E-Learning Maturity Model

The E-Learning Maturity Model (eMM) provides a means by which institutions can assess and compare their capability to sustainably develop, deploy and support e-learning. The eMM is based on the ideas of the Capability Maturity Model and SPICE (Software Process Improvement and Capability dEtermination) methodologies.

The underlying idea that guides the development of the eMM is that the ability of an institution to be effective in any particular area of work is dependent on their capability to engage in high quality processes that are reproducible and able to be extended and sustained as demand grows.

Using the eMM

All of the tools and information needed to apply the eMM are freely provided through this website and licensed for use and modification under the Creative Commons.

You can download the eMM documentation from the Documentation section. Current information on the eMM processes is available on the eMM wiki site, along with a bibliography of published eMM research.

If you are interested in understanding how the eMM works, please review the materials in the eMM Key Concepts section. There is also a FAQ addressing common questions. There is also a fully worked example of an eMM capability assessment.

Contact Information

We're interested in hearing from organisations and collaborators wanting to apply the ideas from this research in different national and international contexts. Enquiries should be directed to the project leader:

Stephen Dr Stephen Marshall, Senior Lecturer
eMM Lead Researcher
Phone: +644 463 5205
More information

Intellectual Property Statement

Creative Commons License
The eMM and associated documentation is licensed under a Creative Commons Attribution-ShareAlike 2.5 License. Please contact the author for details of preferred citation and acknowledgment wording. The report of the New Zealand evaluation (Marshall, 2005) and 2005 TeLRF project (Marshall, 2006) are copyright and published with the permission of the New Zealand Ministry of Education.

The project team acknowledges the support of the New Zealand Ministry of Education Tertiary e-Learning Research Fund in enabling this research project.