S5.1.3

=Teaching staff are provided with support resources (including training, guidelines and examples) on how to assist students in developing e-learning skills. =

Evidence
Webster & Hackley (1997) propose three instructor characteristics that affect e-learning success: (1) IT competency; (2) teaching style; and (3) attitude and mindset. It is important for staff to have good control over IT and are capable of performing basic trouble shooting tasks.

As Salmon (2000) puts it: ‘E-moderators are the new generation of teachers and trainers who work with learners online….Successful online learning depends on teachers and trainers acquiring new competencies, on their becoming aware of its potential and on their inspiring the learners, rather than on mastering the technology’ (p. viii). Just as students benefit from the use of formative and summative assessment, teaching staff can also benefit from formal assessments of their capability that can be used to guide ongoing training and support as well as informing strategy and policy on resourcing for staff development.

Resources
The LSN’s report (Atwere 2007) makes no assumption that developing e-learning capability is a linear process. There will be a range of expertise across teaching staff. E-learning continuing professional development activities therefore will need to be self-contained and capable of being assembled in different customized combinations. It will be important to undertake an initial diagnostic assessment to ensure that development is targeted where staff need it. The LSN framework for e-learning CPD identifies twenty competencies and a professional development structure model. This includes how to assist students develop e-learning skills. The framework allows for e-learning professional development in ‘bite-sized’ chunks.