and update the benchmarks to ensure they are both relevant and, more importantly, still providing institutions with the best possible chance to ensure their practice is aligned with sector-wide good practice. Participants in this symposium will be those who are interested in participating in an active discussion around the future directions for these benchmarks and be willing to both deconstruct and propose areas in which the benchmarks could be improved in the future. This session will also be relevant for those considering conducting a future benchmarking activity in the area of e-learning, potentially using the ACODE benchmarks to conduct either an internal audit, or for those looking to plan for an inter-institutional activity for more broad-ranging quality purposes. Approaching the current, well established, ACODE Benchmarks from this perspective will help ensure the future relevance of this tool, as one that could also be used as a potential QA framework. It is hoped that by refreshing the benchmarks in this way they will continue to not only be useful for judging the quality of elearning programs and services for HEIs, but that they will also provide clear, measurable performance indicators for institutional policymakers, planners and practitioners.