EMM v2.3 O3

'''O3. E-learning technology decisions are guided by an explicit plan'''

Background
A risk of using technology to support learning is that poor quality technology can seriously compromise the learning outcomes (process D2) and the diversity of available technologies can encourage a range of ad-hoc and disconnected approaches that fail to build on institutional experience and success (process D1). A technology plan combines a strategic focus on the selection of technology with practical experience based on previous work in the institution to ensure that technological resources are chosen in ways that build capability rather than dilute it.

Haughey (2007) notes that there is a shift in technology focus from emphasis on course management systems and presentation software to blended learning and technological assistance for active learning. ‘The integration of digital technologies occurs not only in response to changing conditions, it is also driven by the vision of the institution’ (p. 28). Picciano (2006) discusses the multitude of e-learning operational issues confronting administrators and emphasises the importance of addressing the technological infrastructure. A systemic approach to developing a coherent and timely technology implementation plan is advocated by Garrison and Anderson (2003). They refer to an infostructure, which includes the design of institutional connectivity, creation of a knowledge management system, provision of digital content, and creation of standards (p. 108). Technology planning must be embedded in a wider institutional strategy that generatively encompasses all teaching and learning, and servicing aspects (Elloumi, 2004).

Evidence of capability in this process is seen in the use of a formally documented technology plan that is used to guide the selection of technologies appropriate to the local context. Formal institutional standards are used where available to inform and guide the plan. This should include existing technologies that are defined as standard by the institution and for which there is clear evidence of effectiveness and ability to be supported. The plan, along with the associated standards and guidelines, is communicated widely to encourage wider adoption and compliance throughout the institution. Policy should mandate compliance with the technology plan and explicit reference to it should be made in processes for the resourcing and development of e-learning resources.

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) institutional support benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002) and; Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003).