| Resumo: | Technology Enhanced Learning Environments (TELE) theme, in Higher Education Institutions (HEI), is a hot topic in research and it has been taken into consideration by the policies of several international organizations and countries. Several evaluation models have been proposed that cover different dimensions of TELE, and the scale of analysis of these models ranges from: i) an organizational, Cartesian, systemic and holistic view; ii) a micro view, in which certain environmental elements are considered (eg material / content, student assessment, tutoring). The HEI are complex organizations with organigrams with several levels of decision and range of action (university, schools/colleges, departments, courses,..). These structures/agents are accountable and act in different levels of TELE ranging from the holistic view, which belongs to the hierarchically superior structures, to the smaller elements of the system, namely each department or course. In this chapter, we do a literature review on how learning organizations are structured and learn by focusing our analysis on the advantages which result in meeting the challenges of this globalized world, where the only constant is change. We also intend to review what has been proposed by examining some of the most significant assessment models of TELE in use today. This analysis will be achieved by positioning these models in a matrix, built on the dimensions proposed by the "E-learning quality - ELQ" model developed by the Swedish National Agency for Higher Education. The ELQ model considers ten dimensions (1. Material/content, 2. Structure/virtual environment, 3. Communication, cooperation and interactivity, 4. Student assessment, 5. Flexibility and adaptability, 6. Support: student and staff 7. Staff qualifications and experience, 8. Vision and institutional leadership , 9. Resource allocation, 10. The holistic and process aspect). These dimensions were identified through the analysis of i) policies, projects and working networks developed by several European organizations, ii) policies of governmental agencies and national organizations dedicated to quality assurance in higher education, especially in e-learning, iii) published scientific articles. It is expected that the matrix will reflect a systemic view, where the different evaluation models are contextualized in the dimensions proposed by the ELQ and the links between the models of holistic view and those focusing on smaller elements of the process teaching and learning will be pointed out. Although it is true that to effectively evaluate the global policies of TELE, or each one of their dimensions, it is not enough that the HIE import and apply evaluation models, as it is also essential that these organizations develop and adapt their own working methods and ensure their internal competence. On the other hand, it is equally true that the models are important references that enable each HIE to build and adapt their own assessment mechanisms. The positioning of the different models of evaluation in a matrix, which runs along the critical dimensions of TELE present in the ELQ, with a spectrum analysis between the micro and the macro-scale can be an important tool for the organizations enabling them to define their own evaluation models, identifying who evaluates, what is evaluated and in what context.
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