EMM v2.3 D3

'''D3. An explicit plan links e-learning technology, pedagogy and content used in courses'''

Background
Effective e-learning requires the complex links between pedagogical approach, course content, and use of technologies to be constructively aligned to defined learning objectives and outcomes (Ragan, 1999; Laurillard, 2002;Boettcher, 2004; Khan, 2005). Learning objectives are the foundation for an educational event that forms a contract between teacher and learner and helps to ensure the selection of instructional strategies for content presentation that successfully delivers defined outcomes. Interactions are the ways teachers and learners interact as geographically distant members of a learning community. Assessment also serves both teacher’s and learner’s purposes by monitoring progress that enables the teacher to supply formative feedback information to the learner, and, for the learner to provide feedback on the course design to the teacher (Ragan, 1999). The distance and time constraints of e-learning require pedagogical practices and technology selection be pre-planned as there is less flexibility for teaching staff to make spontaneous changes to e-learning activities (Herrington et al., 2005).

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.

Related Guidelines and Standards
This process is informed by: Quality On the Line: Benchmarks for success in internet-based distance education (Merisotis, J. P., & Phipps, R. A., 2000) course development benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002); Australian National Training Authority, quality assurance information kit: Training package support materials (2002); Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003) and; ADEC guiding principles for distance learning (American Distance Education Consortium, 2002).