EMM v2.3 O1

'''O1. Formal criteria guide the allocation of resources for e-learning design, development and delivery'''

Background
Bates (2007) explains that institutions must plan to allocate resources for e-learning. Provision of expert technical and pedagogical assistance is vital if institutions are to move away from ad-hoc developments in e-learning. Like any other scarce resource, expertise in e-learning development within an institution must be managed in a way that ensures efficient and effective use. Formal criteria which align the use of these resources with defined outcomes for the institution are essential in this process (Hagner, 2000).

Shackelford (2007) notes that failure to establish a change management strategy is one of the key pitfalls in e-course development. There is always a risk of ‘scope creep’ and overruns in time and budget unless there are processes in place to that define in a simple documented way how potential changes are to be approved or denied. Ellis et al. (2007) identify that central management of the resources for eLearning development can cause tension between management priorities and priorities at faculty level. They suggest that one way to resolve this is to ‘devolve the resource allocation mechanism from the centre toward the faculties.

Evidence of capability in this process is seen in the provision of formal funding and resourcing criteria and guidelines, mandated by policy, which provide consistency and clarity in the allocation of resources. Access to support is managed by these criteria to ensure efficient and equitable use of time and the achievement of strategic goals as well as short term requirements. Effective approaches in the local context are communicated through examples, case studies, standards and guidelines, customised for the institution, that demonstrates the benefits of the criteria used.

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) and; Canadian Recommended E-learning Guidelines (Barker, K., 2002).