This article (19 page PDF) employs Neuhauser's (2004) online course design maturity model (OCDMM) (17 page PDF) in an assessment of the University of South Africa (UNISA) as it transitions from an open distance learning (ODL) to open distance e-learning (ODeL). Now 15 years old, the model needed to be updated to reflect current conditions. The original five Key Process Areas (KPA) were replaced with three: use of LMS; use of learning technological tools and applications; and online assessment via LMS. Responses using the new KPAs were gathered across each of the new model's five levels. Obviously this revision seems to me to be far too focused on the LMS, even if it does include the use of other technologies. And lost are elements of the original model, such as personalization, socialization, and interactivity (which maybe they could have addressed through a fourth KPA headed 'presence'). Image Pretoria News.