S5.2.1

=E-learning design and (re)development procedures include a formal assessment of teaching staff e-learning skills.=

Evidence
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.

The Learning and Skills Network (Atwere 2007) has produced a report titled ‘A professional development framework for e-learning’. They identify inadequate training in e-learning, a lack of professional recognition for those with e-learning expertise and limited accreditation. A more structured and individualised approach to continuing professional development in e-learning is needed.

Resources
Evidence of capability in this practice is seen through the use of formal staff capability assessments during training and as part of the design and development process for courses and projects.

One of the LSN (Atwere 2007) report’s twenty competencies in e-learning focuses on an initial/diagnostic assessment and guidance for e-learning professional development for staff.

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.