O5.2.1

=Allocation of resources for e-learning design and (re)development is aligned with course and programme e-learning development plans. =

Evidence
Laurillard (2002), in proposing the rethinking of university teaching, argues for reconceptualising teaching as ‘mediating learning’ (p. 11). This view introduces the concept of situating learning technologies within a conversational framework that enables an iterative teaching and learning dialogue to identify the activities needed to complete the learning process (p. 87).

Resources
Dumont & Sangra (2006) describe five national case studies across Europe. They then list the factors facilitating and those creating barriers to quality e-learning. Of particular note is the following facilitating factor: Barrier 5: No budget allocation for quality implementation.

Bates (2007) explains that institutions must plan to allocate resources for e-learning. In his case study the Southern Alberta Institute of Technology it was decided that significant increases in numbers of instructional designers, multimedia developers, and faculty development facilitators was going to be required. Also, a matrix model to manage the resources of the Centre for Instructional Technology and Development was recommended. Each year a committee would determine how to allocate the CITD resources to departments according to service agreements.