S5.2.2

=E-learning design and (re)development procedures include assistance for teaching staff in changing pedagogies. =

Evidence
Design and development plans should include formal processes for ongoing support of teaching staff and courses. Policy and guidelines should mandate staff capability assessments and require their use in ongoing staff development. Regular overview reports of capability should inform strategies for ongoing resourcing and development of e-learning.

Resources
Hunter, Clarke & Shoebridge (2005). Describe a seven layer support structure for e-learning services. Information resources are one of these seven support layers. A well designed information resources service can support tutors by making them aware of the e-resources that are available to them. Such a service should reduce the trend for tutors to use less reliable resources. These authors describe a three faceted ‘underpinning pedagogy’ to support the development of e-courses. First, the University of Birmingham now has ‘information professionals’ who are part of ‘integrated professional teams’ working with academics and learning technologists on e-learning projects. Second, LIS staff can have substantial input into curriculum planning and the creation and integration of learning content and information resources with the VLE. Finally, learner supports including structures, motivations, assistances, and connections are required. These may include ‘learning cafes’ where LIS staff are on hand to help, there may also be a system of learning advisors as at the University of Lincolnshire and Humberside.

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. By sharing experiences between early adopters, holding presentations, mentoring via peer-to-peer workshops, and a website of shared material the transition was successful.