O2.2.6

=E-learning initiative development plans formally address policy and strategy implications. =

Evidence
Shackelford (2007) claims that the single most common cause of e-course project failures is failure to treat them as proper projects. All the common project management principles must be employed. This includes defining the project scope, identifying project roles, keeping stakeholders informed, conducting risk assessments, gathering information on what is working and what is not, and applying that information in redevelopment. Shackelford lists eighteen pitfalls to avoid when project managing e-course development.

Maltz & DeBlois (2005) survey campus leaders over six years about the most critical IT challenges. Strategic planning for IT is essential. It must be driven from the goals of the organization. The plan must be a collaborative cross-institutional effort. As well as aligning IT with the institution’s goals, the strategic plan must support achieving those goals.

Resources
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 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.