D1.3.6

=Pedagogical issues are formally addressed in e-learning design and (re)development procedures. =

Evidence
The emergence of e-learning as a ‘significant…pedagogy [which] raises a host of issues…concerning the complex and idiosyncratic nature of online learning’ (Jamieson, 2004, p. 22) that is ‘forcing universities to rethink their foundations and shift their paradigms’ (Howard et al., 2004, p. vii), highlights the importance of explicitly addressing its requirements. Posing questions about matters like adapting teaching practice, and interpreting online communications, Jamieson observes that e-learning brings pedagogical, technological, and operational challenges to teaching practice (p. 22). E-learning involves a ‘major realignment of the institutions organizational identity’ (p. 26) that calls for intensive, strategic professional development activity.

Shackelford (2007) in describing the eighteen pitfalls of project managing e-course development notes that failure to set forth an e-learning strategy will lead to difficulties.

A review undertaken by Mioduser et al. (2000) found that web resources at the time employed traditional pedagogies (individual rather than collaborative learning, direct instruction rather than inquiry, clicking rather than communicating, automatic feedback rather than guidance, memorisation rather than knowledge construction. see Herrington & Bunker 2002). There is far more scope for good pedagogy in online learning than this, and formal institutional guidelines can be useful. Herrington & Bunker (2002) describe developments at Edith Cowan University. A multidisciplinary team of academics and support staff produced guidelines that focused on the key areas of online learning, pedagogy, resources, and delivery. The guidelines were produced to assist both academics and instructional designers. Further developments have been the production of an ‘online sampler’, where staff can turn to view examples of what online courses can/should look like. Staff developing online courses are very concerned to know what they are aiming for and an online database of exemplars can help (examples include how to engineer online collaboration, buddy systems, assessment, how to support different learning methodologies and how to disseminate feedback). Finally, a workshop called the ‘Blackboard License’ has been introduced. This is the forum for staff to be introduced to the e-learning guidelines and the teaching and learning philosophy at Edith Cowan University. Good pedagogy must be the prime mover of e-learning and Herrington & Bunker give some examples of how it can be implemented beginning at institutional level.

Resources
North Carolina State University have documented a transition bringing faculty to online teaching (Covington et al. 2005). They used a triangulated approach involving administrative support, peer support, and professional development. A significant part of the transition was an intensive ‘summer institute’ where staff e-learning needs were assessed and a variety of training options regarding technology and online pedagogy were provided. By sharing experiences between early adopters, holding presentations, mentoring via peer-to-peer workshops, and a website of shared material the transition was successful.

Kenny (2007) explains how problem-based learning (PBL) can be incorporated into online courses. In general e-learning pedagogies must be defensible, used with reference to proven education practice. Kenny explains what problem-based learning is and why it has been successful in conventional learning arenas. He then describes what PBL is like in an online learning context. This includes describing what is needed to support PBL online and the opportunities and challenges it provides.