O2.2.4

=E-learning initiative development plans formally link decisions with the institutional e-learning strategies and associated operational plans. =

Evidence
Institutional strategies and operational planning are necessary for successful e-learning delivery. Shackelford (2007) claims that the single most common cause of e-course projects 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. However, strategy and operational plans are only useful if they link explicitly with eLearning development plans.

The Australian Department of Education eLearning planning for schools report describes the importance of developing an eLearning work plan and having an eLearning vision.

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.

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.

Bates 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.