D3.1.2

=An explicit plan covers pedagogical and technological decisions taken during the design and (re)development process. =

Evidence
The constructive alignment of pedagogy, content, and technology calls for an understanding of each of the components and their interactions. Learning design is an iterative process (Boettcher, 2004; Khan, 2005; Laurillard, 2002) It involves the definition of learning outcomes that contribute to the selection of the media prototype for development, which proceeds through design-test-redesign cycles until a satisfactory design is achieved (Laurillard, 2002, p. 197). The learning conversation occupies the foreground in relation to the technology: ‘the iterative dialogue between teacher and learner…with the delivery infrastructure always in support of it’ (p. 241).

Bates (2007) explains how a mandate for e-learning planning from the executive management committee coupled with a detailed rationale for e-learning can smooth the transition to e-learning in an institution. The plan at the Southern Alberta Institute of Technology (SAIT) described by Bates was to ‘provide a means by which SAIT could meet the increased market demand, particularly for workplace training, and increase overall student numbers, without the full cost of additional physical facilities’ (p. 53).

Bates (2007) emphasizes the substantial amount of planning and development that is required for e-learning to be implemented well. This planning, development, and staff training is required to reap the benefits of e-learning and cannot be avoided. Ongoing professional development, a careful eye on workloads, and formal e-learning strategies and plans are all necessary. The need for additional instructors and new ways of delivering e-learning professional development, such as e-learning for e-learning, needs to be investigated. Personalized training plans for each instructor may be useful. The conditions of employment for many staff may need to be updated as well so that terms remain competitive.

Resources
Bates (2007) explains the five critical preparatory steps to follow when creating an e-learning strategic plan. These are: defining e-learning, a situational analysis, a rationale for e-learning, setting core values and principles, and a vision for e-learning.

Evidence of capability in this area is seen with the use of explicit design processes and plans that link technology decisions with defined student learning outcomes and graduate attributes. This should also include making the underlying design rationale and pedagogy apparent to students when they are introduced to how the technology will be used in the particular course. Teaching staff are provided with templates, examples, training and support in using the range of technologies available to support student learning in a range of contexts and disciplines.