O4.5.1

=Institutional information integrity plans undergo a formal (re)assessment of risk when any significant e-learning technology failure occurs. =

Evidence
To improve e-learning outcomes it is important to learn from past mistakes, according to Ehrmann (2002), who argues that tracking progress is not only necessary to stay on course but also to identify solvable problems that can attract fresh resources (p. 55).

Resources
Kowszun & Struijve (2005) report on guidance for risk assessment in e-learning projects. Using research from IT projects and pilot e-learning studies they discuss the main project risks in e-learning. These include general IT risks such as insufficient human resources, unrealistic schedules and budget, unrealistic expectations, incomplete requirements, and late delivery of software among several others specific to e-learning. They provide an extensive table of sources of guidance for each risk identified and conclude with a literature review of recent and current literature on risk management.

Coen et al. (2004) describe a Risk Management framework for E-learning, the MIT90s model, which has been used to examine how higher education institutions in Australia were managing the introduction of technology to delivery and administer education (Yetton, 1997). Cohen et al. then detail six case-studies of the implementation of MIT90s. They describe how to implement the framework in higher education in general.