D2.2.1

=Standards and procedures for changing pedagogies guide e-learning design and (re)development. =

Evidence
In a case study that relates e-learning implementation to organisational change, de Freitas and Oliver (2005) found that policy can drive change in both personnel organisation and pedagogic practice, and, that while the implications and impacts of change are being debated and understandings reached, there is resistance to it (p. 93). However, involving parties in collaborative discussion was found to help the change process. de Freitas and Oliver observe that the process ‘is not simple or one-way; changed pedagogic practices –– and, importantly, attempts to prevent changes to practice –– must be taken account of in policies for staff to be willing to engage with them’ (p. 94).

Bates (2007) emphasizes the substantial amount of planning and development that is required for e-learning to be implemented well. This planning, development, and staff training is required to reap the benefits of e-learning and cannot be avoided. Ongoing professional development, a careful eye on workloads, and formal e-learning strategies and plans are all necessary. The need for additional instructors and new ways of delivering e-learning professional development, such as e-learning for e-learning, needs to be investigated. Personalized training plans for each instructor may be useful. The conditions of employment for many staff may need to be updated as well so that terms remain competitive.